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CM9 00 5.3_5.

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First published in 2004 by


Pascal Press
PO Box 250
Glebe NSW 2037
(02) 8585 4044
www.pascalpress.com.au
Text copyright 2004 Ajit Kalra, James Stamell
Illustrations and design 2004 Pascal Press
All rights reserved.
COPYRIGHT
Except under the conditions described in the Copyright Act 1968 of Australia and subsequent
amendments, no part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior permission of the copyright owner.
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of this
book, whichever is the greater, to be copied by an educational institution for its educational
purposes provided that the educational institution (or the body that administers it) has given
a remuneration notice to the Copyright Agency Limited (CAL) under the Act.
For details of the CAL licence for educational institutions contact:
Copyright Agency Limited
Level 19, 157 Liverpool Street
Sydney NSW 2000
Telephone: (02) 9394 7600
Facsimile: (02) 9394 7601
Email: info@copyright.com.au
National Library of Australia
Catalogue-in-Publication data
Kalra, Ajit.
Connections maths 9 stage 5.3/5.2/5.1.
Includes index.
For year 9 students.
ISBN 1 877085 60 X.
1. Mathematics - Textbooks. I. Stamell, James. II. Title.
510
Publisher: Penelope Naidoo
Edited by Robyn Wilkie
Photo research by Sarah Carlon
Text and cover design by d
Typeset in Utopia 10pt by d
Technical illustrations by d
Other illustrations by Greg Anderson-Clift
Indexed by Ruth Siems
Printed in Singapore by Markono Print Media Pte Ltd
Disclaimers
Every effort has been made to trace and acknowledge copyright. However, should any
infringement have occurred, the publishers would be pleased to be contacted by the
copyright owners.

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Contents
Introduction
Acknowledgements
1

Rational numbers

Significant figures and approximations


Using technology: Rounding with
spreadsheets
Estimation
Making reasonable estimates
Estimation strategies
Level of accuracy and
approximations
Ratios and rates
Converting rates
Recurring decimals
Problem-solving steps and
strategies

30

Problem solving 1
Literacy skills 1
Chapter review 1

31
33
34

Indices and algebraic


expressions

37

Index notation
Using technology: A spreadsheet activity
Index laws
Multiplication with indices
Division with indices
Powers of powers
The zero index
Negative indices
Revising and combining
index laws
Fractional indices
Expanding and factorising
algebraic expressions
Scientific notation
Scientific notation for numbers
greater than 1
Scientific notation for numbers
less than 1

Displays of scientific notation on


the calculator
Scientific notation calculations
Comparing numbers in
scientific notation

viii
x

5
6
9
12

Problem solving 2
Literacy skills 2
Chapter review 2

78
79
80

Consumer arithmetic

85

Problem solving 3
Literacy skills 3
Chapter review 3

115
116
118

Perimeter and area

121

Perimeter
The perimeter of a sector
Area
The area of a sector
Areas of composite shapes
Practical areas
Using technology: Brahmaguptas formula
Using a graphics calculator:
Inside shapes

59
63
66
67
68
c

70

76

Wages and salaries


86
Commission, piecework and casual work 90
Piecework
90
Commission
90
Casual work
90
Other payments
92
Deductions from gross income
95
Taxation
98
Budgeting
101
Using technology: Making a budget using
a spreadsheet
104
Profit and loss
106
Value for money
109
Ways of buying and discounts
111

15
18
20
24

38
42
44
44
47
50
53
56

72
74

Problem solving 4
Literacy skills 4
Chapter review 4

122
127
132
139
143
147
150
151

152
153
154

C O N T E N T S

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Surds
Rational and irrational numbers
Surds
Simplification of surds
Addition and subtraction of surds
Multiplication and division of surds
Binomial products
Conjugate surds
Rationalising the monomial
denominator
Rationalising the binomial
denominator
Using technology: Square roots
Fractional indices and surds
Some general number properties

172
173
176
178
180

184
186
187

Probability

189

Problem solving 6
Literacy skills 6
Chapter review 6

Properties of
geometrical figures

C O N N E C T I O N S

M A T H S

198
200
206
208

218
220
223
226
230
231
232
232
236

S T A G E

244
247
249
252

255
256
257

Data analysis and


evaluation

263
264
264
268
273
279
284
286

Problem solving 8
Literacy skills 8
Chapter review 8

287
288
289

Trigonometry

293

Trigonometry
Naming the sides of a
right-angled triangle
The ratios of sides in
right-angled triangles
The trigonometric ratios
Using a calculator in
trigonometry
Finding an unknown side
Finding the hypotenuse
Finding an unknown angle
Angles of elevation and depression
Bearings

217

238
238
242

Problem solving 7
Literacy skills 7
Chapter review 7

Statistics
Frequency distribution and cumulative
frequency tables
Frequency and cumulative
frequency diagrams
Key statistics
Grouped data
Using technology: Frequency distribution
using a spreadsheet
Using technology: Finding key statistics
using a graphics calculator

190
190
193

211
213
214

Polygons
The angle sum of a triangle
The angle sum of a quadrilateral
The angle sum of a polygon
Regular polygons
The exterior angle sum of
a polygon
The exterior angle sum of
a triangle
The exterior angle sum of a
quadrilateral
Construction of regular
polygons in a circle

vi

158
158
160
162
165
167
170

Problem solving 5
Literacy skills 5
Chapter review 5
Probability
Taking chances
Experimental probability
Using technology: Simulating dice throws
on a spreadsheet
Theoretical probability
Getting chances right
Mutually exclusive events

Congruent triangles
Tests for congruent triangles
Applying the congruence tests
Proving properties of triangles
and quadrilaterals
Similar figures
Similar triangles
Applications of similarity

157

Problem solving 9
Literacy skills 9
Chapter review 9

5.3 / 5.2 / 5.1

294
294
297
300
304
306
310
313
316
320

324
325
326

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10 Coordinate geometry
The distance between two points
The distance formula
The midpoint of an interval
The gradient of a line
The gradient formula
The angle of inclination with the
positive direction of the x-axis
Linear equations
Gradientintercept form
General form
Parallel lines
c

Problem solving 10
Literacy skills 10
Chapter review 10

11 Linear and non-linear


relationships
Graphing linear relationships
Graphing equations in the form
y  mx  b
Graphing equations in general form
Determining whether or not a
point lies on a line
Horizontal and vertical lines
Horizontal lines
Vertical lines
Using the intercept method to
graph lines
Using the gradient and y-intercept
to graph lines
Non-linear relationships
The parabola
The hyperbola
The exponential relationship
c

Problem solving 11
Literacy skills 11
Chapter review 11

332
335
338
342
343
344
347
347
348
351

353
354
355

357
358
358
361

369
372
372
376
378

383
384
385

392
395
397
399

415
417
418
420
423
426
429

432
433
434

Surface areas of right prisms


Surface areas of right cylinders
Surface areas of pyramids
Surface areas of cones
Surface areas of spheres
Volumes of right prisms and cylinders
Volumes of right pyramids
Volumes of right cones
Volumes of spheres
Using technology: Economics of surface area
and volume
Applications of surface area and volume
Using technology: Its in the can
Areas of similar figures
Similar solids
Using technology: Comparing volumes

367

390

Problem solving 12
Literacy skills 12
Chapter review 12

402
406
408
410
412
412
413

13 Surface area and volume 437

362
364
364
365

12 Equations and inequalities 389


Simple linear equations
Equations with pronumerals on
both sides
Equations with grouping symbols
Equations with one fraction
Equations with more than one fraction

Using equations to solve worded


problems
Simple quadratic equations
Evaluating the subject of a formula
Equations arising from substitution
Inequalities
Solving inequalities
Graphing inequalities
Inequalities with grouping symbols
and fractions
Simultaneous equations
Setting up tables of values and the
guess and check method
The graphical method
The substitution method
The elimination method
Using simultaneous equations to
solve worded problems

331

Problem solving 13
Literacy skills 13
Chapter review 13

Diagnostic test
Answers
Index

438
441
446
450
454
457
460
464
467
470
471
475
476
480
486

488
489
490

496
520
590

C O N T E N T S

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Introduction
Preface to the teacher
This book is the first of two books written for the Mathematics Stage 5.3 pathway in
New South Wales. It is written for Year 9 students who have achieved most of the Stage 4
learning outcomes and are achieving Stage 5 learning outcomes. This book, together with
Connections Maths 10 Stage 5.3/5.2/5.1, covers the entire new Stage 5.3 course.
This book develops the knowledge, skills and understanding objectives which will enhance
students mathematical thinking, understanding, competence, creativity and confidence in
the application of mathematics. It is designed to make connections to real-life contexts, it
fosters values and attitudes which help to promote student enjoyment and appreciation.
The text clearly explains the mathematical concepts used in language that is appropriate
for students.
The sequence of the work has been planned to maximise student interest and enjoyment while
assisting teachers in identifying the learning outcomes achieved. Students are encouraged to
develop their mathematical skills to achieve the learning outcomes of the course.
Most chapters have these features:
p Working mathematically Students are presented with interesting information and are
asked to apply their mathematical knowledge to explore possible outcomes and extensions.
This may be done individually or in small groups. Students have the opportunity to
develop new skills and concepts and to focus on different learning processes.
p Using technology Students are encouraged to use technology to explore and extend
mathematical concepts. Calculators, spreadsheets, graphic calculators and geometry
software are used to enhance students learning.
p Problem solving Students can explore different ways of finding solutions to
original problems.
p Literacy skills Students can review the language used in the chapter and test their
understanding of the terms they have learnt.
p Chapter review Students can complete a comprehensive review of the work treated in
the chapter using this sequence of questions, which help to determine student
learning outcomes.
The Teaching & Assessment book for this text gives additional teaching information and a
sample teaching program that is linked to student learning outcomes.
This book is intended to interest and motivate students and provide them with a firm basis
for future mathematical studies.
J.G. Stamell A.S. Kalra

viii

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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What you will find in the student text and CD-ROM


This textbook and CD-ROM package has been produced to suit the new Mathematics
Stage 5.3 syllabus for New South Wales. Features of this book include:

p outcomes at the start of every chapter


p a dynamic full-colour design that clearly distinguishes theory, examples, exercises,
and special features
p carefully graded exercises with plenty of worked examples and solutions
p cartoons offering helpful hints
p Working mathematically strands that are fully integrated, many of which feature
challenging sections designed as extension material and interesting historical and
present-day explorations of mathematics
p a Chapter review to revise and consolidate learning in each chapter
p Problem solving sections requiring application of strategies, communication and
reasoning through an inquiry approach
p a comprehensive Diagnostic test providing a cumulative review of learning in all
chapters, cross-referenced to relevant exercises
p integrated technology activities
p Literacy skills activities to develop language skills relevant to each chapter
p fully linked icons to the accompanying CD-ROM
p a comprehensive index

The student CD-ROM accompanying this textbook can be used at school or


at home for further explanation and learning. Each CD-ROM contains:

CD-ROM

CD-ROM

p Interactive diagnostic testrevision of all Stage 4 outcomes


The regenerative nature of the program allows for an almost limitless number
of varied tests of equal difficulty. This test can be used prior to commencing
Stage 5 work.
p Dynamic geometry activities using WinGeom software for PC users and
Cabri Geometry software for Mac users
p Using technology with formatted Excel spreadsheets
p Full textbook with links to the above

How to use the CD-ROM


Insert the CD-ROM into your CD-ROM drive. The main menu contains four folders:
p
p
p
p

Dynamic geometry activities Choose an option, either Mac or PC.


Diagnostic test Click on this to access the Stage 4 interactive diagnostic test.
Using technology: spreadsheets Click on this to access formatted spreadsheets.
Textbook Click on this to access the entire textbook in PDF format, with hotlinks to all the
above features.

For further details and troubleshooting, read the Read-Me file contained in the CD-ROM.

I N T R O D U C T I O N

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Acknowledgements
The authors and publishers would like to thank the following for granting permission to
reproduce copyright material:
Photographic material: Brand X Pictures, Comstock, Corel, Corbis, Creativ Collection,
Digital Vision, Eyewire, Goodshoot, ImageState, John Foxx, Microsoft Excel screenshots
reproduced with permission from Microsoft Corporation, PhotoAlto, Photo Essentials,
Photodisc, Photos.com., Royal Australian Mint, Stockbyte.
The authors would also like to sincerely thank Marilyn Murray for all her input into this book.
Every effort has been made trace the ownership of copyright material. However, should
any infringement have occurred, the publishers would be pleased to be contacted by the
copyright owners.

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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Rational
numbers
Syllabus outcomes
NS5.2.1 Rounds decimals to a specified number of significant figures, expresses
recurring decimals in fraction form and converts rates from one set of units to another
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.3 Uses and interprets formal definitions and generalisations when
explaining solutions and/or conjectures
WMS5.3.5 Links mathematical ideas and makes connections with, and
generalisations about, existing knowledge and understanding in relation to
Stage 5.3 content

In this chapter you will learn to:


nidentify significant figures
nround numbers to a specified number of significant figures
nuse the language of estimation, including rounding, approximate and level
of accuracy

nuse symbols for approximation


ndetermine and assess the effect of truncating or rounding during calculations

on the accuracy of the results


ndecide on an appropriate level of accuracy for results of calculations
nappreciate the importance of the number of significant figures in a given
measurement
nuse an appropriate level of accuracy for a given situation or problem solution
nconvert rates from one set of units to another
nsolve problems involving ratios and rates
nrecognise that calculators show approximations for recurring decimals
nwrite recurring decimals in fraction form using calculator and
non-calculator methods

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Significant figures and approximations


All measurements are approximations. No matter how hard we try to measure something
exactly, the accuracy of our measurement will depend on the precision of the measuring
instrument.
How accurately can you measure the temperature in this thermometer?
Is it 26C? 27C? We certainly cannot say 26.65C.

30C

We know that the temperature is in the 20s and can say that it is somewhere
between 25C and 30C. We are now deciding the last digit, and will estimate it as 7.

25C
20C

Significant figures in a measurement are all the digits in the measurement


that are known to be accurate, plus one estimated digit. In this example, we
know that 2 (for 20) is accurate, and we have estimated the second digit as 7.
Rules for finding significant figures in given numbers are:

All non-zeros are significant.


245 has 3 significant figures.

6.718 has 4 significant figures.

Zeros between non-zero digits are significant.


1078 has 4 significant figures.

Zeros at the end of a decimal number are significant.


1.470 has 4 significant figures.

Here we recognise that


these decimal places were
measured but their values
were zero.

102.00 has 5 significant figures.

Zeros before decimal numbers are not significant.


0.0027 has 2 significant figures.
1

not significant

3.06 has 3 significant figures.

0.036 010 0 has 6 significant figures.



not significant

Final zeros in a whole number may or may not be significant.


6300 may have 2, 3 or 4 significant figures.

The zeros between


a decimal number
and the decimal
point are seen as
place holders.

We need more information to say for sure. These zeros may be merely place holders (if the
number was measured to the nearest hundred) or they may have been measured but just
happened to be zeros (if there are, for example, exactly 6300 people in a stadium).

Digits between the first and last significant digit are all significant.
6300.0 has 5 significant figures.

C O N N E C T I O N S

M A T H S

S T A G E

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We often round off numbers to a given number of significant figures or to the nearest ten,
hundred and so on. Rounding off is a way of approximating. To the nearest million, the
population of Australia is 20 million. This may be all the accuracy needed for a particular
purpose. At this instant the population might be 19 862 045, but as this number
constantly changes, this level of accuracy may not be required, for example, in a
document to be published next year.
When rounding, we round up if the digit is 5 or more, and round down if the digit is less
than 5.
When rounding 4.2 to the nearest whole number, we round
down to 4.
When rounding 3.7 to the nearest whole number, we round
up to 4.

3.7
3

4.2
4

Examples
1

Round off 38 427 to the nearest thousand.


Draw a line after the thousands position.
Since the very next digit is 4, round down.
So 38 427 to the nearest thousand is 38 000.

38 427

Write 44.819 correct to the nearest tenth.


To the nearest tenth means to 1 decimal place.
Again draw a line, but this time after the first decimal place.
Since the very next digit after the line is 1, round down.
So 44.819 to the nearest tenth is 44.8.

Round off 0.078 41 to the nearest hundredth.


This time the digit after the line is 8, so round up by
adding 1 to the previous digit.
So 0.078 41 to the nearest hundredth is 0.08.

B
0.07 841

Round off 0.246 518 to 3 decimal places.


The next digit is 5, so round up. So 0.246 518 to
3 decimal places is 0.247.

44.8 19

B
0.246 518

Write 56 345 correct to 2 significant figures.


Here we need 2 significant figures in our answer.
Round down because the next digit is 3.
Do not forget the zero place holders between
the significant figures and the decimal point.
So 56 345 to 2 significant figures is 56 000.

C H A P T E R

R AT I O N A L

56 345

12

N U M B E R S

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Round off 0.1403 to 2 significant figures.


Round down because the next digit is 0.
So 0.1403 to 2 significant figures is 0.14.

0.14 03

12

Write 0.036 98 correct to 3 significant figures.


Note that the significant figures begin with the 3.
Here we round up by adding 1 to the previous digit.
Note that the zero after 7 is significant and must be put in.
So 0.036 98 to 3 significant figures is 0.0370.

E x e r c i s e 1A

B
0.0369 8

123

S I G N I F I C A N T F I G U R E S A N D A P P R O X I M AT I O N S

How many significant figures are there in each number?


a 36
b 4.2
c 3604
e 4.9
f 11.0
g 0.0023
i 40.00
j 0.0402
k 0.0020
m 20 002
n 0.060 40
o 0.002 34

How many significant figures are there in each number if each measurement was made
to the accuracy shown in parentheses?
a 4000 (nearest thousand)
b 14 800 (nearest ten)
c 800 (nearest whole number)
d 1800 (nearest hundred)

Hamish counted the people in a hall as 840. How many significant figures are there in
this number?

A speeding bullet travels at about 1426.2 km/h and a rocket in orbit travels at about
28 000 km/h. To how many significant figures was each measurement made?

Round off to the nearest whole number:


a 6.4
b 12.7
e 3.45
f 2.813

c 13.5
g 8.499

d 7.1
h 37.504

Round off to the nearest hundred:


a 2483
b 1944
e 41 852
f 550

c 32 684
g 7812

d 11 705
h 347.25

Round off to the nearest hundredth:


a 6.7812
b 2.0126
e 2.457
f 5.235

c 0.203
g 2.199

d 0.654
h 3.999

Round off to 1 decimal place:


a 16.45
b 2.84
e 10.76
f 8.12

c 3.75
g 2.18

d 18.04
h 3.99

Round off to 1 significant figure:


a 1 634 000
b 2.4596
e 320.7
f 34.15

c 12.03
g 8.095

d 18.78
h 0.002 145

10

Round off each number in question 9 to 3 significant figures.

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

d
h
l
p

8137
0.0001
3.020
0.000 000 63

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11

Given that 1000  75  1313 , in which way would you round in each of the following
situations? Explain why.
a How many $75 items can be bought for $1000?
b A bus holds 75 people. How many buses are needed to take 1000 students to a
swimming carnival?

12

a Round to the nearest tenth:


i

4.28

ii

4.33

b A number that has 2 decimal places is rounded to 4.3.


i
ii

What is the smallest this number could have been?


What is the largest this number could have been?

13

In an average human the normal platelet count in the blood is 250 000 per
cubic millimetre, correct to 2 significant figures. What might the exact measure have been?

14

Nine people are sharing equally a restaurant bill of $327.50.


a How much should each person pay?
b Is this a case where the answer is rounded up or down? Explain.

15

A room measures 4.2 m by 5.3 m. The floor is to be tiled.


2

Jim said: We need to buy 4.2  5.3  22.26 m of tiles.


2
Alyce said: We need to buy 4  5  20 m of tiles.
2
Demeter said: We need to buy 5  6  30 m of tiles.
Who was correct? Why?

16

When multiplying measurements, the rounded answer


should ideally have the same number of significant digits
as the least precise measurement. With that in mind, find
2
the area of a circle whose radius is 2.70 cm. (Use A  r .)

17

Write down a number that rounds to:


a 470, correct to 2 significant figures

b 470, correct to 3 significant figures

CD-ROM

Rounding with spreadsheets


There is a facility on spreadsheets that allows you to round numbers
to a certain number of decimal places.
p Open a new spreadsheet and type in the values shown in column A.
p In cell B1 type the command =ROUND(A1,2). Press Enter.
This command rounds the value written in cell A1 to 2 decimal
places and writes the result in cell B1.
p To repeat this command for the other numbers, highlight cells B1 to B7, go to the toolbar
and choose Edit Fill Down. Alternatively, place the cursor at the bottom right-hand
corner of cell B1 while it is highlighted so that the arrow turns into a +, then drag down to
cell B7 and release. In both cases, the numbers shown in column B should appear.

C H A P T E R

R AT I O N A L

N U M B E R S

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Page 6

How are the numbers in column B written? Are they all shown to 2 decimal places?
Comment.

Try rounding the numbers in column A to a different number of decimal places.

Explain why =ROUND(346.893,1) returns 350.

What do you think =ROUND(346.893,0) might return? Try it. (Click in an empty cell
and type this in.)

On some computers, TRUNC (short for truncate) cuts off a number at a certain point. For
example, TRUNC(367.28,1) truncates 367.28 to 1 decimal place and returns 367.2.
5

What number is returned by:


a TRUNC(45.352,2)?
b TRUNC(7.999,1)?

How can you use TRUNC to round off 54.762 to 1 decimal place?

TRUNC(8.126+0.4,2)?

Estimation
Estimation involves finding an approximate value.
For example, saying that a doorway is 2 m tall does
not (usually) mean it is exactly 2 m tall, but we know
that it is closer to 2 m than it is to either 1 m or 3 m.
Similarly, a grazier could tell you roughly how many
sheep were in a flock without counting, and a painter
can usually tell at a glance approximately how much
paint is needed to paint a house.

Examples
1

Estimate the cost of 12 sweets at 35c each.


At 35c each, you can get about 3 sweets for every dollar. So 12 sweets cost
around $4. The exact cost of 12 sweets is $4.20.

Jerry wants to estimate the height of the library building at his school.
It consists of a ground floor and a first floor. Suggest one way he could do this.
He could ask a friend to stand next to the building, then estimate how
many of his friends, standing on top of each other, it would take to reach
the top of the building. Given that each friend is about 2 m tall, he could
multiply this number by 2 and so have an estimate for the height of
the building.

C O N N E C T I O N S

M A T H S

S T A G E

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Page 7

E x e r c i s e 1B

E S T I M AT I O N

An audience of 10 005 people attended a concert at the Sydney Entertainment Centre


and paid $79 for each of their tickets. How much money was raised from ticket sales?

What strategy can we use to determine one-third of:


a the length of this rectangle?
b the circumference of this circle?

a Without measuring, estimate the diameter of:

a 5c coin

a 10c coin

ii

iii

a 20c coin

b Now use a ruler to measure each diameter to the

nearest millimetre. How close were your estimates?


4

Five car instruments are shown:


7

80

60
40

4
3

100

4:36

120

D
140

20

2
0

160
km/h

What does each instrument measure?


Which two dials do not indicate a quantity whose measure can be read?
Which is the speedometer? Why do you think part of the dial is shaded?
i
Give an estimate of the engine revolutions.
ii Is it possible to read 3465 revolutions per minute from this instrument? Why?
iii Why is it not important that this instrument gives an exact reading?
e i Does the fuel gauge indicate how much petrol the tank can hold?
ii What is the function of this gauge in a car?

a
b
c
d

What is wrong with each clockface?


a
10

9
6

1
2

4
7

12

10

11

4
7

11 12 1
10

11 12 1

3
8

7 6 5

A clock lost its minute hand, but its hour hand works perfectly. Estimate these times:
a

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Assume that each square represents 1 cm .


Estimate the area covered by each leaf.

In many fast-food outlets, signs and posters are placed at strategic heights around the
room. In the event of a robbery, staff are asked to observe the robber in relation to a
sign. How can such information be useful to police?

Given these two angles,


estimate the sizes of angles A to E.

45

D
B
A

10

11

Explain how you could estimate the


size of each of the following, then
estimate their sizes:
a the width of a road
b the capacity of a coffee mug
c the height of an electricity pole
d the mass of a brick
e the volume of a bucket
g the capacity of a plastic shopping bag
i the area of the classroom floor

f the area of a postage stamp


h the length of a truck
j the mass of this book

a Without measuring, estimate the length of this line in centimetres.

b The following lines have their lengths given.


6 cm
12 cm

c Do you want to refine your original estimate for a?


d Measure the line in a.
e How closely did your refined estimate compare with the measurement?

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Making reasonable estimates


Sometimes measuring instruments are not
available, and at other times we only need
approximations. Knowing that my petrol tank
is about 34 full tells me I have enough fuel to
last several days. I do not need to know that
there are exactly 45.27 L in the tank.

Examples
1

The distance between my outstretched thumb and little finger is 23 cm.


a How could I use this to measure the length of my desk?
1
b My desk is 52 hand spans across. What is its approximate length?
c Is this estimate reasonable?
a Starting from one end, count how many hand spans it takes to reach the

other side. Multiply this number by the hand span length.


b 512  23 cm  5  25 cm

 125 cm

 and  mean is
approximately equal to.

The desk is approximately 125 cm long.


c

125 cm is a bit longer than a metre, and the


desk appears to be this length. (Imagine a
metre rule.) The estimate seems reasonable.

A rectangular room measures 4.5 m by 5.9 m. It is to be tiled using


square tiles that measure 20 cm on a side. Approximately how many tiles
are needed?
The area to be tiled is 4.5 m by 5.9 m.
2

Its area is approximately 4.5 m  6 m  27 m .


2

Each tiles area is 0.2 m  0.2 m  0.04 m .


Now find how many times 0.04 goes into 27.
27

0.04

2700

 4 (multiplying numerator and denominator by 100)

This fraction is slightly under 700, but 700 is a fair estimate, allowing for
offcuts and breakages. This may appear to be a lot of tiles, but once you
place a tile in a room of this size you can quickly see that this is a
reasonable estimate.

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W O R K I N G M AT H E M AT I C A L LY

Estimates and informal units


1

a Measure the width of the palm of your hand at


b

c
d
e

f
2

its widest part.


The height of a horse is measured in hands.
(1 hand  4 inches and 1 inch  2.54 cm.)
What is a hand in centimetres?
How close is the width of your palm to 1 hand?
How do you think a hand can be used to
measure the height of a horse?
The height of a horse is measured from
the ground to the highest point of the
horse's withers (the ridge between the
shoulder bones). Estimate the heights
of these horses in centimetres:
i
Clydesdale, 16.5 hands
ii Arabian horse, 15 hands
iii Palomino, 14.5 hands
iv Shetland pony, 10 hands
Are you taller than any of these horses?

a Take 10 normal steps.


b Use a tape measure to measure the

distance you covered.


By division, find the length of your pace
(that is, 1 step).
d Repeat steps a to c 4 times and find an average length for your pace.
Knowing this distance, you can estimate distances by counting steps as you go.
e Use your pace to estimate the lengths of at least 3 objects, for example the
length of the netball court, the distance between 2 telegraph poles and the length
of a swimming pool.
c

10

The mile is a unit of distance in the imperial system of measurement. Originally


Roman legions would keep track of their paces (1 pace  1 double step) as they
marched from one place to another. Every 1000 paces or mille passus was a mile.
Surviving milestones on Roman roads are about 1520 m apart.
a How long was a Roman pace?
5
b Today we estimate a kilometre to be 8 of a mile. How long is a mile
in kilometres?

Throughout history people have used the body as reference points for estimations.
a Measure the following body parts on yourself or have a friend measure them
for you. Also measure your height.

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cubit

fathom
inch

foot
yard

span

b How do these traditional units compare with your measures?

p Foot: 25 cm in some ancient cultures, 30 cm in the Middle East, 30.8 cm in


ancient Greece and 29.6 cm in ancient Rome
p Inch: the width of a mans thumb at the base of the nail or the distance from the
thumb knuckle to the tip of the thumb, 2.5 cm
p Span: the distance between the end of the thumb and the end of the little finger
when both are outstretched, 22.9 cm
p Cubit: the distance from the elbow to the tip of the middle finger, 45.7 cm
p Fathom: the distance between a mans outstretched fingertips, traditionally 6 feet
(1.83 m)
p Yard: 3 feet (0.91 m), established after the Norman Conquest of 1066 when
King Henry I decreed that it should be the distance from his nose to the tip of his
outstretched finger
5

Use your body measures to estimate:


a the thickness of this book
c the length of your pen
e the height of your classroom

The door frame in this room is 1.6 m wide. Work out the scale of the photograph
and then, without measuring, estimate:
a the height of the door
b the distance between the window
and the doorway
c the height of the window frame
d the width of the window frame
e the length of the wall
f the height of the wall

b the length of this page


d the length of your desk
f the length of a classroom wall

C H A P T E R

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Estimation strategies
Each year Australians throw out about 20 million
tonnes of garbage. This number was not obtained
by weighing all the garbage that goes to all the
garbage tips. That would be a costly and pointless
exercise. It was estimated by taking samples from
around the country.
In many situations an estimate is often good
enough, and the exact answer is not needed. We
use estimates all the time.
p How far did you walk today?
p How many people watched the game?
p How many fish are there around the reef ?
Estimation is important in mathematics because it allows us to see whether the answer
we calculated could be correct. For instance, 11.25  3.9 is about 40 (10  4).
The exact answer is 43.875, but if we had an answer of 438.75, we would
know from our estimation that it is wrong.
It is easy to press
a wrong key on
the calculator, so
use estimation
to check that
your answers
are reasonable.

There are several ways to estimate:


p by rounding
p by using front-end estimation
p by using compatible numbers
p by clustering

Examples
1

Estimate 7327  2876 by rounding.


7000 
3000
_______
10 000
_______
Here each number has been rounded to the nearest thousand.
One estimate for this sum is 10 000.

Use front-end estimation to estimate 7327  2876.

Add the left column of digits.


Add the next column.
Add these sums.
An estimate for
this sum is 10 100.

12

C O N N E C T I O N S

M A T H S

7327 
2876
______
9000
______

7327 
2876
______
Add.

10 100

S T A G E

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Use rounding and front-end estimation to estimate 118.3  57.2.


118.3 
57.2
______

120 
60
______

118.3 
57.2
______

60
______

60.0
______

118.3 
57.2
______
Add.

1.0
______

61

An estimate using rounding


is 60.
4

An estimate using front-end


estimation is 61.

Use compatible numbers to estimate 5735  82.


Rewrite these numbers as 5600  80  70. We use these numbers because
mentally we can quickly divide 8 into 56.
An estimate of this division is 70.

Use clustering to find 586 + 721 + 1407 + 275.


586  721  1407  275
These two add to
These two add to
about 1000.
about 2000.
Add.

3000

An estimate for this sum is 3000.


Clustering works best when certain key numbers can be obtained.

When estimating, use methods that suit the particular situations. Occasionally you may wish
to combine different estimation methods.

E x e r c i s e 1C

E S T I M AT I O N S T R AT E G I E S

Estimate the following, then use a calculator to see how close your estimates were:
a 5286  3467
b 6.59  2.27  4.65
c 0.8165  0.2134
2
d 95.28  4.63
e 34.65  2.91
f (4.1)
g 3592  62
h 7.375  0.69
8.41  2.83
i (84.93  21.2)  (4.21  1.67)
j 
10.1
2
2
(4.82)  (7.91)
k 527  915  467
l 
410
m 
11.04  3

Find a whole number estimate for each expression:


13.85  19.15
114.1  83
a 
b 
10.86  2.4
365.2  171
d

26.5
  98.3



26.5 
98.3

C H A P T E R

(84.6)

(7.1)2

4512  3234  6813

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A restaurant serves 240 cups of coffee each day. If 12 kg of coffee


makes 52 cups, approximately how many kilograms of coffee
will the restaurant use each week?

Penny used front-end estimation to find 6423  2815. She says


the method does not work. How could the method be altered to
give a reasonable estimate?

A farmer has a pentagonal paddock with boundaries 312 m, 295 m, 326 m, 274 m and
302 m. About how much fencing will he need?

The average Australian uses about 190 kg of paper each year.


a If the population is 20.1 million people, how many tonnes of paper will they use in
a year?
b Given that each tree produces 56 kg of paper, about how many trees could be saved
by recycling this paper? (Answer in terms of millions of trees.)

Estimation can also be used to determine reasonable answers. For each of questions 7 to 14,
choose the best answer.

14

Sally puts 16 shells in each bag. How many bags can she fill using 600 shells?
A 20
B 30
C 40
D 50

Drew can iron and fold a shirt in about 4 minutes. How many shirts can he iron and
fold in 2 hours?
A 20
B 25
C 30
D 40

A packet of snacks costs $2.45. How much can be saved by buying 6 packets on sale at
$1.98 each?
A $2.70
B $2.80
C $2.90
D $3.00

10

There are 24 sheets of paper in a quire. How many sheets are there in 712 quires?
A 150
B 160
C 170
D 180

11

A space shuttle can carry about 30 t of cargo. A compact car weighs about 1.1 t. What is
a reasonable number of compact cars that could be carried on the shuttle?
A 27
B 31
C 35
D 39

12

The height of an African elephant is about:


A 30 cm
B 300 cm
C 30 m
D 300 m

13

The weight of an African elephant is about:


A 65 kg
B 650 kg
C 6.5 t
D 65 t

14

The running speed of an African elephant


is about:
A 0.5 km/h
B 5 km/h
C 50 km/h
D 500 km/h

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a Write down the values of 81


 and 100
. Are these exact values or estimates?
b Use these values to estimate, correct to 1 decimal place:

90

ii 85

Use a calculator to check your estimates. Were you close?
i

iii

95


16

Consider 2  20. By substituting, show that:


a 4n5
b 4.3  n  4.4
c 4.32  n  4.33

17

By substituting and then refining your estimates, find n correct to 3 decimal places:
n
n
n
a 2  50
b 3  60
c 10  500

Level of accuracy and approximations


The area of this circle can be calculated using a calculator as:
2

A  r
2
3
2
 28.274 333 88 cm

3 cm

The calculator has given this answer correct to 8 decimal places.


Should we accept this level of accuracy?
The radius is given to the nearest whole centimetre. What would happen if the radius was
actually 2.9 cm or 3.1 cm, and was rounded to 3 cm for convenience?

2.9 cm

A  r

  2.9

A  r

3.1 cm
2

  3.1
2

2
2

 26.420 794 22 cm

 30.190 705 4 cm

The three areas calculated are considerably different.


The accuracy of any calculation is limited by how accurately the numbers in any measurement
are given. In all calculations involving multiplication and division, the number with the
fewest significant figures determines the number of significant figures that should be given
in the answer.
Since the radius of the circle is given as 3 cm (1 significant figure),
2
we should write the area of the circle as A  30 cm (correct to
1 significant figure). However, it would be all right in this example if
2
you gave the area of the circle as 28 cm (the nearest whole number),
because the radius is given to the nearest whole number. The point
to remember is that even though the calculator can give many digits,
they may not all be meaningful.

C H A P T E R

Approximately equal to
can be written with either
of these two symbols:
 or 

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Examples
1

624 cm is also a
reasonable estimate,
because the number of
significant figures is the
same as the fewest
number of significant
figures in the question.

A sheet of A4 paper measures 29.7 cm by 21.0 cm.


a What is a reasonable estimate for its area?
b What is a reasonable estimate for its diagonal length?
c What fraction of a square metre does the A4 sheet cover?
a Using a calculator:
2

A  29.7  21.0  623.7 cm (correct to 1 decimal place)


It is reasonable to give the area correct to 1 decimal place
because the length and breadth are given to 1 decimal place.
b Using Pythagoras theorem to find the hypotenuse, h:
2

h  29.7  21.0
2
h  1323.09
 h  36.374 304 12
A reasonable estimate for the diagonal length (hypotenuse) would be
36.4 cm. Certainly with a ruler you would not be able to measure the
diagonal any better than this. Also, the side lengths were given correct
to 1 decimal place, so the hypotenuse should not be given to a greater
degree of accuracy.
c

1 m  10 000 cm (1 m  1 m  100 cm  100 cm)


623.7



So the sheet covers 
10 000  0.062 37 of a square metre. This is about 16
(0.0625) of a square metre.

Calculate the volume of this cube.


V  lbh
 2.5  2.5  2.5
 15.625

2.5 cm
2.5 cm
2.5 cm

The given measurements are only accurate to


2 significant figures, so your answer should reflect this.
3

The volume is 16 cm (correct to 2 significant figures) or 15.6 cm


(correct to 1 decimal place, which is reasonable).
3

When the cube in example 2 was remeasured, it was found that the solid
was not exactly a cube but a rectangular prism. What is its volume now?
The same formula applies.
V  lbh
 2.51  2.52  2.48
 15.686 496

2.48 cm
2.52 cm
2.51 cm

16

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Obviously not all these digits are significant.


3
Your answer should reflect this. You should write the value as 15.7 cm or
3
as 16 cm (rounding off the calculator answer appropriately).
3

Can you see that in these two examples, 16 cm as a measure for the volume
of this cube (whose sides cannot be measured exactly) is about the best you
can expect?

E x e r c i s e 1D
1

Use your calculator to find the values of these and give each answer to a reasonable
level of accuracy:
2

a 11.2  5.1

b 4.5


1

3

 7

84.7
2
f 20 
12.1  15.8
When estimating, always consider the context. Which of the following is a reasonable
estimate for the mass of a baby?
A 3.2 kg
B 3.196 kg
C 3.2107 kg
3

d 20

2

L E V E L O F A C C U R A C Y A N D A P P R O X I M AT I O N S

e 

A room measures 18.4 m by 9.2 m. What is a reasonable estimate for its area?

The thickness of a ream of paper (500 sheets) is 51 mm. Estimate the thickness of
1 sheet of paper.

The radius of a circle is between 15 mm and 16 mm.


a Calculate the area of the circle twice, using these
two measurements.
b Between which two measurements would the actual area lie?
c Justin took 15.5 mm as an approximate radius for this circle.
What area will he calculate? What is a reasonable
approximation for the area?

Tabatha claims to have measured the length of a table as 2.310 415 m. Can her claim
be true? Comment.

Bianca calculates the area of this circle as 88.247 337 64 cm .


She says this must be right because she checked it on the
calculator twice. Can the area of the circle have this level of
accuracy? Explain.

a Evaluate 45
  15.87 correct to 3 decimal places using

5.3 cm

a calculator.
b Round off 45
 to the nearest whole number. Now multiply the result by 15.87.
c Round off 45
 correct to 1 decimal place, then multiply the result by 15.87.
d What effect does rounding have on the accuracy of the result?

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Kim and Chris were asked to calculate the volume of this prism
correct to 1 decimal place. They used the following methods:
Kim:

p
p
p
p
p

Multiply:
4.5  6.3  28.35
Round 28.35 to 1 decimal place:
28.4
Multiply:
28.4  3.2  90.88
Round this to 1 decimal place:
90.9
3
The volume is 90.9 cm (correct to 1 decimal place).

6.3 cm
3.2 cm
4.5 cm

4.5  6.3  3.2  90.72


p Multiply:
90.7
p Round this to 1 decimal place:
3
p The volume is 90.7 cm (correct to 1 decimal place).
Whose calculation is more accurate? Why?
Chris:

10

22

7

a
b
c
d

is often given as an approximation for .


22
To how many significant figures are and 7 equal?
22
Calculate 7  correct to 3 significant figures.
10
1
i
Show that 3   23
 and 371   37.
ii Which inequality gives a narrower boundary range?
In 1674 Leibniz derived this formula:


4

 1  3  5  7 

Show that you need to add approximately 50 terms to get a 2-digit accuracy for .

Ratios and rates


A ratio is a comparison of two or more like quantities. A rate is a comparison of two
unlike quantities.
The simplest rate you might know is speed. For example, a car travelling at 60 km/h covers a
distance of 60 km in 1 h. This can be written as the equivalent rate of 60 000 m/h, since the
car has moved the same distance (60 km or 60 000 m) in the same time (1 h).
A rate is written in simplest form when the second quantity is a single unit. For example,
150 km in 3 h written in simplest form is 50 km in 1 h or 50 km/h.

Examples
1

The ratio of the angles in a triangle is 3 : 4 : 5. What is the size of each angle?
 180
3 parts

4 parts

5 parts
180

The total of the 12 parts is 180, so each part is 1


2  15.

18

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So the sizes of the angles are 3  15, 4  15 and 5  15; that is, 45, 60
and 75.
2

Express each rate in simplest form:


a 45 L in 5 min
45 L

a In each minute, this is 5  9 L.

b $750 in 30 h
$750

b In each hour, this is 3


0  $25.

So the rate is 9 L/min.

So the rate is $25/h.

E x e r c i s e 1E

R AT I O S A N D R AT E S

Simplify:
a 2 m to 5 m
d 50c to $4

At a party the ratio of boys to girls was 4 : 5. There were 28 boys.


a How many girls were there?
b How many people were there altogether?
c What is the ratio of: i girls to boys?
ii girls to total people?

$2000 is divided in the ratio 7 : 3 between George and Kerry. How much does each receive?

The ratio of two solutes, A and B, in a solution is 4 : 5. Altogether 18 g of solute was used
in 112 L. How much of each solute is present in 400 mL?

The ratio of the weights of Bill and Jane is 5 : 3. If the lighter person weighs 57 kg, who is
the heavier person, and how much do they weigh?

The new photocopier can make 32 copies per minute. This was an increase in the ratio
8 : 5 over an old photocopier. How many copies per minute could the old copier make?

Employees were granted a 25% increase in wages owing to cost savings. What is the
ratio of the new wage to the old wage?

10

Two places on a map are 3.4 cm apart. The scale reads 1 : 50 000. How far apart are
these places?

11

On another map with scale 1 : 2 500 000, two towns are separated by 7.8 cm. How far
apart are they?

12

The ratio of alcohol in a persons breath compared to that in their blood is 1 : 2100.
If there are 18 parts of alcohol in a certain volume of a persons breath, how many parts
of alcohol would there be in an equivalent volume of blood?

13

14

Cans of soft drink sold for $6.60 per dozen. What is the cost per can?

b 300 mL to 1 L
1
e 250 g to 22 kg

c
f

$4 to 50c
4 : 212

The angles in a quadrilateral are in the ratio 1 : 2 : 4 : 3. What is the size of each angle?
The ratio of Kates new salary to her previous salary is 4 : 3. If her previous salary was
$42 000, what is her new salary?

The fuel consumption of Bobs car is 7 L/100 km.


a How much fuel does he use in travelling 550 km?
b What is the cost of this fuel at 89 c/L?

C H A P T E R

R AT I O N A L

N U M B E R S

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15

An electrician charges $22 per quarter-hour. How much is charged for a job that
takes 212 h?

16

Express as a rate in simplest form:


a 80 m in 16 s
c 128 km on 9.2 L of fuel
e 123 runs in 27 overs
2
1
g 32 m paint per 42 L
i 163 kB in 5.2 s

b
d
f
h
j

$44 in 4 h
1
68 L in 32 min
1
250 heart beats in 24 min
18% interest in 365 days
$1.10 for a 5 min telephone call

Converting rates
Often we are interested in converting rates from one set of units to another. Suppose it takes
60 L


10 min to fill a bath up to 60 L. The rate at which water flows from the tap is 
10 min  6 L/min.

However, we may want to express this rate in litres per second (L/s). To do this, say that
1
because there are 60 s in 1 min, in 1 s the tap will deliver 60 of 6 L, so we can write:
1

60

 6 L/s  10 L/s

When converting rates like this, we need to be careful that we are multiplying or dividing by
the correct conversion factor. An easy way of converting rates is to write the conversion as a
60 s
1 min


fraction (such as 
60 s or 1 min ) so that the units you do not want cancel out, leaving the units
you do want. There is no limit to the number of conversions you can string together like this.

Examples
1

Convert 4 L/min to litres per second (L/s).

Check that you have


the units you want in
your answer.

Write the units (L/min) as a fraction, then multiply


by the conversion written as a fraction.
4L
1
min
4L
    

min
60 s
60 s
1
 4 L/min  15 L/s
2

Change 4.5 cm/s to metres per minute (m/min).


4.5 cm

60 s
1m
4.5  60 m
      
s
1 min
100 cm

100 min
 4.5 cm/s  2.7 m/min

In this example, the conversion


1 min  60 s is written with
60 s on the top.

In example 1,
60 s was on
the bottom.

20

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Convert 60 km/h to metres per second (m/s).


60 km


1
min
1000 m
60  1000 m
1h
        
h
60 s
1k
m
60  60 s

60 m

in

2
 60 km/h  163 m/s

Change the
hours to
minutes, then
the minutes
to seconds.

E x e r c i s e 1F

C O N V E R T I N G R AT E S

A bank quotes an interest rate of 6% per annum. What is this rate written as a
percentage:
a per half-year?
b per quarter?
c per month?

A credit card statement quoted an annual interest rate of 18.00% and a daily interest
rate of 0.0493%. Explain how the daily figure was calculated.

A credit card charges a daily interest rate of 0.050%. Calculate the equivalent annual rate.
Complete:
a 250 mm/s  cm/s
2
c 4.65 ha/day  m /day
e 0.42 m/h  cm/h

b 842 c/L  $ /L
d 18.4 t/week  kg/week
f 630 L/min  kL/min

Complete:
a 15 mm/s  mm/min
c 1440 kg/h  kg/min
e 3200 L/min  L/s

b 1140 c/L  c/mL


d 100 km/h  km/day
f 34 kB/s  kB/min

Complete:
a 150 cm/s  m/min
c 20 c/g  $ /kg
2
e 400 m /day  ha/week

b 7.2 mL/m  L/km


d 360 m/min  km/h
f 60 km/h  m/min

Convert each rate to the units shown in brackets:


a 15 L/min
[L/s]
b 84 cm/s
c 3.2 pages/s
[pages/min]
d 0.4 g/mL
e 0.6 m/s
[cm/s]
f 25 m/s
g 420 cm/s
[m/min]
h 25 m/s
i $6.75/L
[c/mL]
j 12 mL/s

Around schools, speed is limited to 40 km/h.


a What is this speed in metres per second (m/s) correct to 1 decimal place?
b A driver is distracted for 3 s. What distance does he cover in this time at 40 km/h?

In cricket, the wickets stand 22 yards apart.


a One yard is 0.914 m. How far apart are the wickets?
b A bowler bowls a ball and it covers the distance between wickets in 1 s. What is this
speed in kilometres per hour (km/h) correct to 1 decimal place?

C H A P T E R

[cm/min]
[g/L]
[cm/min]
[km/h]
[L/h]

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10

Cory covered 100 m in 7.5 s on his skateboard.


a Express this as a speed in metres per second (m/s).
b Convert his speed to kilometres per hour (km/h).

11

As you go up a mountain, the temperature drops by 1C


for every 100 m you ascend. At a point in the Blue
Mountains 950 m above sea-level, the temperature is
14.5C. What is the equivalent temperature at sea-level?

12

Jennifer earns $18.40 an hour. How much does she earn


when she works 35 hours in a week?

13

A general purpose fertiliser is to be applied at the rate of


2
150 g/m .
a What is this rate in kilograms per hectare (kg/ha)?
b How much fertiliser is required to fertilise an area of
240 ha? (Give your answer in tonnes.)
c Given that 1 t of fertiliser costs $450, find the cost of
fertilising 240 ha.

14

15

16

A tap drips at the rate of 2 mL/min. How much water is wasted in a week?

17

Matildas car can travel 495 km on a tank of petrol. The last time she filled up she paid
$28.80 for 32.4 L of petrol.
a What is the cost of a litre of petrol (to the nearest tenth of a cent)?
b Given that Matildas car uses an average 7.2 L/100 km, what is the capacity of
her tank?
c What will it cost Matilda to drive from Sydney to Melbourne, a distance of 995 km,
assuming petrol consumption rates and petrol costs do not vary?

18

The pronghorn antelope has been observed to travel at 56 km/h for 6.4 km. How long,
in minutes and seconds, does it take the antelope to cover this distance?

19

A farm produces barley at the rate of 3 t/ha.


2
a What is this rate in kilograms per square metre? (kg/m )?
b If there is 10% protein in the barley grain, how many grams of protein is this for
each square metre?

20

When Brett makes coffee, he places 1 teaspoon (0.25 g) of freeze-dried coffee in his
coffee cup (capacity 250 mL).
a How many cups of coffee would 1 g of freeze-dried coffee make?
b What amount of coffee (in litres) would a 250 g jar of coffee make?
c Brett drinks 3 cups of coffee each day. How long would a 250 g jar last him?
d Given that each jar costs $8.50, what is the cost of the coffee in each cup?

A factory produces 240 jars each minute. How long does it take to make 100 000 jars?
Petrol costs 87c/L.
a How much petrol does $25 buy?
b How much does it cost to completely fill a car tank of capacity 55 L?

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21

A survey found that boys aged 1219 consume soft drink at the rate of 868 cans
per year.
a What is the average daily consumption rate (correct to 1 decimal place)?
b Given that boys get 44% of their 34 teaspoons of sugar a day from soft drinks, about
how many teaspoons of sugar are there in each can?
c Girls drink about one-quarter less soft drink than boys. What is the average daily
consumption rate for girls?
d Some people in this age-group drink very little soft drink. What does this say about
the sugar consumption among other drinkers?

22

Wildflowers do not require any fertiliser except when they are planted in very nutrientpoor soils. The advice for poor soils is to spread fertiliser at the rate of 30 kg/ha.
2
a How much fertiliser is needed to cover 60 m ?
b What area in square metres will 1 kg of fertiliser cover?

23

The graph shows the value of the Australian dollar compared to the US dollar over a
10-year period.
Value of Australian dollar

US dollars

0.80

0.70

0.60

0.50
Dec.
1993

Dec.
1994

Dec.
1995

Dec.
1996

Dec.
1997

Dec.
1998
Time

Dec.
1999

Dec.
2000

Dec.
2001

Dec.
2002

Dec.
2003

a What was the value of the Australian dollar in US dollars in:

December 1993?
June 1996?
b An item costs $1000 in Australia. How much did this item cost in US dollars in
December 1998?
c A tourist has $1000 in US dollars. How many Australian dollars would this buy in
June 2003?
d When, during this period, was the best time to exchange Australian dollars for
US dollars?
i

ii

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24

The moon revolves about Earth, making a complete revolution in 27.3 days. Assume
that the orbit is circular and that its radius is 239 000 miles.
a Given that 1 mile  1.609 km, calculate the moons orbit radius in kilometres correct
to 3 significant figures.
b Use C  2r to calculate the length of the moons orbit in kilometres (to the nearest
thousand).
c Calculate the speed of the moon in its orbit in kilometres per hour (km/h) correct to
2 significant figures.

25

The knot (kn) or nautical mile per hour is still commonly used in navigation.
a Given that 1 nautical mile  1852 m, express 1 kn in kilometres per hour (km/h).
b A ship averages 25 kn. Calculate the time it takes for it to travel from Sydney to
Melbourne, a distance of 1200 km.

26

A cars petrol consumption is usually given in litres per 100 km travelled. A Hyundai has
an average petrol consumption of 7.8 L/100 km.
a How much fuel is used to travel 650 km?
b Calculate the cost of fuel at 93.9c/L.

Recurring decimals
p

Rational numbers are numbers that can be written in the form q
where p and q are integers and q does not equal zero. Rational just
means they can be written as a ratio of one whole to another whole.
3
7
3
Some examples of rational numbers are 4, 7 ( 1) and 0.3 ( 10 ).

4 is rational.
Why?

Irrational numbers are numbers that are not rational. That is, they
p
cannot be written in the form q where p and q are integers. Some
examples of irrational numbers are , 2
 and 3
.
A recurring decimal is one whose digits after the decimal point do not end but repeat a
sequence forever, for example 0.121 212 , 0.111 111 and 0.745 374 53 . Recurring
decimals are also known as repeating decimals or periodic decimals. The number of digits in
the repeating pattern is called the period, so the period of 0.121 212 is 2 and the period of
0.745 374 53 is 4.
To save writing the repetitious digits over and over again, we place dots
over the first and last digits in the sequence to indicate the repetition.
Only one dot is needed for a single repeating digit. For example:

0.444 444  0.4

0.121 212  0.12
A terminating

0.235 555 55  0.235
decimal finishesit
 
does not keep repeating.
0.745 374 53  0.7453

24

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Sometimes the repeating cycle of a recurring decimal is so long (especially using the limited
digit display of a calculator) that it is easy to believe it does not repeat. For example:
5

43

 0.116 279 069 767 441 860 465 (with 21 digits in the repeating cycle)

1

397

 0.002 518 891 687 657 430 730 478 589 420 654 911 838 790 931 989 92
(with 99 digits in the repeating cycle!)
1

All terminating and recurring decimals can be expressed as fractions. For instance, 0.25  4,
1
133

0.333 333 3  3 and 0.671 717 17  
198 . (Some mathematicians argue that all fractions
can be written as decimals that recur, even if that recurring digit is zero, such as
1
  0.250 000 0 .) So all recurring decimals are rational numbers.
4
On the other hand, irrational numbers, when written as decimals, never repeat. From a
calculator,  3.141 592 654 and 2
  1.414 213 562, and even with many more digits
shown, these decimals show no repeating patternsthe sequences appear to be random.
Until recently, calculators could change fractions into decimals but could not easily change
decimals into fractions. However, many calculators now have an in-built facility for converting
decimals to fractions. Check your calculator manual for this. To convert a recurring decimal to a
fraction, form two equations and subtract one from the other, then solve the resulting equation.

Examples
1


Write 0.4 as a fraction.

Now 0.4  0.444 444 4, so let x  0.444 444 4.
There is only 1 repeating digit, so multiply the equation by 10 to form:
10x  4.444 444 4
9x  4
4
x  9
 4
 0.4  9

Now subtract:

Use your calculator to check that 9 is 0.444 444 4.


2

For 1 repeating digit,


multiply by 10; for 2
repeating digits, multiply by
100; for 3 repeating digits,
multiply by 1000.

x  0.444 444 4

Write the original equation:

In other words, for


n repeating digits,
n
multiply by 10 .

Convert to fractions:


a 0.7 2
b 0.645

a Now 0.7 2  0.727 272 72, so let x  0.727 272 72.
There are 2 repeating digits, so multiply by 100:

To use your calculator


to simplify this fraction,
press 72 a b/c 99  .
Your calculator should
return 181 .

100x  72.727 272 72


x  0.727 272 72
Subtract:

99x  72
72
8
x  99 or 11

8
 0.72  11

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The repeating decimal


numbers should line up
under each other so
that the repeating
values cancel out.

b Now 0.645  0.645 555 55, so let x  0.645 555 55.

There is only 1 repeating digit, so multiply by 10:


10x  6.455 555 55
x  0.645 555 55
9x  5.81

Subtract:

To remove the decimal point, multiply both sides by 100:


900x  581
581

x
900

After the subtraction, remove


any decimal points by
multiplying both sides by the
appropriate power of 10.

This fraction cannot be simplified any further, so:


 581

0.645  
900

E x e r c i s e 1G

RECURRING DECIMALS

Write as fractions:
a 0.2
b 0.24

Write as terminating decimals:

Write as decimals correct to 3 decimal places:

Write as decimals correct to 3 significant figures:

Write as decimals correct to 4 significant figures:


5
11
3
79
4



a 571
b 315
c 12
d 20
e 15
247
535
859

1
Some students mistakenly write 3 as 0.3 instead of 0.3. Explain the difference between

0.3 and 0.3.

a
a
a

9

10

5

6

3

7

3

5

7

12

1

15

0.245

d 0.02

9

20

4

11

3

47

d
d

e 0.002

0.025

336

500

31

50

41

80

7

52

84

97

6

351

19

235

What is the period of each recurring decimal?



a 0.233 33
b 0.302 302
c 0.003 456 565 6 d 0.07
 


e 0.135
f 0.807 8
g 11.2

Some fractions do not seem to repeat when written as decimals, but they can be
written as the sums of repeating decimals.
1

Explain why 81 can be written as 0.011 111  0.001 111 1  0.000 111 11  .
9

a Write 99 as the sum of an infinite number of terminating decimals.


1

b Write 98 as the sum of an infinite number of terminating decimals.


c

Write 97 as the sum of an infinite number of terminating decimals.

d Can you see a pattern here? If so, what is it?


1
e Without calculating the fraction 95 , write it as the sum of an infinite number of

terminating decimals. Now use your calculator to check if you are correct.

26

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Write as fractions:


a 0.2
b 0.7

 
f 0.7 8
g 0.135

Write as fractions:


a 0.12
b 0.27


f 0.495
g 0.0678


0.07
 
h 0.246

d 0.2 5


 
0.567

e 0.36


0.048
 
h 0.45 31

d 0.361



e 0.643

 
0.2567


 
0.5607

a Write as repeating decimals:


i

1

9

ii

2

9

iii

3

9

b Considering the pattern, write the following as repeating decimals without

calculating them first:


i

13

14

4

9

ii

7

9

iii


How can you show that 0.9  1?

8

9

Note the following pattern for repeating decimals:


2

54

0.222 222 22  9

298

0.545 454 54  99


0.298 298 298  
999
54

Sometimes these fractions can be further simplified. For example, 99  11 .
Write as fractions in simplest form:
a 0.555 55
b 0.808 080
e 0.234 234
f 0.678 967 89

 
i 0.7 2
j 0.375
15

c 0.636 363
g 0.714 671 46
 
k 0.5127

d 0.490 490

h 0.08

Note the pattern formed if zeros precede the repeating decimal:


2

54

0.022 222 222  90


0.000 545 454 54  
99 000

298


0.002 982 982 98  
99 900

Placing zeros in the denominator places zeros before the repeating decimal. Write as
fractions in simplest form:
a 0.033 33
b 0.077 77
c 0.026 262 6
d 0.048 484 8

e 0.071 371 3
f 0.005 555 5
g 0.007 272 72
h 0.02

 

 
i 0.015
j 0.08 94
k 0.0062
l 0.000 102
16

There is another method of converting a recurring decimal to a fraction. It is used for


decimals that begin with non-repeating parts, such as 0.284 564 564 . Write the
decimal as the sum of the non-repeating part and the repeating part, then convert each
of these decimals to fractions:
28

456



0.28  0.004 564 564  
100  99 900

The first fractions denominator is a power of ten. The second fraction is found using
the pattern in the previous question.
Now add these fractions by writing them with a common denominator:
27 972

99 900

456

28 428




99 900  99 900

Write this answer in simplest form:

2369

8325

(These last 2 steps could be done with your calculator.)


Check with your calculator that this fraction is 0.284 564 564 5.

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Write as fractions in simplest form:


a 0.733 33
b 0.270 606


e 0.205
f 0.817 3

c 0.345 454 5

g 0.2593

d 0.841 111 1
 
h 0.356 24

17

a Write down the recurring decimal for 6.


1
2
b Use this to determine what fraction must be added to 6 to produce 3.

18

a Write down 30 as a recurring decimal.


11
2
b Without using your calculator, determine what fraction must be added to 30 to give 3.

19


a Given 3  0.3 , write down 30 and 
300 .
1
2
1
b Show that 15  30 and hence express 15 as a recurring decimal without using

11

a calculator.

20

1357
1
13
135
      
9  11  13  15
3
57
7  9  11
1
b What is the next term in this pattern? Does it also equal 3?

a Show that:

Study this pattern: 1  3  2


2
1353
2
13574
2

Explain why 5  7  4  2 .
2
1357
4



d Explain why
9  11  13  15  82  42 .
1  3  5   15
e Write an equivalent fraction involving squares for  .
17  19   31
1  3  5   365
f A student wrote  . What value must replace the square for
367  369   
1
this fraction to equal 3 ? How did you obtain this value?

W O R K I N G M AT H E M AT I C A L LY

Cyclic numbers
1

When you convert 7 to a decimal, you get the recurring decimal 0.142 857 142 857 .
The repeating block of this decimal (142 857) is called a cyclic number because when it is
multiplied by 1, 2, 3, 4, 5 or 6, the product contains the same 6 digits:
142 857  1  142 857
142 857  2  285 714
142 857  3  428 571
142 857  4  571 428
142 857  5  714 285
142 857  6  857 142
p Use your calculator to verify these products.
Note that not only do the products contain the same 6 digits, they also retain their order.

28

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Imagine the 6 digits written around a ring. Cutting the ring between
any pair of digits and then reading off the numbers clockwise,
starting from the cut, will give one of the products.
p What is the product of 142 857 and 7, the prime number used to
generate it?

2
7

Similar strings of 9s are produced when any cyclic number is


multiplied by the prime that generates it.

p Use your calculator to find these products as decimals:


1

7
1

7
1

7
1

7
1

7
1

7

1
2
3
4
5
6

p Compare your answers with the products given above. What do you notice?
All cyclic numbers are the repeating blocks of recurring decimals formed when simple
fractions with certain prime numbers as their denominators are changed to decimals. Cyclic
numbers always contain 1 less digit than the prime number used to generate them. The cyclic
number generated by 7 has 7  1  6 digits.
There are 9 prime numbers less than 100 that generate cyclic numbers: 7, 17, 19, 23, 29, 47,
59, 61 and 97. There is likely to be an infinite number of cyclic numbers, although this has
never been proven.
p Use a calculator to investigate the patterns formed by these other cyclic numbers,
1
especially 17. Since 17 has the 16-digit repeating block 058 823 529 411 764 7 (17 
0.058 823 529 411 764 7), it will not be very useful to use the 10-digit display found on
most hand-held calculators. However, the calculator on a computer (see Programs
Accessories Calculator) allows you to use many more decimal places.

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Problem-solving steps and strategies


Follow these steps when solving a problem:
p Explore
Determine what information is given in the problem and what you need to find. Is all the
information available? Is there information that you will not need?
p Plan
Estimate what the answer should be. Select a
strategy to solve the problem. There may be
several strategies or techniques you can try.
p Solve
Solve the problem by carrying out your plan.
If the plan does not work, you may need to try
another one.

Problem-solving strategies
P Use a table.
P Look for patterns.
P Simplify the problem.
P Draw a diagram.
P Guess and refine.

p Examine
Examine the answer. Does it fit the facts? Compare it with your estimate. If the answer is
not reasonable, make a new plan. You can also check the answer by solving the problem in
a different way.

Example
The committee for the school dance wants to cover the ceiling of the hall with
helium-filled balloons. The hall measures 20 m by 30 m. What is the least number of
balloons needed?

Explore
p What do we know?
n The hall dimensions are 20 m by 30 m.
n The entire ceiling is to be covered.
p What are we trying to find?
n We want the least number of balloons needed.
n First we need to find the space that each balloon covers.

Plan


30 m

p Estimate about 800010 000 balloons.


p Draw a diagram.
p We will need to work out how many
balloons there are in a row, and how many
rows we need.

? rows

20 m

? balloons in a row

30

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Solve
p Suppose that each balloons diameter is 25 cm.
Then 4 would fit across a metre, and 120 would fit across the length of the room.
There would need to be 4  20  80 rows.
Altogether this is 120  80  9600 balloons needed.

Examine
The calculation agrees with the estimate. We may need to order a few more balloons
to cover burst or lost balloons and so on. Then again, the committee might consider
this whole idea too extravagant.

P R O B L E M S O LV I N G 1
1

Patrice has dowel pieces measuring 20 cm and 22 cm. She places a number of pieces
end-to-end, forming a line 1 m 52 cm long. How many of each size does she use?

Nick walks once around the edge of a swimming pool that is 50 m long. If he walks a
total of 158 m, how wide is the pool?

Tim is replacing the ceiling tiles in the school hallway. The hallway is 30 m long and
2 m wide. Each tile measures 12 m by 12 m. How many tiles are needed?

A clockmaker is making gold digits for 5 imported clocks.


a How many digits does he need to make?
b How many of each digit does he need?

The city bus passes Maddies house every 20 minutes and the local bus passes every
1
 hour. The last time they passed together was 11:25 pm. What will be the next time
2
they pass together?

Geothermal energy is heat from inside Earth. It is estimated that underground


temperatures increase by 9C for every 100 m closer to the centre. How far, in
kilometres, below Earths surface would you need to go for the temperature to
rise 108C?

A DC-11 jumbo jet carries 342 passengers, with 36 in


first class and the rest in economy class. An economy
class ticket costs $345 and a first class ticket costs $695.
What will the total ticket sales be for a full flight?

The cost of a long-distance telephone call is $2.50 for


the first 5 minutes and 50c for each additional minute.
What is the cost for a half-hour call?

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32

Will collects baseball cards. Each week he buys 20 cards and sells 45 of them. How many
cards will he have after 8 weeks?

10

Nadia was given 30 tablets by her doctor for a sore throat. She has to take 2 tablets with
every meal (breakfast, lunch and dinner) for the first 2 days, then 1 tablet with each
meal until they are all gone. If Nadia started taking the tablets with breakfast on
Thursday, when will she finish them?

11

Lukes house number has 4 digits and is divisible by 3. The second digit is the square of
the first digit. The last 2 digits are the square of the second digit. What could Lukes
house number be?

12

Ling is painting a border of stars along 3 walls in her room. The walls are 3.6 m, 3.3 m
and 2.7 m long. If each star is 0.25 m wide, how many stars will she need to paint?

13

Cindy has 5 different colours of ribbons. She uses 3 colours for each braid she is
making. How many different colour combinations for the braids are there?

14

Every tonne of recycled office paper saves about 18 trees. Pascal Press recycled 3400 kg
of paper in a year. How many trees did this save?

15

Each year the average person throws away about 10 times their adult weight in garbage.
Suppose an adult weighs 75 kg. How many tonnes of garbage will that person throw
away in a lifetime spanning 72 years?

16

1000 trees are planted in a straight line. Between the first and second trees, 1 post is
erected. Between the second and third trees, 2 posts are erected. Between the third and
fourth trees, 1 post is erected. This pattern of 1212 posts is repeated up to the last
tree. How many posts are needed?

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literacy
acy skillsil

Literacy
L
Li
racy
skills
kills
c
Literac y

SKILLS 1

approximate
significant figures estimation
about measurement round nearest
truncate compare express convert accurate
ratio rate
recurring terminating
1

Write the number 0.040 20 and underline its significant figures. Explain why these
underlined digits are significant using the rules at the beginning of this chapter.

Complete each sentence, including the word in brackets in the sentence. The solution
for each one must be 44.8.
a Round off ____________________________________________ (nearest)
b Rewrite ______________________________________________ (significant)
c ________________________________________________ place. (approximate)

The difference between an estimate and a guess is modelled in this sentence:


A guess is an answer based on uncertain knowledge, whereas an estimate is an
approximation based on information you already have.
When comparing two terms like this, you must define them and then link them with a
word such as whereas, but or however.
a Use this model to help you describe the difference between terminating and
recurring decimals.
b When using spreadsheets, ROUND(42.34,1) and TRUNC(42.34,1) give the same answer,
but ROUND(42.37,1) and TRUNC(42.37,1) give different answers. Explain why this
happens in each case, then use the word however to compare these explanations.

Another way of writing the instruction Express 4 L/min in litres per second (L/s) is
Change 4 L/min to litres per second (L/s).
What other words can you use instead of change or express?

The door is about 2 m high.


The door is about 2.1 m high.
Which statement is more likely to be:
a an estimation?

b an approximation?

Describe situations in which you would be likely to hear these two statements.
6

Complete the following procedure, which you and a friend could use to estimate the
height of a tall tree. The first step has been done for you.
Step 1 Tell your friend to stand next to the tree.

The volume of a rectangular prism with dimensions 2.3 m by 7.4 m by 8.15 m is


3
138.713 m . Explain why this is not a reasonable answer. Use the word significant
more than once in your explanation.

C H A P T E R

R AT I O N A L

N U M B E R S

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Chapter review 1
1

How many significant figures are in each number?


a 780
b 0.78
d 0.09
e 0.080 60

There are 30 students in a class. Does this number have 1 or 2 significant figures?
Explain.

Round off to the nearest whole number:


a 367.5
b 86.158

Round off to the nearest hundred:


a 78 645
b 380 968

Samples of drinking water were tested and found to have 0.001 87 mg/L manganese.
Write this number to the nearest thousandth.

Without measuring, estimate the size of each angle:

9.099

Without using a calculator, estimate:


a 347  45

b 120


7.2

8.68  3.4
8.68  3.4

11.65
7.3  2.4

34

4.123
304 000

d 
8

c
f

e 

The admission costs for a motor show are given.


Would $100 be enough to admit:
a 2 families and a senior?
b 5 adults and 3 children?
c 5 seniors and 4 children?

Adults
Children

$15.50
$9.50

Seniors

$10.50

Family

$38.50

Given that one Australian dollar is valued at 68.82c US, approximately how many US
dollars could you obtain for $150 Australian? How could you arrive at this answer
without using a calculator?

10

Choose the best estimate for the height of a chimpanzee:


A 13 cm
B 130 cm
C 1300 cm

D 13 000 cm

11

Choose the best estimate for the weight of a chimpanzee:


A 70 g
B 700 g
C 70 kg

D 700 kg

C O N N E C T I O N S

M A T H S

S T A G E

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12

A tree casts a shadow 12.5 m long when the suns rays make a
55 angle with the ground. Lisa used this information to
calculate the height of the tree as 17.851 85 m.
a Comment on the level of accuracy of her calculation.
b What is a reasonable estimate for the height of the tree?

13

There are about 5 million red blood cells in each microlitre of


blood. How many red blood cells would there be in each
millilitre?

14

12.5 m

Write as decimals:
a

15

55

7

12

50

99

Evaluate correct to 2 decimal places (using your calculator):


4

93.5
  3.6

3

1067 
365

1

7.2

 34  23

16

A bank offers an interest rate of 34% pa. Express this as a monthly rate correct to
4 significant figures.

17

A council charges 0.283% pa on the land value of a property. Calculate the amount
due on a property worth $250 000.

18

The number 57.8 is rounded to 58 (correct to the nearest whole number) but
is truncated to 57 (as a whole number). Explain the difference between rounding
and truncating.

19

Wendy estimated this calculation as shown:

16.7
16
  
2.1  3.7
24
16
 
8
2
a
b
c
d
e
20

21

22

Which number(s) did she round?


Which number(s) did she truncate?
Suggest why she rounded and truncated to obtain an estimate.
Use your calculator to find the answer correct to 3 significant figures.
How does Wendys estimate compare with your calculation?

Write as fractions:

a 0.2



b 0.23


0.23

A plane flies at 620 km/h. How far will it fly in 32 h?


A car uses 64 L of petrol travelling 497 km. How much fuel does it use to travel 1 km?
(Answer correct to 2 decimal places.)

C H A P T E R

R AT I O N A L

N U M B E R S

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23

Convert a cars speed of 100 km/h to metres per second (m/s) correct to
1 decimal place.

24

Sound travels at 1430 m/s through water. Convert this speed to kilometres per hour
(km/h).

25

A computer printers brochure reads:


Prints at speeds of 22 ppm (pages per minute) black and 15 ppm colour.
a How long would this printer take to print a 100 page document of which 35 pages

are full colour?


b Is this time exact? Why or why not?

36



0.13  0.5

  
0.4 6  0.2

26

Simplify:

27

NASAs rover Spirit landed on Mars in January 2004 and sent back pictures of the planet
across 169 million kilometres of space. Travelling at 300 000 km/s, how long (in minutes
and seconds) would it take the pictures to travel back to Earth?

28

The mass of a bucket full of water is 1465 g. When the bucket is half full, its mass is
932 g. Calculate the mass of the empty bucket.

29

a, b and m are integers where a b. For what values of m is:


a a  bm?
b am  bm?
c am bm?

30

The dimples on a golf ball allow it to travel faster. Describe a method you could use to
estimate how many dimples are on a golf ball (without counting them all).

C O N N E C T I O N S

M A T H S

S T A G E

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Syllabus outcomes
NS5.1.1 Applies index laws to simplify and evaluate arithmetic expressions and uses scientific notation
to write large and small numbers
PAS5.1.1 Applies index laws to simplify algebraic expressions
PAS5.2.1 Simplifies, expands and factorises algebraic expressions involving fractions and negative
and fractional indices
WMS5.3.1 Asks questions that could be explored using mathematics in relation to Stage 5.3 content
WMS5.3.3 Uses and interprets formal definitions and generalisations when explaining solutions
and/or conjectures
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations about,
existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


ndescribe numbers written in index form
nevaluate numbers expressed as powers of positive whole numbers
ntranslate numbers to index form (using integral indices) and vice versa
ndevelop index laws arithmetically and algebraically by writing expressions in expanded form
nuse index laws to simplify expressions
nestablish the meaning of the zero index and negative indices
nwrite reciprocals of powers using negative indices
nverify the index laws using a calculator
nlink the use of indices in number with the use of indices in algebra
nexamine and discuss the difference between expressions such as 3a  5a and 3a  5a
nuse index laws to define fractional indices for square and cube roots
nwrite square roots and cube roots in index form
 a  a
a
nestablish that (a)  a  a  a
napply index laws to simplify algebraic expressions that include index notation
nsimplify algebraic expressions involving fractions
nexpand (by removing grouping symbols) and collect like terms in algebraic expressions
nfactorise (by determining common factors) algebraic expressions
nrecognise the need for a notation to express very large and very small numbers
nexpress numbers in scientific notation
nenter and read scientific notation on a calculator
nuse index laws to make order of magnitude checks for numbers in scientific notation
nconvert numbers expressed in scientific notation to decimal form
nperform calculations involving numbers expressed in scientific notation
norder numbers expressed in scientific notation
2

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Page 38

Index notation
Index notation or index form is a short way of writing a product. It shows how many times a
number is multiplied by itself.
index

5  5  5  25

The plural of index


is indices.

base

basic numeral

In this example:
p 5 is the base.
p 2 is the index.
p 25 is the basic numeral.
Sometimes the index is called the
power or the exponent.

index  power  exponent

When we write a product in full, we are writing it in expanded form. When we write a product
using an index, we are writing it in index form. For example:
4

33333

8
1
expanded form
index
form
Examples
1

Write in expanded form:


5
6
a 2
b (3)

7a b

d 3xy

a 2 22222
6

b (3)  3  3  3  3  3  3
3

7a b  7  a  a  a  b  b
4
d 3xy  3  x  y  y  y  y
c
2

Write in index form:


a 44444
c 6  6  6  6  6
a 444444

8
5 factors

b 222233333
d mmmmnnn
b 222233333

6
8
4 factors
5 factors
4

2 3
5

6  6  6  6  6  (6)
4 3
d mmmmnnnm n
c

38

C O N N E C T I O N S

M A T H S

S T A G E

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Page 39

Write as a product of its prime factors (in index form):


a 36
b 400
36

400

4  9

4  100

22 33

2  2 4  25

36  2  2  3  3
2

36  2  3

A prime number
has only 2 factors,
1 and itself.

22 55

400  2  2  2  2  5  5
4

400  2  5

E x e r c i s e 2A
1

I N D E X N O TAT I O N

Write in expanded form:


2
4
a 3
b 2
3
6
e 4
f 3
4
2
i 5
j 8
Write in expanded form:
7
8
a 3
b 4
e

12

11

(3)

10

23

(5)

14

a b

d 6

h (7)
l

4
3
g 12a b
k

25

12
5

d 8

h 3an
l

4x y
3

d 9k m

h (5)

(1.2)

I N D I C E S

h (3)
l

2
3 4
g 5x y
2
k 2xy z
c

d (1.3)

k 3

g 3 4

Write in index form:


a 22222
c 555555

C H A P T E R

Write in expanded form:


8
9
a 2
b 3
4 2
2 3 4
e 3x y
f a b c
(9)

h 5

k 9

Change to expanded form:


7
3
a 5
b x
4
3 2
e a
f b c
2 3 4
5
i a b c
j mn

i
6

d 2

Write without indices (in expanded form):


3 4
2 3
a 2x
b 3y
e 5

3
5
g 4
3
k 9
c

(7)

b 3333333
d 7777

A N D

A L G E B R A I C

E X P R E S S I O N S

39

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Page 40

e 6666666
g 8888888
1

3

f 44444
h 2  2  2  2  2

 3  3  3  3


k 1.6  1.6  1.6  1.6
i

Write using index notation:


a 22233
c 4444422
e 558888
g 4449999
i 22233555
k 44455666

b
d
f
h
j
l

3333555
22233344
6667777
3  3  3  3  11  11  11
3  3  3  2  2  2  2
222xxxx

Change to index form:


a aaabbbb
c mmnnnn
e llllmmm
g 22mmmmm
i 3333ppp
k aaabbb

b
d
f
h
j
l

xxyyy
aabbbcccc
333aaaa
xxxyy
222mm
555xxxxx

Evaluate:
4
a 3
3
e 5
2
i 8

10

11

b 2
f
j

Find the value of:


5
a (3)
b
9
e 2
f
1
i 2
j
10
Evaluate:
3
2
a 2 3
3
2
c 3 2
3
3
e 4 6
3
3
3
g 2 3 4

2
3
7

12

(1)
3
3
1
3
10

12

C O N N E C T I O N S

d 10

Evaluate means find


the value of .

h 9
l

(2)
2
g (5)
1
k 4
3
c

d 10

h (3)
l

1
5
2

The value of 3 is 9.

b 2 5

Many calculators
have x 2 and x 3
buttons for squares
and cubes. For
higher powers, use
y
x
x or y .

d 5 2

1 2 3 4
7
2
h 2 7
f

2
4
3
6
2


3
k
4
Evaluate:
3
a 12
4
e 7
6
6
i 1 2

10
2
g 6
3
k 2
c

40

5  5  5


2.9  2.9  2.9  2.9  2.9

3
3
5

2 9

b 15
10
f 2
5
j (9  6)

M A T H S

S T A G E

c 2
3
g 11
3
3
k 13  12

5.3 / 5.2 / 5.1

d 3
3
h 17
5
2
l 2 5

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Copy and complete this table:


Index form

Base

Index (exponent)

Basic numeral

(4)

(6)

6
2
4
3
4
3

5
4

7
4
5

14

Write each number as the product of its prime factors in index form:
a 24
b 32
c 42
d 72
e 64
f 96
g 625
h 1800
i 5000
j 3888
k 216
l 576

15

Write as a power of 10:


a 100
b 10
e 1000
f 10 000

c 1 000 000
g 10 000 000

d 100 000
h 1 million

16

Write as a power of 2:
a 16
b 64
e 512
f 256

c 128
g 4096

d 2048
h 1024

17

Write as a power of 5:
a 5
b 125
e 25
f 625

c 3125
g 15 625

d 78 125
h 390 625

18

Write as a power of 3:
a 27
b 2187
e 243
f 19 683

c 729
g 6561

d 81
h 59 049

19

Write in index form:


a 5 powers of 3
e 8 powers of 2

c m powers of 6
g p powers of q

d 3 powers of 4
h 9 powers of 2

20

a Express 324 as a product of its prime factors in index form.


b Without using a calculator, find 324
.

C H A P T E R

b 6 powers of 2
f n powers of m

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

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21

Find the value of n in:


n
a 2  128
2
d n  225

22

Explain the difference between:


2
2
a 2  3 and (2  3)

b 3  81
3
e n  729

c
f
2

10  10 000
5
n  1024

b 4  5 and (4  5)

3
2
2
2
2
2
 and 34
d 
3  
4 and 
3  4
4
2
3
p and q are single-digit whole numbers. Find the values of p and q, given that p  q .
c

23

24

25

26

If 2  3  144, what is the value of 2  3 ?


Show by substituting values for y that:
2
2
a 5  y (5y)

Given that 3  100, evaluate x correct to 2 decimal places. Use guess, check and refine
methods.

A spreadsheet activity
CD-ROM

Consider 31 = 31 31 = 961 and 31 = 31 31 31 = 29 791.


2

Now 31 consists of three digits (9, 6 and 1) and


3
31 consists of five digits (2, 9, 7, 9 and 1).
Between both the square and the cube of 31
there are eight digits: 1 is used twice, 2 is used
once, 6 is used once, 7 is used once and 9 is used
three times. The remaining digits (0, 3, 4, 5 and
8) are not used at all.
Is there a number whose square and cube use all
ten digits from 0 to 9 once and only once?
Obviously 31 is not this number, since its square
and cube use a total of only eight digits and
some of the digits are repeated. Use a
spreadsheet to help you answer this question.
1

42

b 20  y (20  y)

Open a computer spreadsheet document.


Type in the headings shown.
In cell A2 type in 1, then press Enter.
Click in cell A3, type in =A2+1, then
press Enter.

C O N N E C T I O N S

M A T H S

S T A G E

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Page 43

You will see this formula written in the formula box above the spreadsheet when your cursor
is in cell A3. The = tells the computer you are entering a formula and not a value. In this case
it is telling the computer to take the contents in cell A2 (the number 1) and add 1 to it. So 2 is
entered into A3 after you press Enter.
You are going to test all the integers from 1 to 100, so you need the numbers from 1 to 100
entered into column A. You can do this easily without typing in every number.
5

Click in cell A3 and, while holding the mouse button down, drag the cursor down
the column until you reach cell 101. These cells should now be highlighted. Release
the mouse.

While the cells are highlighted, click on Edit, then Fill Down. What do you notice?
Why did you fill down to cell A101 instead of A100 for the first 100 integers?

There is an easier way to perform steps 3 to 6. Type 1 into cell A2 and 2 into cell A3.
Highlight both cells, then move your cursor to the bottom left-hand corner of cell A3; it
should change to a  sign. Now click and drag down as many cells as you need numbered.
Release the mouse.
Now you will need to fill in columns B and C.
8

Click in cell B2 and type =A2^2.

The caret, ^, is on the 6 button on your keyboard. The caret is the computers way of raising
to a power. So A2^2 tells the computer to take the value in A2 and square it. The result is
placed into the cell you are currently in, that is cell B2.
9

Highlight cells B2 down to B101 by holding the mouse button down and dragging. Go
to Edit Fill Down as before.

10

11

Explain what the computer is doing in filling column B.


What instructions would you give to find the values in column C? Try them and see
whether the values shown above appear. Adjust your instructions if necessary until the
correct values appear.

Now that you have the first 100 digits, their squares and cubes, you may want to print a copy
so that you can use it to answer the original question.
12

Check through the squares and cubes of all the numbers to see if you can find one
whose square and cube use all ten digits once and once only.

13

Are there any squares and cubes that you did not need to check? Why?

In this activity you found the squares and cubes of all integers from 1 to 100, but we did not
2
3
need to find all of these. After all, 5 ( 25) and 5 ( 125) give a total of only five digits and
the question asked for ten digits.
14

Write down how you could improve this activity by using a slightly different, more
efficient method. Complete your revised activity.

C H A P T E R

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

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Index laws
Various index laws can be used to simplify expressions that contain indices and have terms
with the same base. The laws apply to expressions involving multiplication, division, powers
of powers and other specific operations.

Multiplication with indices


3

Consider this product: 2  2  (2  2  2)  (2  2  2  2  2)


8

 2 or 2
3

35

m  m  (m  m  m)  (m  m  m  m)

Similarly:

34

 m or m

These examples show us an important index law:


m

 a  (a  a  a)  (a  a  a)

5
5
m factors
n factors

aaa

5
m n factors
mn

a

m n

a a

That is, when multiplying terms that are in index form and
that have the same base:
p Multiply any coefficients (if there are algebraic expressions).
p Keep the same base.
p Add the indices.

The coefficient is
the number before
the variable.

It is very important that you use the index law correctly.


2

For example, 3  3  3 , not 9 :


3  3  (3  3)  (3  3  3  3)

In 3x , the
coefficient is 3.

This means that 3 is multiplied by itself 6 times, which is 3 .

Examples
1

Simplify, giving the answers in the index form:


4

a 2 2

44

C O N N E C T I O N S

M A T H S

b 3 3

S T A G E

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a 2 2 2

2
2

Page 45

4 5

b 3 3 3

3 7

3

10

Simplify:
2

a a a
2

a b a b

a
2

a a a a

23

b 7m  5m  7  5  m  m

a b a b a a b b

b 7m  5m

a

24
6

a b

 35m

24

 35m

35

E x e r c i s e 2B
1

12

a 2 2
i

3 3

g 7 7

k 10  10

6 6

9 9

d 8 8

10

h 2 2

4 4

4 4

Simplify, writing your answers in simplest index form:


2

b 3 3 3

e 6 6 6

h 3 3 3

a 2 2 2
g 2 2 2
j

10  10  10

k 9 9 9

44 4

7 7 7

5 5 5

8 8 8

When multiplying
terms containing
indices, if the bases
are the same, add the
indices. The base will
remain the same.

Simplify, writing your answers as basic numerals:


2

a 22

b 3 3

e 22
4

b 3 3

d 5 5 5

M U LT I P L I C AT I O N W I T H I N D I C E S

Simplify, writing your answers in index form:


e 5 5

5 5

66

7 7

55

g 2 2

d 4 4
h 33

k 88

2 2

Simplify, leaving your answers in index form:


3

b 53 3

d 74 4

a 72 2
c

42 2
3

e 3 2 2 3
g 3 4 3 4
i

6 7 7 6
5

k 93 3 3

C H A P T E R

2 5 5 2

h 5 5 3 3
9

676

585 8

I N D I C E S

A N D

The index law for multiplication


can be applied only to the
powers of the same base.

A L G E B R A I C

E X P R E S S I O N S

45

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Simplify, leaving your answers in index form:


5
6
8
5
a 33
b 2 2
c 2 2
5
4
9
6
8
7
3
e 3 3 3
f 77 7
g 2 2 2
3
5
8
4
9
4
5
i 6 33 6
j 2 2 2
k 55 5

Use a calculator to verify:


2
3
5
3
4
7
a 2 2 2
b 3 3 3
3

d 7 7 7
g

12

4 4 4

10

11

12

46

Page 46

 2  2
1 3

e 3 3 3
1 5

10

Simplify:
4
2
a n n
2
e pp
4
8
i t t

h 8 8 8
k 5 5 5
3

b m m
f
j

Simplify:
2
5
a 3x  x
7
7
d n  6n
2
3
g 10a  5a
3
j 9t  5t
4
3
2
m 3g  4g  2g
Simplify:
2
3
a m m n
3 2
4 5
e ab ab
2
5
i a ba
3 5
2 2
m pq pq

h 9m  5m
k 8x  9x

12

3 3
3

2 3

3 7

2 2

n 9s t  2st  3s t
3

6t  2t
3
5y  6y
a

b 2 2
a
7b
e 5 5
9x
5x
h a a

M A T H S

S T A G E

5.3 / 5.2 / 5.1

5 4

3 7

2 5

d xy y

h xy xy
2

ab ba
7 9
9 7
p kl kl
l

3t  5t
2
1 6
g 3x  3x
2
3
k 8a  7a
c

8a  a b
6
3
f 7ab  4a
3 2
2
i 9a b  2a b
2 5
l 7x y  3xy
2 2
o 5a  3b  2a b

3 2

nn n

Remember that the


base stays the same.

k 8x y  2x y

Simplify:
x
y
a 3 3
x
6
d 7 7
3m
2m
g x x

Multiply numerals first


and then add powers of
the same base.

3
2

h 5ab  4a b

h ww w

e 5x y  3x

d p p

m  4m
4
6
4x  6x
6
8a  5a
5
3
6x  4x

Verify
means check
or confirm.

pq q
2 5
3 4
g ab ab
7
7
k mn  m n
12 6
9 5
o x b xb

3 3 3

b x  5x y

b 3a  2a
f

mn mn
7
16
j ax  x
3 7
5 9
n ab ab

Simplify:
3
a 2x  x
3
3
e 4a  4a
2
i 2t  3t

10

b a a b
3

6 6 6

n 7v  3v  2v

9 9 9

e 5a  7a

a a
5
4
3
g t t t
7
8
k m m

b 6a  a

5 5 5

r r
14
12
k k

Simplify:
3
2
a 3m  mn
5 4
6
d 2p q  4q
4
2
g 8t  7t w
4
2 3
j 6pq  5p q
2 4
3
m 2ab  3a b  2ab

C O N N E C T I O N S

d 2 2 2
4
7
2
8
h 3 3 5 5
2
3
17
l 33 3 3

c
f
i

1
t
2

 2t
3
h 0.5x  4x
2
l 3t  5t
d

5 5
m
9
a a
3x
5x
e e

CM9 02 5.3_5.2 Final

12/8/04

13

11:10 AM

Page 47

6y

k 7 7
2k  3
3k  4
n 7
7
3x
3x
3x  1
q a a a

Find the missing term:


6
8
a f f

  12g 5
2
8
2g    2g
  p 2q  3p 3q 3
  3q 2  4r  36q 4r 5
2

d 3g 

j
m
14

15

16

2b  3

j 4 5 4
a 1
a 1
m 5
5
3
5
p (x  y)  (x  y)

  p4  p5
3
4
4h    20h
4
7
i    i  3i
  8m 2n  16m 5n

2x

l a a a
4m
o 3 3

c
f
i
l

w w
5

10

9m    27m
2

4k    10k
2

  12m 5p  24m 6p 4

Rodney writes 3  3  9 . Explain why this is incorrect. What is the correct answer?
By substituting values for f , show that f
2

f

f .

Can 3  2 be written with a single, whole-number base? Explain.

Division with indices


7

3
7
4
Consider this division: 3  3  4
3

3
3
3
3333
 

3
3
3
3
3

 3 or 3
Similarly:

74

mm
m
m
4
2
m  m  

m
m
42

 m or m

These examples shows us an important index law.


m

aaa
n
 a  
aaa

m factors
n factors

aaa

5
m  n factors
mn

a

mn

a a

That is, when dividing terms that are in index form and that have the same base:
p Divide any coefficients (if there are algebraic expressions).
p Keep the same base.
p Subtract the indices.

C H A P T E R

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

47

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 48

It is very important that you use the index law correctly.


7

75

For example, 5  5  5

 5 , not 25 or 1 :


5
5
5
5
555
7
5
5  5  

5
5
5
5
5
2

This means that 5 is multiplied by itself twice, and this is 5 .

Examples
1

Simplify, giving the answers in index form:


7

a 2 2

a 2 2 2

2
2

72

3

96
3

12

e
7
b 
e

a a a a

a
c

b 3 3 3

Simplify:
6
2
a a a
6

b 3 3

4
85

12x  4x  3x
3
 3x

75
2

96

DIVISION WITH INDICES

b 3 3

3 3

12

6

10

9

4 4

g 7

11

k 10

7

12

10

8

15

2

19

3

d 8
h 2
7

 10

7
12
16

Simplify, writing your answers in simplest index form:


9

b 3

e 6

a 2 2 2
d 5 5 5
18

g 3
j

14

10

3 3
3

12

3 3

12

6 6

15

8 8

h 8
8

 10  10

15

k 11

12

 11

 11

15

4 4

10

7 7

19

9 9

12  12  12

When dividing terms


containing indices, if
the bases are the
same, subtract the
indices. The base will
remain the same.

Simplify, writing your answers as basic numerals:


7

a 2 2
e 5 5
i

10

2
4

m 3 3

48

d 24m n  3m n  8m

 8m n

a 2 2
i

Simplify, writing your answers in index form:


e 5 5

12

E x e r c i s e 2C
1

d 24m n  3m n

e
12  7
7  e
b 
e
5
e

62

12x  4x

C O N N E C T I O N S

b 3 3
15

6

11

3

g 7

k 4

S T A G E

4 4

12

n 5 5

M A T H S

18

7

15

13

4

o 2 2

5.3 / 5.2 / 5.1

12

9

14

8

15

5

d 9
h 8
l

9
11
11

p 6 6

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Simplify, leaving your answers in index form:


2
a 7
2

5
9
b 
5

11

3
c 10
3

12

4
9
d 
4

7
10
7

21

8
g 15
8

23

9
h 12
9

17

19

6
21
6

6
e 3
6

14

15

12

x
9
7
e y y
8
i y y
6
m g gg

18

14

a
14
10
f m m
16
9
j x x
5
2
n h h h
b a

Simplify:
5
3
a 7a  a
9
7
e 24m  8m
8
6
i 21a  7a

28

f
j

10

16

11

b b
19
13
g n n
19
15
k a a
8
2
o x x x
c

11

8 =8
7
5
2
25  25  25

h 8

10

 6p
12
11
h 32y  16y
8
5
l 27a  9a
d 12p

Simplify:
9

12

y
b 2
y
12
24q
h 
8q 11

19

a
5
c 
a
12
28a
5
i 
7a

m
12
d 
m
8
64x
j 3
16x

3a
5
e 
a
15
72y
k 
9y 7

f
l

7a

3
a
7
121m

6
11m

Simplify:
a

a 2 2

b 3 3

5 5

d 9 9

3a

9x

y

g a
7

7x

8x

a

h e

6x

e

12

(3x  8)
k 4
(3x  8)

(x  3)
7
l 
(x  3)
m3
4
q 
4

a
p j
a

21

3m
21
a1

3a

m w w

n 5

a
(x  y)9
5
(x  y)

e a

8m

10

d 7 7 7

15y  5y
9
5
g 16a  8a
7
6
k 36y  9y
c

10

p
16
12
h a a
9
6
l m m
13
5
4
p k k k
d p

9 9 9
7
4
3
g 6 6 6
4
3
k 15  15  15
c

 3x
18
16
20n  5n
10
3
32x  8x

b 9x

a

n
a is the same as
m
n
a a .

18

Use a calculator to verify:


7
5
2
7
4
3
a 2 2 2
b 5 5 5
5
3
2
6
2
4
e 3 3 3
f 4 4 4
6
4
2
7
5
2
i 10  10  10
j 12  12  12

x
a 3
x
9
15a
6
g 
5a
9

15

2
3
5
i 10
j 10
k 11
l
2
3
5
Simplify, leaving your answers in index form:
a x

Page 49

j
a 1

5

2k  4

7

o 7

k 1

pq

m
p
q
m

Simplify:
9

a a b a b
12 12

e x y
i

12

b m n

3 4

x y

9 6

7 5

36a y  9a y
6

m n

c d cd

32x y  8x y

8 4

33v w
2
m 
11v w

C H A P T E R

10

10

7 3

I N D I C E S

19 7

12 5

x y x y
20

g a b

14

18

a b

5 8

d a b a b
13

3 6

k 28x y  7x y
5

36a b
4
n 2
6a b

10

h p q p q
l

9 8

2
7 5

72m n  24m n

10

24m n
3 6
o 
3m n

A N D

A L G E B R A I C

E X P R E S S I O N S

49

CM9 02 5.3_5.2 Final

11

12/8/04

Simplify:
7
3
a 8m  4m
6
2
e 24a  8a
i

Page 50

b 15x  5x

42x  7x

12x y
3
2
4x y

7 5

8a b
33
4a b

12

28a  7a
6
4
g 90a  10a
c

12

11:10 AM

d 36n  9n
6

h 18x  9x

27m n
k 
7 3
9m n

6 9

64a b c

3 2 5
16a b c

Find the missing term:


a f

f

d i 
8

10j
  2j

  5a 3b 2  10a 2b 4

  6c

18p q    6pq
2

  i7  i

3
  2p

  k  k2
6
18n    3n

b e

i

g 24c 
j

e

12

3p

7 8

24c d

m   12c d



2
  6vw
2

3v w

13

Write the index division that this equation is demonstrating:

14

By substituting values for f, show that f

2222222
  2  2  2
2222
3

ff .

Powers of powers
2 5

Consider this power of a power: (3 )  (3  3)  (3  3)  (3  3)  (3  3)  (3  3)


10
25
 3 or 3
This can also be written as:

2 5

(3 )  3  3  3  3  3
22222
3
10
3
3 4

(m )  m  m  m  m
3333
m
12
m

Similarly:

These examples show us another important index law.


m n

(a )  a

a

a

8
n factors
m  m  m (n lots of m)

a
mn
a


50

C O N N E C T I O N S

M A T H S

m n

mn

(a )  a

S T A G E

5.3 / 5.2 / 5.1

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 51

That is, when raising an expression that has a power to another power:
p Raise the coefficient to the power outside the grouping symbols.
p Keep the same base.
p Multiply the powers.
2 3

It is very important that you use the index law correctly. For example, (2 )  2 , not 4 :
2 3

(2 )  2  2  2
 (2  2)  (2  2)  (2  2)
6

This means 2 is multiplied by itself 6 times, which is 2 .

There are other index laws related to the one above:

(ab)


a

b

a b

a
m
 
b

Examples
1

Simplify, giving the answers in index form:


2 4

3 7

a (3 )

b (5 )

2 4

a (3 )  3

3
2

24

3 7

b (5 )  5

5

21

Simplify:
2 8

4 3

a (x )

b (2a )

2 8

a (x )  x

x
3

37

2  8

4 3

b (2a )  2 a

16

 8a

4  3

2 4

2 4

(a b )

(a b )  a
b
12 8
a b

12

3 2

3 2

4 y

b (3 )
2

a (3a b )  3 a

42

 9a b

32

4 y

b (3 )  3

3

4y
4y

E x e r c i s e 2D

POWERS OF POWERS

Simplify, leaving your answers in simplest index form:


3 4

a (2 )

3 9

e (5 )
i

24

Simplify:
a (3a b )

34

7 4

(8 )

C H A P T E R

5 4

b (3 )

3 3

d (4 )

2 6

h (9 )

(4 )

4 5

g (7 )

6 7

k (2 )

(6 )

(5 )

I N D I C E S

9 5

A N D

8 9
4 5

7 5

(3 )

When raising an
expression containing
a power to another
power, multiply the
powers. The base will
remain the same.

A L G E B R A I C

E X P R E S S I O N S

51

CM9 02 5.3_5.2 Final

11:10 AM

Page 52

Simplify, writing your answers in simplest index form:


5 7
6 3
9 8
3 8
a (3 )
b (4 )
c (2 )
d (7 )
8 5
7 4
8 6
5 3
g (8 )
h (9 )
i (2 )
j (3 )

e (5 )

Simplify, writing your answers as basic numerals:


2 3
1 2
2 2
2 2
a (2 )
b (3 )
c (4 )
d (5 )
1 4
1 4
4 2
2 3
g (5 )
h (6 )
i (2 )
j (3 )

e (3 )

Simplify, leaving your answers in index form:


5 3
7 8
9 3
7 9
a (2 )
b (2 )
c (3 )
d (4 )
9 5
3 12
9 8
5 12
g (8 )
h (6 )
i (5 )
j (6 )

e (6 )

Simplify, leaving your answers in index form:


8 10
3 9
7 7
9 3
a (5 )
b (9 )
c (6 )
d (8 )
3 7
4 6
9 12
7 8
g (21 )
h (18 )
i (3 )
j (4 )

e (9 )

7 7

k (4 )

2 3

4 5
3 8

b (x )
15 2
h (b )

d (p )
5 9
j (k )

Simplify:
2 2
a (5x )
2 4
g (4p )

b (6y )
12 3
h (5x )

Simplify:
2 3 2
a (x y )
3 7 4
e (m n )
7 2 3
i (3a b )

10

Simplify:
3 3
a (6ax )
7 2
e (5m )
3 2
i (3xy )

11

Simplify:
2 x
a (5 )
3 y
g (8 )

12

3 3

Simplify:
x y
a (3 )
y b
g (x )
2x 3y
m (3 )

C O N N E C T I O N S

9 4

c
i

(8y )
9 3
(3a )

5 3

3 5

5 6

7 2

f
j

3 2

3 a

c
i

m t

b (5 )
x a
h (p )
n (f

3a  1 2

M A T H S

(6 )
x 2
(7 )

7 y

d (5 )
y 5
j (5 )

x a

d (t )
3x y
j (6 )

S T A G E

f
l

(2a )
7 4
(5a )

8 5

5 7

3 4

10 12 5

(2m n )
3 3

x z

e (a )
5x 6y
k (y )

5.3 / 5.2 / 5.1

(n )
8 16
(a )

d (6m )
4 3 2
h (3l k )
3 3
l (7m )
e (8 )
t 3
k (3 )

3 x y

6 8

f
l

h (a b )

14 m

p (p )

12

d (p q )

c (3x y )
4 7 5
g (2m n )
2 3 5
k (2x y )

(y )
2t m
(8 )
2x  3 4
o (g
)
c
i

2 5

6 3 3

b (5a b )
7 3
f (6a )
4 5 3
j (a b )
b (9 )
9 a
h (6 )

5 3

e (3y )
9 3
k (6x )

(lm )
5 7 2
g (x y )
4 5 4
k (5a b )
c

(a b )
3 7 3
(10x y )
7

3 4

d (2 )  2
2 4
8
h (6 )  6
3 3
9
l (5 )  5
7 9

7 3

b (a b )

e (m )
3 9
k (x )

d (9p )
12 4
j (10x )

4 6

(15 )
7 15
(3 )

5 5

Simplify:
4 2
a (a )
7 5
g (a )

(a )
8 3
(y )

k (6 )
6

4 6

(7 )
4 15
(7 

k (9 )

c
i

8 10

3 2

3 3

(2 )
2 3
(4 )

k (5 )

c (4 )  4
2 3
6
g (5 )  5
4 3
12
k (3 )  3

5 3

2 2

Use a calculator to verify:


2 3
6
1 3
3
a (2 )  2
b (3 )  3
2 4
8
5 2
10
e (3 )  3
f (4 )  4
2 3
6
1 2
2
i (7 )  7
j (17 )  17

9 3

(6 )
8 4
(5 )

6 7

52

12/8/04

3 p

b c

x x  2y

q (w )

t 7

f
l

(5 )
a 8
(5 )

f
l

(m )
2a 5a
(7 )
(a p )q r

t n

CM9 02 5.3_5.2 Final

13

12/8/04

11:10 AM

Page 53

Complete:
2
2
a ( )  4m
3
18
d ( )  27d
2
10 8
g ( )  100w z

)  8p
3
9
e ( )  125i
5
10 25 5
h ( )  32p q r
b (

12

( )  81r
2
4 2
( )  49m n

c
f

14

a By substituting 2 for x, show that 5  (x ) (5x ) .


b Comment on the difference between the two expressions.

15

16

Use your calculator to compare (3 ) and 3 . Why are the two answers the same?

17

Consider this example: 4  (2 )  2 .


3
6
a Verify that 4  2 using your calculator.
b What is the value of x if:
2
x
x
4
i
8 2 ?
ii 3  9 ?

18

a Show that:

3 2

4 2

3 2

a Use your calculator to show that 4  2 .


2
3
b Are 3 and 2 also equal?
c Can you explain why the example in part a works but the example in part b does not?
3

4 2

2 3

2 4

(3 )  (3 )
b Explain why this is so.
i

ii

5 3

3 5

(2 )  (2 )

iii

8 10

10 8

(7 )  (7 )

The zero index


Look carefully at the following patterns. In each pattern, the next term is found by dividing
the previous term by the base.
3

27

125

25

2

3

5

These patterns show that any number raised to the power of zero is equal to 1:
0

2 1

3 1

5 1

A number remains unchanged when multiplied or divided by 1. For example:


5

50

40

20

3 3 3
4
3

4 4 4
2
4

2 12

and

3 13
4 14

C H A P T E R

2 2 2
5
2

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

53

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 54

Similarly:
5

50

40

20

3 3 3
4
3

4 4 4
2
4

2 12

Do not confuse the


zero index with the
degree symbol.

2 2 2
5
2

and

3 13
4 14

These examples also show that any number raised to the power of zero is equal to 1.
Also, according to the index law for division:
3

33

2 2 2
0
2
But any term divided by itself is equal to 1. So:
3

2 2 1
0

2 1

a 1

(where a 0)

Examples
1

Simplify:
0

b (3m)

b (3m)  1

a 7

a 7 1
2

Simplify 2  2 .
6

9x

9x  9  1
9

66

2 2 2
0
2
1

E x e r c i s e 2E
1

Simplify:
0

a 58

b 27

e 68
i
2

54

THE ZERO INDEX

ab

c
0

62
0

a b

g 2n

d (3y)
0

h 6x

3 0

k (2 )

(mn)

34

Use a calculator to verify:


0

a (5)  1

C O N N E C T I O N S

b 36  1

M A T H S

S T A G E

(7)  1

5.3 / 5.2 / 5.1

1

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

e (1.2)  1
i
3

3  8  3

0 2

b 9  3x

d 3  6a

h 5 77

k 19  (3)  19

h (10)

2 0

(5  6)

3 0

k (3a )  (2b )

Simplify:
0
0
a (7)  7

5  3  (4)  5

(mn)  5
0
0
5  3a
0
8p
2 0
8 0
3(a )  2(b )

Any expression
(except 0)
raised to the
power of zero
is equal to 1.
0

b 12a  (12a)

e 4(3a  2b)
0
i (3abc)

g 97 9

e 3  (6a)

g 12  8

(9  7)  1
0
0
38  5  2

Simplify:
a (6x )

Page 55

f
j

9a b
0
96

(9m)
0
d 
9m
0 0
h xy z
0
l (0.3  4)

9m
c 0
(9m)
0 5
g 15m n
5 0
k (7a )

Simplify, leaving your answers in index form:


2
0
0
2
0
4
0
4
a 3 3
b 9 9
c 2 2
d 12  12
0
5
0
2
5
0
3
0
g 4 4
h 15  15
i 8 8
j 6 6

e 7 7

Simplify, leaving your answers in index form:


4
0
3
0
5
0
7
0
a 6 6
b 9 9
c 10  10
d 3 3
4
0
3
0
6
0
6
0
g 12  12
h 14  14
i 8 8
j 2 2

e 7 7

f
3

k 10  10
9

k 4 4

f
l

5 5
0
5
18  18
5 5
5
0
17  17

Why is 3x  (3x) not equal to zero?


4

2 2

Show that (4a b )  (2a b) always equals 1 regardless of the values of a or b.


a Copy and complete these tables:
i

ii

5
6

3333

81

iii

3
222222

64

3
iv

10

10

10

10

10

10

10

b What happens to the value of the basic numeral in each case as the power increases by 1?

C H A P T E R

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

55

CM9 02 5.3_5.2 Final

10

12/8/04

11:10 AM

Simplify:

a (8g)  8g
2

d
11

Page 56

2 3

(4p )  2pq
7
c 
16p

8m n
b 
2mn
8
3 3
9x  (2x )


17
e
12x

2 2

5d 2 d e

4
(2d)

a The zero index law states that a  1. Is this true if a  0 (that is, is 0  1)?

Check this using a calculator.


b Does the zero index law apply for all values of a ?

12

a Explain the difference between 5y and (5y) and 5  y.


b For which of these expressions are the answers always the same regardless of the

value of y ?

Negative indices
Look carefully at the following patterns. In each pattern, the next term is found by dividing
the previous term by the base.
2

1

2

1

2

1
2
2

2

1

1

3

3

2

1
2
3

25

1

1

5

5

These patterns show that a number raised to a negative power is equal to the reciprocal of
that number raised to the required positive power.
Also, consider this example:

The reciprocal of a
number is the number
turned upside-down:

2

3

2

3

8  1

8

2

1

4

5

4

3 3
3 3
3 3

22
0

Dividing both sides by 3 :


3 3
1

2
 2

3
3
1
2
 3  2
3
2
2
 3 is the reciprocal of 3 .
2

2

The index law for negative indices is:

56

C O N N E C T I O N S

M A T H S

S T A G E

The numerator
becomes the
denominator and the
denominator becomes
the numerator.
m

1
m
 
a

5.3 / 5.2 / 5.1

2

1
2
5

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 57

Examples
1

Write with positive indices and simplify where possible:


3

a 2
a 2

3

1
 3
2

23

32

1

1

 2

3 1

14

41

3

3

4 3
3

 8

 1

 2

4
 3
1
64

 1
 64
2

Write with negative indices:


1
a 2
6
1
2
a 2  6
6

5
x
5
4
b 4  5x
x
b  4

Simplify, writing your answers with positive indices:


0

a 5 5

2

2

b a  3a

a 5 5 5

0 2

b a  3a

2

5
1
1

 2 or 
25
5

 3a

42

 3a

E x e r c i s e 2F
1

Write with positive indices:


4
1
a 3
b 9
2
5
e a
f m
1
2

i (6)
j 3
2
Evaluate:
2
a 2
4

e 10
i
3

N E G AT I V E I N D I C E S

5

12

2

b 3

1 3

(2 )

13

3

Write with negative indices:


1
1
a 
b 4
7
2
6
9
g 
h 5
p
a

C H A P T E R

3

2

c 3
4
g 10

d 4
3
h 7x

1

34

3

3

32

1

x
5
2
4x

I N D I C E S

3

2

2

1
is the same as 3 .
2

15

d 5

g (3)
k

3

A N D

h
l

3

23
2
45
1
m
5
3
2

d 3
j

1

3
x
1
k 3
4x
e 2

A L G E B R A I C

is the reciprocal
of a.

f
l

7
5
n
8m
5
4n

E X P R E S S I O N S

57

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Simplify, writing your answers with positive indices:


1
3
2
a m
b x
c 6p
3
5
2
5
5
3
e a a
f 5x  8x
g 28a  7a
2
7
3 2
2
4
i 5m  5m
j (3x )
k 8x  72x
Use a calculator to evaluate correct to 2 decimal places:
2
3
1
2
a 2
b 2
c 3
d 5
2
3
1 2
2 1
g 2
h 3
i (0.25)
j (0.1)
Given that a  3, b  4, c 
1

1

1

d
2
2
(ab)  (cd)

1

7

7
7

g 3 
8

10

3

 16

3

 8

2

 23

1

4
10

10  10

3

d 5

2

 9

h 5

3

 64

k 4

5

 10

3 3

 27

3

 4

3

1

 10

6

b c d

c d

1

g 3

1 1 1

h a

 23

1

 4

d (cd )

3

Simplify, giving your answers as fractions:


2
3
a 7
b 5
3
1
e 53
f 7
2
3
1
i 4  10
j 2 3

1

 5

2

 25

3



125

2

1

d 2 3
3
h 9  10
1 3
l (2 )

c 2
3
0
g 6 5
8
9
k 5 5

Simplify, giving your answers in index form:


4

3

2

7 5

e (2 )
i

(x )  (x )
2

x

b 3 3 3
3

4

7 7 7

x x
2
4
(x )

4 4 4
3 2

12

f
1 4

2 3

2 5

 (7 )
8
4 5
5  (5 )


k
9
5
g (5 )

5 2

d (3

2 3

h (8 )

8

2 3

(x )  x

5
x

Simplify, giving your answers as fractions or mixed numerals:


4

a 2
3
0
e 2 7
2
2
0
i 3 3 3

2

1

b 8
3
2
f 2 3
3
2
j 2 3

2

 4

15

3

1

C O N N E C T I O N S

M A T H S

3

4 1

(3 )

1

5 5

30

k (7)

S T A G E

5.3 / 5.2 / 5.1

d 6
1
1
h 2 3
1
3
l 2 2
2

 81

g 34

3

3

c 5
2
2
g 5 2
3
2
k 4 4

Write true (T) or false (F) for:


2
2
a 3 0
b 5  25
e 2

58

2

2

k (1.2)

6

23

5

2
1
(3.5)

f
2

 10x

2

12

5

e 3 3

1
4
3

3

e 4

a b
2
g ad
2
k bc
c

b 10

a 2 2

11

5

d 9y
2 3
h (x )
1
2
l 15a  5a

evaluate:

1

Use a calculator to verify:


1
1
1
1
a 2  2
b 3  3
e 4

1
,
4

b
2
(cd)
2 2
a b

Find the value of x in:


2
x
a 10  10
d

and d 

b a

e c
i

1

3

1

a a

Page 58

2

d 3 2 6
1

 12
1

 49

3

 9

3

2

h 3
l

4

12

2

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 59

13

Write 2

14

Write 2

15

2 3
1
2 
2
Simplify 
 
2 .
2 3
(2  3)

2

3

1

2

3

as a simple fraction.

2

2

as a simple fraction.

2

Revising and combining index laws


Revise all the index laws given in this chapter before you begin these exercises.

Examples
1

Simplify, writing your answers in index form:


4

a 2 2

a 2 2 2

2
2

12

5

12

5 5
9
5

b 5
47

b 5

11

Simplify:

 
2

5 4

2 3

5 4

2 3

a 15x y  3x y

12  3

4m

3
5n

52 43

 5x y
6

4

x y
6  (3) 4  (3)
3  x
3 
c 
y
x y
6  3 4  3
x
y
9

x y

(3 )

(3 )  3
20
3

45

4 5

4

x y

c 
x3 y  3

 
2

a 15x y  3x y  5x

4 5

2  3

4m
4m



3 3
3
 3

5n
5n
6
64m
 9
125n

1

x
 y
3

Simplify:
2y
y
a   
3
6

2 2
2a b
10
20a b






b
5  6a 2  30a 2
2
2b
 3

2y
6
y 2y
a       
3
3
y
6
12y


3y
4

C H A P T E R

2a b
10
b   2
5
6a

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

59

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 60

E x e r c i s e 2G
1

R E V I S I N G A N D C O M B I N I N G I N D E X L AW S

Simplify, giving your answers in index form:


5

a 2 2
e 33

12

 2

1 3

m x x
3

2 2 2

(3.5)  (3.5)

a 2 2

i
l

3 3

18

5
5

p a p a
2

3
3

6a b  3a b

12

14

8 8
10
5


8
g
5

9 9

d 2

m m
12

y y
7

x
9
m 
x
12
p 28a  14

x y x y
2 4

Multiplication
Add the indices.

n 9p  3p

q 11y  11y

a b a b

5 2

a (2 )

b (3 )

5 7

e (7 )

4 5

(11 )

5 7

m (m )

5 6

20x y  10x

Division Subtract
the indices.

5 3

2 3

d (6 )

4 9

h (10 )

(4 )

g (5 )

7 4

k (b )

6 6

o (a )  a

3 3

5 4

12

(2 )

(9 )

6 3

8 9

2 4

7 2

n (y )

q (y )  y

6 3

(x )  x

(y )  y

(5 )

8 7

3 4

p (x )  x
t

Power of a power
Multiply the indices.

(p )

6 4

2 5

(n )  (n )

Simplify:
7

10

a 3 3

b 2

4 9

e (3 )
i

5 5

2

10

6

(6 )

3 7

k 6

10
4

18

4
15

5

x
b 7
x
4
e 10y  5
5

g 5a  a  8a
5

6 4

15

k (a )  a

Simplify:
2
a (4x)
d 8a  7a

h 63a  9a

(x  x )  (x  x )

7 7 h 8  8

g 7

2 2

3 9

d (8 )

12

5 5

d (6a )
4

3 6

Simplify:
6
a a a

14

Simplify, giving your answers in index form:

2 2

4
9
h 
4

a
8
k 
a

60

10

2

3
2

o 60a  12a

11

9mn  5m n

b 3 3

e 3

a  7a

h 3 3 3

o x y x y

d 5 5

Simplify, giving your answers in simplest index form:

21

k x x

15a b  5ab

4 4
2
4
g 55 5
c

n 5m  6m

q 5a b  7a b
2

b 3 3

3 2

b (5a )
4

C O N N E C T I O N S

e 9y  11

M A T H S

S T A G E

5.3 / 5.2 / 5.1

y y

(9x)

(2p )

(m )  a

(3p )

12x  x

3 2

6 3

2 3
7

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 61

g 3a  a  7a
j

2 3

(3x )  2x
7

h 35y  5y
5

2 3

10

a 2 2 2
3 5

15

64a b  16a b

9a b  (a b )

2 2

2 2

(8a )  3a
3
o 
12a

3 3 3 3

(7 )  7

2 3

8 2

10

m m

a  a  2a

16

(3 )  3

11

12

10

k 8 8 8

15

5 5

11

h 7 7 7

x
b 10a  2a  20a c   9
x

d 7 7 7

g 4 4 4

Write true (T) or false (F) for:

e 4a  3a  12a

5 2

2 5

(a )  (a )  0

a a 1

2y

d (3a)  3a

g a a a
3 4

k (y )  y

h a a a

3x  3x  9x

Simplify:
a

a 2 2
m

2

b 5 5

7

e 7

3 3 3

7x

a

2x

5

2x

3x

2x

3

3y

9

g 9
x

5y

5

3y

d 4 4

h e

3y

k 9 9

2y

9

5x

e

4x

3a

4

5a

2a

4

Write true (T) or false (F) for:


3

12

a 7 7 7

b 2

e (4a)  5  6
i
11

b 5 5 5

(2 )  2

a m

10

Use a calculator to verify:

(5x )  2x
5
n 
8x

e 2 2 2
8

k (x  x )  (x  x )

6a  5a
4
m 
3a
7

2 2 1

2 2

2 2 4

(23 )5  28

(35 )2  152

16

e a

16

a a

g x x 1
j

h p p p

3a  5a  15a

2 2
1
5
k 3  3
5
g 2

Write true (T) or false (F) for:


3
4
7
3
3
3
a 5 5 5
b x  x  2x
d d  d  2d  4d

d a 33

k 5 5 5

h 3 3 3
12

2 2

4x  4x  16x

x x 1

( a 2 )5  a7

( n 3)4  ( n 4)3  0

16

m 3a  5b  15a b
12

Simplify:
2
3
a 5a  3a  2a

3 2

13

 

(2 )

3k

2k

2 2

d (3k )  9k
4

3 2

 (4k )

2
10

10m  8m
4m  5m

h 
2

2 3

(3a b )  4a b

4
(2ab)  3ab

Simplify, then use a calculator to evaluate:


2 3
3
4
3 2
10
a (3 )  3
b (5  5 )  5

C H A P T E R

80p  8p  5p

16m  10m


8m 3  2m
3 2 3

(8c )

2
2
2c  (2c)

o ( 5a)  5a

b 20m  5m  3m c

2 3

(4a )
(4a )

e 
3 2
i

x
x

n   16

I N D I C E S

A N D

2 3

A L G E B R A I C

3 5

4  (4 )
(4 )

d 2
7

E X P R E S S I O N S

61

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 62

 

(27)2  (28)3


(25)2  23

6 2

3 2 4

e [(2 ) ]
5 3

i
14

(3 )
62
(3 )
3

x

3

12
3 1

3 2

g x y x
j

2 3

2 7

4 1

2 2

2 3

4
h 
3

2

3 2
b )

3m

6m

3 2

h a b c

m

10

a b

(m 3n1)2  (m 2n)2

2 3 5
2
5(a ) b  4(ab )

5

7

(a b )  (ab)

4

a

3

5

(3x 2)2  (4x 3)3


(x 2y )3  (x y 2)2

(x 3y 3)2

2 2 2 3
 (a b c )

Write as a negative power of 2:


a
e

1

2
1

32

b
f

1

8
1

64

1

16

d 0.25
2

4

g 16

h 8

Express with positive indices:

2 3

3 2

3 4

a (3x )

b (5a

3

2 1

5a b


2
a b

(x )
4
2
(x )

a b
a b

3 
4
2  
 2
a b
a b

2m  1

2 4
8
2 2
5
m
m

3
2
h 

(n )3
n
m
5
e 

2 8

d (a

 

y1

4

2

3y
2

1

 16
2

18

Are the following true (T) or false (F)? Check by replacing the pronumeral with a number.
1
0
7
7
3
5
2
2
a 7x  1
b 9x  3x  3x
c a a a
d 3x
 2
3x
4
0
9
8
2
3
e (5x)  1
f 15y  5y  3y
g x
 2x
h 4x
 3
x
2
10
12
2
0
0
3
1
i y y y
j 9x  (9x)  10 k x
 3x
l 2x
 
x

19

Given that a  2, b  3, c  2 and d  3, evaluate:


2

2

b (cd )
1

d (ab)
20

a a

1

2 2

 (cd )

e a b

Find the value of x in:


1

a 2
d

62

 (2a

2 2 3
 (x y )

e 5 5


g 
(a2b 2)2

17

3

k (3a b)

d a b  (a b )  (a
3

4
5
2 2
q  p (q )

b x y

3 4

3 2

h (p )

Simplify:
2
3
7
a x x x
2

x

e (x )

(3xy 2)  (4x 2y )3

a

b a

d a b a b

16

(2 5)3
2 2

6
g 
4

Simplify, giving your answers with positive indices:


a x

15

(25 )5
2 2

5
4
5

1

9

4

2

b 10

9

C O N N E C T I O N S

1
 x
10
8

e 3 3

M A T H S

S T A G E

3

5.3 / 5.2 / 5.1

1

2

2

d

a d

2

1
 x
3
1
9
x
3  5  3
3
1

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 63

Fractional indices
Indices can be written as fractions. To find the meaning of
the following fractional index, simplify the expression:
1


1


Remember:
m
n
m  n
a a a

1
1
  
2

x2  x2  x 2
1
x
x
1

2 2
 (x )  x
1


 x 2  x

So if the index of a number is 12, we take the square root of the number. For example:
1


7
49 2  49

1


812  81
9

and

)  a
  a
  a

 a  
a a
(a
2

Also:

1


1


1


1
1
1
    
3
3

x3  x3  x3  x3
1
x
x
1
 3
 (x 3 )  x

Similarly:

1


 x 3  x

So if the index of a number is 13, we take the cube root of the number. For example:
1


2
8 3  8
3

(a
)  a
  a
  a
  
a  a
 a  
a a

Also:
So:

1


125 3  125
5

and

1


2
.
p x means the square root of x or x
1


3
.
p x means the cube root of x or x
1


n
.
p x means the nth root of x or x
1


The law for fractional indices is a m  a


.
mn

Now:

m n

a n  
a

 (a )

m

n


m  n

m



m n

and

a a

so

a n  a
m


1

m

 a


1
  m

or a n

1
 m

or a n 
n

 a n  
a or a

m

Another law for fractional indices is


m

n

m

n

a  
a or a  a
 .
m

C H A P T E R

I N D I C E S

A N D

m


or

A L G E B R A I C

m


a n  a


E X P R E S S I O N S

63

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 64

Examples
1

Simplify:
1

a 362
1


a 36 2 

1
8 

b (25p )2
1
8 

36

2

 

Evaluate 27 3.
2


3

27

1

82

 25
p
4
 5p

6
2

1


b (25p )2  252  p

1
2
 

273
1
 2
3
(3 )3
1
 2
  
3
3 3
1
 2
3
1
 
9

1
2 6 

(16x y )2

(16x y )2  16 2  (x )2  (y )2

1
6 

1


1
2 

 16
x
 4xy 3

y

1

6 2

27  3

1

 m
a

m

Simplify:
2


3


a 83

b 16 4

2


1

2 2

1
6 

a 8 3  (8
)

3


b 164  (16
)

5


42

4 2  (4
)

d 125

5


2
4

2


2


d 125

2
8

2
 32

1
 2
125 3
1
3
 
(125
)2
1
 2
5
1
 
25

E x e r c i s e 2H
1

Express in root form:


1


1


a 42

b 92

1


g 83

h 27 3

h 120


n y

m x


C O N N E C T I O N S

M A T H S

1


32 5
1

o (3y)5

n x

1


16 2

1

7

Write in index form:


a 2

b 3

g 28


64

c
1


1

4

m 16
2

FRACTIONAL INDICES

1


d 25 2
1


k x7

d 39


e 5


10


9


34


1


11

1

4

26

S T A G E

1


814
1

p (8x)3
j

1


e m2

5.3 / 5.2 / 5.1

3
7

k 15


1


x2

36

7


10



2

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Evaluate:
a 4


1


b 92

m 13

n 625 4

2


32

j
1

1
 3

h (252)

1 1
 

25


k 343

1

3

81


625 4

(a b )3


3


4

p 256

3


3


164

(x )2

5


d 25 2

1
7 

e 100 2

1
5 
3


o (83)

1
0 

(y )3

2
 2

n (64x 2)2

k (m )5

3


1
3 

p (9y 2)

Use a calculator to evaluate the following. (Write your answers correct to 3 decimal places.)
3

a 827

f

b 348


2


1


(635)3
1

2

5
38  2

h 56 2

1


e 218.7


1


962 4

i
5


3328

d 396


1


g (814)3

k (0.368)

1


9000 5


3

m 512 6


4

n 81

o 274

Without using a calculator, simplify:


1


1


1


a 252  5  252
d

1


1


1


1


 449  2   6247  3

e (15
)

1 3


1


b 92  92  273  273
1


g 7  (7 3)

1


1


2


h 162  162  83  83

2 3
 

(53 )2

(8
)

(43 )   287  3

1 3


2


Simplify:
1


1


1


1


1


a y2  y2

1


b x3  x3

e n2  n3
i 3a(a  b)

f
j

1 3
 

(x 3 )2
2
2
2
2b (a  b )

2


1


m3  m6

1


1


1


5


1


1


d 5x 2  3x 4

5


g 83
3
2
k x (x  3)

h 2y 3  5y 6
l 2x(3x  2y)

Evaluate:
1


1


1


2
 3

b 9  92

1


e (5 3 )  252

3

64

1


1


 49 2   1265  2

 2356 

1


a 42  42  42

3


1


92  83

d 16 4  32 5

1


1


g (64)3  36 2

1



2

2


k 83  8

3


h 32 5
l

811 


4

Simplify:
1


1


2


1


a x2  x5

b y3  y3

e (36a )
i

1

2

c
1


8 2

10

1

5


2

3


1
 2

1

2

o 16

b 92

m (25x 2)

d 643

Simplify:
1
2 

1


273
64

1


g (9 )2

1

3

h 216

a 83

1


g 81

1


Page 65


2 4 4

(81x y )

1


p4p
4

1

2

x

xy

1

2 2

k (x y )

1 1
 

d (x 3 )3
6

g (x y)

4 1


1

3


4

1

2

 

a 3  a3

x
12
y
4


1


1


1


Given that x  8, y  16 and z  27, evaluate:


1


2


a x3  z3
1


e (xz)3
i

1


1


2


x3  y4  z3

C H A P T E R

1


1


1


1


b x3  y2

x3  y4

(xz)3  y 4

2


I N D I C E S

1


1


1


1


y2  z3

g x3  y4
1


h x


3

k (xz)

A N D

A L G E B R A I C

1


d x3  y2  z3

3
2


3

y


4

y


2

E X P R E S S I O N S

65

CM9 02 5.3_5.2 Final

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Page 66

Expanding and factorising algebraic


expressions
Algebraic expressions can be expanded by using the distributive law, which states that each
term inside the grouping symbols is multiplied by the term outside the grouping symbols. For
example, when we expand the algebraic expression 3(a  5), we get 3a  15.
To factorise an algebraic expression, reverse this process. For example, in the expression
3a  15, the highest common factor is 3 and so we write 3 outside the grouping symbols and
the remaining part inside the grouping symbols: 3(a  5).

When there is no
number written
outside the grouping
symbols, it is 1.

expanding

Wab  ac
w
factorising

a(b  c)

Examples
1

Expand and simplify:


a 2y(y  5)  4(y  3)
2
2
c 4x (6x  3xy)

6x(2x  3)  (x  1)

a 2y(y  5)  4(y  3)  2y  10y  4y  12


2

 2y  6y  12
2

b 6x(2x  3)  (x  1)  12x  18x  x  1


2

 12x  19x  1
c
2

Factorise:
a 5x  10y

b 18ab  12a

a 5x  10y

b 18ab  12a

 5(x  2y)

 6a(3b  2a)

E x e r c i s e 2I
1

66

4x (6x  3xy)  24x  12x y

b 5x(3x  2y)
e (9  x)
3
2
h 4m(m  m )

M A T H S

27xy  3x  9x

27xy  3x  9x
 3x(9y  1  3x)

E X PA N D I N G A N D FA C T O R I S I N G A L G E B R A I C E X P R E S S I O N S

Expand:
a 6(a  7)
d (8  3t)
2
g x (2x  3y)

C O N N E C T I O N S

S T A G E

5.3 / 5.2 / 5.1

c
f
i

7(2m  3)
5y(2x  3)
3
3p(5p  p )

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 67

Expand and simplify:


a 4(2a  1)  3a
d 8a  3(2  a)  4
g 2(3y  1)  (5  2y)

When we simplify algebraic expressions, we can check our answers by substituting


numbers for pronumerals. Simplify the following and check your answers using x  2:
a 2(1  x)  5(2x  3)
b 3(2x  1)  2(2x  8)
c 5(2x  1)  3(x  4)
d 4(3x  1)  2(x  5)
e 7(3  2x)  12
f 9  2(x  3)

Factorise:
a 6x  12
2
d 9x  3xy
2 2
3
g x y  x y  xyz

Expand and then check your answers by performing the reverse process of factorising:
a a(a  5)
b 2x(3  5x)
c 2(5  7x)
3
2
d y(y  3)
e 5(2x  3)
f 3x (4x  5)
2
g 7(3  2m)
h 4(8x  3)
i 2m(m  1)

Expand and simplify:


2
3
a a (3a  4)
b 5y (3y  y )
2
2
e m(3m  5m )
f 9p (p  q)

Expand:
a a(5a  2)
5
3
e m (5m  m )
i ( a  b)( a  b)
2
m (3a  5)

b x(2x  5)  9
e 5(7y  3)  18y
h 6(3  a)  (a  1)

c
f
i

b 24x  36y
2 2
e lmn  lm n
2
h 10a  4ab  6a

c
f
i

3x(x  7)  8(x  5)
7  (5  6m)
15  3(4m  5)

a b  ab
2
5x  10xy  15x
2
2 2
m  5m  m n

c m ( m  2)
2
3
g 3n ( 7n  5n )

b 3y (4y  y )

x ( x  1)
2
3
(
f a a  1)
g 5x ( 6x  3x)
2
2
2
2
3
2
j (a  b )(a  b ) k ( x  1)( x  3)
2
3
2
5
n 6x ( x  2x)
o 5p( 8p  6p )
3

d ab (a  b )
2
3
h 5a ( a  5a)
d ab ( a  b )

h 8a ( a  b)
2
2 2
l (x  y )

Scientific notation
Scientific notation or standard notation is an extremely useful and convenient way of writing
very small and very large numbers. Using scientific notation not only saves time; it is also
extremely helpful in a calculation that is too big or too small for a calculator to handle.
A number expressed in scientific notation consists of two parts:
The first part can
be the number 1,
but not the
number 10.

(a number between 1 and 10)  (a power of 10)

first part

second part

The number of digits in the first part is the number of significant figures. For example:
7

p The number 65 285 000 expressed in scientific notation is 6.5285  10 .


It has 5 significant figures.
p A virus is 0.000 000 14 m wide. This may be written in scientific notation
7
as 1.4  10 m. It has 2 significant figures.

C H A P T E R

I N D I C E S

A N D

A L G E B R A I C

1  1  10
1
10  1  10

E X P R E S S I O N S

67

CM9 02 5.3_5.2 Final

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11:10 AM

Page 68

Scientific notation for numbers


greater than 1
A number greater than or equal to 10 written in scientific notation will have a positive power
of 10. A number greater than or equal to 1 but less than 10 written in scientific notation will
have a power of 10 of zero.
Scientific notation
is also called
standard notation or
standard form.

Examples
1

Express in scientific notation:


a 346
b 81 000

5 638 000

a 346  3.46  100


mm

 3.46  10

Move the decimal point so that


the first part is between 1 and
10. The power of the second
part is the number of places
the decimal point has moved.

b 81 000  8.1  10 000


mmmm

c
2

 8.1  10

5 mmmmmm
638 000  5.638  1 000 000
6
 5.638  10

Express in scientific notation:


a 6.8
b 9.0
0

a 6.8  6.8  10
3

b 9.0  9.0  10

Change to a basic numeral:


3
4
a 2.5  10
b 3.48  10
3

3.54  3.54  10

1.365  10

b 3.48  10  3.4800  10 000

 2500

 34 800

1.365  10  1.365 00  100 000


 136 500

E x e r c i s e 2J

68

3.54

a 2.5  10  2.500  1000


c

S C I E N T I F I C N O TAT I O N F O R N U M B E R S G R E AT E R T H A N 1

Write each number in scientific notation by completing the power of 10:


a 51 000  5.1  . . .
b 630 000  6.3  . . .
c 3 250 000  3.25  . . .
d 965 000  9.65  . . .
e 82 000 000  8.2  . . .
f 7 630 000  7.63  . . .
g 759 000  7.59  . . .
h 8 500 000  8.5  . . .
i 23 700 000  2.37  . . .

Complete:
3
a 3160  . . .  10
5
d 123 000  . . .  10
7
g 21 360 000  . . .  10

C O N N E C T I O N S

M A T H S

b 87 000  . . .  10
5
e 569 000  . . .  10
6
h 7 630 000  . . .  10

S T A G E

5.3 / 5.2 / 5.1

c
f
i

450 000  . . .  10
6
8 900 000  . . .  10
7
14 700 000  . . .  10

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 69

Write each number in standard notation by completing:


a 9000  9  . . .
b 34 900 000  3.49  . . .
5
4
d 230 000  . . .  10
e 28 000  . . .  10
6
g 849 000  8.49  . . .
h 3 562 000  . . .  10

c
f
i

510 000  . . .  10
6
3 610 000  . . .  10
8
375 000 000  . . .  10

Express in scientific notation:


a six hundred
b five thousand
d one hundred thousand
e half a million
g eight million
h 1.2 million

c
f
i

twelve hundred
one million
12.5 million

Write in scientific notation:


a 3600
d 2 320 000
g 495 000

c
f
i

560 000
389.7
3 000 000

Express in scientific notation:


a 4.9
b 7.0
d 6.8
e 2
g 7.92
h 8.14

c
f
i

3.94
5.1
9.25

Express in standard notation:


a 8000
b 5 200 000
d 89 000
e 700 000
g 829 400
h 163 800 000

c
f
i

31 500 000
15 300 000 000 000
929 500

Write in standard notation:


a 340
d 80 000
g 62 900
j 36.57
m 43 900 000
p 630 510

b
e
h
k
n
q

c
f
i
l
o
r

25 000
789
561.9
763 000
170 200
61 700

Write as ordinary numerals:


4
a 5  10
4
d 6.438  10
6
g 7.29  10

b 8.3  10
7
e 6.09  10
3
h 8.3  10

c
f
i

9.27  10
5
8.13  10
9
9.25  10

c
f
i
l

15 thousand
390 030
7
835  10
7
5

b 40 000
e 5 000 000
h 758 000 000 000

6570
500 000
3 452 000
6938.5
65 000 000 000
200 000
5

10

Express in scientific notation:


a 5200
b
d 6 million
e
5
g 53  10
h
5
j 2
k

11

Light travels at approximately 300 000 km/s. Find the distance travelled by light in an
hour and express your answer in scientific notation.

12

The diameter of Earth is about 12 700 km. Express this distance in scientific notation.

C H A P T E R

896.7
837 000
6
952  10
6
3

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

69

CM9 02 5.3_5.2 Final

13

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11:10 AM

Page 70

Express the following measurements in scientific notation:


a The distance from Earth to the sun is approximately
150 000 000 km.
b The distance from Earth to the moon is
approximately 384 000 km.
c How many seconds are in 72 hours?
d How many hours are in 96 years (to 4 significant
1
figures)? Use 1 year  3654 days.

Scientific notation for numbers


less than 1
When a number less than 1 is written in scientific notation, the power of 10 will be negative.

Examples
1

Express in scientific notation:


a 0.54
b 0.0068
M

a 0.54  5.4  10
MMM

MMMMMMM

b 2.345  10
c

5.7  10

5

70

5

AAA

 0 003.5  1000
 0.0035
2

AA

 002.345  100
 0.023 45
AAAAA

 000 005.7  100 000


 0.000 057

E x e r c i s e 2K
1

5.7  10

7

Write as a basic numeral:


3
2
a 3.5  10
b 2.345  10
3

3

0.000 000 79  7.9  10

a 3.5  10

0.000 000 79

1

b 0.0068  6.8  10
c

Move the decimal


point so that the first
part is between 1
and 10. The power of
the second part is
the number of places
the decimal point has
moved. It will be
negative.

S C I E N T I F I C N O TAT I O N F O R N U M B E R S L E S S T H A N 1

Write each number in scientific notation by completing the power of 10:


a 0.0018  1.8  . . .
b 0.000 087  8.7  . . .
c 0.003  3  . . .
d 0.000 158  1.58  . . .
e 0.000 000 72  7.2  . . . f 0.000 003 6  3.6  . . .
g 0.000 59  5.9  . . .
h 0.0729  7.29  . . .
i 0.000 056 3  5.63  . . .

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

CM9 02 5.3_5.2 Final

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11:10 AM

Page 71

Complete:
3
3
a 0.0031  . . .  10
b 0.0079  . . .  10
4
5
d 0.000 385  . . .  10
e 0.000 033  . . .  10
4
3
g 0.0007  . . .  10
h 0.005 93  . . .  10
8
i 0.000 000 082  . . .  10

5

c
f

0.000 083  . . .  10
2
0.0579  . . .  10

Write each number in standard notation by completing:


a 0.0003  3  . . .
b 0.000 05  5  . . .
d 0.01  1  . . .
e 0.003 75  3.75  . . .
g 0.000 077  7.7  . . .
h 0.005 63  5.63  . . .

c
f
i

0.0047  4.7  . . .
0.0006  6  . . .
0.000 003 4  3.4  . . .

Express in scientific notation:


a one-hundredth
b three-tenths
d seventeen-hundredths
e five-millionths
g six-hundredths
h five-thousandths

c
f
i

seven-thousandths
nine-tenths
three-millionths

Write in scientific notation:


a 0.35
d 0.000 39
g 0.008 15

c
f
i

0.000 61
0.0629
0.000 000 5

Express in standard notation:


a 0.55
c 0.0282
e 0.009
g 0.76
i 0.000 000 007

b 0.0072
e 0.000 063 8
h 0.002 18
b
d
f
h

0.000 083 7
0.0048
0.0003
0.000 862

Write as ordinary numerals:


5
4
a 4  10
b 5  10
7
5
e 4.05  10
f 4.02  10
2
3
i 2.22  10
j 6.3  10

If the number starts


with 0., the power
of 10 will be negative
when the number is
written in standard
notation.
6

3

c 8  10
2
g 6.9  10
4
k 7.69  10

d 9.3  10
5
h 8.96  10
1
l 3.257  10

Express in scientific notation:


a 0.000 001
b 0.0051
e 0.000 000 000 35 f 29 thousandths
i 0.000 002

c 0.000 008 23
5
g 361  10

d 0.006 003
3
h 0.83  10

Write in scientific notation:


a 0.02
b 0.005
e 0.000 009
f 0.000 000 8
i 0.000 093
j 0.023
m 0.000 000 000 1
n 0.631
q 0.000 07
r 0.069 001

c
g
k
o

10

The mass of an oxygen atom is approximately 0.000 000 000 000 000 000 026 559 mg.
Express this mass in scientific notation.

C H A P T E R

I N D I C E S

A N D

0.019
0.004 005
0.000 793
0.000 123

A L G E B R A I C

d
h
l
p

0.0007
0.000 012 567
0.5
0.000 009 2

E X P R E S S I O N S

71

CM9 02 5.3_5.2 Final

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Page 72

Displays of scientific notation on


the calculator
If a number is very large or very small, the calculator automatically displays it in scientific
notation. The calculator has limited space in its display area, so it cannot always show the
numbers in the same way as we enter them. Also, if you set your calculator to scientific mode,
all displays will be in scientific notation.
For example, the basic numeral 563 000 would be displayed on the
calculator as 5.63 0 5 in scientific notation. Similarly, the basic
07
numeral 0.000 000 9 would be shown as
.
9.

Check how to set


your calculator to
scientific mode.

However, when we write numbers in scientific notation, we must


include the multiplication sign and 10. That is, we would write these
5
7
numerals in scientific notation as 5.63  10 and 9  10 .
07
Make sure you do not confuse the display
with the expression
9.
7
7
7
9 . They are different numbers: 9  10 and 2.090 751 581  10 .
7
(Use the power key on your calculator to find this value for 9 .)

Some calculator
displays do not show
 10.

Examples
Write each calculator display in scientific notation:
1

3.25

3.25

08

08

 3.25  10

4.5

4.5

E x e r c i s e 2L
1

72

05

05

5

 4.5  10

6.

6.

I2

I2

12

 6  10

D I S P L AY S O F S C I E N T I F I C N O TAT I O N O N T H E C A L C U L AT O R

Write each calculator display in correct scientific notation:


07

8.I5

5.832

6.7

09

5.8

3.609

04

3.58

2.

II

2.08

0I

5.63

07

03

2.9

06

8.4

02

7.0

00

6.50

6.7

7.0

I8

04

27

Write each calculator display in correct standard notation:


05

8.

I5

2.95

02

6.7I

5.7

5.9

C O N N E C T I O N S

M A T H S

02

03

06

6.7

S T A G E

3.7

3.9
3.25

5.3 / 5.2 / 5.1

04

03

07

05

CM9 02 5.3_5.2 Final

12/8/04

11:10 AM

Page 73

Write each calculator display as a basic numeral:


05

5.

0I

6.0

02

6.05

6.8

2.6

5.32

03

I2

4.85

00

5.0

I.

07

02

04

3.
3.98

I2

03

8.54

05

Write in scientific notation the number of centimetres in 49 km.

Light travels approximately 9 500 000 000 000 km in one year. Express this in
scientific notation.

A star has an average distance of 52 800 000 000 000 km from Earth. Express this
number in standard notation.

The star nearest to Earth is approximately 41 600 000 000 000 km away. Express this
distance in scientific notation.

10

The diameter of a star is estimated as 2 773 000 000 km. Write this distance in
standard form.

11

12

The width of a small virus is 1  10

The distance around Earths equator is 40 075 km. Express this in scientific notation.
8

The distance between Earth and the sun is 1.521  10 km. Express this as a
basic numeral.

4

mm. Write this as an ordinary decimal number.


8

The diameter of an ammonia molecule is 2.97  10


decimal number.

cm. Write this as an ordinary

13

The diameter of Earth is approximately 13 000 km. Write this in centimetres in


scientific notation.

14

The sun is approximately 150 000 000 km from Earth. Write this distance in metres in
standard form.

15

16

A large molecule has a diameter of 0.000 000 14 mm. Express this in scientific notation.

17

Express in scientific notation:


a 8235  9 000 000
7
5
b the product of 8.5  10 and 2.6  10
c the value ab, given that a  3.2 million and b  48 320
9
4
d 8.53  10 divided by 3.2  10

Express in standard notation:


a the number of centimetres in 50 km
b the number of grams in 6 t
c the number of square metres in 120 ha
d the number of millilitres in 380 kL

C H A P T E R

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

73

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Scientific notation calculations


You can evaluate expressions involving scientific notation using a calculator. Use the EXP
button to enter the power of 10.

Examples
1

Enter into a calculator:


5
3
a 2.3  10
b 3.27  10
a Press 2.3 EXP 5
c

Press 5.9 EXP

2.3

05

+/ 7

b Press 3.27 EXP 3


5.9

7

b (3.09  10

a (1.25  10 )  (3.67  10 )  4.5875  10


7
5
12
b (3.09  10 )  (2  10 )  1.545  10
6
3
6
c (8.5  10 )  (1.7  10 )  8.5017  10
3

03

)  (2  10 )

For example 2a,


press 1.25 EXP 5

Use index laws to evaluate the following and


write your answers in scientific notation:
7
6
a (3.1  10 )  (8.2  10 )
3
7
b (64  10 )  (3.2  10 )
7

3.27

07

Use a calculator to evaluate:


5
4
a (1.25  10 )  (3.67  10 )
6
3
c (8.5  10 )  (1.7  10 )
5

7

5.9  10

a (3.1  10 )  (8.2  10 )  3.1  8.2  10

3.67 EXP 4.

76

13

 25.42  10
14
 2.542  10
3

b (64  10 )  (3.2  10

7

)  64  3.2  10
10
 20  10
11
 2.0  10

3  (7)

E x e r c i s e 2M

74

S C I E N T I F I C N O TAT I O N C A L C U L AT I O N S

Simplify, giving your answers in scientific notation:


4
5
7
2
a (3  10 )  (2.1  10 )
b (8.5  10 )  (2.1  10 )
5
3
2
3
c (4.5  10 )  (1.5  10 )
d (8.32  10 )  (4.8  10 )
7
2
4
2
e (1.25  10 )  (2.6  10 )
f (3.6  10 )  (2.1  10 )
3
5
2
3
g (9.6  10 )  (1.2  10 )
h (6.3  10 )  (2.4  10 )

Give these answers in scientific notation:


7
3
a (4.5  10 )  (1.5  10 )
6
4
c (2.4  10 )  (1.2  10 )
3
2
e (9.8  10 )  (2.4  10 )
5
2
g (8.4  10 )  (4.2  10 )

C O N N E C T I O N S

M A T H S

S T A G E

b
d
f
h

(8.2  10 )  (4.1  10 )
7
3
(9.6  10 )  (1.6  10 )
4
3
(2.24  10 )  (3.2  10 )
5
2
(8.62  10 )  (1.3  10 )

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Use a calculator to evaluate these and give your answers in scientific notation:
7
5
2
3
a (4.8  10 )  (2.4  10 )
b (2.5  10 )  (3.6  10 )
6
8.5  10
3
7
c 
d (7.5  10 )  (2.1  10 )
2
1.7  10
2
6
6
4
e (80)  (9  10 )
f (2.72  10 )  (1.2  10 )
7
g 85 000  9600
h 337.8  (1.25  10 )
i

12/8/04

4

(90  60)  (3.65  10 )


8.96  106

4.32  102

Simplify, giving your answers in scientific notation (correct to 4 significant figures


where necessary):
a 68 000  569 000
b 5689  1.2567
c 85 000  7  21 000
d 6.3  8 196 000
e 70 960  250 390
f 5693  (698  7653)
g

12

6.96 
10

(8.9  10 )  (1.5  10 )

15 2

h (6.135  10 )

35

30

8

3.72 
10

Use index laws to evaluate the following and give your answers
Write your answers
in scientific notation:
correct to 4 significant
6 3
3 2
a (3  10 )
b (5  10 )
figures where
14
7
3 3
necessary.
c 
7  10
d (6  10 )  (3  10 )
5
5
8
9
e (5.8  10 )  (2.9  10 )
f (5  10 )  (8  10 )
5
6
4
8
g (6  10 )  (8  10 )
h (3.24  10 )  (3.21  10 )
3
8
8
9
i (8.6  10 )  (5.2  10 )
j (2.8  10 )  (1.4  10 )
4
5
5
8
k (1.6  10 )  (8  10 )
l (6.4  10 )  (8.51  10 )

Express your answers to the following in scientific notation:


6
4
8
6
a (8.4  10 )  (3.2  10 )
b (3.24  10 )  (2.4  10 )
4
3
2 2
c (5.86  10 )  (3.5  10 )
d (5.2  10 )
4
8.8  10
5 3


e (7.9  10 )
f
2.2  105
3

g (6.4  10 )  (8  10
i
7

)
4
(8.9  10 )  (4.5  10 )
6

8

6.36 
10

(2.4  10 )

3 3

Evaluate, expressing your answers in standard notation:


a 68  60 000
b 96 000  95 000
d

0.458

164

e (19 500)

3

50 000

8
3.804

 10 
9

3

g (5.6  10 )  (3.2  10 ) h (3.5  10


5
4
j (2.8  10 )  (1.8  10 )
8

)  (1.4  10 ) i

6.6  10
6
2.2  10

The following numbers are not in scientific notation. Convert them to scientific notation.
3
6
3
1
a 936.5  10
b 0.0005  10
c 36  10
d 631.5  10
4
6
3
4
e 100  10
f 0.62  10
g 81  10
h 0.07  10
4
7
i 93.2  10
j 0.000 000 9  10

C H A P T E R

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

75

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Page 76

Comparing numbers in
scientific notation
When comparing numbers that are in scientific notation, first look at the powers of 10the
number with the largest power of 10 is the largest number. If the powers of 10 are the same,
look at the numbers between 1 and 10 and order them as usual.
When we arrange numbers from the smallest to the largest, we are putting them in ascending
order. For example, 2, 0, 3, 5 and 9 are in ascending order.
When we arrange numbers from the largest to the smallest, we are putting them in
descending order. For example, 56, 32, 10, 5, 3, 0 and 4 are in descending order.

Examples
1

2

Choose the larger number from 6  10


6  10

2

3

and 7  10 .

is larger because the power of 10 is larger.


8

Choose the smaller number from 2.3  10 and 3.1  10 .


8

The powers are the same, so 2.3  10 is smaller.


3

Write in ascending order:


1

1

4.6  10 , 5.3  10 , 8.1  10


In ascending order, these are:
1

8.1  10 , 4.6  10 , 5.3  10


4

Write in descending order:


2

3

1

5  10 , 5.1  10 , 5.1  10
In descending order, these are:
2

1

5  10 , 5.1  10 , 5.1  10

3

E x e r c i s e 2N

76

C O M PA R I N G N U M B E R S I N S C I E N T I F I C N O TAT I O N

Choose the larger number from each pair:


3
3
a 2  10 or 5  10
4
6
c 5.3  10 or 1.5  10
2
4
e 3  10
or 3  10
5
5
g 6.3  10
or 3.6  10

Write each group of numbers in ascending order (from the smallest to the largest):
8
5
3
4
9
6
a 3.5  10 , 3.5  10 , 3.5  10
b 8  10 , 8  10 , 8  10

C O N N E C T I O N S

M A T H S

S T A G E

b 7  10

or 8  10
0
6
d 9.5  10 or 2.1  10
3
2
f 4.5  10
or 6.3  10
3
5
h 8.3  10
or 5.2  10

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5

3.1  10 , 2.5  10 , 1.86  10


7
7
7
e 3.8  10 , 2.1  10 , 5.4  10
3
3
3
g 3.5  10 , 3.9  10 , 5.6  10
c

d 8  10 , 8  10 , 8  10
2

5

4

6  10 , 6  10 , 6  10
0
5
2
h 8.9  10 , 3.6  10 , 5.7  10
f

Write each group of numbers in descending order (from the largest to the smallest):
7
7
7
3
3
3
a 2.8  10 , 1.5  10 , 3.2  10
b 8  10 , 5  10 , 9  10
9
9
9
5
6
3
c 3  10 , 3.5  10 , 2.5  10
d 4  10 , 4  10 , 4  10
6
6
6
2
3
4
e 5.1  10 , 2.5  10 , 3.7  10
f 3.8  10 , 4.6  10 , 3.9  10
7
2
1
4
3
6
g 2.5  10 , 3.6  10 , 4.9  10
h 5.4  10 , 3.5  10 , 8.2  10

Write in the order indicated:


4
3
5
a 5  10 , 7  10 , 8  10 (smallest to largest)
5
5
5
b 5.3  10 , 6.7  10 , 3.2  10 (largest to smallest)
3
2
4
c 8.5  10 , 3.7  10 , 2.5  10 (smallest to largest)
2
1
3
d 6.4  10 , 5.4  10 , 6.2  10 (largest to smallest)
6
5
2
e 7.69  10 , 8.35  10 , 9.6  10 (ascending order)
3
3
3
f 9.2  10 , 8.5  10 , 7.9  10 (descending order)
6
3
5
g 3.5  10 , 5.4  10 , 6.2  10 (ascending order)
4
3
6
h 5.17  10 , 3.17  10 , 8.15  10 (descending order)

Select the smaller number from each pair:


7
5
a 5.3  10 or 8.6  10
3
7
c 8.6  10 or 1.5  10
6
6
e 5.79  10
or 9.57  10
7
3
g 3.71  10
or 9.4  10

Write in order from smallest to largest:


4
3
5
2
a 8  10 , 8  10 , 8  10 , 8  10
5
5
5
5
b 5.2  10 , 3.8  10 , 8.2  10 , 7.6  10
2
3
4
5
c 9.1  10 , 3.8  10 , 5.4  10 , 6.3  10
3
3
3
3
d 7  10 , 8.1  10 , 9.2  10 , 4.8  10
2
5
3
6
e 4.3  10 , 4.3  10 , 4.3  10 , 4.3  10
0
4
4
2
f 3.7  10 , 5.7  10 , 3.6  10 , 4.9  10
2
3
2
4
g 5.9  10 , 6.8  10 , 9.2  10 , 8.6  10
3
2
3
2
h 3.42  10 , 4.56  10 , 8.31  10 , 5.12  10

Select the largest number from each group:


4
3
5
a 5.1  10 , 5.1  10 , 3.6  10
9
7
14
c 8.6  10 , 8.6  10 , 8.6  10
2
5
7
e 4.8  10 , 4.8  10 , 4.8  10
3
5
9
g 8  10 , 8  10 , 8  10
3
2
1
i 5.6  10 , 5.6  10 , 8.2  10
7
5
2
k 9.3  10 , 9.3  10 , 9.3  10

C H A P T E R

I N D I C E S

A N D

2

b 5.04  10

or 5.04  10
4
6
d 5.8  10
or 3.2  10
7
6
f 5  10
or 5  10
6
2
h 8.6  10
or 9.7  10

3

b 7.5  10

2

5

, 3.2  10 , 2.8  10
5
12
d 9.25  10 , 9.25  10 , 9.25  10
9
7
3
f 6.2  10 , 6.2  10 , 6.2  10
2
5
7
h 1.7  10 , 1.7  10 , 1.7  10
7
3
2
j 4.5  10 , 4.5  10 , 4.5  10
4
2
1
l 2.7  10 , 2.7  10 , 2.7  10
8

A L G E B R A I C

E X P R E S S I O N S

77

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Page 78

P R O B L E M S O LV I N G 2
1

The volume of a cube is 216 cm . Find the length of each side of the cube.

Write the number 512 as a product in 2 different ways using only 1 digit in each expression.

The number 161 604 is a square number.


a What is its square root?
b What are the squares of the next 2 consecutive numbers?

Find an algebraic expression for the area of each shape:


a

a
a

a
2x

2a

7a 2
3xy

Find the value of 2 million shares at $5 per share. Write your answer in index form.

The prefix micro ( ) means one-millionth. Write one-millionth:


a as a decimal
b in index form

A certain galaxy is over 64 million light-years from Earth. Express this distance in
12
kilometres in scientific notation, given that a light-year is 9.46  10 km.

On average, a heart beats 4.2  10 times in an hour. How many times does the heart
beat in a leap year? Write your answer in standard notation.

10

In the September quarter of 2003, the total accommodation takings were $1 342 248 000.
In the December quarter this rose by 4.2%. What were the accommodation takings
for the December quarter of that year? Give your answer as a basic numeral and in
scientific notation.

11

A sheet of newspaper is 6  10
a a pile 2 cm thick?

12

What is the distance travelled by Earth in 1 day if it orbits the sun at an average speed of
107 200 km/h? Express your answer in standard form.
1
a Express in scientific notation: 1 nanosecond   second
1 000 000 000
1
b If a radio signal travels approximately 3 of a metre in 1 nanosecond, how far will it
travel in 1 minute?

13

78

5a

Three billion (3 000 000 000) cells die in your body each minute.
Write down in index form how many cells die in 2000 seconds.

3

mm thick. How many sheets make:


b a stack 0.5 m high?

14

The sun loses 4  10 kg of mass every second and converts it to energy. Calculate how
much mass is lost every year. Answer in scientific notation correct to 2 decimal places.

15

The spin of Earth is slowing down. As a result, each day is longer than the day before
by 0.000 000 02 seconds. How many seconds longer is a day after 1 week? Write your
answer in scientific notation.

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

literaacy skillsil

CM9 02 5.3_5.2 Final

CM9 02 5.3_5.2 Final

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Page 79

literacy
acy skillsil

Literacy
L
Li
racy
skills
kills
c
Literac y

SKILLS 2

index notation evaluate prime factor coefficient


base verify substitute zero index exponent
reciprocal positive power negative power scientific
approximately millionth notation hundredths
ascending significant thousandths descending
1

In the example 3  81, what do we call:


a 4?
b 3?

Write the answers to these questions:


a Write 16 to the power of 2.

81?

b Write 16 as a power of 2.

Although these questions look almost the same, their answers are quite different.
To the and as a are very important words in these sentences. How do these little
words control the meanings of these questions?
3

Choose the correct multiple-choice answer for each question. Some of the multiplechoice answers can be used twice, and some may not be used at all.
4
a Express 3 in expanded form.
A
3333
4
b Express 3 as a basic numeral.
B
444
4
3
c Evaluate 3 .
C
4
4
d Express 81 as a power of 3.
D
3
e Write 81 to the power of 3.
E
81
3
f Rewrite 3  3  3  3 in index form.
F
81

Two students were asked to write 100 as the product of its prime factors. Each student
wrote an incorrect answer:
Student 1
Student 2

100  50  2  25  4
100  4  25  (2  2)  (5  5  5  5  5)

What word does each student not understand? Write definitions for these two words to
help them.
5

Explain the difference between 4  2 and (4  2) .

Describe the effect a negative power has on a number.

Rearrange each group of words to form an index law. The first word in each law has a
capital letter.
a power raised Any to zero equal to number 1 is of the
b expression power multiply an When that raising power another has indices the a to
c base When indices terms add same multiplying the with the
d dividing the base terms same subtract When with indices the

C H A P T E R

I N D I C E S

A N D

A L G E B R A I C

E X P R E S S I O N S

79

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Chapter review 2
1

Write in expanded form:


4
6
a 5
b (3)

Change to expanded form:

78

12

(5)

3x y z

a (2.5)

d 2a

d a b

2 3

d 4a bc

Write without indices (in expanded form):


2 5
3
a 5a b
b 7ax

Write in index form:


a 3333
c 3.7  3.7

b 5  5  5


d 4  4  4  4

Write using index notation:


a 3338888
c 5  5  5  2  2  2

b 22222777
d 334477777

Evaluate:
2
a 13

b 3

2 3

Evaluate:
8
5
a 2 2

b 2 7

2 4

1
10
7

d 2 3 4

d (8  5)

a Express 40 000 as a product of its prime factors in index form.

Write as a power of 7:
a 49
b 343

10

Simplify, writing your answers in simplest index form:

12

13

11

b Without using a calculator, find 


40 000 .

b 3 3 3

3 2

b 8a b  9ab

a 2 2

2401

d 117 649

13

77

3 3

 3

1 2

Simplify:
7

a x x y

2y

d e

3x

e

d 3

4x

2x

25

3

14

5 5

e

Simplify, writing your answers as basic numerals:


2

a 2 4

b 3 3

10

2

21

Simplify, leaving your answers in simplest index form:


8

a 7 7

b 9 9

8 8 8

d 5

e x
14

80

10

x

7x  x

35y
7
g 
7y

h m m m

Simplify:
4

56x y 3


a
8x 2y 2

C O N N E C T I O N S

b 48m n  8m n

M A T H S

S T A G E

21a  7a

5.3 / 5.2 / 5.1

d 32y  8y

CM9 02 5.3_5.2 Final

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Page 81

15

Simplify:
m
n
a 5 5

16

Use a calculator to verify:


9
6
3
7
4
3
a 3 3 3
b 5 5 5

17

9y

5x

a

b a

(a  b)
d 5
(a  b)

7
c 6y
7

3 2

8 2

(2 )  2

16

d (7 )  7

Simplify, leaving your answers in simplest index form:


3 5
2 4
5 8
a (8 )
b (6 )
c (9 )

d (3 )

18

Simplify:
12 3
a (a )
3 4
e (5p )

b (4y )
3 2 3
f (3a b )

d (8 )
4 3
h (6y )

19

Simplify:
0
a (9)

b 7  (4)

20

Simplify:
0
a 12  (6)

b t t

Evaluate:
0
0
a 7  8m

b 7  (18x)

21

22

23

24

25

3 3

9 8

2 t

x 5

c (7 )
2n x
g (m )
0

8 6

q q

Write with positive indices:


5
7
a 2
b 10
Evaluate:
5
3
a 2 2

3 0

d p p

a 6

d (3y )

1
2

3

Use a calculator to verify:


3
4
1
1
a 5 
b 2  16
125

Simplify:
3
a 3

n n

2 3

b (3

b a

1

3

3

7

d 5p  5p

7  49

Write true (T) or false (F) for:


9
6
3
5
5
5
a 8 8 8
b 2 2 4

29

Write as a product of its prime factors:


a 48
b 2025

2700

30

Use a calculator to evaluate:


6
7
5
4
a 5 3
b 8 7

(3 )  4

27

28

Evaluate:
3
5
a 2 2

b 3

1

Solve for x:
1
x
a 3  5
5

C H A P T E R

3

1
10

x
b 8  10

I N D I C E S

A N D

h (5x

2 2

18

2 3

11

d 3 3

 3  9

d 3

2

(5 )  5

2

2



343

3

56

d 2

34

5 5

e (2 )

0 4

3 1

26

d 5(a )  (6)

1

128

d 2 

3 3

2 4

A L G E B R A I C

d 5 5 5
d 2000
0 4

2

d (5 )  4

8

E X P R E S S I O N S

81

CM9 02 5.3_5.2 Final

31

32

33

12/8/04

11:10 AM

Express in root form:


1


1


a 36 2

b 125 3

Write in index form:


a 12


b 32


1


1


2


3


b (64)2

38

1


1


1

3

1

3

r

814

(36)2

9  (5 3 )

d s

1


6 

d (27a b )3
1


2 3
 

d (7 3 )2

2
 3

6 

d (81a ) 2

Simplify:
6
8
a n n

5

3

b 5p  5p

9

(100a b )

 25

3

5

 
15


12 2

p

9
p

7

3

d 5

1

3

10

5

Simplify:
3 1

2

b 5 5

2

2 3

d (5x

Given that a  8, b  25 and c  27, evaluate:


2


1


1


3


b a 3b 2


 2  3

d (4b

2 3

(27a ) 3

ab(a  b )

d 7m (m  3m)

Simplify:
1


1


1
10  

1
6 

2
3 

a 5x 2  8x 2

b (64y ) 2

41

Expand:
a x(7x  3)

b x (x  8x)

42

Express in scientific notation:


a 5.7
b 8.0

2.56

d 9.6

Write in scientific notation:


a 9000
b 54 000

365 000

d 19 200 000

Write as ordinary numerals:


3
5
a 6  10
b 3.15  10

8.1  10

d 3.68  10

45

Express in scientific notation:


a 8500
b 23 thousand

1 million

d 546  10

46

Write in scientific notation:


a 0.63
b 0.008 34

0.000 08

d 0.003 561

43

44

82

b (12
)

b 27

a a 3  b2
40

Simplify:

a (2 )
39

d x3

Without using a calculator, simplify:

a m m
37

1


y2

Evaluate:

a 16 2  5  27 3
36

1


b 5x 2  3x 2

a 27 3
35

1


Simplify:
a 83

34

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47

Write as ordinary numerals:


3
5
a 5  10
b 6.07  10

3.334  10

48

Express in scientific notation:


4
a 483  10
b 15 thousandths

0.57  10

49

Write each expression as a basic numeral:


2
1
a 1.5  10
b 3.567  10
3
4
e 1.056  10
f 3.0  10
1
4
i 1.5  10
j 8.54  10
1
5
m 9.6  10
n 8  10
7
2
q 2.01  10
r 5.157  10

c
g
k
o

6.8  10
2
9  10
2
1.03  10
2
5.93  10

50

03

8.35

6.39

05

2.3

3.5I

3.96  10
3
3.6  10
3
8  10
2
1.026  10

d
h
l
p

02

7.

05

5.I2

04

4.95

04

03

8.0

02

Give these answers in scientific notation (correct to 4 significant figures where


necessary):
4

a (5.6  10 )  (1.2  10
c
53

d 9.87

Write each calculator display as a basic numeral:


a

52

3

2

d 8.9  10

Write each calculator display in correct standard notation:


a

51

4

b (7.2  10 )  (2.4  10 )

8

8.96 
10

12 2

d (8.765  10 )

Evaluate, giving your answers in standard form (correct to 4 significant figures


where necessary):
5

a (7.3  10
c

(24 600)

3

)  (4.2  10 )

b (8.7  10 )  (3.6  10 )

0.007

235

54

The following numbers are not in scientific notation. Convert them to


scientific notation.
4
8
a 685.3  10
b 0.000 006  10
5
3
c 93  10
d 594  10

55

Write in ascending order:


7
6
3
a 4.9  10 , 4.9  10 , 4.9  10

b 3.5  10

56

Write in descending order:


3
3
3
a 7  10 , 8.5  10 , 2.4  10

b 1.8  10

57

An estimate of the age of the universe is 1.2  10 years. Write this in normal
decimal form.

58

The thickness of a piece of paper is 5.8  10


decimal number.

59

One astronomical unit is about 149 000 000 km. Write this in scientific notation.

4

2

3

, 8.36  10 , 5.7  10

9

6

5

, 2.5  10 , 3.7  10

10

5

C H A P T E R

I N D I C E S

A N D

m. Write this as an ordinary

A L G E B R A I C

E X P R E S S I O N S

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60

A micrometre is one-millionth of a metre. Write 7 micrometres as a decimal of a metre


using standard notation.

61

62

There are 604 800 seconds in a week. Express this in scientific notation.

63

In 18 mL of water there are about 6.023  10 molecules. How many molecules are in
1 L of water? (Answer correct to 3 decimal places.)

64

The mass of Earth is 5.97  10 kg, while that of our moon is 7.35  10 kg.
Approximately how many times more massive than the moon is Earth?

65

The surface area of land on Earth is 1.48  10 km . If the sea surface covers 2.45 times
the land area, what is the surface area of the sea, correct to 3 significant figures?

66

The moons average distance from Earth is approximately 384 000 km. Express this in
metres in scientific notation.

67

The total land area of our planet is approximately 147 900 000 km , and the world
9
population is 6.112  10 . If the land was shared equally, how much would each person
receive? Answer in square kilometres correct to 3 decimal places.

68

The speed of light is approximately 2.99  10 m/s. Express this as an ordinary


decimal numeral.

69

The radius of an atom is approximately 0.000 000 003 407 cm. Express this in
scientific notation.

70

Express in scientific notation:


a the number of centimetres in 290 km
b the number of grams in 110 t
7
2
c the number of square metres in 360 ha
d the product of 8.3  10 and 5.2  10
8
3
11
3
e the product of 5.1  10 and 3.2  10
f 8.5  10 divided by 5  10

71

Given that the distance from Earth to the moon is approximately 384 000 km, how
4
long would it take for a rocket travelling at a constant speed of 1.2 10 km/h to reach
the moon?

72

Express in scientific notation:


3
8
a the value of ab when a  2.5  10 and b  8.3  10
7
b the value of mn when m  5 million and n  5.3  10
3
5
8
c the value of abc when a  5.2  10 , b  8.9  10 and c  2.1  10
d the value of xy when x  5.6 million and y  8.3 million

The sun is approximately 1.5  10 km from Earth and light travels at approximately
8
3  10 m/s. How long does it take light from the sun to reach Earth?
23

24

22

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Consumer
arithmetic
Syllabus outcomes
NS5.1.2 Solves consumer arithmetic problems involving earning and spending money
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.2 Solves problems using a range of strategies, including deductive reasoning
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


ncalculate earnings for various time periods (including wages, salaries, commissions,
piecework, overtime, bonuses, holiday loadings and interest on investments)

ncalculate income earned in casual and part-time jobs, considering agreed rates and

special rates for weekends and public holidays


ncalculate weekly, fortnightly, monthly and yearly incomes
ncalculate net earnings, considering deductions such as taxation and superannuation
nread and interpret pay slips
nprepare a budget for a given income, considering such expenses as rent, food
and transport
ninterpret the different ways of indicating wages or salaries in newspaper positions
vacant advertisements
ncompare employment conditions (such as employment rates, payment methods and
packages) for different careers where information is gathered from a variety of
media, including the internet
nsolve problems involving profit and loss
ncalculate and compare the costs of purchasing goods using cash, credit card, lay-by,
deferred payment, terms and loans
ncalculate a best buy
nsolve problems involving discounts

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Wages and salaries


We are all part of the marketplace. Workers exchange their labour for income, then use this
income to buy goods and services. Companies sell their goods and services, using the
proceeds to produce more goods and services, making a profit (or loss) along the way.
Many workers receive their incomes in the form of wages or
salaries. Traditionally a salary was a fixed annual income paid to
a person in a permanent job. Professional people such as
teachers, doctors and other so-called white-collar workers
earned salaries. A salary is generally paid in weekly, fortnightly or
monthly amounts and no overtime is paid.
A wage is usually paid to a worker at a fixed hourly rate. The rate
may be an award or a rate negotiated between the worker and
the employer. Wage earners can earn overtime and penalty rates.

These traditional differences


between salaries and wages
are not clearly defined in
todays marketplace.

Two widely used overtime rates are time and a half (112 times the normal rate for each hour of
overtime worked) and double time (2 times the normal rate for each hour of overtime worked).
Similar penalty rates are paid for working inconvenient times such as overnight, at weekends
and on public holidays.
For the following exercises, take 1 year  36514 days  52.179 weeks.

Examples
1

A teacher is on an annual salary of $55 945. Find her fortnightly pay.


$55 945
Weekly pay  
52.179
 $1072.174 63

Leave all rounding


until the end.

Fortnightly pay  $1072.174 63  2


 $2144.349 259
 $2144.35 (to the nearest cent)
Her fortnightly pay is $2144.35.
2

A mechanic is paid a wage of $845 per week. In addition,


he receives an $18.50 per week clothing allowance. Find:
a his hourly rate of pay, given that he works 35 hours a week
b his annual income
$845
35

a Hourly rate    $24.142 857

 $24.14 (to the nearest cent)

His hourly rate is $24.14.

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b Annual income  $845  52.179  $18.50  52.179

 $45 056.5665
 $45 056.57 (to the nearest cent)
His annual income is $45 056.57.

E x e r c i s e 3A

WA G E S A N D S A L A R I E S

An employee at a fast-food outlet is paid $7.25 an hour. What is he paid for a


6-hour shift?

A customer service officer is paid $16.45 an hour.


What is her pay for a 35-hour week?

A resident doctor in a hospital earns $175 200 pa.


What is her monthly pay?

A nurse earns $42 153 pa.


Find:
a her weekly pay
b her fortnightly pay

Chris earns $18.50 an hour for a 3712-hour week, while Roger earns $19.10 an hour for a
35-hour week.
a How much does Chris earn in a week?
b How much does Roger earn in a week?
c Who earns more, and by how much?

Calculate the hourly rate of pay (to the nearest cent) in each payment:
a $815 for a 40-hour week
b $763.50 for a 30-hour week
1
c $1126.75 for a 372-hour week
d $1029.10 for a 38-hour week

Find the hourly rate of pay for:


a Demeter, who earns $1950 a fortnight, working 30 hours a week
b Josh, who earns $47 365.50 a year, working 35 hours a week
c Patrice, who earns $5145 every 4 weeks, working 37 hours a week

Leon works 6 hours of overtime at time and a half. If his normal rate is $14.50 an hour,
how much is he paid for this overtime?

George is a kitchenhand earning $8.15 per hour normal rate. The award stipulates that
he will earn time and a half on any work beyond 8 hours on weekdays (MondayFriday),
time and a half for the first 4 hours on Saturday, then double time after that. Double
time is paid for all of Sunday.

pa means
per annum or
per year.

How much would he earn for:


a 10 hours on a weekday?
c 4 hours on Sunday?

C H A P T E R

b 7 hours on Saturday?

C O N S U M E R

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10

Find the total wage for a carpenter who in a week works 35 hours at normal rate, 712 hours
at time and a half, and 10 hours at double time. The normal hourly rate is $27.65.

11

Copy and complete this wage table:


Hours worked
Brett

Hourly pay rate

35

$17.95

Ellen

$14.90

Nicola

3712

Louisa

42.5

88

$491.70
$843.75

$16.95

Spiro
Ling

Weekly pay

$18.15
45

$617.10
$1584.00

12

A cleaner worked for 36 hours at the normal rate of $17.40 an hour, and then 10 hours
overtime paid at time and a half.
a How much was the cleaner paid for this weeks work?
b How many hours does he need to work at the normal rate to earn the same amount
of money?

13

Chee works as a chef for 20 hours during the week at the normal rate and for 15 hours
on the weekend at double time. He says he earns more on the weekend than during the
week. Abby says this depends on what his normal rate of pay is. Who is correct?

14

When Anastasia worked for 36 hours at her normal rate, she was paid $450. How much
1
would she be paid at this rate for working 392 hours?

15

Milan worked for an hour at time and a half and was paid $28.35.
a What is his normal hourly rate of pay?
b How much would he earn in an hour of double time?

16

A teachers salary increased from $58 842 pa to


$62 373.50 pa. Calculate his percentage pay rise.

17

Lucinda earned $5840 each month in her last job.


Now she is paid $1415 each week.
a Express each pay rate as an annual salary.
b Did Lucindas pay increase or decrease when
she changed jobs?
c By what percentage did her pay change?

18

Amal was earning $45 750 pa and received a


5% pay rise. What is his new salary?

19

Rachel is now earning $63 240, after being granted a 6.2% pay rise. What was her pay
(to the nearest dollar) before this rise?

20

After receiving a pay rise of 4.5%, Beckys rate of pay increased to $18.81 per hour.
a What was her pay before the increase?
b How much extra will she earn over a full year if she works 35 hours each week?

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Natalia has the following work conditions:


p MondayFriday: first 7 hours normal rate, then time and a half
p Saturday: first 5 hours time and a half, then double time
p Sunday: double time
Her normal rate of pay is $11.50 per hour. She is obliged to take at least a 12 hour lunch
break during long shifts, for which she is not paid.
a Copy and complete the following table:
Day

Start
(am)

Lunch

Finish
(pm)

Daily
total
hours

Normal
rate
hours

Time and
a half
hours

Mon.

7:30

1 hour

6:00

912

212

Tues.

8:00

1

2

hour

4:00

Wed.

8:00

1 hour

5:00

Thurs.

7:45

1 hour

5:15

Fri.

7:45

1 hour

6:15

Sat.

9:00

1

2

2:30

Sun.

9:00

hour

Double
time
hours

1:00

Total
b Calculate Natalias wage for the week.
22

Which represents the highest weekly wage?


A annual income of $60 375
B fortnightly pay of $2200
C $4500 per calendar month
D an hourly rate of $33.30 for a 36-hour week

23

Ric normally works 37 hours a week, earning $1154.40. One week he earned $1388.40
after working some overtime paid at time and a half. How many hours did he work
that week?

24

Calculate the normal hourly rate of pay for


an employee who is paid:
a $1276.05 for working 35 hours at the normal
rate and 6 hours at double time
b $989.00 for working 33 hours at the normal
1
rate, 4 hours at time and a half and 32 hours
at double time

25

For working during the Christmas period,


1
Kaylas boss gave her a 172 % bonus on her
normal pay for 4 weeks. She works 35 hours a
week and earned $4918.55 for these 4 weeks.
Calculate her normal hourly rate of pay.

C H A P T E R

C O N S U M E R

A R I T H M E T I C

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Commission, piecework and casual work


Not all workers are paid wages or salaries of set amounts. Other widely used methods of
payment are for piecework, by commission and casual work.

Piecework
The worker is paid according to the number of articles or pieces completed. Such workers
generally have greater flexibility of where and when they do this work, but they are usually
not covered for sickness or other fringe benefits.

Commission
Some people employed in sales are paid according to how much they sell. Generally this is on
a percentage of sales. Sometimes commission is on top of a small base salary called a retainer.

Casual work
In this arrangement, a person works on a needs basis. There is a fixed hourly rate but usually
no guarantee of how many hours will be worked. Many teenagers working after school hours
in fast-food outlets or shops are paid casual rates.

Examples
1

An award states that a shearer should earn $2.95 for shearing a sheep. How
much should a shearer earn for shearing 1250 sheep?
Pay  $2.95  1250
 $3687.50
The shearer should earn $3687.50.

A sales assistant receives a base salary of $310 per week and 25% commission
on all sales. How much will the sales assistant earn in a week with $5725
worth of sales?
Pay  base salary  commission
25

 $310  
100  $5725
 $1741.25
The sales assistant will earn $1741.25.

E x e r c i s e 3B
1

90

COMMISSION, PIECEWORK AND CASUAL WORK

Cathie sells cosmetics and is paid 1712% on all sales.


a What is her income if she sells $1425 worth of cosmetics
in a week?
b How much would she need to sell (to the nearest dollar)
to have an income of $500?

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

Round your
answers to the
nearest cent if
necessary.

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Ben is paid $250 per week plus a commission of 15% on all sales over $3000. If the total
sales for the week are $7495, what is Bens pay for the week?

Jesse is paid a piecework rate for sewing buttons onto shirts. The rate is 65c for each
shirt. How much does she earn for buttoning 225 shirts in a day?

An interior decorator charges $780 for preparing wall surfaces and hanging a mural
3.6 m high and 14 m wide. What is the rate per square metre?

Julio was paid $672 for 4 days of picking fruit. On Monday he picked 18 boxes, on
Tuesday 15 boxes, on Wednesday 19 boxes and on Friday 12 boxes. How much was he
paid for each box picked?

Peta works on a weekly retainer of $250 plus 18% on all sales. Find her pay for the week
when sales were:
a $1250
b $4325
c $6250.10
d $7864.50

Emil is offered a job on either of the following conditions:


A retainer of $400 per week  10% on all sales
B retainer of $400 per week  15% on all sales over $2000
He estimates that he could average $5000 in sales each week. Which option should
he choose?

Tim works on a casual basis, earning $11.40 an hour on weekdays and $15.60 an hour
on weekends. How much does he earn in a week where he works 28 hours during the
week and 6 hours on a weekend?

A painter charges $6.50 per square metre to paint the inside


of a house. Find the cost for painting:
2
2
a 12.5 m
b 18.6 m
2
2
c 32.7 m
d 50.8 m

10

Bob makes leather belts and is paid $2.65 per belt. He averages
16 belts an hour.
a How much does he earn for making 75 belts?
b How long does it take him to make 75 belts?
c Find Bobs average hourly rate of pay.
d Will Bob always earn this hourly rate? Explain.

11

A technician charges a $65 call-out fee and $32.50 per half-hour or part thereof.
Quan calls him out to repair her computer and he works from 11:15 am to 1:00 pm.
How much does Quan pay?

12

Fiona gets a job repotting plants. She is offered two options:


A Work 35 hours a week for $570.
B Do piecework at $3.75 per plant, averaging 4 plants each hour.
Which option should she accept?

13

Find the percentage rate of commission when a car sales assistant earns $1425 on the
sale of a car worth $28 500.

C H A P T E R

C O N S U M E R

A R I T H M E T I C

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14

A real estate agent charges a property owner 7% of the rental income for managing a
property. The tenant pays $485 per week.
a What is the real estate agents weekly commission?
b What does the owner receive?
c How much does the agent make in a year on this property?

15

A real estate agent charges the following rates to sell a property: 2% on the first
$100 000, 1.7% on the following $150 000 and 1.25% on the remainder. What is the
agents commission on the sale of a property worth:
a $320 000?
b three-quarters of a million dollars?

16

Helga is paid a retainer of $450 per week plus a commission on her fortnightly sales.
In one particular fortnight she earned $1901 when her sales were $15 400. Calculate
Helgas rate of commission as a percentage.

17

Kyle has a standard call-out fee of $65 and an hourly rate for labour. Parts are added
1
onto this cost. On one job Kyle charged 12 hours labour. If the cost of parts was equal to
35% of Kyles labour charge and the total fee was $198.65, what was his hourly rate?

18

A stockbroker charges brokerage fees


for buying shares. The fees are 2.1%
on the first $4000 and 1.8% on the
remaining value.
a Given that the stockbroker earned
$204.60, calculate the purchase
price of these shares.
b If 20 000 shares were bought, what
was the cost per share?

Other payments
Workers are sometimes paid extra amounts called bonuses. We have already seen two kinds
of bonusesovertime and penalty rates. In these cases the extra pay is to compensate the
worker for working extra or inconvenient times such as overnight, at weekends or on
public holidays.
Bonuses are also added on, either at set hourly rates or at given amounts each week,
to compensate for awkward working conditions. Sometimes these payments are referred to
as allowances.
Holiday loading is paid to workers when they go on holidays. It was originally designed to
keep their holiday pay close to the pay they would normally receive assuming that they
worked a certain amount of overtime each week (and cannot work overtime when they are on
holidays). This loading may be paid at the beginning or end of the holiday period in addition
to the normal holiday pay.

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Examples
1

Michael works 30 hours at his normal rate ($28.40 per hour), 7 hours at time
and a half, and 2 hours at double time during a certain week. In addition he
receives a weekly clothing allowance of $37.50 and a hazardous work
allowance of $2.50 an hour. Find his pay for the week.
Normal pay  30  $28.40  $852.00
Time and a half pay  7  112  $28.40  $298.20
Double time pay  2  2  $28.40  $113.60
Allowances  $37.50  39  $2.50
 $135.00

(He worked 39 hours in that week.)

Total pay  $852.00  $298.20 $113.60  $135.00


 $1398.80
Michaels total pay is $1398.80.
2

Find Pennys holiday loading if she receives 1712% on 4 weeks pay, given that
she earns $745 per week.
1712
Loading    $745  4
100
 $521.50
Pennys holiday loading is $521.50.

E x e r c i s e 3C

O T H E R PAY M E N T S

Calculate Sashas holiday loading, given that she is paid


earns $1786.50 per fortnight.

Find the following holiday loadings, given that the rate is 1712% on 4 weeks pay:
a Vinu: $782 per week
b Claire: $1532.40 per fortnight
c Matthew: $76 254 pa
d Fatima: $19.45 an hour for a 35-hour week

Con works as a security guard and is paid $19.75 an hour. When he is required to work
alone, he is paid a bonus of $3.45 per hour. Find his pay for a week in which he worked
24 hours alone out of 37 hours.

Liana received a 1712% holiday loading of $741.30 on 4 weeks wages. What is her
weekly wage?

Rick is an assistant supervisor at a fast-food outlet and is paid an annual salary of


$37 250. Mick, an employee at the same outlet, is paid $15.10 per hour for a 35-hour
week. Rick also works 35 hours a week.
a How much more each week is Rick paid than Mick?
b On weekends, Mick earns time and a half, while Rick is paid his normal rate.
How much more than Rick does Mick earn for working a 7-hour shift on Sunday?

C H A P T E R

17 12 %

on 4 weeks pay and she

C O N S U M E R

A R I T H M E T I C

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Danny works for a plumbing service company. He works


30 hours at a normal hourly rate of $36.70 and 8 hours at
time and a half during one particular week. In addition,
he is paid a clothing allowance of $24.50 per week and
a sewerage allowance of $2.50 per hour, but only when
working on domestic sewerage. In this week he worked
14 hours on domestic sewerage. Find his pay for the week.

Drews normal wage is $580 for a 40-hour week. One week


he worked some overtime and earned $667.
a Find his normal hourly rate.
b How much extra was he paid for working overtime?
c How many hours of overtime did he work if he was
paid double time for the overtime?

Tara works under the following conditions:


p MondayFriday: normal rate for first 7 hours, then time and a half
p Saturday: time and a half for the first 5 hours, then double time
p Sunday: double time
Her normal rate is $16.90 an hour, excluding lunch.
These are the hours she worked in a particular week:
p Monday: 7 am4 pm (lunch 12:30 pm1:30 pm)
p Tuesday: 7:15 am5:15 pm (lunch 12:00 pm12:30 pm)
p Wednesday: off
p Thursday: off
p Friday: 7 am6 pm (lunch 12:15 pm1:15 pm)
p Saturday: 9 am3:30 pm (lunch 12:30 pm1 pm)
p Sunday: 9 am1 pm (no lunch)
a Copy and complete her time card.
Number of hours at
Day

normal rate

time and a half

double time

Daily pay

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Total for week

b In addition she is paid $24.60 per week site allowance, $1.40 per hour car allowance

and 7c per kilometre petrol allowance. Given that she travelled 315 km during this
week, calculate her total pay.

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Deductions from gross income


The weekly wage or salary a person earns is his or her gross income or gross pay. However,
this gross income is reduced when certain deductions are made. The amount left is known as
net income or net pay.

p Gross pay  normal pay  overtime  allowances


p Net pay  gross pay  total deductions

The biggest deduction is income tax. Employers are obliged to


deduct tax each pay period and send it to the Australian Taxation Office.
Another common deduction is
superannuation. Employers must
contribute to their employees
superannuation funds, and employees
may also contribute to their funds.
A superannuation fund is designed
to provide income for an employees
retirement. It may also provide a
pension for the employees family in
the case of premature death.
Other deductions from gross pay
include union fees, medical or life
insurance and regular bill payments.

Example
Find Rhysss net pay for the week if he earns $824 but pays 27% of this in tax, pays
5% in superannuation and has other miscellaneous deductions of $78.50 per week.
27

Tax  
100  $824  $222.48
5

Superannuation  
100  $824  $41.20

Other deductions  $78.50


Total deductions  $222.48  $41.20  $78.50  $342.18
Net pay  gross pay  total deductions
 $824.00  $342.18
 $481.82
Rhysss net pay for the week is $481.82.

C H A P T E R

C O N S U M E R

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E x e r c i s e 3D

96

DEDUCTIONS FROM GROSS INCOME

Part of Morgans pay slip is shown.


a Calculate Morgans total deductions for the week.
b Find her net pay for the week.
c What percentage of her gross wage
is income tax?

Toni has a yearly salary of $48 432. Every week


31% of her gross pay is taken out in tax, while
9% of her gross pay goes to superannuation.
She has a weekly health fund deduction of $28.30
and pays union fees of $17.80 each fortnight.
Find Tonis:
a weekly gross salary
b weekly tax deduction
c weekly superannuation payment
d total other weekly deductions
e weekly net pay

Gross wage
Income tax
Superannuation
Health fund
Union
Credit union
Total deductions

$785.42
$215.35
$56.80
$25.30
$7.85
$75.00

Net pay

Use 1 year 
52.179 weeks.

Sam has just retired from a job that paid a final year salary of $72 187. He has the
option of receiving 70% of his final salary as superannuation payments each year for
the rest of his life (paid each calendar month) or receiving a lump sum as a single final
payment of $550 000.
a How much is his annual superannuation payment?
b Assuming that he accepts the first option, how much would he receive each
calendar month?
c For how many years after retirement would Sam need to live to make the first
option preferable?

Georginas annual superannuation income is 68% of her final working salary of $64 945.
a What is her annual superannuation income?
1
b Given that she pays 24 2% of this income in tax, what is her monthly net income?

Geoff settles on an option of accepting


$250 000 as a lump sum part payment plus
34% of his final salary of $84 670 each year
to be paid in equal monthly instalments.
a How much is each monthly instalment?
b Assuming that he invested half of the
lump sum payment at 6.25% pa simple
interest, how much would he earn each
month in interest?
c Geoff pays 22% of his total monthly
income in tax. How much does he have
left each month?

C O N N E C T I O N S

M A T H S

S T A G E

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Here is Nicks fortnightly pay slip:

Base salary : 65 963.00  36.1194


Earnings and allowances
Description

Units

Rate

Rec FP

70.00 36.1194

Payment details
Amount
2528.36

Year to date

This period

Gross

5012.53

2528.36

Tax

1476.00

748.00

510.92

255.46

3025.61

1524.90

Deductions
Net pay
Net pay is made up of

A/C 7351230
A/C 351496378

75.00
1449.90

Deductions
Superannuation

213.27

Health fund

25.41

Union

16.78

a What is Nicks annual salary?


b Nick works 35 hours each week. Explain how his hourly rate of 36.1194 dollars

was calculated.
Nick took 2 weeks leave during this period.
i
How do you know this?
ii How was his recreation leave pay calculated?
d How much tax did Nick pay in this period?
e Find the tax as a percentage of his gross pay for this period.
f Explain how his deductions were calculated.
g How was his net pay calculated?
c

Marie is a casual worker at a supermarket. The following is her incomplete pay slip
for the week.
Earnings and allowances
Description

Units

Rate

Ordinary

27.00

14.28

1

12

casual

Pay details
Amount

A
32.12

Taxable income
Less tax

Year to date

This period

10 634.69

1862.00

69.00

First aid

6.80

Less deductions

0.00

0.00

Uniform

7.80

Net pay

Deductions

a Use the information on the pay slip to calculate

the missing values (shown as letters in boxes).


b Find the tax as a percentage of her gross pay

for this period.


c How do you know that there are no deductions
from her pay?

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Taxation
Taxation involves collecting money from the people of a country to pay the expenses of
carrying on the government (such as education, health, defence and administration). Most
people work for wages or salaries and have tax taken from their incomes before they receive
their pay. Employers must deduct a certain proportion of wages and salaries in tax and
regularly send this money to the Australian Taxation Office. The amount of tax paid depends
on the current tax rates and on the employees gross pay.
In Australia the financial year runs from 1 July to 30 June the following year. At the end of
the financial year, each taxpayer must fill out an income tax return and forward it to the
taxation office. If during the year a person has paid too much tax, he or she will receive a
refund from the taxation office. If a person has not paid enough tax, he or she will receive a
bill for the remainder.
The amount of tax to be paid is calculated on a persons taxable income. This may not be
exactly gross income, as the taxation office allows income to be decreased by certain amounts
called tax deductions. Tax deductions include such things as maintaining a work uniform,
replacing tools of a trade, union membership fees and other expenses required to earn an
income. On the other hand, other income such as bank interest that has not already been
taxed is added to gross income to calculate taxable income.

Taxable income  gross income  other income  tax deductions

The following table shows the income tax rates for individuals who are residents of Australia
for tax purposes for the whole financial year and who do not leave full-time education for the
first time during the financial year.
Each of the rows in
the table is called a
tax bracket.

Tax rates for 20032004 financial year


Taxable income

Tax on this income

$06000

Nil

$6001$21 600

17c for each $1 over $6000

$21 601$52 000

$2652 plus 30c for each $1 over $21 600

$52 001$62 500

$11 772 plus 42c for each $1 over $52 000

Over $62 500

$16 182 plus 47c for each $1 over $62 500

In addition, a compulsory Medicare levy is charged to cover basic medical costs.


Normally the Medicare levy is calculated at 1.5% of taxable income.

98

Taxable income

Rate of Medicare levy

$1$13 807

$13 808$14 926

20% of the difference between taxable income and $13 807

$14 927 and over

1.5% of taxable income

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Example
Jarad earns a salary of $56 720. He has income from other sources (investments and
bank interest) of $4834. His total tax deductions for the year are $1320. Throughout the
financial year his employer deducted tax instalments amounting to $14 980.60. Find:
1

Jarads total income

Total income  $56 720  $4834  $61 554

the tax payable on his taxable income

his taxable income


his Medicare levy

his tax refund or balance owing

Jarads total income is $61 554.


2

Taxable income  total income  tax deductions


 $61 554  $1320
 $60 234
Jarads taxable income is $60 234.

From the table, Jarads income falls in the second last tax bracket.
He pays $11 772 plus 42c for each dollar over $52 000.
The excess is $60 234  $52 000  $8234.
42


Tax payable  $11 772  
100  $8234
 $15 230.28

Jarad must pay $15 230.28 tax.


4

The Medicare levy is also based on Jarads taxable income.


1.5

Medicare levy  
100  $60 234
 $903.51

The tax and Medicare levy total is $15 230.28  $903.51  $16 133.79.
Since he has already paid $14 980.60, he will be sent a bill for the balance.
Balance payable  $16 133.79  $14 980.60
 $1153.19
Jarad must pay a further $1153.19.

E x e r c i s e 3E

TA X AT I O N

Use the tax rate table to calculate the tax payable on a taxable income of:
a $5630
b $14 629
c $34 580
d $55 240
e $75 000
f $150 000

Calculate the Medicare levy for each of the taxable incomes in question 1.
Dylan has a taxable income of $30 000. His sister, Carla, has a taxable income of
$60 000. Does Carla pay twice the amount of tax as Dylan? Explain.

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A R I T H M E T I C

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Monique is in the $52 000 to $62 500 tax bracket. Her employer gives her a $5000 pay
rise. Assuming that she does not move into the next tax bracket, how much of that pay
increase will she retain after paying tax?

Brendan has an annual salary of $55 280. He has $3245 in tax deductions.
a What is his taxable income?
b Calculate the tax payable on this income.
c How much does Brendan pay for Medicare in a year?

Brianna has two jobs. During the day she works as a hospital orderly earning
$753.40 each week. Every evening from Monday to Friday she works as a kitchenhand
for 3 hours at an hourly rate of $12.95.
a What is Briannas weekly pay from both jobs?
b Calculate her annual taxable income.
c How much tax is payable on this income?
d How much is her Medicare levy?

Alex has a gross income of $48 240. In addition, he earns $2480 from investments and is
allowed $1650 in deductions.
a What is his taxable income?
b Calculate Alexs tax payable.
c Find his Medicare levy.
d If his employer has withheld $15 164.90 in income tax, will Alex receive a refund or
pay more? How much?

Kylie earns $768.40 each week.


a How much does she earn in a year?
b She earns $375.20 from bank interest and another $176.30
from shares. She has $542.90 as allowable work deductions.
What is her taxable income?
c What is her tax payable?

Harry has a taxable income of $34 000. His employer withheld $126.50 each week for
tax. Will Harry receive a refund or need to pay more tax at the end of the financial year?

10

For the first 5 months of the financial year Phil earns $3475 each calendar month.
He then receives an 8% pay rise.
a How much has Phil earned during this financial year?
b In addition, he earned $374.40 in bank interest and 7c dividend on each of his
54 800 shares. He has $2450 in deductions. Calculate his taxable income.
c Calculate his:
i
tax payable
ii Medicare levy

11

Brooke is an author and is paid 122% commission on the sales of her books.
Last financial year she sold 45 893 books valued at $35.90 each.
a Calculate her commission.
b In addition she had income from other sources of $24 500 and tax deductions
totalling $5432. Calculate her taxable income.
c Calculate the tax payable on her taxable income.

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

Use 1 year 
52.179 weeks.

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Heng has a gross annual salary of $58 000. His tax deductions are:
p work-related expenses, $3240
p union fees, $842.90
p maintenance of uniform, $345
p depreciation of professional library, $158
a Calculate Hengs taxable income.
b Calculate the tax payable on this income.

13

Erin earns $2124 a fortnight. Her employer deducts $538.40 each fortnight to cover tax
and Medicare. Erin has $1423.70 in tax deductions and $845 income from other sources
at the end of the financial year.
a Calculate Erins taxable income for the year.
b Calculate the tax and Medicare levy payable on this taxable income.
c Will Erin receive a refund from the taxation office or will she need to pay more tax?
How much?

14

Nicholas earns $40 000 and Yiota earns $80 000 each year.
a If these are their taxable incomes, how much tax does each pay?
b What percentage of each of their incomes does this tax represent?
c Comment on this statement: Yiota pays double the tax Nicholas pays.

15

The taxable incomes for three workers are:


A $27 290
B $51 270

C $75 386

Suppose each of these workers is given a $10 000 pay increase. How much of the
$10 000 would each receive after tax and the Medicare levy?

Budgeting
Money problems affect everybody, regardless
of how much they have. That is why financial
planning is important.
The first step in wise money management is to
have a budget or spending plan. This is just a plan
of expenses and savings balanced with income. A
budget does not need to be complicated; it can be
a simple guide for spending so that your income
does what you want it to.
You can help to make your money stretch by
following these guidelines:
p Set realistic goals, both short-term and
long-term.
p Establish a spending plan.
p Control your spending.
p Evaluate your progress regularly and adjust your plan if necessary.

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C O N S U M E R

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Example
Amie is a university student who works part-time
at a fast-food outlet. She earns $360 each fortnight
(after tax and Medicare). This is a list of her
weekly expenses.
1

She budgets to spend one-tenth of her


weekly pay on entertainment. How much
does she spend on entertainment?

Item

Cost ($)

University costs
Fares
Food
Clothing
Entertainment
Other expenses

18
20
24
19

30

Entertainment  10  $360  $36


Amie spends $36 each fortnight ($18 each week) on entertainment.
2

What are her total expenses for the week?


Total expenses  $18  $20  $24  $19  $18  $30  $129
Amies total expenses are $129.

How much does she save each fortnight?


Income  expenses  $360  2  $129  $102
She saves $102 each fortnight.

She is saving to buy a $2499 computer. For


how many weeks will she need to save?
$102

Each week she saves 2  $51.


To buy the computer she needs to save
$2499

for 
$51  49 weeks.
5

What percentage of her income does


Amie save?
$102

100



Savings percentage  
$360  1  28.3% (correct to 1 decimal place)
Amie saves 28.3% of her income.

E x e r c i s e 3F
1

102

BUDGETING

Costa has a net weekly income of $740. This table


shows his weekly expenses.
a How much can Costa save each week?
b What percentage of his income is paid as rent?
c If Costa is saving to buy a $12 000 car to
replace the one he has, for how many weeks
does he need to save?

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

Item
Rent
Car expenses
Food
Entertainment
Other expenses

Cost ($)
180
120
99
60
40

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Adam earns $2672 each fortnight and pays 34% of


this in tax and other deductions. This table shows
his major expenses for each week.
a What amount is Adam left with each week
after tax and other deductions?
b What is the maximum he can save each week?
1
c If his regular household bills increase by 114%, how
much will he be left with at the end of the week?

Item

Cost ($)

House repayment
Regular household
bills
Food
Car expenses
Entertainment

310
175
130
105
65

Ashley lives with two friends and they agree to split the household costs evenly.
For each week, rent is $240; electricity and insurance come to $450 each quarter;
food bills amount to $168 each fortnight; and cleaning and other expenses are $84 each
month. How much (to the nearest dollar) must Ashley contribute each week?
(Use 1 year  4 quarters  52.179 weeks.)

Sallys weekly expenses are shown in this


sector graph.
a If she spends twice as much on food
as on transport, what is the sector
angle for other expenses?
b Given that she spends $75 on clothes
each week, how much are her weekly
university costs?
c What are her total weekly expenses?

Expenses
clothes

entertainment
30
85

food
80
25

transport

university
costs

Brett has a net annual salary of $54 800.


other expenses
From this he pays $540 each month on rent.
Regular bills total $1780 each year and he estimates that each month food costs him
$250 and entertainment $150. Other expenses total $1300 a month.
a How much can Brett save each month?
b He is considering taking out a loan to buy a house. Repayments will be $1100 each
month. Will he be able to afford the repayments?

Ellen took out a loan to purchase a car and will make regular monthly payments over
1
42 years. However, owning and running a car is not cheap:
p Car registration costs $375 per year.
p Servicing costs $290 twice a year.
p A green slip costs $420 per year.
p Other insurance costs $77.40 per calendar month.
p Loan repayments are $395 per calendar month.
p Petrol costs $32 per week.
p A drivers licence costs $45 per year.
a How much will Ellen eventually pay on the loan?
b Given that 45% of the loan repayments cover interest, what was the cost of the car?
c Calculate the total annual running costs of the car (not including the loan

repayments).

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d How much will Ellen need to set aside to cover these running costs and repayments

for the year?


e What is the total cost of buying and running the car for the period of the loan?
f Would it have been prudent for Ellen to save as much as possible before buying

the car? Why?


7

Here is a monthly budget for Tam Chui.


a Calculate the values marked i, ii, iii and iv in
the table.
b What is the difference between a fixed expense
and a variable expense?
c How much can Tam save each month?
d Given that Tam has no savings to start with
and is planning a trip to Hawaii in
8 months time, will he have saved enough to
pay for it, if it will cost $12 480?

Income
Net wages (after tax &
health insurance)
Savings interest earned
Total income

$
3500
120
i

Fixed expenses
Housing/utilities
Telephone
Transport
Loan
Total fixed expenses

740
150
220
168
ii

Variable expenses
Clothing/personal care
Food
Household supplies
Medicine/health supplies
Entertainment

Making a budget using a spreadsheet


CD-ROM

Spreadsheets are useful in


setting up budgets and seeing
how your money is spent.
Here is a budget for Naomi, a
university student.
Some expenses are regular
weekly payments, such as
paying off a car loan. Others
may be paid on a monthly
basis, such as telephone bills.
And others may vary from
week to week depending on
how much you spend on them.

104

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

268
450
140
25
125

Total variable expenses

iii

Total expenses

iv

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Using Naomis budget as a guide, draw up your own monthly budget (or a budget for
someone else) on a computer spreadsheet. Your budget need not contain the same
income and expense categories as Naomis. And, of course, categories can change from
month to month depending on where income is coming from and on what expenses
there are.

Do not key in the totals in column G yourself. Let the computer do it for you. For
example, the total for her odd jobs was found using the formula =SUM(C8:F8).

How was the value in cell G10 calculated? Give the computer command you would
type in cell G10. Check it out on your spreadsheet.

How was the value in cell G22 calculated? Give the computer command you would
type in cell G22.

After you complete your budget, look over it. Did you find any surprises? Share these
with the class.

W O R K I N G M AT H E M AT I C A L LY

Occupation research
Use the internet or other sources to find the
average yearly salaries and conditions for at
least four different occupations.
Prepare a report comparing these four
occupations. Do any of these occupations
have interesting or different conditions of
work from the others?
Note: The Australian Bureau of Statistics
(www.abs.gov.au) estimated that in 2003 the
average weekly total earnings of an adult
working full time were approximately $744.50.

C H A P T E R

C O N S U M E R

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Profit and loss


The selling price of goods is usually higher than
their cost price. This is simply good business.
The difference between the two is known as
profit. Profit is necessary for organisations and
businesses to keep operating.
When the selling price of goods is less than
their cost price, a loss is made. Sometimes
losses are necessary to get rid of old stock, or
stock that is no longer popular. Sometimes a
loss may be due to bad investments.




p Selling price  cost price profit


Profit  selling price  cost price
Negative profit is
another way of
expressing loss.

p Selling price  cost price loss


Loss  cost price  selling price

Examples
1

Lauren buys ties for $18 each and scarfs for $28 each. She sells the ties for
$25 each and the scarfs for $26 each.
a On which item does she make a profit?
b Calculate the profit on this item as a percentage of the cost price.
a Lauren sells the ties for a profit, making $25  $18  $7 on each one.


 100  38.8 %
Lauren makes 39% profit on each tie (to the nearest whole percentage).

b Percentage profit 

7

18

The local sports club had a sausage sizzle to raise money to buy uniforms.
The club sold 520 sausage sandwiches for $3.20 each. If food ingredients cost
$480, barbecue hire was $150 and set-up costs amounted to $375, how much
money did the club make?
Total takings  520  $3.20  $1664
Total expenses  $480  $150  $375  $1005
Profit  $1664  $1005  $659
The club made $659.

106

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M A T H S

S T A G E

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E x e r c i s e 3G
1

PROFIT AND LOSS

Complete the table on the right.


(A loss is shown in parentheses.)
Karen bought a second-hand car for
$8500. She then sold it for a profit of
16%. What was the selling price of
the car?

Cost price

a
b
c
d
e
f

Selling price

$365.40

$720.15

$412.10

$365.90

$1372.50

Profit (loss)

$153

$912.60

($234.50)
$1250.70

($263.10)

$2371.60

$1500

Ali bought some shares for $720 and sold them for $800. Find:
a his profit on the sale
b the profit as a percentage of the cost price
c the profit as a percentage of the selling price

Jenna bought a car for $12 500 and sold it to Sam at a loss of 35% after it was involved
in an accident. Sam repaired the car, then sold it, making a profit of 140% on his
purchase price.
a How much did Sam pay for the car?
b For how much did Sam sell the car?

Boris bought a house for $235 000 and spent a further $60 000 on renovations.
He then sold it, making a profit of 24%.
a How much profit did he make?
b What was the selling price of the house?

Stores buy goods at one price and then


mark them up (add on a certain amount)
to determine the selling price. A CD store
has the following mark-up policy:
p Latest releases, mark-up 150%
p Popular music, mark-up 100%
p Country and western, mark-up 60%
p Old-time favourites, mark-up 25%
p Classical, mark-up 10%
a Which line of CDs is the most profitable?
b Assume that all CDs cost the store $10 (very unlikely). What would be the selling

price for each of the above lines?


7

In one year Mrs Macdonalds store made a good profit. The next year the profit
increased by 100%. The following year the profit decreased by 100%. How much profit
(as a percentage of the first years sales) was there in the third year?

A bicycle is on sale for $230. This is 80% of the regular price. What is the regular price?
In some countries it is customary to leave staff a tip. In the United States it is customary
to leave about 15% as a tip in restaurants. If the bill came to $64.50, what tip should
be left?

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C O N S U M E R

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10

A shop marks up its toys by 45% to obtain its selling price. During a sale it discounts
its selling price by 15%. A particular toy cost the store $36.
a Calculate the mark-up on this toy.
b What is the selling price of the toy?
c What is the discounted price of the toy?

11

A restaurant buys its soft drinks in bulk. Each box of 1 dozen 1.5 L bottles costs it
$12.60. The restaurant sells the soft drink for $2.50 for each 300 mL glass.
a How much does the restaurant pay for each bottle?
b How many glasses can be poured from each bottle?
c How much profit is made on each bottle?
d Calculate this profit as a percentage of the cost of each bottle.

12

The perfume department in a large store marks up its


perfumes by 80%. A bottle of perfume sells for $75.60. Find:
a the cost price of this perfume
b the profit on this perfume

Selling price 
cost price  80% cost price

13

14

What must be the percentage mark-up of an item for it to be sold for double what it cost?

15

A hardware store marks up the cost


of brand A paints by 10% and brand
B paints by 25%. Chris bought 1 can
of brand A paint and 3 cans of brand
B paint and paid $188.50. Karen
bought 4 cans of brand A paint and 3 cans of brand B paint and paid $304.
a Calculate the retail price of each brand of paint.
b Calculate the wholesale price of each brand of paint.
c What profit is made on each sale?

16

A shoe manufacturer sells a pair of shoes to a wholesaler for cost plus 28%. The
wholesaler sells the shoes to a retailer, adding a further 20% on what it cost him. The
retailer sells the pair of shoes for $110, making 38% profit. Calculate the cost of
manufacturing the pair of shoes.

17

A small business owner employs 2 people to make pressure sprayers and pays $2.20 for
each sprayer. Together the employees make 860 sprayers a week, and the total payment
is divided between them.
a How much does each employee earn each week?
b Parts and overheads amount to $3.75 per sprayer, and all 860 sprayers are sold for
$7900. Calculate the owners profit for each sprayer.
c Given these costs, how many sprayers must be made each week for the profit to
exceed $3000?

To sell unwanted stock, a garden


centre sold certain plants for 15%
below cost. A potplant was sold for
$17. Find the cost price and the
loss on this plant.

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Value for money

To save money and get value when purchasing, we should ask a number of questions:
p Do I really need this? (Avoid impulse buying.)
p Is it worth what I am paying for it? (A pair of socks originally priced at $30 with 50% off
seems a bargain, but if the socks are only worth $5 you are paying too much.)
p Do I need this many? (Sometimes shops entice us to buy more than we need with
statements such as Buy 5, get 1 free. If you are only ever going to need 3 of these items, is
it worth it?)
p Is it a quality item? (Will it last?)
Will I ever use this?
Is
it
in
season?
(Fruit
and
vegetables
bought
out
of
season
can
be
p
expensive. Bargains can be found when buying winter clothes in
summer. We can also find discounts when shopping for
Christmas presents several months earlier.)
p Is this the best price for the item? (Shop around to compare
prices and quality, especially with expensive items.)
Also think about whether you are prepared to pay high prices for things you do not use often.
For example, should you buy an expensive outfit that you are only ever going to wear once or
twice, or would it be better to hire it for the occasion?
Another issue is paying for brand names. Some popular brands of clothing can be much more
expensive than other similar quality brands.

Examples
1

Given that the quality of each type of coffee is the same, which is the best buy?

Coffee X

Coffee Y

Coffee Z

500 g

200 g

275 g

$19.50

$8.49

$10.55

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Although you cannot buy just 1 g of coffee, you can find the cost per gram
to compare equal quantities.
1950c

Coffee X : cost per gram  
500 g  3.9c/g
849c
Coffee Y : cost per gram    4.245c/g
200 g
1055c

Coffee Z : cost per gram  
275 g  3.836c/g
Coffee Z is the best buy.
2

A television set costs $945. Store A is prepared to give


a $50 discount for cash, while store B has a sale and
reduces its price by 5%. Which is the better buy?

If it is more convenient for


you to use a credit card, you
might choose the slightly
more expensive option.

Store A: $945  $50  $895


Store B: $945 

5

100

 $945  $897.75

Store A has the better buy.

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110

VA L U E F O R M O N E Y

Find the cost in cents per gram for each purchase:


a 400 g for 90c
b 750 g for $2.50
c 1.25 kg for $7.63

d 22 kg for $15.90

Find the price in cents per millilitre for each bottle of detergent:
a 500 mL for 75c
b 350 mL for $3.75 c 2.6 L for $8.90

d 34 L for $26.30

Which amount is the better buy, assuming that the quality is the same?
a 250 mL for 75c or 600 mL for $1.50
b 720 g for $13.40 or 1 kg for $18
c 100 tea bags for $3.20 or 200 tea bags for $6.15
1
1
d 2 L of soft drink for 85c or 1 4 L of soft drink for $2
e a 2 L can of paint for $37.50 or a 5 L can of paint for $89.60

A 40 g pack of mixed dried fruit costs 45c. A 1 kg bag of the same dried fruit is $7.85.
How much will you save by buying a 1 kg bag of dried fruit instead of the same mass in
small packs?

Which of the following is the least expensive tea?


A 100 tea bags for $4.20
B 150 tea bags for $6.10
C 250 tea bags for $9.50
D 400 tea bags for $16.20

Red salmon comes in four sizes: 105 g for $3.85, 210 g for
$5.14, 400 g for $6.15 and 550 g for $10.20.
a Which is the best buy?
b Suggest why some people may prefer to buy the 105 g size.

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Five friends bought different


brands of tyres for their cars. They
completed this table.
a From the table, which is the
best buy?
b Is this a fair comparison? Suggest
two reasons why it might not be.

Person

Cost per tyre ($)

Life expectancy (km)

Conn
Fiona
Peta
Tina
George

65
75
90
110
85

30 000
38 000
42 000
45 000
40 000

Natalie needs 14 L of paint. Paint can be purchased in 2 L cans for $41.50 each or 5 L
cans for $99.70 each. What is the cheapest way to buy the paint she needs?

A school needs to buy 90 textbooks for a new course. The bookseller provides the
following options:
p 10 books for $182.00
p 20 books for $259.50
p 40 books for $439.50
p 100 books for $990.00
a Suggest ways in which the school can buy the books it needs.
b What is the cheapest way to buy the books it needs?

10

Fabric for curtains is sold at:


p $25/m
p 40% discount for a 100 m roll

p $54 for a 2.4 m drop length

Jennifer needs 30 drop lengths of 2.4 m each.


a How much fabric is needed for 30 drops?
b If Jennifer bought the fabric by the metre, what would it cost?
c How much does a 100 m roll of fabric cost?
d How much do 30 drop lengths cost?
e What is the most economical way to buy the required fabric?

Ways of buying and discounts


Many inexpensive items are paid for by cash. For other items it is often more convenient to
use a credit card or to buy on terms. When a buyer purchases an item on credit or terms, the
store (or financial institution) is entitled to charge interest because the buyer has the goods
and the store is yet to receive all its money. It is a way of charging interest on the loan of the
money to purchase the item.
It is very easy to overspend when buying on credit. We need to take care when buying on
credit and must be sure that we will be able to make all payments.

Examples
1

Tim bought a computer on terms of 10% deposit and 12 monthly payments of


$275. The cash price for the computer was $3450.
a How much was the deposit?
b How much did Tim pay altogether for the computer?

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c How much interest did Tim pay?


d How could Tim have saved money on this purchase?
10


a Deposit  
100  $3450  $345

b Total paid  deposit  payments

 $345  12  $275
 $3645

The deposit was $345.

Tim paid $3645 for the computer.


c

Interest  total paid  cash price


 $3645  $3450
 $195

d Tim could have saved paying the

interest if he had enough money


to pay for the computer outright.

Tim paid $195 interest.


2

For purchasing by cash, Joanne was given a $42 discount on a bookshelf


worth $840.
a How much did she pay?
b What was the percentage discount given on the marked price?
a Amount paid  $840  $42  $798

Joanne paid $798 for the bookshelf.


$42
100
 
b Percentage discount  
$840  1  5%
The percentage discount on the marked price was 5%.
3

After receiving a 1212% discount, a builder paid $6450 for goods. What was the
original marked price for these goods?
The original price is 100%. Since the builder received a 1212% discount,
the purchase price is 100%  1212%  8712%.
8712% of marked price  $6450
$6450
1% of marked price  
1
872
$6450
100% of marked price    100
87.5
 $7371.43 (to the nearest cent)

Many hardware, plumbing


and electrical suppliers give
tradespeople significant
discounts to attract business.

The marked price was $7371.43.

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112

WAY S O F B U Y I N G A N D D I S C O U N T S

A $27 000 car is bought by paying 20% deposit, with the remainder to be paid over
5 years.
a How much is the deposit?
b How much is the balance?
c If $420 is paid each month, how much is paid altogether for the car?
d How much interest is paid?

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How much is paid altogether in each of the following purchases?


a deposit $750 and monthly payments of $78.50 for 18 months
b deposit $1250 and monthly payments of $115.75 for 2 years
c deposit $835 and weekly payments of $75 for 30 weeks
1
d deposit $2750 and monthly payments of $152 for 42 years
e no deposit and monthly payments of $235.50 for 10 years

Fred needs to buy a new fridge. Its marked price is $1240. On terms, Fred pays $400
deposit and $90 each month for a year. How much extra does he pay in interest charges?

Jenny needs a computer for her business records. At a sale she finds one for $2990 or
25% deposit and monthly repayments of $95.65 over 2 years. How much does she pay
in interest charges if she buys on terms?

Greg buys a bed marked at $769, on 15% deposit and fortnightly instalments of $14.50
over 2 years. What saving would he have made if he had paid cash? (Assume there are
26 fortnights in a year.)

George received his credit card statement on 25 November. It showed that he owed
$3860.32.
a If he pays the outstanding balance by the due date (9 December), he does not pay any
interest. How many interest-free days does George have to pay the amount owing?
b If his account is overdue, he is charged 18% pa, which is 0.0493% per day. How was
the value 0.0493% calculated?
c George pays the minimum monthly payment of $78 by the due date, and the
balance on 23 December. How much interest is he charged?

Teresa pays for a $4600 holiday on terms of deposit 1212% with the balance plus $500 in
interest charges to be paid in equal monthly amounts over 2 years.
a How much is the deposit?
b Calculate the balance.
c How much is each monthly payment?

Which of the following is the best offer in purchasing a $15 000 item?
A 10% deposit and payments of $250 per month over 5 years
B 5% deposit and payments of $310 per month over 4 years
C $1000 deposit and payments of $220 per month over 6 years

Wendell bought a yacht for $16 250 on terms, paying


$2000 deposit, $450 each month and extra insurance
costs of $945 per year. After 3 years she realised that
the yacht was too expensive to maintain and sold it
for $12 500.
a How much did she lose?
b What lesson can be learnt from this exercise?

10

How much is paid on each of the following items?


a Item A: marked price $72, discount 10%
1
b Item B: marked price $475, discount 72%
c Item C: marked price $2365, discount 15%

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11

Bill bought a $450 bike for $375. What discount did Bill receive, and what is this as a
percentage of the original price?

12

An interstate bus ticket normally costs $152, but because she bought it during the
off-peak period, Claire paid only $114. What percentage discount was she given?

13

A pensioner received a 40% discount on entry into a theme park. If the pensioner paid
$32.40, what was the regular price?

14

By buying in bulk, an electrician is given an 18% discount on certain goods. If the


discounted price is $6854, what is the normal price of these goods?

15

At an exhibition, children pay only 65% of the adult price. If a childs ticket costs $16.50,
what is the adult price?

16

A $30 music CD is discounted by 20%. Later the discounted price is increased by 20%.
p Ally says: The final price is $30.
p Bob says: The final price is more than $30.
p Connie says: The final price is less than $30.
Who is correct? Explain.

17

Ellen bought an $18 650 caravan on terms of $2000 deposit plus $320 each month
over 5 years. Find the interest paid and express it as a percentage of the cost price of
the caravan.

18

A ladder costs $250.


a What will Lenny pay if he is allowed a discount of 10%?
b A further discount of 5% on the discounted price is allowed if the ladder is paid for
by cash. If Lenny paid cash, how much did he pay?
c Are these two successive discounts the same as a 15% discount on the original price?
Explain.
d What single discount would be equivalent to successive discounts of 10% and 15%?

19

a
b
c
d

20

It is useful to convert successive discounts to a single discount rate. You can use
this formula:

Reduce $500 by 25%.


Reduce $500 by 20%, then further decrease this reduced amount by 5%.
Reduce $500 by 5%, then further decrease this reduced amount by 20%.
What do you notice about your answers to a, b and c?

100

Single discount rate  [1  (1  d1)(1  d2)(1  d3)]  
1 %

(where d1, d2, d3 are successive discounts written as decimals)


Use this formula to find the equivalent single discount rate (correct to 1 decimal place
where necessary) for each group of successive rates:
1
1
a 20% and 5%
b 8% and 10%
c 122% and 172%
1
3
d 3%, 5% and 10%
e 8.4%, 102% and 154%

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P R O B L E M S O LV I N G 3
1

William purchased $385 worth of timber at 15% discount and $183.45 worth of
hardware at 10% discount. Find his total bill.

A sales representative earns a retainer of


$55 000 pa plus commission. Find her
percentage commission if in a particular
week her sales were $1425 and her earnings
were $1267.81.

On Saturdays a bus conductor is paid time


and a half for the first 3 hours worked and
then double time for additional hours. On
Sundays he is also paid double time. What
is his normal rate of pay if he works 6 hours
on Saturday and 612 hours on Sunday one
weekend and receives $284.82?

A manufacturing company made $128 000


profit in a years operation. 55% of the
profit was allocated for plant improvement.
The remaining profit was to be shared
equally among 35 employees as bonus
payments. What amount did each
employee earn as a bonus payment?

A tiler is paid $12.25/m for tiling areas of 15 m or less. The rate is discounted by 10%
for larger areas. Find how much a tiler would be paid for tiling each area:

2.4 m

6m
4m

5m
9m

2.2 m
3.8 m

A wholesaler of kitchenware gives a discount of 40% to local retailers and a further 5%


off the discounted price to regular purchasers.
a Find for a local regular purchaser:
i
the cost price for catalogue items totalling $1405
ii the single percentage discount that is equivalent to the successive discounts of
40% and 5%
b Would the single equivalent discount be different if the successive discounts were
5% and 40%?

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Irene had a choice of being paid by 8% commission on sales only or a base salary of
$250 per week plus 3.5% commission on sales. Which method of payment would pay
more if Irene sold $4500 worth of goods in a week, and by how much?

Maria bought a kitchen sink for $566. This included a


GST amount of $51.46.
a What was the value of the sink before GST was added?
b What percentage is the GST of the original value of
the sink?

GST is added to the original cost of an item to obtain its


selling price. In Australia, GST is generally 10% of the
original cost. Calculate the GST content of this item.

10

A book is sold for $31.90 including 10% GST.


a How much GST is charged?
b What is the selling price of the book without GST?

11

WASHER/DRYER
combination
Total price

$1400

(GST content _______ )

Explain why the GST on an item can be found by dividing its selling price by 11.

literacy
acy skillsills

Literacy
L
Li
racy
skills
kills
c

116

Literac y

SKILLS 3

per annum
piecework
commission
casual work
bonus allowance holiday loading
income tax
deductions taxable income tax bracket
salary
overtime
budget
superannuation
levy
retainer
penalty rates
consumer
1

Match each term with its brief description below:


commission
a
b
c
d
e
f
g

allowance

wage

salary

piecework

retainer

time and a half

annual income, usually paid to a permanent employee


money earned when you work
an overtime payment rate
money earned when you sell something
employment where payment is based on finished items, not time taken
payment for awkward working conditions
a small basic wage, often paid with commissions

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List at least two advantages and two disadvantages of buying goods using a credit card.
a When discussing the advantages and disadvantages of certain types of employment

in Australia, it is useful to write about the advantages of one type of employment in


one paragraph and then include the disadvantages of the same type of employment
in the next paragraph. Read through the following model of this method:
Define the type of work first.
Link
paragraphs
with words
such as
unfortunately,
on the other
hand and
however.

A pieceworker earns a set amount for each piece of work completed. The more pieces of
work completed, the more is paid. These types of jobs are very convenient because they
can often be done at any time that suits the worker.
However, if pieceworkers work slowly, their pay is not high. Their work may not be
regular. Also, pieceworkers do not get sick pay or holiday pay. Furthermore, because
they are usually self-employed, they must organise their own superannuation payments.

When adding more information, use words like in addition, furthermore and also.

Copy this model, then continue this discussion by writing about the advantages and
disadvantages of the following types of employment in Australia:
p permanent salaried positions
p casual work
p payment by commission
p self-employment
b Answer the discussion question below by adding an introduction and a conclusion

to your paragraphs. Write about 500 words altogether.


Discuss working in Australia with particular reference to the advantages and
disadvantages of different types of employment.
4

Complete the following paragraphs using this word list:


bargains cost
credit
discounts
wholesale instalments

deposit
interest

profit
factories

terms
retail

cash
sales

People generally buy things from shopping centres where there are _____________ stores.
Each shop buys their goods from ______________ or wholesale outlets. The price a shop
pays for goods is called the _______________ price or ______________ price. The shop then
sells these goods at higher prices to make a ______________.
Sometimes shops want to increase consumer spending, so they have ______________.
They usually offer ______________ so that the retail prices are reduced. Customers
sometimes get ______________ this way. If they do not have enough money to buy an
item, they can pay by ______________ card or buy on ______________. If a customer
chooses to buy on terms, he or she usually needs to pay a ______________ first, and then
repay the balance owing in monthly ______________. Of course, if you pay ______________
rather than using a line of credit, you will not pay any ______________.

C H A P T E R

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Chapter review 3

118

David has an annual salary of $53 000. Calculate his fortnightly pay to the nearest $100.

A persons annual salary increases from $34 680 to $37 250. Using the tax rate table on
page 98, work out the amount of the increase in salary paid in tax.

Tina has a taxable income of $31 250. What is her Medicare levy?

10

Mark receives a retainer of $218 per week and 20% commission on all sales. How much
does he earn in a week in which he sells $6895 worth of goods?

11

A security guard is paid $22.50 an hour plus a $4.50 per hour bonus when working
alone. What is the pay for a guard who worked 20 of 35 hours alone?

12

Find Joannas net pay for the week if she earns $982 but pays 28% of this in tax, pays 5%
in superannuation and has other deductions worth $91.50 each week.

13

14

Find the tax payable on a taxable income of $59 340, using the tax rate table on page 98.

15

A CD player was originally priced at $160. The price was then increased by 12.5%. The
player was sold later with the price reduced by one-third. What was the final sale price?

16

17

Roller blades with a mark-up of 20% sell for $110. How much profit is made?

18

A 200 g jar of coffee costs $11. What must the cost of a 150 g jar be so that both have the
same value?

19

Cameron earns $14.60 an hour for a 3712-hour week, while Kye earns $13.50 an hour for
a 40-hour week.
a How much does Cameron earn in a week?
b How much does Kye earn in a week?
c Who earns more, and by how much?

Rhonda earns $8.50 an hour. What is her pay for a 7-hour shift?
Aaron earns $1860 a fortnight, working 30 hours a week. What is his hourly rate of pay?
If the hourly rate for a job is $9.60, what is the rate for time and a half ?
Which of the following is the highest weekly rate?
A an annual income of $55 000
B fortnightly pay of $2100
C an hourly rate of $30 for a 35-hour week D $4300 per calendar month

Find the percentage discount when the regular price is $288 and the discount is $36.
How much does Chloe earn working at time and a half for 6 hours, given that the
normal rate is $7.90 per hour?

A pet-food store buys pet food wholesale for 58c per can and sells it for $1.05 a can.
What is the percentage mark-up?

Sarahs car has depreciated in value by 22% and is now only worth $14 040. What was
the original value of the car?

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20

A real estate agent charges 7% to property owners for collecting rents and looking after
property. A certain tenant pays $870 rent per calendar month.
a What is the real estate agents commission for this property?
b What does the owner receive?
c How much does the owner make in a year on this property?

21

ELR (Educational Lending Rights) is a Commonwealth government initiative to pay


authors on the basis that income is lost from the availability of books in public lending
libraries. The rates are:
p $1.00 per title for each of the first 50 copies
p $0.75 per title for each of 51500 copies
p $0.50 per title for each of 5015000 copies
p $0.25 per title for each of 500150 000 copies
p $0.225 per title for each copy more than 50 000 copies
How much can be earned by an author who has 6250 copies of his book in Australian
public libraries?

22

The recommended retail price of $37.95 for a best seller allows the retailer a 65%
profit margin.
a What is the wholesale price of the book?
b A discount bookstore sells the book for $30.
i
What is the profit now?
ii What is the percentage profit margin?

23

Increase $100 by 10%, then decrease the result by 10%.


a Is the answer as you expected? Explain.
b What happens if you first decrease $100 by 10% and then increase the result by 10%?
Comment on your answer.

24

Copy and complete the following table using the tax brackets given on page 98.
(The first one has been done for you.)
Annual income
$35 000

Tax paid

Tax as a percentage of income

$6672

19.1%

$45 000
$55 000
$65 000
$75 000

25

Mimi earns a weekly wage of $740. From this, 29% is taken out as tax, while 8% of her
gross pay goes towards superannuation. She contributes $46.90 for health insurance
and has $34.40 worth of other deductions each fortnight.
Find her:
a weekly tax deduction
c total for other weekly deductions

C H A P T E R

b weekly superannuation payment


d weekly net pay

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Ahmed earns $48 275 each year. The tax bracket he falls within reads:

$21 601$52 000

$2652 plus 30c for each $1 over $21 600

How much tax does Ahmed pay?


27

Rhyani buys a computer worth $2450 on terms of 20% deposit and 6 monthly payments
of $350 each.
a How much is the deposit?
b How much does Rhyani pay altogether for the computer?
c How much interest does she pay?
d What percentage of the cost price is this interest?

28

After receiving a 712% discount, a carpenter paid $7871.75 for hardware. What was the
original marked price for these goods?

29

A store buys calculators for $19.45 each, then adds 25% mark-up to this price. It then
rounds this amount up to the nearest 50c to obtain the selling price. What is the selling
price for these calculators?

30

Soft-drink is sold in the following containers. Which one is the best value for money?
A a 375 mL can for 85c
B a 600 mL bottle for $1.00
C a 1 L bottle for $1.25
D a 1.5 L bottle for $1.90

31

The tax rates that apply in 200405 are:


Taxable income

Tax on this income

$0$6000

Nil

$6001$21 600

17c for each $1 over $6000

$21 601$58 000

$2652 plus 30c for each $1 over $21 600

$58 001$70 000

$13 572 plus 42c for each $1 over $58 000

Over $70 000

$18 612 plus 47c for each $1 over $70 000

a Compare this table with the one on page 98. Comment on similarities and

differences.
b Sarah had a taxable income of $75 000 in 200304 and the same taxable income in

200405. What is the difference in the tax she pays in these two years?
c How much tax and Medicare levy did she pay in 200405?

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Perimeter
and area
Syllabus outcomes
MS5.1.1 Uses formulas to calculate the areas of quadrilaterals and finds areas and
perimeters of simple composite figures
MS5.2.1 Finds areas and perimeters of composite figures
WMS5.3.1 Asks questions that could be explored using mathematics in relation
to Stage 5.3 content
WMS5.3.2 Solves problems using a range of strategies, including deductive
reasoning
WMS5.3.3 Uses and interprets formal definitions and generalisations when
explaining solutions and/or conjectures
WMS5.3.4 Uses deductive reasoning in presenting arguments and formal proofs
WMS5.3.5 Links mathematical ideas and makes connections with, and
generalisations about, existing knowledge and understanding in relation to
Stage 5.3 content

In this chapter you will learn to:


ncalculate perimeters of simple plane shapes, using formulas where appropriate
ncalculate perimeters of simple composite figures
ncalculate perimeters of sectors
nsolve problems involving perimeter
ncalculate areas of simple plane shapes, using formulas where appropriate
ndevelop and use formulas to find the areas of trapeziums, rhombuses and kites
ncalculate areas of sectors
ncalculate areas of composite figures by dissection into triangles, special

quadrilaterals, semicircles and sectors


nsolve practical problems involving areas of quadrilaterals and simple
composite figures
napply formulas and properties of geometrical shapes to find perimeters and areas
(such as finding the perimeter of a rhombus, given the lengths of the diagonals)

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Perimeter
To find the perimeter of a plane figure, add the lengths of all its sides. However, for some
common shapes there are formulas for finding perimeters:

Rectangle

Square

Rhombus
s

 P  2l  2b

P  4s

P  4s

Parallelogram

A plane figure
is a flat shape.

Circle

P  2p  2q

C  2pr or C  pd

To find the perimeter of a composite shape, use a


diagram and work out the lengths of all missing sides.

In a circle, the
perimeter is called the
circumference.

Examples
1

Find the perimeter of this shape:

9.1 cm

16.4 cm

It does not matter that we do not know the lengths of AF, ED, AB and EF,
because AF  ED  9.1 cm and AB  EF  16.4 cm. (Why?)
P  2  9.1  2  16.4
 51
The perimeter is 51 cm.
2

What is the perimeter of this shape (correct to 1 decimal place)?


The 3 sides of the square give 3  10  30 cm.
The radius of the semicircle is 5 cm, so this part of
the perimeter is:
l  12  2r
5
 15.7 (correct to 1 decimal place)

122

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

10 cm

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P  30  15.7
 45.7 (correct to 1 decimal place)

So:

The perimeter is 45.7 cm.


3

Find the perimeter of this triangle:


48 m

Use Pythagoras theorem to find


the length of the hypotenuse.
2

h  36  48
 3600

36 m

h  60
P  36  48  60
 144

So:

The perimeter is 144 m.

E x e r c i s e 4A
1

PERIMETER

Find each perimeter. (All measurements are in centimetres.)


a

c
18.2
17.3

12.1
16.3
10.8

10.5

12.4
9.4

6.3

f
15.6

12.3

15.9
7.8

a A square has side length 15.8 cm. If 3 such squares are linked side to side in a

straight line, what is the perimeter of the whole shape?


b Draw another shape that can be formed by linking these 3 squares.
c Is the perimeter still the same?

Find the perimeter of:


a an equilateral triangle of side 1.25 m
b an isosceles triangle with base 15.1 cm and 2 equal sides 27.3 cm
c a regular pentagon with side length 18.5 mm
d a regular octagon with side length 21.3 cm

C H A P T E R

P E R I M E T E R

A N D

A R E A

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Find each perimeter:


a

123 m

73 cm

20 cm
15 cm

60 m
12 cm

19 cm

8 cm

In rounders, the fourth post is 8.5 m from both the


batters square and the third post. The other corners
form a square. Find the total distance a batter must
run from the batting square to first, second, third
and fourth post to score 1 rounder.

21 cm
first post

bowler

second
post

batter

a Find the circumference of a wheel with

8.5 m

diameter 75 cm.
b If this wheel rolls through a distance of 1 km,
how many revolutions has it made?

third
post

fourth
post

A circular cycling track has diameter 240 m. If a cyclist completes 8 laps, what distance
has she ridden (to the nearest metre)?

Find each perimeter. All angles are right angles.


a

6 cm

2.8 cm
6.1 cm

15.1 cm

16.8 cm

15 cm

10.2 cm

5.3 cm
3.2 cm
18.6 cm

10

9.4 cm

5 cm

A circle has radius 7.2 cm. If its radius doubles, does its circumference also double?
Find each perimeter correct to 1 decimal place. All lengths are in centimetres.
a

9.5

20

7.3

45
12.2
16

10.5

f
20.4

12
29.1

19.2
10.4
17.1

36

124

C O N N E C T I O N S

M A T H S

14.2

S T A G E

5.3 / 5.2 / 5.1

120

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10.8
8
4

48

9.6
22.8

11

12

The radius of Earth is 6380 km. What is the length of the equator?

13

In Britain, traditional ring sizes are given as letters A, B and so on (where A  1,


B  2, C  3). The inside circumference of the ring in millimetres is given by
R  36.24  1.25n, where n is the ring size number.
a What is the inside circumference for ring size B ?
b What is the inside radius for ring size B?
c A man has a finger circumference of 41.25 mm.
i
What size ring should this man wear?
ii What is the radius of this ring?
d A ring has an inside diameter of 13.5 mm. What is the ring size?

14

a A jogger does 4 laps each day around this circular field.

The distance from Earth to the sun is 150 million kilometres. Earth revolves once
around the sun each year. What distance is this?

How far does she run?


b One day she decides to cut across the field along PQ

instead of going completely around it. Feeling guilty,


she decides to make 6 laps around half the field, PQR.
What distance does she now cover?
15

150 m

Find each perimeter:


a

5 cm

7 cm
14 cm

11.4 cm

14.3 cm

25 cm
12 cm
18 cm

Arc PQR is a semicircle.

16

9 cm

Which shape has the greatest perimeter? Justify your answer.


A

10 cm
10 cm
10 cm

C H A P T E R

P E R I M E T E R

A N D

A R E A

125

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17

What is the side length of a square that has the same perimeter as a circle of
radius 20 cm?

18

A paddock is shown in the diagram.


a Find the perimeter of the paddock.
b If it costs $725 per kilometre to fence this paddock,
what is the total cost of the fencing?

1400 m 2300 m
3200 m
5200 m

7800 m

19

20

A ribbon encircles a sphere that has a radius of exactly 1 km.


a What is the length of the ribbon?
b Suppose the ribbon is soaked in antigravity fluid
so that it now floats exactly 1 m above the sphere.
How much longer will the ribbon need to be
for its ends to touch?

1m
1 km

The circumference of an ellipse is given by:


C  2


2

a b

2

a
b

where a and b are the semimajor and semiminor axes.


Find the approximate circumference of each ellipse correct to 1 decimal place:
a

b
12 cm

3.2 m
1.5 m
16 cm

21

a Use Pythagoras theorem in ABD to

calculate length AB.

b Calculate length BC.


c What is the perimeter of figure ABCD ?
22

5 cm

4 cm
D

The diagonals of a rhombus bisect at right angles. In this


rhombus, PR  12 cm and SQ  16 cm.
a Calculate side length PS.
b Determine the perimeter of the rhombus.

126

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

12 cm

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23

The Olympic rings are 5 interlocking rings. If each rings


diameter is 5 m, what length of steel is in the 5 rings?
Answer both correct to 1 decimal place and in terms of .

24

How many times bigger than the circumference of the


small circle is the circumference of the large circle?

25

The diameter of a wagon wheel is 1.8 m. How many


revolutions does it make when covering a distance of 1 km?

12 cm

12 cm

26

A trundle wheel is a simple device for measuring distances that are too long for a
tape measure or that are not straight. The wheel covers 1 m in a revolution. Calculate
its diameter.

The perimeter of a sector


Sometimes you need to find the length of only part of the circumference of a circle.
A slice of a circle from the centre is called a sector.

l    2r
360

You are finding a fraction  of the


360
complete circumference of the circle.

 

arc length

The length of the arc of a circle that subtends an angle at the


centre is given by the formula:

Angles are often


given Greek letters
such as (theta).

r
sector u

C H A P T E R

P E R I M E T E R

A N D

A R E A

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Some sectors have special names:

180

A semicircle is half a circle.


The central angle is 180.

A quadrant is a quarter circle.


The central angle is 90.

Examples
1

If the question asks


for an exact value,
leave your answer
in terms of .

Find the arc length of this sector.


Give your answer in exact form.


l
360  2r
60


360  2   8
960


360
8
 3

60

8 cm

8
 the exact value of the arc length is 3 cm.
2

Find the total perimeter of this


figure correct to 2 decimal places.
First, find the arc length:

45

l    2r
360
45


360  2   12
 9.42 (correct to 2 decimal places)

12 cm

Now the perimeter is the total distance


around the sector.
P  9.42  12  12
 33.42
 the perimeter of this figure is 33.42 cm
(correct to 2 decimal places).

128

C O N N E C T I O N S

M A T H S

S T A G E

The perimeter of a
sector has 3 parts:
an arc length and
2 radii.

5.3 / 5.2 / 5.1

Did you realise that


1
45 is 8 of 360? If
you did, you could
1
have written 8
45

instead of 
360 .

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E x e r c i s e 4B
1

THE PERIMETER OF A SECTOR

What fraction of a complete circle is each sector?


a

d
120

270

Calculate each arc length, leaving your answers in exact form:


a

10 cm

10 cm

10 cm

225

Draw the sector and give the size of the central angle in each fraction of a circle:
a

150

45

60

45

60

10 cm

Calculate the perimeter of each sector correct to 1 decimal place:


14 cm

d
12.5 cm
8 cm

10 cm

150

C H A P T E R

P E R I M E T E R

225

A N D

A R E A

129

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h
45

2m

72

4.2 m

135

21.4 m

16.3 m

Calculate the perimeter of each sector, giving your answers correct to 2 decimal places:
a

b
9.1 cm

160

8.6 cm

120

4 cm

18.8 cm

60

Find the perimeter of each semicircle:


a

c
Remember:
The radius is half
the diameter.

14.2 m
36 mm

28 cm

Which has the greater perimeter, the semicircle or the quadrant?


By how much?

10 cm
10 cm

The shaded area between these 3 semicircles is called


an arbelos. It means shoemakers knife in ancient Greek
because it resembles the blade of a knife used by
ancient cobblers.
12 cm
8 cm
a Calculate the arc length of the largest semicircle.
(Leave your answer in exact form.)
b Calculate the arc lengths of the 2 smaller semicircles. (Leave your answers in
exact form.)
c Does the arc length of the largest semicircle equal the sum of the arc lengths of the
2 smaller semicircles?

The minute hand of a clock is 9 cm long.


Through what distance does the tip of the
minute hand move between these times?

11 12 1
10

8
7

130

C O N N E C T I O N S

M A T H S

S T A G E

11 12 1
2

5.3 / 5.2 / 5.1

10

2
3

8
7

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The hour hand of a clock is 3.6 cm long. Through what distance does
the tip of the hour hand move when the minute hand makes a
complete revolution?

a Calculate the perimeter of each shaded area.


i

11 12 1
10

4
7

ii

20 cm

20 cm

20 cm

20 cm

b Are the perimeters the same?


c Are the shaded areas the same?
12

The Gateway Arch in St Louis, USA, was


completed in 1965. The length of the
arch is 192 m. Assume the arch is close
to the shape of a semicircle. How far
apart are its feet?

13

Write true (T) or false (F) for this sector:


a If the radius doubles, the arc length doubles.
b If the radius doubles, the perimeter doubles.
c If the sector angle doubles, the arc length doubles.
d If the sector angle doubles, the perimeter doubles.

45
3m

W O R K I N G M AT H E M AT I C A L LY

Quadrants and semicircles


1

a Divide the lid of a jar into quadrants using a texta or

other marker.
b Shade in 1 quadrant as shown.
c Mark a point on a line on a piece of paper and place the

end of a radius of the shaded quadrant on it.


d Roll the lid along the line until it has turned a quarter of

a circle. Mark the new position on your paper.


e How far is it between the 2 points?
f Measure the radius of the jar lid and calculate the arc length of the quadrant.
g How closely do the arc length you measured and the calculated length agree?
h Compare your results with those of other students in the class.

C H A P T E R

P E R I M E T E R

A N D

A R E A

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Perform this experiment with


at least 3 circular objects.

diameter

circumference

circumference

tape
measure

diameter

a Stretch a cloth tape measure (such as a dressmakers tape) tightly around the

circumference of a circular object as shown.


(If you do not have cloth tape, you could stretch a piece of string tightly around the
circular object and then measure the required length of string with a ruler.)
Make sure you stretch the tape or string tightly so that there is no slipping and the
tape or string is parallel to the rim or edge of the circular object.
b What is the arc length of the semicircle?
c Measure the diameter and calculate the arc length of the semicircle of your object.
d How closely do your measured and calculated values agree?

Area
The area of any flat shape is the amount of space it occupies. We measure its area by
finding the number of square units needed to cover its surface.
The areas of some irregular shapes are not as easy to calculate as
those of regular shapes. For example, this irregular shape has an
2
2
area somewhere between 8 units and 24 units (the areas of the
small and large green rectangles).
For some common plane figures we can use formulas to find the areas:

Square

Rectangle

As

Triangle

A  lb

A  2bh

Rhombus
Parallelogram

h
x

Circle


132

A  bh

C O N N E C T I O N S

M A T H S

S T A G E

A  2xy

5.3 / 5.2 / 5.1

A  pr

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a
Kite
Trapezium

A  2h(a  b)

A  2xy

Examples
1

Find the area of this square correct to 1 decimal place.


For a square:

As
2
 7.2
 51.84
7.2 cm

The area of the square is 51.8 cm .


2

16.8 cm

What is the area of this trapezium to the


nearest square centimetre?
A

For a trapezium:

1
h(a  b)
2
1
  4.5 
2


 60.975

4.5 cm
10.3 cm

(16.8  10.3)
2

The area of the trapezium is approximately 61 cm .


3

Find the area of this circle to the nearest square metre.


For a circle:

A  r
2
  6.2
 120.76

6.2 m

The area of the circle is 121 m .


4

What is the area of this shape (to the


nearest square millimetre)?
Find and then add the areas of
ABD and CBD.
1

2

BD  18.4 mm
AF  12.5 mm
CE  9.2 mm

E
D

Area of ABD  12bh




C
F

Area of CBD  12bh

 18.4  12.5

 115.0

1

2

 18.4  9.2

 84.64

Total area  115.0  84.64


 199.64
2

The area of the shape is 200 mm .

C H A P T E R

P E R I M E T E R

A N D

A R E A

133

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Find the area of this triangle.


First find the perpendicular height of the
triangle using Pythagoras theorem:
2

h  26  10
 576

26 cm

26

 h  24
10 cm

10

Now: A  12bh
 12  10  24
 120

The area of the triangle is 120 cm .

E x e r c i s e 4C
1

AREA

Find the area of each shape:


a

6.7 m

94 mm
AC  19.7 cm
BD  34.6 cm

12.4 m

136 mm

f
36.5 cm

14.7 m
2.4 m

21.3 cm
88.4 cm

22.4 cm

Give your answers


correct to no more
than 1 decimal place.

14.3 cm

Make sure all the


measurements are
in the same units.

Find the area of each shape:


a

1.3 m

9.3 cm
178 cm

78 cm

1m

134

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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53 cm

f
0.6 m

2.6 m

32 cm
1.4 m
1.1 m

148 cm

h
110 cm

0.4 m

50 cm

Here, change metres to


centimetres before you multiply.

0.8 m

Use Pythagoras theorem to find the missing length (marked x), then find the area of
each shape:
a

8.4 cm

c
24.6 cm

45 cm

x
x

15.2 cm

10.2 cm

36 cm
12.2 cm

e
x

11.4 cm

7.1 cm

9.6 cm

14.2 cm

7.3 cm

10.3 m

What further information is needed to find the area of this shape?

A regular hexagon consists of


6 equilateral triangles.
a If the side length of the
hexagon is 8 cm, what is
the length marked x?
b Calculate the area of
the hexagon.

22.7 m
x

C H A P T E R

P E R I M E T E R

A N D

A R E A

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Find the area of each quadrilateral, correct to 2 decimal places where necessary:
a

b
1.2 m

2.4 m
7.8 m

7.8 m
Q
9.6 m

0.5 m

T
R

0.6 m
S
B

d
A

PR  12.4 cm
UQ  3.7 cm
TS  13.6 cm

AC  5.3 m
DE  3.2 m
BF  2.8 m

E
F

a What is the area of a square of side 1 m?


b What is the area of a square of side 100 cm?
c Use this information to complete the

1 m  100 cm

1 m2  . . . cm2

statement in the square.

Explain how you can use this square to


2
2
show that 1 cm  100 mm .

How many square metres are there in a


square kilometre?

1 cm  10 mm
Squaring both sides:
2
2
(1 cm)  (10 mm)
2
2
so 1 cm  100 mm

1 km  1000 m

1 km

10

136

Which of the units in the box would you use for each area?
a the front face of a calculator
b a postage stamp
c Tasmania
d your backyard
e this page
f a farm
g the school playground
h a thumbnail

C O N N E C T I O N S

M A T H S

S T A G E

1 m  100 cm

5.3 / 5.2 / 5.1

1 km  1000 m

square millimetres
square centimetres
square metres
square kilometres

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The square metre is too small for measuring some


land areas, but the square kilometre can be too large.
So we use hectares (ha) for some areas.
a How many square metres are there in 1 ha?
b A rectangle is 900 m by 600 m. How many hectares is this?
c A farm measures 3740 m  948 m and is rectangular.
Find its area:
i in square metres
ii in hectares
iii in square kilometres
d A road is about 10 m wide. What stretch of road, in
10 m
kilometres, is needed for the bitumen to cover an
area of 1 ha?
2
2
e Complete: 1 km  . . . m  . . . ha

100 m

1 ha

100 m

12

Find the area of each circle, leaving your answers in multiples of :


a radius 10 cm
b radius 15 cm
c diameter 8 cm
d diameter 4 m

13

A circle has radius 5 cm. If its radius doubles, by how many times
does its area increase?

14

The acre is a unit of area measurement that originated over


1200 years ago with Saxon farmers in England. Originally it
was the area a yoke of oxen could plough in a day. 1 acre is
equal to 0.4047 ha.
a How many square metres are there in an acre?
b How many acres are there in a hectare?
c Assuming the width of the furrow the oxen could plough was 3 m, what distance did
the oxen travel in a day?

15

16

What is the radius of a circle that has the same area as a square of side 10 cm?
The area of an ellipse is given by A  ab
where a and b are the semimajor and
semiminor axes.

5 is written
in terms of .

Calculate each area correct to


1 decimal place:

b
4 cm

12.2 m
3.6 m
6 cm

C H A P T E R

P E R I M E T E R

A N D

A R E A

137

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W O R K I N G M AT H E M AT I C A L LY

Area formulas for trapeziums, rhombuses and kites


You have used formulas to find the areas of trapeziums, rhombuses and kites. Here you will
see how these formulas are developed.

Trapeziums
A trapezium is a quadrilateral that has at least 1 pair of parallel sides.
A trapezium can be divided into a
rectangle and 2 triangles. Let the
triangles have base lengths p and q.

height, h

Copy the diagrams and use them to


complete:

A1

A3

base, b

Area of trapezium  A1  A2  A3
.........
1
 2h(p  q  2a)

h
A2

(Why?)

Now p  q  a  b, the base length.

(Why?)

So the total area, A, is given by:


1

A  2h(a  b)

(Why?)

So for any trapezium:


1

A  2  . . .  (. . . of the parallel sides)

Rhombuses
A rhombus is a parallelogram that has equal sides and its diagonals bisecting at right angles.
A rhombus can be divided into 2 triangles.

Let the diagonals of the rhombus have lengths x and y.


Copy the diagrams and use them to complete:
The area of each triangle is . . .
So the area of the rhombus, A, is given by:
A......

For any rhombus:
1

A  2  (. . . of the diagonal lengths)

138

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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Kites
A kite is a quadrilateral that has 2 pairs of equal
adjacent sides.

You can find the area of a kite in the same way as


for a rhombus. Here, however, you will explore
another method.

Let the diagonals of the kite have lengths x and y.


p For the diagram shown, is the vertical diagonal an axis of symmetry?
p What does this tell you about the triangles on either side of the vertical line?
p If we rotate each triangle on the left of the vertical diagonal about the vertices of the kite as
shown, is the resulting shape a rectangle?
Copy the diagrams and use them to complete:
Area of rectangle  base  height
......
p Is the area of the rectangle the same as the area of the kite?
The area of the kite, A, is given by:
1

A  2  (. . . of the diagonal lengths)

The area of a sector


2

The area of a circle is found using the formula A  r , but sometimes you
need to find the area of a sector of a circle. The area of a sector is given by:

2
A    r
360

A
r

 

You are finding the fraction  of the circle that is subtended by the sector.
360

Examples
1

Since a quadrant is a
quarter of a circle, you could
1
90

write 4 instead of 
360 .

Calculate the area of the quadrant,


leaving your answer in exact form.

2
A    r
360
90
2


360   10
 25

10 cm

The exact area of the quadrant is 25 cm .

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Calculate the area of the sector, giving your


answer correct to 3 significant figures.

2
A    r
360


135

360

  3.2

135

 12.0637 . . .

3.2 m
2

The area correct to 3 significant figures is 12.1 m .


3

Find the radius of this sector, given that its


2
area is 85 cm . Give your answer correct to
2 decimal places.

2
A    r
360
72

360

85 

r

72

85  360
2
r  
72 
r



Be careful to keep terms


in the denominator
together when using
your calculator.

85  360

72 

r  11.631 066 . . .
The radius of the sector is 11.63 cm.

E x e r c i s e 4D
1

THE AREA OF A SECTOR

These 8 circles have the same radius. List the sectors in ascending order of area.
a

120

270

45

60

140

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Calculate the area of each sector correct to 2 significant figures:


a

14 cm

d
12.5 cm
8 cm

10 cm

225

150

h
110 mm
60
3 cm

120
80 mm

25 m

Calculate the area of each sector, leaving your answers in terms of :


a

8 cm

6 mm
225
240
60

4m

45 cm

Which has the greater area, the semicircle or the quadrant? How many times greater is
this area?

10 cm
10 cm

a Use the centimetre grid to estimate the area of this semicircle.

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b Use a formula to calculate the area correct to the nearest square centimetre.
c How close is your estimate to the calculated area?
6

a Calculate the area of the largest semicircle correct to

2 decimal places.
b Calculate the areas of the 2 smaller circles correct to

2 decimal places.
Use these answers to calculate the area of the arbelos
(shaded area).
 12  8
d Show that the area of the arbelos equals 
4
2
Calculate the radius of a semicircle whose area is 8 cm .
c

12 cm

8 cm

Calculate the radius, correct to 1 decimal place, for each sector:


a

120

45

225

A  45 cm2

A  30 mm2

A  6.8 m2

a Calculate the diameter of this semicircle correct to

10

A triangle drawn inside a semicircle as shown is always a


right-angled triangle.

A  22 cm2

2 decimal places, given that its area is 4 cm .


b Calculate the perimeter of this figure correct to 2 decimal places.

8 cm 6 cm

Find the length of the diameter of the semicircle, and then its area
(correct to 1 decimal place).
11

How many times larger than the small circle is


the big circle?

12

Calculate each shaded area correct to 1 decimal place:


a

12 cm

b
20 cm

20 cm

12 cm
20 cm

13

20 cm

The minute hand of a clock is 9 cm long.


What area (to the nearest square
centimetre) does the minute hand sweep
out between these times?

11 12 1
10
9

4
7

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11 12 1

The hour hand of a clock is 3.6 cm long. Through what area (correct
to 1 decimal place) does it move when the minute hand makes a
complete revolution?

15

Calculate correct to 1 decimal place the radius of a quadrant whose


area is equal to that of:
a a square of side 16 cm
b a rhombus with diagonals 20 cm and 12 cm

16

Write true (T) or false (F) for this sector:


a If the radius doubles, the area doubles.
b If the sector angle doubles, the area doubles.

10

4
7

45
3m

Areas of composite shapes


It is not practical to use a single formula to calculate the area of a composite figure. Break up the
composite figure into simple shapes, then add or subtract the areas of those shapes.

Examples
1

CD-ROM

Find the area of this shape:


10 m

16 m
9m
35 m

There are a number of ways in which we can find the area.


Method 1: Divide the area horizontally to make 2 rectangles.
The first rectangle is 10 m long and (16  9)  7 m wide.
A1  10  7  70
The second rectangle is 35 m long and 9 m wide.
A2  35  9  315

10 m
A1

7m

16 m

Total area  A1  A2
 70  315
 385

9m

A2
35 m
10 m

Method 2: Divide the area vertically.


The first rectangle is 10 m wide and 16 m long.
A1  10  16  160

25 m
16 m

A1
A2

9m

35 m

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The second rectangle is (35  10)  25 m long and 9 m wide.


A2  25  9  225

CD-ROM

Total area  A1  A2
 160  225
 385
Method 3: Treat the area as one large rectangle,
then remove the smaller rectangle in the top
right-hand corner.

Remove

10 m

25 m

16 m

Area of large rectangle  35  16


 560

9m
35 m

Area of small rectangle  25  7


 175

Total area  area of large rectangle area of small rectangle


 560  175
 385
2

In each case, the area is 385 m .


Do you prefer a particular method? How else could you have found the area
of this shape? (Hint: Think of trapeziums.)
2

What is the area of this shape (correct to 2 decimal places)?


A1 

1

2
1

2

 r

 3
 14.14

A1

A2

A2  6  8
 48

8m

8m
6m

Total area  A1  A2
 14.14  48
 62.14

6m

The area is 62.14 m (correct to 2 decimal places).


3

Find the area of this shape.


Area of large rectangle  80  60
 4800
Area of small rectangle  40  30
 1200
Shaded area  4800  1200
 3600
2

The area is 3600 cm .

144

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30 cm
40 cm
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E x e r c i s e 4E

AREAS OF COMPOSITE SHAPES

In this exercise, give your answers correct to 1 decimal place where necessary.
1

Find the area of each shape. All measurements are in centimetres, and all angles
are right angles.
27

25

CD-ROM

10

27
39
35
43

24

10

21

Find each shaded area:


a

7m
28 m

30 m

10 m

20 m

20 cm

45 m

10 m
15 m

e
10 cm

25 cm

10 cm
36 m

48 m
40 cm

15 cm

9m

59.332 m

20 cm

14 cm

22.3 m

12 m

6.2 m
14.6 m

14.6 m

30 m

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l 2m

23 cm

5 cm

4m

4 cm

The ring
is called
an
annulus.

5 cm

Find each shaded area:


a

14.6 cm

c
Use
Pythagoras
theorem to find
one side of
the square.

9 cm

4.5 cm

8 cm

12 cm

4.8 cm

2.3 m

425 cm

O is the
centre of
the circle
with arc
PQ.

4.1 m

300 cm
1.9 m
100 cm

9.4 cm

3.7 m

200 cm

h
18 cm

110
70

OP  OR  PQ  2.8 cm

18 cm

146

Show that the shaded region has the same area as the
2 small semicircles.

A rhombus has diagonals 18 cm and 24 cm.


a What is its area?
b What is its perimeter?

The radiation hazard symbol is based on 3 concentric


circles of radii 5 cm, 6 cm and 20 cm. The sector angles
are 60. Calculate the red area to 2 significant figures.

C O N N E C T I O N S

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Practical areas
In practical questions, always draw diagrams and mark on them any relevant information.

Examples
1

A turf cricket wicket is inside a grassed area


surrounded by an athletics track as shown.

100 m

The grassed surface excluding the wicket is


2
to be fertilised. Given that it costs $7.35/m
to fertilise the grass, find the total cost (to
the nearest dollar) of fertilising the grass.

10 m

85 m

30 m

The grassed area consists of 2 semicircles (1 complete circle) of radius 42.5 m


and a rectangle 85 m  100 m, less the cricket wicket.
area of
area of
area of
Grassed area  2 semicircles  grassed rectangle  cricket wicket
2
  (42.5) 
85  100

30  10

 

 

 13 874.501 73
2

The area is 13 875 m (to the nearest square metre).


The cost is 13 875  $7.35  $101 981 (correct to the nearest dollar).
Surrounding a 17 m by 14.6 m rectangular garden is a 2.4 m wide path.
Pavers measure 20 cm by 20 cm, and cost $3.75 each.
a How many pavers are needed for the path?
b What is the minimum cost for the pavers?
a Area of path  21.8  19.4  17  14.6
2

The area to be paved is 174.72 m .

2.4 m

14.6 m

Area of each paver  0.20  0.20


 0.04

CD-ROM

2.4 m

 174.72

2.4 m

19.4 m

17 m
2.4 m
21.8 m

Each paver will cover 0.04 m .


174.72
Number of pavers needed  
0.04
 4368
4368 pavers are needed for the path.
b Cost  4368  $3.75  $16 380

The minimum cost for the pavers is $16 380. This is the minimum cost
because there will be breakages, and some pavers will need to be cut to
fit into the required area. So there could be quite a few offcuts.

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E x e r c i s e 4F
1

A rectangular patio measures 7.2 m by 3.8 m. Find the cost of tiling the patio, given that
2
2
tiles cost $22.4/m and labour costs are $42/m .

The glass in a window at a shopping plaza costs $34.95/m .


The cost of the glaziers labour is $175 per window.
Each window is the arch shape shown in the diagram.
a What is the cost of placing each window pane in the plaza?
b If the builder has budgeted $50 000 for windows, how many
can be placed in the plaza?

6.8 m

A bathroom of the size shown is to be


covered with 20 cm  20 cm tiles.
245 cm
Assume that offcuts from the tiles
2.4 m
cannot be used elsewhere.
a How many tiles are needed to fit
375 cm
across the length of the bathroom?
b How many tiles are needed for the width of the bathroom?
c How many tiles are needed altogether?
2
2
d Given that tiles cost $21.40/m , and the tiler charges $27/m (of floor space),
what is the cost of tiling the bathroom floor?

Fertiliser for the sports field shown in the diagram


comes in small pallets and is to be spread at the rate
2
of 0.25 kg/m .
a What is the area of the field?
b How much fertiliser is needed?
c Fertiliser costs $48 for each 20 kg bag.
i How many bags are needed?
ii What is the cost of fertiliser for the field?

148

PRACTICAL AREAS

Two circular garden beds are surrounded by a


rectangular concrete border as shown in the
diagram. The minimum distance from each garden
bed to the border, and from one garden bed to the
other, is 0.5 m.
a What area is concreted?
2
b Laying the concrete costs $72/m . Find the cost of
the concrete border.

120 m
24 m

68 m

4.5 m

Paint comes in 4 L cans costing $37.50 each. The label recommends coverage
2
of 16 m /L. A room 5.2 m long, 4.5 m wide and 3.1 m high is to be painted.
2
a What is the area of the walls, given that windows and doors cover 12.6 m ?
b How much paint must be bought to give the walls 2 coats?
c What is the cost of the paint?

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Carpet is bought by the metre, and each metre length of


carpet is about 3.6 m wide. The carpet layer can run the
carpet either along or across the room.
a What length of carpet would be needed if it is to
be run across the room?
9.8 m
b What length of carpet is needed if it is to be run along the room?
c Which laying method produces less wastage?
d Find the minimum cost, given that the carpet is $120 per metre length.

A row of bricks is often called a course of bricks. Between


each course there is about 10 mm of mortar. A wall 23 m
long and 80 courses high is to be built.
22.5 cm
a About how many bricks are required?
7.5 cm
b What is the area of the wall?
11.0 cm
c Approximately how many bricks are there
in a square metre of wall area?
d Given that each brick costs $1.20, what is the cost of the bricks in the wall?

The A series of paper has a number of sizes, for example A3, A4 and A5.
The formulas for finding the width and height of an An sheet (in metres) are:
1
4

 

Width  2

5.2 m

n

2

1n
 
2

Height  2 4

 

3


13
 

For example, an A3 sheet of paper is 2 4 2  0.2973 m wide and 24 2  0.4204 m high.


This is usually written to the nearest millimetre as 297 mm  420 mm.
a What are the dimensions, in millimetres, of an A4 sheet of paper?
2
b What fraction of 1 m does one A4 sheet cover?
c Measure the width and height of an A4 sheet of paper. How closely did your
calculated values correspond to those measured?
2
d Paper mass is given in grams per square metre (g/m or gsm). For example,
80 gsm paper has a mass of 80 grams per square metre. A ream of A4 paper
contains 500 sheets. What is the mass of a ream of 80 gsm A4 paper?
height
e Show that for the A series of paper sheets,   
2.
width
f Find a formula for the area covered by
one sheet of An paper.
g What paper sheet size has an area of:
2
i
1m ?
2
1
ii 2 m ?

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Brahmaguptas formula
Brahmagupta (598c. 665 AD) was an Indian mathematician and astronomer. He
discovered a formula for the area of a cyclic quadrilateral.
A cyclic quadrilateral is a 4-sided plane figure that can be drawn inside
a circle so that each of its 4 vertices lies on the circle.

b
c

The area of the quadrilateral is given by:


A  
(s  a
)(s  
b)(s 
c)(s 
d)

a
d

where s is the semiperimeter (half perimeter):


abcd
s  
2
For example, for the quadrilateral shown:
4.7  6.5  6.1  5.5
s    11.4 cm
2

4.7 cm
6.5 cm
5.5 cm
6.1 cm

Now using Brahmaguptas formula:


A  (11.4

 4.7)(11.4

 6.5)(11.4

 6.1)(11.4

 5.5)
 
6.7  
4.9  
5.3  5.9

 1026.5
94

 32.040 507 17
2

The area is 32.0 cm (correct to 1 decimal place).


1

You will use Brahmaguptas formula and a spreadsheet to solve this problem: Given a
circle, what is the largest cyclic quadrilateral that can be drawn within its borders?
a On several sheets of paper draw a number of circles with diameter about 8 cm.
Draw at least 10 circles. All the circles must have the same diameter. (Tracing the
base of a coffee mug gives you about the right size for the circle.)
b Draw a cyclic quadrilateral inside each circle. Make some of these rectangles,
some squares, some parallelograms and some trapeziums.
c Write the side lengths in centimetres (correct to 1 decimal place) on each diagram.
d Open a new spreadsheet. Label the headings in row 1 as shown.

e Enter the side lengths for each quadrilateral in columns A through to D.


f Click into cell E2 and type (A2B2C2D2)/2, then press Enter.
g Highlight the cells from E2 down to your last row of entries and click

Edit Fill Down.

150

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h Click into cell F2 and type SQRT((E2-A2)*(E2-B2)*(E2-C2)*(E2-D2)).

Press Enter to leave this cell.


Highlight the cells from F2 down to your last row of entries and click
Edit Fill Down.
j Is there any particular shape of quadrilateral that gives the largest area?
k Repeat the exercise using a circle with a different diameter.
l Is your answer to question j still the same?
i

Extension
This activity will allow you to compare the area of a kite found using Brahmaguptas
formula with the area found using the standard formula.
A
A kite is a quadrilateral that has 2 pairs of adjacent sides equal
(AB  AD and CB  CD). Its area is equal to half the product of
the diagonals. That is:

A  12  AC  BD
a Draw any circle. Draw a vertical diameter (AC ) and any

b
c
d
e
f
g

C
horizontal chord (BD) not necessarily passing through
the centre.
Join the points A, B, C and D to form a kite.
Measure the side lengths (AB, BC, CD and DA) in centimetres correct to
1 decimal place. You will use these values in Brahmaguptas formula.
Measure the diagonals (AC and BD) in centimetres correct to 1 decimal place.
You will use these values in the above formula for the area of a kite.
Create a spreadsheet to calculate the area of the kite using both methods.
Comment on how close the answers are. They should be identical. If they are not,
explain why.
Repeat steps a to f for at least 4 different kites.

Using a graphics calculator: Inside shapes


This circles diameter is 10 m. The larger square is inscribed
(drawn inside the circle) with its vertices touching the sides of
the circle. The midpoints of these sides form the vertices of a
smaller square.
1

Use a graphics calculator to show that:


2
a the area of the small square is 25 m
b the large square has double the area of the small square
c the circle is more than triple the area of the small square

Are these relationships still true if the circle has a diameter of:
a 2 m?
b 8 m?
c 20 m?
Explain why.

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P R O B L E M S O LV I N G 4

152

Find the length (to the nearest metre) of a square field, given that its area is 6.75 ha.

The radius of a huge clockface on a building is 1.5 m.


a Find the circumference of this clock.
b How far apart are the numbers on the clockface? (Use  3.14.)

Calculate the area of this composite figure.

A horse is tied to a post by a rope that is 8 m long. What is the total area that the
horse can graze?

A rectangular yard contains a pool that is


completely surrounded by paving.
a Find the area of the swimming pool correct to
the nearest square metre.
b Find the paved area correct to 1 decimal place.
c Find the ratio of the pools area to the area of the
entire rectangular yard.

A paddock is 700 m long and 500 m wide. What is the mass in tonnes of fertiliser
required to treat this paddock, given that 250 kg is needed for each hectare?

3 cm

4.5 m

12.5 m

10.5 m
20 m

The bullseye of a dartboard is 16 cm in diameter and is surrounded by an orange band


that is 5 cm wide. A blue band that is 4 cm wide surrounds the orange band. What
percentage of the blue bands area is the orange bands area?

A bicycle has wheels of 60 cm diameter.


How many revolutions does each wheel
make to travel 1 km?

This trapezium is made up of 5 equilateral


triangles. Find the perimeter of one of the
equilateral triangles, given that the area of
2
the trapezium is 5 cm .

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

literaacy skillsil

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literacy
acy skillsil

Literacy
L
Li
racy
skills
kills
c
Literac y

SKILLS 4

perimeter area circumference Pythagoras sector


theta semicircle quadrant hectare trapezium
parallelogram rhombus
kite
annulus
1

A  lb is the formula for the area of a rectangle. You can interpret this as The area of a
rectangle is the product of its length and breadth.
Interpret the area of a trapezium, A  12h(a  b) in a similar way, using the words sum
and product.

Generally, mathematicians
are more interested in the
differences between shapes
rather than their similarities.
The modelled sentence
shows you the important
features of this type of
comparison.

The first half of your comparison should be positive.

The adjacent sides of a square are equal but


the adjacent sides of a rectangle are not.
You are comparing
this feature.

Join the two


halves of your
sentence with
a linking term.

The second half should be negative.

Following this model, compare the diagonals of a rhombus with the diagonals of a
parallelogram. Then write as many sentences as you can that use this method to
compare any pairs of shapes.
3

To help you find a composite area, you can write word equations.
or

12 cm

Shaded area  area of big circle  area of little circle


Shaded area  big circle  little circle

(You may omit the words area of because it is repetitious.


It is understood that the statement is about area.)
After this, write the correct formula under each part, substitute,
then calculate the answer.
Choose five composite shapes from this chapter and write word
12 cm
equations to describe how to find their areas. Then write the correct
formula under each part, substitute correctly, and use a calculator to find the answers.
4

a What is an annulus?
b Without drawing a diagram, write a short

description of an annulus so that anyone


reading it would be able to draw an annulus.
5

Circumference has a Latin derivation: circum.


a What does it mean?
b Write four other words that have this same
derivation, and their meanings.

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Chapter review 4
1

How many centimetres are in a kilometre?


2

Given that 1 cm  10 mm, what is 1 cm in square millimetres?


1

A furlong, often used in horse racing, is equal to 8 mile (1 mile = 1.609 km).
What is a furlong in metres, to the nearest whole metre?
What is the perimeter of this triangle
to the nearest centimetre?

20 cm

10 cm

Find the perimeter of each shape (correct to 1 decimal place if necessary):


a

b
5 cm

37 m

42 m

Find the perimeter of this shape correct to


1 decimal place.

15 m

54 m

20 m
72 m

Find the area of the shape in question 6 correct to 1 decimal place.


What is the cost of tiling the area
2
shown at $37/m ?

15.2 m
10 m
21.6 m

Find each area correct to 1 decimal place:


a

14 cm
AC  15.2 cm
BD  27.9 cm

145
D

10

ADC is the arc of a circle. Find the perimeter of the


field ABCD correct to 1 decimal place.

C
A
D

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11

The field in question 10 is to be fenced using material costing $74/m. Find the total
cost of the material to the nearest $100.

12

Find the perimeter of each shape (correct to 1 decimal place if necessary):


a

6 cm

5.7 cm
3.1 cm
8 cm
4.2 cm

8.4 cm

2.1 cm

4 cm

f
9.4 cm

10 cm

12 cm

13

The diameter of the equator of Mars is 6787 km. What is the distance around its
equator? (Answer to the nearest hundred kilometres.)

14

Find the area of each shape correct to 2 decimal places:


A

3.9
D

3.2 cm

2.4 m

e
4.2 m

f
10 cm

9.4 cm

60

15

0.8 m

4.5 cm

AC  8.5 cm
BD  12.7 cm

1.2 m

c
cm

12 cm

Find the area of this block of land


to the nearest hectare.

3.4 km

2.5 km
1.9 km

1 km

16

A rhombus has diagonal lengths 7.3 m and 12.6 m. Calculate the perimeter of the
rhombus correct to 1 decimal place.

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m
58

17

12/8/04

a Find the area of the sports field on the right.


2
b Grass seed needs to be sown at the rate of 0.4 kg/m .

How many tonnes of grass seed are needed?


If seed can be purchased for $345 for each half tonne, what
is the cost of seeding this field? (Assume seed can only be
bought in half-tonne lots.)

18

The bullseye shown consists of 5 concentric rings of radii 1 cm,


2 cm, 3 cm, 4 cm and 5 cm.
a Calculate the area of the 3 innermost rings.
b Calculate the area of the outermost ring.
c Which area is greater?

19

Show that the areas of the


circle and the quadrant
are the same.

69

m
73

m
41

10 cm
20 cm

20

21

Is the area of this sector greater than, less than or equal to the
area of a circle of radius 10 cm?

45
30 cm

A square is drawn between 2 circles. Its side length is 6 cm.


a What are the radius and exact area of the small circle?
b Use Pythagoras theorem to calculate the length OP.
Give your answer in square-root form.
c Calculate the exact area of the large circle.
d Show that the area of the large circle is twice that of
the smaller circle.

22

This rectangle is cut along the lines shown and reformed


into a square. What is the perimeter of the square?

23

Calculate each shaded area correct to 1 decimal place:


a

16 cm
4 cm
9 cm
5 cm

16 cm

3 cm

12 cm
10 cm

20 cm

10 cm

24

The diagram shows an area of land.


a Use Pythagoras theorem to calculate length PQ to the nearest metre.
b Calculate the perimeter of the land.
c Fencing costs $34.50/m. Calculate the cost of fencing
this land (to the nearest $50).
d Determine the area of this piece of land to the
230 m
nearest square metre.
Q
e Given that turf costs $84 600 per hectare, calculate
100 m
70
m
the approximate cost of returfing this area.
P

156

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

80 m

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Page 157

Surds
Syllabus outcomes
NS5.3.1 Performs operations with surds and indices
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.3 Uses and interprets formal definitions and generalisations when explaining
solutions and/or conjectures
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


ndefine real numbers
ndefine a rational number
ndistinguish between rational and irrational numbers
nuse a pair of compasses and a ruler to construct simple rationals and surds on the
number line

ndemonstrate that x is undefined for x  0, that x  0 for x  0, and that x is the
positive square root of x when x  0

nuse the following results (when x and y  0):


2

)  x 
(x

2

x

xy
  x
  y

 
x

y


x


y

nuse the four operations (addition, subtraction, multiplication and division) to simplify
expressions involving surds

nexpand expressions involving surds, such as (3  5 )


a 
b

c
d

and (2  3
 )(2  3
)
ab
  cd



and 
nrationalise the denominators of surds of the form
ef  g
h
nuse the index laws to demonstrate the reasonableness of the definitions for fractional

indices as:

1


x
x n  

and

m


xn 

m
x

ntranslate expressions in surd form to expressions in index form and vice2 versa

nevaluate numerical expressions involving fractional indices, such as 27 3

CM9 05 5.3_5.2 Final

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Page 158

Rational and irrational numbers


The real number system consists of rational and irrational numbers.
a
A rational number is one that can be expressed in the form  , where a and b are integers and
b
b  0. Therefore all integers and fractions are rational numbers.
All decimals that either terminate or recur are also rational numbers because they can be
a

written in the form  , for example 0.25  14 and 0.3  13.
b
Conversely, every rational number can be expressed as either a terminating decimal or a


5
1
3
2
recurring decimal, for example 2  0.5, 4  0.75, 3  0.6 and 11  0.4 5 .
However, there are numbers that when expressed as decimals neither terminate nor recur.
These numbers are called irrational numbers. Every irrational number can be expressed
as a non-repeating decimal that keeps going indefinitely. The digits do not repeat in any
regular pattern.

Surds
One group of irrational numbers are square roots that cannot be written accurately as
decimals. These numbers are called surds.
Consider this right-angled triangle. The length of the hypotenuse is calculated by using
Pythagoras theorem.
2

x 1 2
2
x 14
2
x 5
x  5


5

The hypotenuse is exactly 5


 units long. When we express this length in decimal form, we can
obtain only an approximate value. For example, 5
 correct to:
Irrational numbers such
p 2 decimal places is 2.24
as 2, 3, 5 and
p 3 decimal places is 2.236
7 are called surds.
4
decimal
places
is
2.2361
p
It does not matter how many places we givethe value
will always be an approximation.
Although irrational numbers cannot have
exact decimal values, we can plot their
positions on the number line. This
construction shows how to draw lines of
length 2
, 3
, 4
, 5
 units.

It uses Pythagoras theorem in repeated


constructions of right-angled triangles.
0

158

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

2
3
Number line

4

5

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Page 159

Examples
1

Arrange each group of numbers in descending order (from largest to smallest):


a 7
, 5, 6

b 6, 20
, 51
, 5.7
In descending order, these are:
a 5, 7
, 6


5  25
, so it is
the largest number.

20
 is smaller
than 5.7.

b 51
, 6, 5.7, 20


Between which two consecutive integers does 7


 lie?
2

2  4 and 3  9
7 is between 4 and 9.
 7
 lies between 2 and 3.

E x e r c i s e 5A
1

R AT I O N A L A N D I R R AT I O N A L N U M B E R S

Write rational (R) or irrational (I) for each number:


3
a 5
b 0.5
c 3

e 2

f
g 12

i 0.3
j 2  5

k 4
  25


d 24
h 36

l

17


Use a calculator to find an approximation correct to 2 decimal places for:


a 2

b 3

c 6

d 7

e 11

f 17

g 29

h 41


Between which two consecutive integers is each surd?


a 5

b 17

c 39

e 95

f 26

g 79


Arrange in ascending order:


a 3
, 2, 2
, 5
b 3, 8
, 17
, 6

d 51

h 205


8
, 3
, 3, 15


d 80
, 7, 60
, 9

a What is:
2

(6) ?
ii (6) ?
b Write two possible values for the square root of 36.
i

When we write x
, we mean the positive square root of x when x  0. So 9
3
and 9
  3. Find:
a 49

b 81

c 100

d 169

e
25


a Which of the following do not have real solutions?

34

ii 37.5

iii 51

iv 27

b Explain why the surds you chose do not have real square roots.
c For what values of x in x
 are there no real solutions?
i

C H A P T E R

0


S U R D S

159

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Page 160

A right-angled isosceles triangles two equal sides are each 1 unit long. One of these
equal sides lies on a number line. Use a compass and ruler to construct this triangle,
and then plot the following surds on the number line: 2
, 3
, 5
, 6
, 7
 and 10
.

10

Find the exact length of a side of a square whose area is 53 cm .

Find the exact length of the


hypotenuse of this triangle.

Exact form means


surd form.

x
3 cm

5 cm

Simplification of surds
If one of the factors of a number is a perfect square, the square root of that number can be
simplified. The numbers 1, 4, 9, 16, 25, 36 and 49 are perfect squares; their square roots are 1,
2, 3, 4, 5, 6 and 7.
When simplifying surds, the following rules are useful:

ab
  a  b



a
a
  
b
b

(a
)  a
2

Examples
1

Simplify:
a 50


b 108


a 50
  25
2


b 108
  36

3

 25
  2

 52

2

 36
  3

 63


Simplify:
5

a
49


5

5
  
a 

49

49

b
d

5

 7

Simplify:
2
a (5
)



3
243
  81


3
9
243

b (23
)

a (5
)  5

43
 12

160

C O N N E C T I O N S

M A T H S

b (23
)  2  (3
)

S T A G E

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Page 161

Write as an entire square root:


a 23


b 45


a 23
  4
  3


b 45
  16
  5


 4

3
 12


 16
5

 80


E x e r c i s e 5B
1

S I M P L I F I C AT I O N O F S U R D S

Write true (T) or false (F) for:


a 4
  9
  36

c

100
  64
  36


d 81
  49
  121


e 16
  100
  400

2

Simplify:
a 3
  2

e 8
  8

i 50
 5

Find the square of:
a 3

e 10

i 310

Simplify:
a 8

e 28

i 112

m 500

q 6
  8


b 5
  3

f
j

3
  7

5
  45


b 7

f
j

b 25
  9
  16


22

411


144
 4
  36


5
  6

g 18
 3

k 6
 2

c

9


d 6
  6

h 20
 5

l

72
 18


d 5


g 35


h 26


k 57


42


b 18


20


d 72


90

j 128

n 192

r 36
  3


g 75


h 98


k 125


Express as an entire surd:


a 27

b 35

d 38

e 510

g 46

h 212

j 37

k 55

Write in simplest form:
a 218

b
d 448

e
g 354

h
j 818

k

38

572

824

3128


o 363

s

37
  27


53

311

316

810


c
f
i
l

5125

875

732

3245


f
i

162

p 243

t 78
  32


ab
  a
  b


(a
)  a

C H A P T E R

S U R D S

161

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Page 162

Write in simplest form:


a 350

b
e 624

f
i 448

j
m 5125

n
q 320

r

58

732

390

745

4150


Simplify:
a 12

e 44

i 3150


45

168


32


d 40


g
k
o

b 24

f

d 375


472

2108

252

963

6180


Express as an entire surd:


a 22

b 23

e 43

f 214

i 63

j 72


h 527

l

3300


p 456

t

7288


g 96


h 104


k 5240


25

g 212

k 93


d 35


135


h 57

l

85


Addition and subtraction of surds


Consider these expressions:
9
  16


and

9

 16

We can write:
9
  16
34
7

9

 16  25

5

and

This shows that 9


  16
 is not equal to 9
.
 16
Similarly:
49
  4
72
5

49

 4  45

 6.7 (correct to 1 decimal place)

So 49
  4
 is not equal to 49
.
4
From these examples, we can see that if a and b are two positive numbers:

2, 32 and 52


are like surds.

  b
 is not equal to a

b
p a
and
  b
 is not equal to a

b
p a

5 and 7 are


unlike surds.

We can only add or subtract like surds.

162

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

CM9 05 5.3_5.2 Final

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Page 163

When each surd in an expression is written in simplest form, we can identify whether the
surds are like or unlike. So when adding or subtracting surds, follow these steps:
Step 1

Simplify each surd.

Step 2

Collect like surds.

a
  a
  2a


Examples
1

Simplify:
a 63
  3
  43


b 85
  32
  75
  42


a 63
  3
  43
  33

b 85
  32
  75
  42
  85
  75
  32
  42


 5
  72


Simplify:
a 12
  27
  3


b 128
  98
  50


a 12
  27
  3


 23
  33
  3

 43

b 128
  98
  50


 82
  72
  52

 102


12
  4

3
 4
  3

 23


27
  9

3
 9
  3

 33


128
  64

2
 64
  2

 82


98
  49

2
 49
  2

 72


50
  25

2
 25
  2

 52


E x e r c i s e 5C

ADDITION AND SUBTRACTION OF SURDS

Choose the like terms in each group:


a 32
, 23
, 33

b 35
, 7
, 25

c 57
, 2a
, a

d 55
, 33
, 75

e 83
, 63
, 36

f 5m
, 3n
, 6m

g 5, 52
, 33
, 32

h 37
, 73
, 53
, 77

i 5a
, a5
, 3a
, 35
 j 211
, 11m
, 6m
, 511


Simplify:
a 37
  57

c 214
  314

e 15p
  8p

g 56
  46

53
  63
  93

k 813
  213
  913

i

b 10
  510


As in algebra, only like surds


can be added or subtracted.

d 125
  75

f

62
  132


h 82
  52
  72

j
l

63
  23
  52

72
  9  82
8

C H A P T E R

S U R D S

163

CM9 05 5.3_5.2 Final

10

164

12/8/04

11:23 AM

Simplify:
a 8
  32

e 27
  48

i 18
  32

Simplify:
a 8
  32

e 20
  45

i 180
  80

m 663
  2112


Page 164

b 27
  53

j

12
  75

63
  28


b
f
j
n

18
  50

96
  24

650
  332

2108
  712


Simplify:
a 27
  18
  23

c 3
  375
  548

e 83
  227
  45

g 250
  318
  53

i 26
  54
  96

k 80
  345
  220

m 263
  328
  112

3
o 
m  m
  9m

Simplify:
a 52
  8
  18

d 350
  218
  2

g 23
  48
  27

j 50
  82
  72

Simplify:
a 32
  56
  24

d 854
  324

g 36
  96
  524

j 48
  312
  53


c 96
  54

g 75
  27

k 548
  375


d 25
  125

h 98
  32

l 845
  320


515
  60
  48


112
  63


532
  350
  718

l 128
  5200
  375

3
2
n 
a  2a
  3a

4
3
p 
x  
x  16x

j

b 12
  32
  8


e 20
  35
  8


h 54
  24
  36


k 12
  73
  108


b 12
  32
  32


e 348
  212
  3


h 532
  918
  32


k 4125
  380


63
  27
  48

28
  37
  63

98
  8
  18

125
  80
  75

72
  162
  72

58
  32
  18

75
  48
  73

128
  18
  72


b 16
  36
  4  36

d 16
  36
  16
6
 3
f

36
  16
  36
6
 1

b 64
1
 8  64
  81

d 169


144  169
  144


what is the value of x?


3

M A T H S

h 150
  600


b Given that y  23


, find the value of y  5y.

C O N N E C T I O N S

h 72
  32


Write the surds in


simplest form before
adding or subtracting.

d 46
  96
  54


Use your calculator to prove that:


a 25
  49
  25
9
 4
c 121
  100
  121


100
a If x3
  512


d 18
  50


b 27
  28
  63


Write true (T) or false (F) for:


a 16
  36
 46
c 16
  36
  16
6
e 36
  16
64

1
48
4 ,

45
  65

g 45
  80

k 24
  6

c

S T A G E

5.3 / 5.2 / 5.1

CM9 05 5.3_5.2 Final

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Page 165

Multiplication and division of surds


When multiplying and dividing surds, use these rules:

a
  b
  ab


(a
)  a

a

 
b


b
a

Examples
1

Simplify:
a 7
  3

c 27
  72


b 3
  8


a 7
  3
  7

3

b 3
  8
  3

8

d 53
  83


 21


 24

 4

6
 4
  6

 26


27
  72
  2  7  7

2
 1414


Simplify:
a 48
 3


d 53
  83
  5  8  3
  3

2

 40(3
)
 40  3
 120
b 75
 15



48
a 48
 3
  

3
48
 
3
 16

4

Remember:
2
(a
)  a


75

15
75
 
15
 5


b 75
 15
  



Remember:
a
  b
 a

b
 ab


Remember:

a
a
  
b

b





Expand and simplify 3


(2
  5
).
3
(2
  5
)  3
  2
  3
  5

 6
  15


E x e r c i s e 5D
1

M U LT I P L I C AT I O N A N D D I V I S I O N O F S U R D S

Simplify:
a 5
  2


b 3
  4


e 2
  3


42
  38


9
  16

2

(53
)

5
  5


d 2
  6


g 3
  12


h 23
  32


k 35
  52


63
  27


C H A P T E R

S U R D S

165

CM9 05 5.3_5.2 Final

11:23 AM

a 52
 2


b 83
 8

e 8
 2

12
 3


g 15
 5


h 7010
 710


48
 3


k 75
 3


80
 8

3
  15


g 3
  6


h 5
  8


3
  27


7
  4


k 5
  5


n 8
  8


o 28
  3


p 32
  8


a 23
  58


b 32
  56


e 35
  215


43
  26


g 52
  614


h 36
  28


37
  14


k 62
  38


d 2


16
  3


Simplify:

92
  52


45
  35


d 62
  310


218
  55


Simplify:
a 24
 6


b 18
 2


48
 4

d 32
 8


e 15
 3


g 20
 5


h 28
 7



a
 
b


72
 2


36
 6

40
 10


k 52
 2

54
 6


b
a

Simplify:
a 811
 11


b 253
 53


e 50
 5

f
j

24
 3


507
 7


d 188
 28


27
 9


g 1018
 52


h 285
 75


54
 2


k 96
 2


2521
 57


Simplify:
56
  33

a 23
  52


b 23
  45


e 22
  32


45
  26


g 310
  10


h 43
  63


22
  22


412
  32


k 82
  23


o 25
  20


p 3a
  4a


m 35
  53


n 63
  33


d 35
  27


29
  12


Simplify:
2

a 23
  32
  2

c

b 48
  33


3
  8
  27


(a
)  a

d 25
  38
2

e 53
  23
  2


g 82
  5  23


h 56
  35
  22


166

3
  11


32


98
 7

e 2
  10


d 23
 23


b 3
  7


65
 25


a 2
  5


m 12
  5


Write in simplest surd form:

i
4

Page 166

Simplify:

i
3

12/8/04

33
  (23
)

C O N N E C T I O N S

M A T H S

62
  3
  23

8x
  2x
  3x


S T A G E

5.3 / 5.2 / 5.1

CM9 05 5.3_5.2 Final

10

11

12/8/04

11:23 AM

Simplify:
a 3
  48

e 245
 85

i 712
  32


Page 167

b 32
  24

f
j

2727
 33

65
  20


52
  32

g 125
 5

k 18
  8

c

Expand and simplify (where possible):


a 2
(3
  5
)
b 2
(4
  6
)
d 3
(2
  3
)
e 2
(32
  2
)
g 22
(
3  5
)
h 35
(2
  3
)
j 27
(7
  3
)
k 32
(2
  9
)
Expand and simplify:
a 22
(5
  32
)
c 26
(26
  23
)
e 55
(3
  35
)
g x
(x
  3)
i 3y(3y  5x
)
k 2x
(3x
  2)

c
f
i
l

d 48
  12

h 243
 33

l

36
  63


3
(23
  2)
5
(25
  3
)
43
(3
  5
)
5
(9  55
)
ab
  a
  b


b 73
(3
  23
)
d 33
(2
  33
)
f

45
(35
  32)

h a
(3a
  a
)
j
l

43
(x
  23
)
ax
(ax
  x
)

Multiply each term inside the


grouping symbols by the term
outside the grouping symbols.

Binomial products
A monomial is an expression consisting of one term only, for example 3x, 4y, 3
 and 52
.
A binomial is an expression consisting of two terms, for example 5x  2, 3y  7, 32
9
and 27
  83
.
A binomial product is the product of binomial expressions. Examples of binomial products
are (a  4)(3a  2), (2
  3
)(5
  7
) and (23
  5)(43
  62
).
The distributive law states that a(b  c)  ab  ac where a, b and c are real numbers. For
example, to expand 2
(3
  5
) we write:
2
(3
  5
)  2
  3
  2
  5

 6
  10

Binomial products can be expanded by using the distributive law:

(a  b)(c  d)  a(c  d)  b(c  d)


 ac  ad  bc  bd

Note that each term in the first binomial is multiplied by each term in the second binomial.

C H A P T E R

S U R D S

167

CM9 05 5.3_5.2 Final

12/8/04

11:23 AM

Page 168

Examples
Expand and simplify (where possible):
1

(32
  2)(23
  2
)

(32
  2)(23
  2
)  32
(23
  2
)  2(23
  2
)
  6  43
  22

 66

(2  35
)  (2  35
)(2  35
)
)  35
(2  35
)
 2(2  35
 4  65
  65
  45
 49  125


(2  35
)

Expanding binomial products can be easier if you use the FOIL method:
O
F

(3
  2
)(5
  7
)  15
  21
  10
  14

I
L

F  multiply the First terms


O  multiply the Outside terms
I  multiply the Inside terms
L  multiply the Last terms

Examples
Using the FOIL method, expand and simplify:
1

(32
  3
)

(32
  3
)  (32
  3
)(32
  3
)

(5
  2
)(5
  2
)

 18  36
  36
3
 21  66

2

168

(5
  2
)(5
  2
)  5  10
  10
2
3

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

First
Outside
Inside
Last

CM9 05 5.3_5.2 Final

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Page 169

E x e r c i s e 5E
1

Expand and simplify (where posssible):


a (5
  4)(3
  3)
c (5
  3
)(7
  2
)
e (3
  1)(2
  5)
g (32
  1)(23
  3)
i (7
  1)(27
  3
)
k (23
  5
)(23
  3)
Expand and simplify (where possible):
a (5
  3
)(5
  7
)
c (35
  2)(9
  25
)
e (2  25
)(4  5
)
g (3
  22
)(5
  23
)
i (5
  23
)(3
  22
)
k (3
  56
)(5  26
)
Expand and simplify (where possible):
a (7
  23
)(5
  32
)
c (5
  6
)(3
  2
)
e (33
  52
)(35
  2
)
g (5
  32
)(5
  27
)
i (7
  3
)(5
  2
)
k (32
  27
)(5
  7
)
Expand and simplify:
2
a (3
  2)
2
c (3
  2
)
2
e (5
  2
)
2
g (211
  5)
2
i (32
  5)
2
k (73
  42
)
Expand and simplify:
2
a (35
  53
)
2
c (7
  25
)
2
e (3x
  2)
2
g (23
  2)
2
i (53
  1)
2
k (35
  2
)

BINOMIAL PRODUCTS

b (2
  3
)(5
  3
)
d (2
  5
)(3
  32
)

(7
  5)(27
  3)
h (5
  3
)(7
  2)
j (5
  2
)(25
  2
)
l (22
  
7 )(22
  1)
f

b 23
(7
  3
)
d (2  3
)(3  3
)

(6
  5
)(26
  2)
h (7
  11
)(2
  3
)
j (3
  22
)(3
  52
)
l (7
  35
)(5
  23
)
f

b (35
  32
)(25
  23
)
d (5  2
)(5  3
)
f

(37
  5)(87
  4)

h (26
  32
)(35
  22
)
j
l

(5
  26
)(2
  3
)
(3
  7
)(23
  2
)
2

b (25
  3)
2

d (7
  3)

(7
  2
)
2
h (3
  2)
2
j (23
  7)
2
l (32
  7
)
f

b (25
  10
)
2

d (a
  b
)

(2x
  3y)
2
h (32
  5)
2
j (7
  5
)
2
l (43
  32
)
f

C H A P T E R

S U R D S

169

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Page 170

Conjugate surds
In algebra the formula for the difference of two squares can be developed as follows:
(a  b)(a  b)  a(a  b)  b(a  b)
2
2
ab  
ab  b
a 
2
2
a b

(a  b)(a  b)  a  b

This formula can be applied to surds:


2

(3
  2
)(3
  2
)  (3
)  (2
)
32
1

(7  5
)(7  5
)  (7)  (5
)
 49  5
 44

Every time we multiply factors of this type, the result is a rational number.
Expressions such as (3
  2
) and (3
  2
) are called conjugate surds.
Each is the conjugate of the other.
a
  b
 is the
conjugate of a
  b
.

Examples
1

Multiply each pair of conjugate surds:


a (5
  2)(5
  2)
b
2

(32
  1) (32
  1)

a (5
  2)(5
  2)  (5
)  (2)

54
1

(a  b)(a  b)  a  b
2

b (32
  1) (32
  1)  (32
)  (1)

 18  1
 17
2

Multiply (43
  7
) by its conjugate.
2

(43
  7
)(43
  7
)  (43
)  (7
)
 48  7
 41

The product of two


conjugate surds is always a
rational number.

E x e r c i s e 5F
1

C O N J U G AT E S U R D S

Multiply each pair of conjugate surds:


a (7  2
)( 7  2
)
c

d (7
  3
)(7
  3)

(11
  1)(11
  1)

e (6
  2)(6
  2)

g (6
  5
)(6
  5
)

h (7
  23
)(7
  23
)

(11
  6
)(11
  6
)

k (8  22
)(8  22
)

170

b (5
  2
)(5
  2
)

C O N N E C T I O N S

M A T H S

S T A G E

(5  3
)(5  3
)

(45
  1)(45
  1)

(92
  53
)(92
  53
)

5.3 / 5.2 / 5.1

CM9 05 5.3_5.2 Final

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Page 171

Multiply:
a (37
  2)(37
  2)
c (87
  3
)(87
  3
)
e (11
  7
)(11
  7
)
g (8
  3
)(8
  3
)
i (52
  7
)(52
  7
)
k (73
  2
)(73
  2
)

b (12
  5)(12
  5)
d (93
  25
)(93
  25
)
f
j
l

Multiply each pair of conjugate surds:


a (23
  1)(23
  1)
b (52
  3)(52
  3)
c (7
  5
)(7
  5
)
d (13
  11
)(13
  11
)
e (43
  2)(43
  2)
f (65
  3)(65
 3)
g (55
  22
)(55
  22
)
h (22
  3
)(22
  3
)
i (27
  3)(27
  3)
j (33
  1)(33
  1)
k (56
  3)(56
  3)
l (35
  2)(35
  2)
Simplify:
a (52
  3
)(52
  3
)
c (311
  2)(311
  2)
e (65
  2
)(65
  2
)
g (56
  23
)(56
  23
)
i (93
  4)(93
  4)
k (85
  3
)(85
  3
)
Multiply each expression by its conjugate:
a 2
1
b 7
  3

e 56
2
f 7
  2

i 82
  25

j 11
  25

Multiply each expression by its conjugate:
a 311
  23

b 58
  2

e 62
1
f 57
  3

i 36
7
j 52
2

(25
  3
)(25
  3
)

h (35
  2
)(35
  2
)

(63
  5
)(63
  5
)
(113
  25
)(113
  25
)

(a  b)(a  b)  a  b

b (83
  5)(83
  5)
d (57
  3
)(57
  3
)

(37
  5
)(37
  5
)
h (72
  8
)(72
  8
)
j (713
  11
)(713
  11
)
l (37
  52
)(37
  52
)
f

22
1

d 23
7

g 5  3


h 37
  5


k 73
  3


23
5
g 82
3
k 37
5

d 35
3

45
6

h 57
2
l

72
3

C H A P T E R

S U R D S

171

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Page 172

Rationalising the monomial denominator


When a fraction has a surd in the denominator, we usually change the denominator into a
rational number to make calculations easier. This is called rationalising the denominator.
We do this by multiplying the top and the bottom by the square root in the denominator.

Examples
1

Rationalise the denominator in:


5
3
a 
b 
2

8
2
a     

7


8


7
 7

8

    
8
8
 8


56

 8
4

 14
 8
2
Multiplying by 
2
2
14
 8
is the same as
multiplying by 1.
14

 4
1
1
Rationalise each denominator in the expression    and then
3

5

express it as a single fraction.
5
2



2
5

2
2

5
2
 2

3
8
2

3
8
2
32



8(2)
3
2


16


2

2

b      c


3

5
1
1
1
1
          

3

5

3

5

3

5

3

5
 3  5
5
3
3
5
  

15
15
53
  35

 
15

E x e r c i s e 5G
1

172

R AT I O N A L I S I N G T H E M O N O M I A L D E N O M I N AT O R

Rationalise the denominator in:


1
2
a 
b 
c
2

3

53

4
g 
h 
i

7
12

6
5
m 
n 
o
15

11


C O N N E C T I O N S

M A T H S

3

2

63



6
7

5


S T A G E

5

2

9
j 
x

27

p 

3
d 

5.3 / 5.2 / 5.1

5

6

32
k 
2
2
e 

f
l

7

2

3

7


CM9 05 5.3_5.2 Final

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11:23 AM

Page 173

Rationalise the denominator in:


3

11
a 
b 
c
7
2


52

83

g 
h 
i

3

7


3


11
3
2

25


Express with a rational denominator:


72

3
2
3
a 
b 
c 

5

7
5
3
5
7
9
g 
h 
i 
2
2
3
3
5
5

2

5

45



3

22


3
3
2
k 
57


d 
j

e 

2
1

2
4
2
k 
37


3
5
3

18


2

d 
j

e 

f
l

35



7
62



5
3
5

57

2
1


5

Express with a rational denominator:

Rationalise each denominator and write each expression as a single fraction:


1
1
1
1
2
3
3
2
a   
b   
c   
d   
2
 5

6

7

3

5

10

5

5

2

3
5
3
1
5
1
e   
f   
g   
h   
6
3
8

2

3
2
2

5
3
2
3


7

2

3


1
1
3
5
2
i   
j   
k   
l   
2
3
7
2

7

5
2
3
2



1

4

3
2
a 

3
5
1
e 

5
7
  3

i 
2


5
  3

b 
7

3
  23

f 
2

3
  2

j 
5


32
  7

c 
5

2
  25

g 
3

7
  5

k 
2
3

3
1
d 
23

5
  2

h 
5

3
  27

l 
7


Multiply the
numerator and
the denominator
by the square
root in the
denominator.

Rationalising the binomial denominator


2


To simplify fractions such as 
5
  2 , we can use the fact that the product of a binomial surd
and its conjugate is always rational. To rationalise a binomial denominator, multiply the
numerator and denominator by the conjugate of the denominator.

Examples
1

Rationalise the denominator in:


2
1
a 
b 
5
2
2  3


7


7
  3


C H A P T E R

S U R D S

173

CM9 05 5.3_5.2 Final

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11:23 AM

2
5
2

Page 174

5
2
5
2

2
5
2

1
2  3


a     

1
2  3


2  
3
2  3


b     

  2)
2(5
2
2

(5
)  (2)

3
2  
2
2

(2)  (3
)

2
5 4


54

2  
3


43

25
4
 
1
 25
4

2  3

 1
 2  3


7

7

7
  
3
    
7
7
  3

7
  3

  3


To rationalise
the binomial
denominator,
multiply by
its conjugate.

7
(7
  3
)
2 
2

(7
)  (3
)
7  
21


73
7  21

 4
2

3
  3
2
.
Rationalise the denominator in 
5
2

3  3
2

3  3
2
5 2

    


5 2
5 2

5 2
  32
)(5
  2)
(3
2
2
 
(5
)  (2)
  23
  310
  62

15
 
54
15
  23
  310
  62

 
1
 15
  23
  310
  62


E x e r c i s e 5H
1

174

R AT I O N A L I S I N G T H E B I N O M I A L D E N O M I N AT O R

Rationalise the denominator in:


1
1
a 
b 
2
1
3
1
5
2
e 
f 
5
2
7
  5

2
3
i 
j 
5  3

5  7


C O N N E C T I O N S

M A T H S

S T A G E

1

5
1
3
g 
5
  2

2
k 
3
  5

c

5.3 / 5.2 / 5.1

3
2
1
8
h 
7
  3


7
l 
7
2
d 

CM9 05 5.3_5.2 Final

12/8/04

11:23 AM

Express with a rational denominator:


1
5
a 
b 
23
8
32
1
3
5
d 
e 
27
  5

37
  3

4
8
g 
h 
35
  23

37
  25

5
3
j 
k 
72
  33

52
  23


c
f
i
l


6

4
6 2
2

23
  2

6

37
  23

4

311
  27


The product of a binominal


and its conjugate is always
a rational number.

Simplify:
5
2
5
2

b 

2  
3
2  3


5
7 3

57
3

a 
e 
i
4

Page 175

4  2
5
2
5  3


4
7 2

27
1

d 

5
  
3
5
  3


7
  
3

7
  3


g 

3
5 2
35
2

h 

8

5  3


k 

17
11
  3


2
5

5
2  
3

d 


5 1
3  2
3

h 

5
37
  23


2
3 1
23
1

5

23
  5


Rationalise the denominator, then simplify:


7
5
9  22


b 

5  3
3
3  23


2
5  
3

25
  3


a 
e 
i


13  
5

13  5


2
3  
5

32
  5


g 

5

32
  23


k 

12  
2
3  22


2
3 5
23
5

3

43
  25


Rationalise each denominator, then simplify:


1
1
1
1
a   
b   
3  2

3  2

7
  3

5
  2

6
3
c   
5
  3

5
  3


Given that x  5
  2
, rationalise each denominator and simplify:
1
1
2
a x  x
b x  x
1
1
Show that    is a rational number.
5  3

5  3

3
5
Simplify    by expressing it as one fraction with a rational
2  5

2  5

denominator.

Given that x  32


  1, rationalise each denominator and simplify:
1
1
1
2 
a 
b 
c 
x1
x1
x 1

C H A P T E R

S U R D S

175

CM9 05 5.3_5.2 Final

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Page 176

Square roots
1

You can use a spreadsheet or a graphics calculator to produce a graph of y  x


.
p If you are using a spreadsheet, enter the values 0, 0.5, 1, 1.5, , 9.5, 10 into
column A.
In cell B1, type =SQRT(A1). You can copy this instruction for the other cells in
column B, so you generate =SQRT(A2) and so on.
Highlight the cells in columns A and B. Choose Chart on the menu, then XY scatter
and produce a graph.
p On a graphics calculator, choose GRAPH from the main menu and enter the
equation Y  X
. Then draw the graph.
In either case, your graph should look like this.
a Why does the graph begin at the origin?
b Does the graph exist for negative values of x?
Explain.
c Does the graph exist for negative values of y?
Explain.

Iteration is a method that involves repetition of a process. You can use iteration to find
the square root of a number without using a calculator. Follow these steps to find 5
:
. For this example, use the estimate 2.2.
p Make a reasonable estimate for 5
p Divide 5 by your estimate:
5 2.2  2.272 727
 lies between 2.2 and 2.272 727.
p Because 2.2  2.272 727  5, the actual value of 5
Average these two numbers to find a better estimate:
2.2  2.272 727
  2.236 364
2
p Repeat the process.
5 2.236 364  2.235 772
2.236 364  2.235 772
  2.236 068
2
p As you repeat the process, you get better approximations. (Check that 2.236 068 is
indeed a very close approximation to 5
.)
Using iteration, devise a computer program, or a method to use with a spreadsheet, to
determine the following values correct to 5 decimal places:
a 2

b 3

c 7

d 90

You may need to repeat the iterative process a number of times.

176

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

CM9 05 5.3_5.2 Final

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Page 177

W O R K I N G M AT H E M AT I C A L LY
1

This diagram shows a method of locating


square roots on a number line.
1
1
a Explain how to construct these
1
triangles on graph paper using a set

3
square to construct the triangles and a
compass to draw the arcs.
5
2
1
b Construct this diagram on a sheet of
graph paper.
c Extend your diagram to show the
0
1 2 3 4 5
=2
construction for 6
.
d Use a ruler to measure the lengths 2
, 3
, 4
, 5 and 6
 on your number line.
How do these values compare with those obtained using a calculator?

This diagram is not drawn to scale. It shows the position


for 10
. The length QP is 2 units.
What is:
a the exact length of OQ ?
b the exact length of OP?
c the exact length of PR?

2
1
0
P

This diagram is not drawn to scale. It shows the position


for 20
. The length QP is an integer value.

Give possible values for OP (which will be a surd)


and QP that will allow you to locate 20
 on the
number line. How many such values are there?
4

20
P

a Use a 20c coin to draw this number line:

b Mark a point on the edge of the coin and place it at O.

Roll the coin carefully along the line. (You may use a ruler
to keep the edge straight.) Where the mark again touches
the line is the position of on the number line.
c Can you explain why this method locates ?
d is an irrational number. Why is this?
O

C H A P T E R

S U R D S

177

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11:23 AM

Page 178

Fractional indices and surds


Indices can be written as fractions, for example:
1


1


a a a
m

1
1
  
2

a2  a2  a2
1
a
a

m n

a
  a
  (a
)
a

Also:

1


 a 2  a

1

This means that if the index of a number is 2, we take the square root of the number.
For example:
1


4
16 2  16

1


36 2  36
6

and

Similarly:
1


1


1


1
1
1
    
3
3

a3  a3  a3  a3
1
a
a
Also:

a
  a
  a
  (a
)
a
1


 a 3  a

1

This means that if the index of a number is 3, we take the cube root of the number.
For example:
1


273  27
3
So:

1


643  64
4

and

1


2
.
p a means the square root of a or a
1


3
.
p a means the cube root of a or a
1


n
.
p a means the nth root of a or a

So the index law is:

Now:

mn

m n

m


1

m  n

m


1
m 

an  a

so

a n  (a )n
n

 a n  
a
m

So another index law is:

178

 (a )

and

m


1


a m  a


C O N N E C T I O N S

1
  m

or

an

or

(a n)

or

(a
)

M A T H S

1
 m

m


m


a n  
a

or

5.3 / 5.2 / 5.1

S T A G E

a n  (a
)

CM9 05 5.3_5.2 Final

12/8/04

11:23 AM

Page 179

Examples
1

Change to surd form:


1


2


a 812

b x3

1


2


a 812  81

2

x2

b x3 

1
 
2

15

15

10


1
1

4   
1

10

104 1

1
 
2

Change to index form:


5

a 32

1


a 
32  325

x3

3
3

x  (x )4

1


3


 x4

 
4

 10

E x e r c i s e 5I
1

1


1


b 1002

1

2

1

2

g 9

1

3

k 8

1


p y6

26

4

k 11

n

1


g 25

1

256

4 
p 

1

2

m 64

1


1

2

1

3

q 64


25

n 16

1


(9x)3

14


d 38


3
6

(5x)2

61

7

n 19


1

15


k


64


d 64


1

2

h 81

1


216

4

n 625


m 15
7

128


16 4

m

36

1

 m
a

1


1

4

m 82


b 27


k 343


1

2

Evaluate:
a 9

4

1

2

h 34


37


1


e 1692

g 115

l

1


d 1442

q p


27

p x


1

2

1


1212
1

6

q (3p)4

h 16

1

3

Write in index form:


a 5

b 7

f

FRACTIONAL INDICES AND SURDS

Express in surd form:


a 642

1
 1
152
1
 
15


125


o x5
t

1


(8m)7

e 46

j

41

9

o 123

t

1

4 
38

4

e 81

5

32

1
o 
16

5
t 243

j

Evaluate:
4


5


a 83
f

b 92
3


6254
1
0 

k (a )7
5
 2

p (2 2)

3
2 

g (8 )2
l

4 1
 

(273)4
4
 3

q (3 3)

3


2


1
 3

h (36 2)

1
0 

m (49x )2
r

3


d 325

2 1
 

(643)4

e 100 2

2 1
 

(83)2

j
1
0 

n (81a )2
s

1


(81)4

1
2 

(9 )2
2
 2

o (27 3)
t

C H A P T E R

3
 2

(9 2)

S U R D S

179

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Use a calculator to evaluate correct to 2 decimal places:


3

a 526


b 320


e 210.3

i


86  5

m 5
36  8

510


d 485


h 10
5
 3

6
25  1

g 86

3

98


n 15


q 963

6

Page 180

1
86  2

k 415


o 59


p 328


39


(32)5

825


8
58  3

Without using a calculator, simplify:


1


1


1


1


1


1


a 36 2  6  36 2

b 42  42  83  83

e (64 )3

1
27 

1 3
 
3 2

9  (64 )

(7
)
1

2

32  32

n (25
)

q (9 )  ( 27 )

1
8 
 3

1

2

m 16
  16

1

2 2

2


2

3

64

1
9 

d (64 )2

1

3

k 27  27
1


2


o 83  83
s

g (16
)

1

4 3

(81 )

1

3

h (8
)
l

1

2

1


9  92
2

p (49
)
t

1

3 2

(125 )

Some general number properties


The sum of 2 odd integers is even. This statement is true.
358
7  3  10
31  65  96
123  345  468
Ive tried it with quite a few numbers
now and they all seem to work.
So it must be true!

Just because it works for the


numbers you tried doesnt mean it
will work for all numbers. What if
there is just one example out there
that doesnt work? Then the
statement wont be true for
all integers.

You can try as many examples as you like. It may just be coincidence that the examples you
tried work. In fact, it may work for most examples. The question is, how do you know it will
work for all integers?
How can you show that this statement is true?

Examples
1

Show that the sum of 2 odd integers is even.


Solution A
This method uses algebra.
If a is any integer, doubling it makes an even number. Adding 1 more to this
makes an odd number. So you can write 2a  1 to represent an odd number,
with a being any integer.

180

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You can do the same for another integer, b. Here 2b  1 represents an odd
number, where b is any integer.
This means that 2a  1 and 2b  1 are both odd numbers, regardless of
whether or not either a and b are odd. (You might like to try substituting a few
values for a and b to show that this is so.) Now:
2a  1  2b  1  2a  2b  2
 2(a  b  1)
It does not matter what a  b  1 add to, since double this result will always
give an even answer. So the sum of 2 odd integers is even.
Solution B
Odd numbers end in 1, 3, 5, 7 or 9.
Draw up a table showing all
possibilities for the end digits
and their sums.
For example, if one number
ends in 5 and another ends in 3,
when you add the 2 numbers
together the sum will be a
number that ends in 8.

End digit of
second number

This solution does not involve algebra.

End digit of first number




__1

__3

__5

__7

__9

__1

10

__3

10

12

__5

10

12

14

__7

10

12

14

16

__9

10

12

14

16

18

As you can see, the end digit for any sum of 2 odd numbers is 0, 2, 4, 6 or 8.
These are all even, so all the sums are even.
Solution C
This solution uses geometrical representations. It is not as rigorous as the
previous methods.
Imagine even numbers as pairs of numbers, and
any odd number as 1 more (or 1 less) than a pair.

So 6 (an even number) is a pair of 3s, and 7


(an odd number) is a pair of 3s plus 1 (or a pair
of 4s minus 1).
Combining 2 odd number geometric shapes, such as those given here, shows
that the sum of 2 odd integers is even.
2

Show that the sum of 3 consecutive integers is divisible by 3.


Let the first integer be a. The next integer is a  1, and the one after that is a  2.
Sum  a  a  1  a  2
 3a  3
 3(a  1)
This sum is divisible by 3. So the sum of 3 consecutive integers is divisible by 3.

C H A P T E R

S U R D S

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E x e r c i s e 5J

SOME GENERAL NUMBER PROPERTIES

For some of these exercises you will need to think creatively about the proofs.
1

a If a is any integer, why is 2a even?


b If a is any integer, why is 2a  1 odd?
c If a is any integer, is 2a  15 odd or even?

If a is not equal to b and not less than b, what must be true of a, and why?
Can a  a be true? Why or why not?
m is an integer. Write down the next 3 integers.
p is an even integer. Write down the next 3 even integers.
q is an odd integer. Write down the next 3 odd integers.
Choose any 3 consecutive integers. Square the middle number, and multiply the
first number by the third number. What do you notice?
Try this for several groups of 3 consecutive integers. Does the relationship remain true
for these examples as well?

Show that for any 3 consecutive odd numbers, 6 less than double the largest number is
equal to the sum of the other 2 numbers.

Make each statement true by choosing either odd or even at the end:
a even  even  (odd/even)
b even  even  (odd/even)
c even  even  (odd/even)
d even  odd  (odd/even)
e even  odd  (odd/even)
f even  odd  (odd/even)
g odd  odd  (odd/even)
h odd  odd  (odd/even)
i odd  odd  (odd/even)

10

These diagrams show a way of subtracting an odd number from an even number:
i

ii

iii

a Describe what the diagrams show.


b Complete this statement: odd integer  even integer  integer.

Use the table to show that the sum of


an odd number and an even number
is odd.

End digit of first number



End digit of
second number

11

182

C O N N E C T I O N S

M A T H S

S T A G E

__
__
__
__
__

5.3 / 5.2 / 5.1

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__

__

__

__

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12

Use one of the methods shown in the examples, or your own method, to verify
each statement.
a The sum of 2 even integers is even.
b The square of an even integer is even.
c The square of an odd integer is odd.
d The product of an odd integer and an even integer is even.
e The product of 2 odd integers is odd.

13

14

15

Is the sum of 3 odd numbers odd or even?

16

What can you say about the sum of an odd number of consecutive numbers?
(You might like to try a few simple examples to find out.)

17

18

19

Which type of numbers (odd or even) can be divided into 2 equal odd numbers? Why?

20

These diagrams represent the first 5 odd integers.

Is the sum of 2 consecutive numbers odd or even?


a Is the sum of any 4 consecutive numbers odd or even?
b Is your answer still the same for the sum of any even number of consecutive numbers?

Is the sum odd or even when you add 5 odd numbers and 1 even number?
Explain each statement:
a Every combination of 3 consecutive integers includes at least 1 even number and
1 multiple of 3.
b In any combination of 3 consecutive integers, only 1 integer is divisible by 3.

1st

a
b
c
d
21

3rd

4th

5th

What does the 15th arrangement look like?


How many squares does the 43rd arrangement contain?
What is the 65th odd number?
Which odd number is 89?

These diagrams represent the first 5 even integers.

1st

a
b
c
d
22

2nd

2nd

3rd

4th

5th

What does the 22nd even number arrangement look like?


How many squares are in the 57th even number arrangement?
What is the 93rd even number?
Which even number is 126?

There are 1400 even 4-digit whole numbers where the thousands digit is odd and all
4 digits are different. Describe a way you can show this.

C H A P T E R

S U R D S

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This table shows the sums of consecutive numbers beginning with 1. For example,
in the first column 1  2  3, 2  3  5 and so on. Similarly, in the second column
1  2  3  6, 2  3  4  9 and so on.
Sum of
2 consecutive
numbers

Sum of
3 consecutive
numbers

Sum of
4 consecutive
numbers

Sum of
5 consecutive
numbers

3
5
7
9

6
9
12
15

10
14
18
22

15
20
25
30

a Use the information in the table to write some generalisations about sums of

b
c
d
e

consecutive numbers. Then use these generalisations to test whether 36 is the sum
of 2, 3, 4 or 5 consecutive integers.
Choose any integer less than 100. Check whether it is the sum of 2, 3, 4 or
5 consecutive integers.
Extend the table to include the sums of 6 and 7 consecutive integers up to the sum
of 100.
Show that the numbers that cannot be written as sums of consecutive numbers are
n
1, 2, 4, 8, 16, 32, 64 (all the numbers of the form 2 ).
Are there any numbers that can be written both as the sum of 2 consecutive integers
and as the sum of 3 consecutive integers?

P R O B L E M S O LV I N G 5
1

64 is the only 2-digit number that has an integer square root and an integer cube root:
3

64
  8 and 64
4
Can you find a 3-digit number, a 4-digit number and a 5-digit number that has an
integer for its square root and cube root?
2

The Babylonians used a formula to make multiplication easier:


2

ab  [(a  b)  (a  b) ] 4
For example:

82  18  [(82  18)  (82  18) ] 4


 (10 000 4096) 4
 1476

a Use this method to calculate:


i

54  72

ii

36  14

b For what type of multiplications might the formula make calculations easier?

184

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You can use a square or rectangle of area 1 unit to show that


1

2

1 2

1 3

1 4

  2    2    2    1.


1 2

1 3

1 4

Notice that  2   4,  2   8,  2   16 and so on.
a Explain how this rectangle is used to show this

relationship.
b Show how you can illustrate that
1

2

1 2

16

1 3

  2    2    1 using a circle.

An incircle of a triangle is a circle drawn inside the


triangle so that it touches each side of the triangle.
The radius of an incircle of a triangle whose side
lengths are a, b and c is given by:

b
r


 c)(
 ba
 c)(
 ba
 c)(
)
b  c
(a
 ba
r  
2(a  b  c)
a Show that for the right-angled triangle of sides 3 cm, 4 cm and 5 cm,
the radius of the incircle is 1 cm.
b What is the radius of the incircle of the right-angled triangle with sides 6 cm, 8 cm
and 10 cm?
c Calculate the radius of the incircle of the right-angled triangle
with sides 5 cm, 12 cm and 13 cm.
x
d Show that the radius of an incircle of an equilateral triangle
r
x 
3
with side length x is 6.
5

The Bakhshali manuscript was discovered in 1881 in Pakistan.


In it there is a formula for calculating square roots:
b

b  
2

2
Q
  a
 b  a     2 a  
2a
2a
2a

For example, 31


  
5  6 , so a  5 and b  6.
2

Using the formula:


6 2

31
  5  10   10   2 5  10 
 5.567 857 143
Using a calculator, 31
  5.567 764 363, so the Bakhshali formula gives the result
correct to 3 decimal places.
a Use the formula to calculate:
i

43


ii

110


iii

250


b Compare your results with those obtained using a calculator. How closely do the

results agree?

C H A P T E R

S U R D S

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literacy
acy skillsills

Literacy
L
Li
racy
skills
kills
c
Literac y

SKILLS 5

terminate rational irrational terminating


non-repeating recurring digits surds
approximation consecutive exact perfect square
monomial binomial product conjugate rationalise
1

The steps below tell you how to plot 2


 and 3
 on a number line, using units that are
3 cm long. Step 1 and Step 6 are in the correct place, but the other steps are not.
Rearrange these steps so that they are in the correct order, then follow this correct
 and 3
 on a number line.
procedure to plot 2
Step 1
Step ?
Step ?
Step ?
Step ?
Step 6
Step ?
Step ?
Step ?
Step ?
Step ?
Step ?

Draw a horizontal line that is more than 6 cm long.


From this end point measure 3 cm along the number line and label this point 1.
With the compass point on 0 and using this new radius, draw another arc
across the number line.
Draw a vertical interval from the 1 unit point that is 1 unit high.
Label the left end point of this number line 0.
Put the compass point on 0 and open the compasses to equal the distance
between 0 and the top of the vertical 1 unit interval.
.
Label this new point 3
Label the 2 unit point 3 cm further on.
With the compass point on 0 and using this measured radius, draw an arc
across the number line.
Draw another 1 unit vertical interval, this time from the 2
 mark.
Open the compasses to measure the distance between 0 and the top of this
second vertical interval.
Label this new point on the number line as 2
.

Write a true sentence that includes both the term and the number (or expression) given:
a perfect
4
d square
11

b non-repeating
2

e binomial product 7  2

5

c conjugate
f entire surd
910

7  2


a Use the words surd, fraction and approximate to help you describe what it means

to write answers in exact form.


b Write a question that uses the word exact, then answer your own question.

186

John was talking about rationalising denominators to Julie and said that you must
12
 by the conjugate of the denominator. Julie said that she was confused
multiply 
6  5

because doing this would change its value. Rewrite Johns explanation, making it clear
to Julie that when you rationalise the denominator, the value does not change.

C O N N E C T I O N S

M A T H S

S T A G E

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Chapter review 5
1

Write rational (R) or irrational (I) for each expression:


4
a 7
b 2.5
c 3


Simplify:
a 72

e 98


Simplify:
27

a
4



Simplify:
2
a (5
)

b 245

f 275




25
242

b (7
)

Express as entire surds:


a 25

b 311

e 35

f 57


d 2  57


96


d 192




9

(23
)

d (52
)

47


d 56


108



16
128

Simplify:
a 52
  32
 2

c 108
  53
  12

e 500
  20


b 8
  12
  62

d 545
  354
  66

f 55
  50
  3125
  52


Simplify:
a 7
  12


b 9
  6


5
  23


d 37
(7
  3
)

Simplify:
a 48
 8


b 72
 6


108
 3


d 3524
 56


Expand and simplify (where possible):


a (7
  4)(3
  2)
c (5  2
)(5  8
)

b (23
  7)(23
  4)
2
d (7
  2
)

10

Expand and simplify:


2
a (8
  2
)
c (33
  2
)(33
  2
)

b (5
  2
)(5
  2
)
d (12
  1)(12
  1)

11

Expand and simplify:


a 3
(23
  57
)
2
d (7
  5)

12

b 23
(32
  5)
e (7
  3)(7
  3)

Rationalise the denominator in:


3
5
a 
b 
2

11

15
3
e 
f 
3  8

7
  3



24


3
5
3
g 
5  3

c

c
f

(23
  2
)
2
(35
  3
)
2
3 5
7

5
2
h 
5
2

d 

C H A P T E R

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Rationalise the denominator in:


5
3
a 
b 
7

2
5
7
35
  23

e 
f 

5  2
3
2
3

2

5

7
  
3
g 
7
  3

c

3
7
10
3
5  
2
h 
35
  2

d 

Simplify:
a 160


b 675


108


d 3000


15

Simplify:
a 200
  12
  8

c 242
  518
  288


b 548
  227
  372
  23

d 320
  298
  57


16

Expand and simplify (where possible):


a 5
(23
  37
)
2
c (53
  3
)

b 23
(22
  5
)
d (8  27
) (8  27
)

17

18

Given that x  5
  2, find the value of:
1
2
a 3x  4
b x
c x  x
7
Express  as a surd with a rational denominator.
5  6


19

Without using a calculator, find x:

20

45
  5
  x

1
1
Show that    is a rational number.
7
  5

7
  5


21

Rationalise the denominator and express in simple surd form:

1
x

2
d x  2

25
  2



5  
2

23

5
1
5
1
Given that x   and y  , find:

3

3
a xy
b xy
c xy
1
If a  3
  1, what is the value of a  a ?

24

Find t in simplest form, given that t  (3


  2
)  24
.

25

Find the values of a and b, given that a  b  a



 b  10  32
.

22

188

C O N N E C T I O N S

M A T H S

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d x y

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Page 189

Probability
Syllabus outcomes
NS5.1.3 Determines relative frequencies and theoretical probabilities
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.2 Analyses a mathematical or real-life situation, systematically applying
problem-solving strategies
WMS5.3.3 Uses mathematical terminology and notation, algebraic symbols,
diagrams, text and tables to explain mathematical ideas
WMS5.3.4 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


nuse language associated with chance events appropriately
ninterpret and express probability as a fraction between 0 and 1 and as a percentage
nrepeat an experiment a number of times to determine the relative frequency of an event
nestimate the probability of an event from experimental data using relative frequencies
napply relative frequencies to predict future experimental outcomes
nsimulate probability experiments using random number generators
nrecognise that probability estimates become more stable as the number of trials increases
nrecognise and explain differences between relative frequency and theoretical probability in

a simple experiment
nexpress the probability of an event (E), given a finite number of equally likely outcomes, as:
number of favourable outcomes
P (E )  
total number of possible outcomes

nuse the formula to calculate the probabilities for simple events and for problems related
to card, dice and other games

nrecognise the complement of an event and find its probability


nrecognise the randomness in chance situations
nrecognise mutually exclusive events as disjoint sets

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Probability
People have long thought about the
likelihood of events.
p Will the seasons be kind this year?
p Will the rains come this month?
p Will famine devastate our lands?
p Will I live to see my grandchildren?
These are some of the questions that have been asked by people for thousands of years.
Even now we ask questions that have no immediate or definite answers.
p Will I get a good mark in my next Maths test?
p Will it be sunny tomorrow?
p Will I get home in time to see the movie?
We can say that one event (such as rain) is more likely to occur than another (such as fine
weather) or that the two events have an equal chance of occurring.
Probablity is the branch of mathematics that systematically explores the likelihoods of
events occuring. Today probability has many applications in science, business, government,
psychology and many other areas.

Taking chances
impossible

Mathematically, an event that will not happen has a


probability of zero. An event that will definitely occur
has a probability of 1.
As the chance of something happening improves,
the probability moves closer to 1.

0.5 or 12

an event that is becoming more likely


0

E x e r c i s e 6A
1

certain

1
an event that is becoming less likely

TA K I N G C H A N C E S

Order the following terms on the probability line:


most likely, most unlikely, definite, more likely, more unlikely, possible, not possible
0

190

Use the words in question 1 to describe each event:


a finding sand on Bondi Beach
b finding a live tiger in your bedroom
c being involved in a car accident this year
d winning Lotto (assuming you bought a ticket)
e rain falling somewhere in Australia this month
f tossing a head with a coin

C O N N E C T I O N S

M A T H S

S T A G E

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h
i
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rolling a 5 with a normal dice


rolling a 7 with a normal dice
choosing a red card from a full deck of cards
finding a coin in the street in the next six months

The possible outcomes are the different things (or events) that can happen.
a What are the possible outcomes from tossing a coin?
b What are the possible outcomes from rolling a dice?
R N
c This six-sided spinner is made. What are the
E
U
possible outcomes if the spinner is spun once?
B M
d A marble is drawn from the jar shown.
What are the possible outcomes?

A random event is one where each outcome is equally likely.


a Two pens are identical except for colour. Jim reached into his drawer and selected
one of the two pens without looking. Explain why this event is random.
b Suppose one of the two pens had a cap and Jim knew which it was. Is the event still
random? Explain.
c Suppose instead that Jim looked into the drawer when selecting the pen. Is this
event random? Explain.

A bag contains balls numbered 1 to 5. Which of the following are


necessary for the selection to be random?
a The balls are the same size.
b The balls are the same colour.
c Selection is made without looking.
d The balls have the same mass and texture.
e The balls are made from the same (or very similar) material.

1
2

5
4

In some competitions you are invited to send in your name and address on a standard
size envelope. Why is a standard size envelope required?

For questions 7 and 8, choose the best description for each outcome from the terms in the box.
7

A coin is tossed.
a It lands with the head uppermost.
b It lands with either the head or the tail uppermost.
c It lands on its side.
A jar contains identical counters numbered 110.
One counter is drawn at random.
a The number is even.
b The number contains 2 digits.
c The number is prime.
d The number is less than 12.

certain
likely
even chance
not likely
impossible
2
5

9
8
1

10
3

The weather bureau said that there is a 50% chance of rain tomorrow.
a If it rains, is the bureau correct? Explain.
b If it does not rain, is the bureau correct? Explain.

C H A P T E R

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10

Which of the following factors can


affect the chance of a horse winning
a race? Explain each choice.
a the ability of the jockey
b the recent form of the horse
c the colours worn by the jockey
d the abilities of the other horses
e the number of people watching
the race
f the condition of the track
g the starting gate from which the
horse runs

11

What is wrong with each of the following statements?


a I almost won the raffle. I was only three numbers off.
b Mrs Quinn has four girls. Now she is pregnant again. This one is sure to be a boy.
c I am glad it is raining today. This means it will be fine by the weekend.
d Fred missed the basketball hoop six times in a row. This time he is sure to get the
ball in.
e It was impossible for Mary to come first, but she did it anyway.

12

A dart board is made using 3 concentric circles.


a One dart is thrown at the dart board.
i
List all the possible outcomes.
ii Are these outcomes equally likely?
b Two darts are thrown, one after the other, and the
scores are added.
i
List all the possible outcomes.
ii Are these outcomes equally likely?

6
10
6

13

There are 5 balls of 3 different colours in a bag. What might the colours be if:
a red is the most likely colour chosen?
b green and yellow have an equal chance of being chosen?
c blue is possible, but pink is impossible?

14

The letters CHANCE are written on a dice (one on each face). If the
dice is rolled, does each letter have the same chance of appearing
uppermost? Explain.

15

When a coin was tossed, it came down H (heads) 5 times in a row.


Is it more likely to come down T (tails) on the next throw? Why?

16

Explain this statement: A driver using a hand-held mobile phone has 4 times the risk
of having a crash than a driver not using one.

H N

Why do you think laws have been passed making it illegal to drive while using a
hand-held mobile phone?

192

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Experimental probability
There are two main ways of determining probabilityusing experimental probability or
using theoretical probability.
p Experimental or empirical probability is found by collecting a large set of results from a
sample, or by doing an experiment (a simulation) that represents real events.
Experimental probability is also called relative frequency.
p Theoretical probability is the use of mathematics to calculate the probability of an event.
The relative frequency of an event is the number of times that event occurs divided by the
number of trials.

number of times event occurs


Relative frequency  
total number of trials

The relative frequency can change from experiment to experiment. For example, when
4
tossing a coin 10 times you might obtain 10 for the relative frequency of tossing heads, but if
7
3
you repeat this experiment you might obtain 10 or even 10 .
As the number of trials increases, the relative frequency approaches the theoretical
probability. For instance, if the coin was tossed 1000 times, we would expect about 500 heads
and 500 tails, but we would not be too surprised if we got, say, 514 heads and 486 tails. If we
repeated this many times, the average number of heads (and tails) would be close to 500.
However, often the only way of predicting the likelihood of an event is through collecting vast
quantities of data.

Examples
1

Patrice and Cory both tossed a coin 10 times and obtained the following results:
Patrice

Cory

What is the relative frequency of a head in each case?


Patrice obtained 5 heads. The relative frequency of heads using her
5
1
experiment is 10 or 2.
Cory obtained 4 heads. The relative frequency of heads using his experiment
4
2
is 10 or 5.
2

A company making computer motherboards


found that in 30 boards, 2 were faulty.
If another motherboard is chosen at random,
what is the likelihood that it will be faulty?

C H A P T E R

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Since 2 out of 30 boards were faulty, we can predict that 30 or 15 of the
boards will have faults. (Of course, we are assuming that these figures are
representative of all the manufacturers motherboards.)
So we can predict that there is 1 chance in 15 (a likelihood of
motherboard chosen will have a fault.

E x e r c i s e 6B

1
)
15

that the

E X P E R I M E N TA L P R O B A B I L I T Y

A light-bulb manufacturer found that in every 100 light bulbs, 5 failed the test and
were discarded.
a What is the experimental probability that the next light bulb tested will be discarded?
b What is the experimental probability that the next light bulb will pass the test?
c If the manufacturer makes 8000 light bulbs a day, how many are likely to fail
each day?

Schools were surveyed to find out which


Book
Number of schools
Science texts they used in Year 9.
Science Whiz
84
The results are shown in the table.
Science Paths
112
a How many schools were surveyed?
Digging Science
72
b What is the relative frequency of
Digging Science?
c What is the chance that another school not included in the survey is using
Science Paths?
d What assumption did you make answering part c ?
e Based on this assumption, what is the probability that another school is not using
Science Whiz?

An experiment was conducted to find how many matches were in 100 matchboxes.
The results were:
Number of matches

47

48

49

50

51

52

53

Number of boxes

14

38

30

a What is the relative frequency of boxes containing exactly 50 matches? (Write your

answer as a fraction and as a percentage.)


b What is the experimental probability of getting either 52 or 53 matches?
c The companys policy is to have at least 88% of its matchboxes contain 49 or more

matches. Is the policy being followed?


4

194

A florist recorded the bunches of flowers sold in a day.


a Which type of flower is most likely to be sold?
b How many bunches of flowers were sold on this day?
c What is the relative frequency of:
i violets?
ii irises?
iii roses or daffodils?
d Suggest one possible use the florist might have for this
information.

C O N N E C T I O N S

M A T H S

S T A G E

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Flowers

Frequency

Roses
Violets
Daisies
Irises
Daffodils

42
10
18
31
23

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A farmer recorded the laying habits of


his chickens over a 10-week period.
a How do you know that the survey
was over 10 weeks?
b What is the probability that on any
particular day the chickens will lay:
i
5 eggs?
ii 7 eggs?
iii more than 6 eggs?
iv 4 eggs or less?

Number of eggs

Number of days

2
3
4
5
6
7
8

6
10
14
20
9
6
5
Total  70

Ali tossed 3 coins 30 times. The number of heads


obtained each time was recorded and this
histogram was drawn from the data.
a What is the experimental probability
of tossing:
i
no heads?
ii all heads?
iii 1 tail?
iv at least 2 heads?
b If Fiona repeated Alis experiment, would
she get the same results? Explain.

12
10
Frequency

CM9 06 5.3_5.2 Final

8
6
4
2
0

0
1
2
3
Number of heads

In a certain class, every student studies at least one language. Language A is taken by
60% of students and Language B by 70% of students.
a May thought there was a mistake because
percentages must add to 100%. However,
the figures are correct. Explain why.
Language A
Both
Language B
only
languages
only
b This diagram represents the students in the
______%
______%
______%
class. Copy and complete the diagram by
writing the percentages in each category.

W O R K I N G M AT H E M AT I C A L LY

Performing probability experiments


This is a practical exercise for individual students or small groups. Use the results from your
experiments for class discussion.
1

Heads

a Toss a coin 40 times and record the results in a table,


b
c
d
e
f

using tally marks.


53
Calculate the experimental probabilities for
Totals
your experiment.
What is the theoretical probability of getting a head on a single toss?
How many of the 40 trials would you expect to give heads as the result?
Were your experimental probabilities close to the theoretical probabilities?
Group the class results on the board.

C H A P T E R

Tails

551

P R O B A B I L I T Y

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g Are the class results closer to the theoretical probabilities?


h Do the results from b and g support the following statement?

We assume that in tossing a coin there is a 2 (50%) chance of getting a head and a 2 (50%)
chance of getting a tail. This is the theoretical probability approached when we have a
large number of trials. For a small number of trials, the relative frequency of heads (or
tails) may not be anywhere near this theoretical probability.
Brad tossed a coin 6 times and obtained
T, H, T, T, H, T. He graphed the percentage
of heads after each toss. For example, after
4 tosses there is only 1 head, which gives
1
  100%  25%.
4

100
Heads (%)

The more trials in a probability experiment, the closer the


experimental probability agrees with the theoretical probability.

80
60
40
20

a Toss a coin 20 times and graph the percentage


b
c
d
e
f
3

c
d
e
4

Number of tosses
of heads after each toss.
Did your graph approach the 50% theoretical value as
the number of tosses increased?
What would the graph for the percentage of tails look like?
Plot it on your graph using a different colour.
Compare your graph with those of other students in the class. Do their graphs look
like yours? Explain.
In what way should all graphs in the class resemble each other?
Tossing of a coin can be used as a simulation for determining the sex of babies born,
for example, in a particular hospital. Explain how.

a Roll a dice 100 times and tally the numbers


b

that appear.
Add another column showing the
percentage of each number occurring.
Are these percentage values all the same?
Theoretically, would you expect them to
be the same? Explain.
What might happen to your percentages
if you were to toss the dice 1000 times?

Number

Tally

Total

1
2
3
4
5
6

nd
A calculator can generate random numbers. Press 2 F , then repeatedly press =
to bring up 3-digit random numbers. (This is called a RAN# function. Check with your
teacher if your calculator does not respond to these instructions.)

If a 2-digit random number is selected, what is the probability that the digits occur:
i
in ascending order?
ii in descending order?

196

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You can simulate the answer on a calculator.


a Generate a random number on a calculator. (Since calculators
usually generate 3-digit numbers, choose either the first 2 digits
or the last 2 digits. Your choice, but stick with it!)
b Look at the digits and record in a
Tally
table whether they are ascending,
Ascending
descending or the same.
c Do this 100 times.
Descending
d Did you expect just as many 2-digit
Same
sets of numbers to be ascending
as descending?

0.273
1

Frequency

It was once thought that there were only 3 outcomes when


H
H
T
T
tossing 2 coins. Now we know there are 4 as shown:
H
H
T
T
a Toss 2 coins 100 times and record the results in a table.
b Are these the results that you expected?
c Why do you think people once mistakenly thought there were only 3 outcomes?

a Measure the diameter of a 20c coin.


b Now make an array of dots where the distance between the dots is the same as the

diameter of the coin. (A computer can help you do this.) Half-fill an A4 sheet of
paper with dots.
c Toss the 20c coin onto the array of dots.
d Record whether the coin lands over
a dot or not.
e Do this at least 50 times.
f Use the following formula to find the
probability of the coin landing over a dot:
number of times coin lands on dot
P(coin lands over dot)  
total number of tosses

g Mathematicians have shown that the theoretical probability of f is . How close to
4
this was your result?
7

Suppose that there was 1 of 6 types of prizes inside your


favourite box of cereal. How many boxes would you
expect to have to buy to get all 6 prizes?
You might be lucky and need to buy only 6 boxes of
cereal, but if some prizes are repeated, you would need
to buy more. How many more?
It is impractical (and time consuming and costly) to keep
buying cereal boxes to find out. This problem can be
modelled without the need to buy cereal.

C H A P T E R

P R O B A B I L I T Y

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Use a dice with 1 roll representing a purchase of cereal and the number on the dice
a prize.
Do at least 10 trials. A trial is complete when you have all 6 six prizes. This table shows
5 trials. Make up a similar table from your results.
Prize 1

Prize 2

Prize 3

Prize 4

Prize 5

Prize 6

Total rolls

Trial 1

||

|||

||||

||

|||

15

Trial 2

|||

||||

||

||||

|||

18

Trial 3

||

||||

||

|||

|||

15

Trial 4

|||| |

|||

||

||||

|||

19

Trial 5

|||| ||

||

||||

||

||||

21

a How many times did prize number 2 occur in the third trial for this example?
b Can you tell which was the last prize for each trial? How?
c In this example, the average number of cereal boxes that need to be bought
88

is 5  17.6. What was your average for the 10 trials?


d Find the average of all the trials done by the class.
e The theoretical value for this problem is 14.7. How close to this were your results?
Were the class results closer? Why?
The expected number of cereal boxes (14.7) is just an average. You might be lucky and
score all 6 prizes quickly, or you might need to buy 20 or more boxes.

CD-ROM

1
2
3

Simulating dice throws on a spreadsheet

A random number is a number that does not form a pattern. On many calculators there is a
key labelled RAN#. Pressing it gives a 3-digit random number from 0.000 to 0.999. As you keep
pressing it, you will see that the numbers formed are random; they do not show any pattern.
On a spreadsheet the instruction for a random number is =RAND(). It generates a number
from 0.000 to 0.999 . This means we effectively get a number from 0 to 1.
P Between which 2 whole numbers will the random numbers generated by the
instruction RAND()*2 lie?
What
ranges of numbers do you think the instructions =RAND()*6 and =RAND()*6+1
P
will give?
We can use the random number generator in a spreadsheet to simulate the rolling of a
dice. In this activity, the simulation will be for a dice thrown 20 times. When you roll a
dice there are 6 equally likely outcomes: 1, 2, 3, 4, 5 and 6. So we want random numbers
from 1 to 6.

198

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Open a new spreadsheet. Copy the


headings shown.

In cell A3 write the formula =RAND()


This will generate a random number
from 0.000 to 0.999

In cell B3 write the formula =A3*6.


In cell C3 write the formula =A3*6+1.
In cell D3 write the formula =INT(C3).

The instruction INT means takes the integer,


that is the whole part of the number. So if the
number in cell C3 was 4.268397, INT(C3)
means write only the part of the number in
C3 that is before the decimal point (4).
6

Fill down the formulas in A3, B3, C3 and D3 to row 22.

The numbers you get will not be the same as the ones shown here. This is because the
computer generates different random numbers each time.
7

We did not really want the numbers in columns A, B and C. We only needed the integer
values in column D. We could have avoided writing instructions for A3, B3 and C3 and
simply written =INT(RAND()*6+1) in A3. What does this instruction do?

Suggest a possible reason for including columns A, B and C.

You can look down column D to count how many times each number was rolled, but it is
easier to let the computer tally them for you.
9

There are 6 possible outcomes. Write these in column F.

Look at the formula for cell G3. This is a conditional instruction. It tells the computer to look
through cells D3 to D22 and to count any that have the value shown in cell F3. The $ signs in
$D$3:$D$22 make these absolute cell references, so that when you fill down they do not change.
10

11

Write the above instruction in cell G3. Fill down to cell G8.

12

There are two ways of finding the sum of the frequency column for the total. You could
type =G3+G4+G5+G6+G7+G8 or simply =SUM(G3:G8).

Would you get the same result if you wrote =COUNTIF($D$3:$D$22,1) instead of
=COUNTIF($D$3:$D$22,F3)? Try it.

You can repeat this simulation a number of times, each time with a new set of random numbers.
13

Click into a blank cell and type any letter or number. Press Enter.
Explain what happens.

C H A P T E R

P R O B A B I L I T Y

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14

How can you use this repetition to simulate throwing a dice 100 times?
Extend this table to simulate throwing a dice:
a 50 times
b 100 times
c 200 times

15

If you know how to use the Chart Wizard, you can draw a column graph from the
frequency distribution.
6

Frequency

5
4
3
2
1
0

Outcome

Theoretical probability
When you flip a coin, there are only 2 outcomes: heads or tails. Also, we have
no reason to suggest that each outcome is not equally likely. So the probability
1
1
of tossing a head, which we can write as P(H ), is 2. Similarly, P(T )  2.
These probabilities were found from theoretical considerations. Of course, we could have
flipped a coin a very large number of times and showed that as the number of tosses
1
increased, the probability more closely approached 2.
In the following exercises, unless we have reason to suspect otherwise, we will assume that
each possible outcome is equally likely. Then we can write:

number of favourable outcomes


P(E)  
total number of possible outcomes

or

n(E )
P(E )  
n(S)

where:
p P(E ) is the probability of an event happening
p n(E ) is the number of elements in that event; that is, the number of ways that event
can occur
p n(S ) is the number of elements in the sample space (the set of all possible outcomes)

200

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The probability of an event must lie between 0 and 1. Sometimes we


express a probability as a percentage (from 0% to 100%).

0  P (E )  1

The two extreme values are P(E )  0 (an impossible event) and
P(E )  1 (an event that is certain). Mathematicians interested in
probability are more concerned with values between these extremes.

Example
When a dice is rolled, there are 6 equally likely outcomes.
What is the probability of rolling:
1

a 4?
a number greater than 4?

an even number?
the number 2?

not the number 2?

The 6 possible outcomes are 1, 2, 3, 4, 5 and 6. We know that n (S )  6.


1

Since there is only 1 favourable event, 4, n(E )  1. So:


n(E )
P(E ) 
n(S )
1

P(4)  6
2

There are 3 even numbers: 2, 4 and 6, so n(E )  3.


3

P(even)  6
1

 2
3

There are 2 numbers greater than 4 (5 and 6), so n(E )  2.


2

P(4)  6
1

 3
4

There is only 1 number 2, so n(E )  1.


1

P(2)  6
5

Not the number 2 means 1, 3, 4, 5 or 6, so n(E )  5.


5

P(2)  6
Alternatively, since the sum of the probabilities of all possibilities must equal 1,
we could have written:
P(2)  1  P(2)
1

 1  6
5

 6

C H A P T E R

P R O B A B I L I T Y

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The last example leads us to an important rule:

~
P(E ) 1  P(E )

~
~
where P(E ) is the probability of the event not occurring. E is referred to as the
complement of E.

Example
What is the probability of not rolling a 1 with a single dice?
~
1
Since P (1)  6: P(1 )  1  P(1)
1
 1  6
5
 6
~
P(1 ) can be read as the probability of not rolling a 1 or the probability of the
complement of rolling a 1.

E x e r c i s e 6C
1

A single dice is rolled. What is the probability of rolling:


a a 3?
b an odd number?
d not a 6?
e a number between 0 and 7?

There are 7 balls in a bag: 2 red, 3 green and the remainder yellow. One is drawn at
random. Find the probability that it is:
a green
b yellow
c red
d red or green
e not green
f not yellow
g not red

What is the complement of each event?


a choosing a boy at random from a class of boys and girls
b getting a tail when a coin is tossed
c getting a green light at the traffic lights
d winning the cricket match
e rolling a number less than 3 on a dice
f choosing a consonant from the letters of the alphabet

Instead of numbers, the letters in the word CHANCE were stuck on a dice.
Find the probability of rolling:
a the letter H
b a vowel
c a consonant
d not a vowel
e any letter except E

202

THEORETICAL PROBABILITY

c a 6?

The numbers from 1 to 20 are written on identical cards and placed in a bag. One card
is drawn at random. What is the probability that it is:
a the number 5?
b 10 or 20?
c an even number?
d not an even number?
e a prime?
f a number greater than 5?
g a number less than or equal to 5?
h a number divisible by 3?
i a number ending in 2?

C O N N E C T I O N S

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If the weather forecaster says there is an 80% chance of rain tomorrow, what is the
probability that it will not rain?

The letters in the word probability are written on cards, turned over and mixed. One of
the cards is chosen at random. What is the probability it is:
a p?
b b?
c a vowel?
d one of the first 5 letters of the alphabet?

The letters in the word Woolloomooloo are written on cards and mixed. They are placed
in a bag and one is drawn out. Comment on each of these statements:
Malcolm: Each card has an equal chance of being selected.
Sarah: The letter o has more than a 5050 chance of being selected.
Marty : The letter w has the same chance of being selected as m.

A standard pack of playing cards consists of 52 cards.


a How many are:
i
red cards?
ii black cards?
iii hearts?
iv diamonds?
v spades?
vi clubs?
vii aces?
viii the number 7?
ix picture cards (jack, queen or king)?
x the 7 of hearts?
b One of the cards is drawn out at random. What is the probability that it is:
i
a red card?
ii not a red card?
iii a diamond?
iv a 5?
v a 2 or 3?
vi a red 9?
vii a black jack?
viii the queen of hearts?
ix not the queen of hearts?
x an even-numbered spade?

10

On a shelf there are 15 books. Five are large, the remainder small. Two of the large
books are on maths and the others are on science. All of the small books are on maths.
Assume that each possible outcome is equally likely. One book is drawn at random
from the shelf. What is the probability that it is:
a a large book?
b a small book?
c a maths book?
d not a maths book?
e a geography book?
f a small maths book?
g a large maths book?
h a small science book?
i either a large book or a maths book?
j either a small book or a science book?
k a book that is not a large maths book?

11

The letters in the word pefani are written on cards, turned over and shuffled.
John selects a card at random.
a Is the chance of selecting a vowel the same as for a consonant? Explain.
The card that John has selected is a vowel.
b Is the chance that the vowel on Johns card is the letter a

C H A P T E R

3

6

or 3 ? Explain.

P R O B A B I L I T Y

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12

If the probability of an event is 8, about how many times would you expect it to occur
in 1000 trials?

13

A coin is tossed 5 times and each time it comes down heads. Just before the sixth toss,
these comments are made:

Bill: The chance of the coin coming down tails is 2.


1
Fotini: The chance of the coin coming down tails is more than 2.
Georgina: The chance of the coin coming down tails is almost certain.
Who is correct? Explain.
14

I know that the local traffic lights remain red for 65 seconds, amber for 4 seconds and
green for 31 seconds.
a What are the 3 outcomes?
b Are they equally likely? Explain.
c What is the chance that when I arrive at the lights they will be red?

15

A 4-digit number is made using the digits 5, 6, 7 and 8. What is the probability that the
number formed will:
a be even?
A number is divisible by 3 if the
b be odd?
sum of the digits is divisible by 3.
c start with 7?
d end in 8?
e be greater than 5000?
f be less than 8000?
g be exactly divisible by 3?

16

In a recent survey of a suburb it was found that 25%


of households had no pets, 32% had 1 pet, 39% had
2 pets and the remainder had more than 2 pets.
a A household was selected at random. What is the
probability that it has:
i
2 pets?
ii 1 or 2 pets?
iii at least 2 pets?
1

b Is it fair to say that 4 of the people in the suburb

do not like animals?


17

204

In a box are 5 red marbles numbered 1 to 5, 8 green


marbles numbered 1 to 8 and 10 yellow marbles
numbered 1 to 10.
a One marble is chosen at random. What is the probability that it is:
i
a red marble?
ii a green marble?
iii not a yellow marble?
iv numbered 3?
v numbered 6?
vi evenly numbered?
b Tessie knows that one of the red marbles is chipped and selects it. What is the
chance that she chose the red 5?

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18

In a raffle there are 100 tickets sold. Ninas lucky number is 9, so she buys every ticket
with 9 on it.
a How many tickets has she bought?
b The first prize is drawn. What is Ninas chance of winning it?
c Suppose both first and second prizes were drawn and she won neither. How many
tickets are now in the barrel?
d What is her chance of winning third prize?

19

The chance of a Science test being held on a Wednesday is 5.


a Is this statement necessarily true or false? Why?
b Give an instance of when it may be true.
c Give an instance of when it may be false.

20

This octahedron is made into a dice by having the numbers 1 to 8 written


on its faces. When the dice is rolled, what is the probability of obtaining:
a a 7?
b an even number?
c a prime number?
d a number divisible by 3?
e a number divisible by both 2 and 3?
f not the number 5?

21

Suppose the octahedral dice has the letters ELEMENTS written on its faces.
a Which letter has a better chance than any other letter of being rolled?
b Which is more likely to be rolled:
i
a vowel or a consonant?
ii a letter from the first half of the alphabet or a letter from the second half of
the alphabet?
c Write an event, using this dice, for which the probability is:

22

3

8

ii

1

4

iii

3

4

Four friends are about to play a game. To see who goes first, each draws a card at
random from a standard deck and then replaces it. The highest card wins. (The order
from lowest to highest is 2, 3, 4, 5, 6, 7, 8, 9, 10, J, Q, K, A.)
Andrew draws a 10.

Bree draws a 4.

Collin draws a Q (queen).

Daniella now draws her card. What is the probability that she will:
a win?
b tie for first place?
23

On ordinary dice, the numbers on opposite faces add to 7.


When Peter tossed a dice, it rolled onto the floor and landed with
an edge between two floor boards so that two faces were up.
What is the probability that:
a the two faces up are 2 and 5?
c one of the two faces up is 6?
e the sum of the two faces is 7?

24

up

up

b the two faces up are 1 and 4?


d the sum of the two faces is 5?

Melanie has an ordinary cube dice with the numbers 1, 2, 3, 4, 5 and 6. Petas cube dice,
however, has the numbers 2, 3, 4, 5, 6 and 7. Both dice are rolled. Melanie wins if her
dice shows a number greater than or equal to Petas. Otherwise, Peta wins. Who has the
better chance of winning? Explain.

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Getting chances right


There are many misconceptions with probability. By better understanding what is involved,
you will be able to avoid these.
Read this short story:

Vicky boasts that she can predict the sex of a baby before it is born. The Green family
already has 4 girls and Mrs Green is expecting their fifth child. Vicky predicts that this
child will certainly be a boy. She argues that with 4 girls, it is about time a boy was born.
The Greens believe her. After all, she correctly predicted the sex of the babies for all the
neighbours down the road.
Have you heard stories like this before? It is very compelling to believe that people have some
sort of power to predict the sex of children. But look at the facts.
p There are only 2 choices to make: boy or girl. With each choice being about 5050,
there is a fair chance that one may be correct. After all, what else is there to predict?
p Vicky correctly predicted the sex of the neighbours children. She and her believers
would be boasting about these correct predictions. So everyone knows.
But what about any of the incorrect predictions? There is no mention of these
incorrect guesses. So other people hear only one side of the story and are tempted to
believe her powers.
p There is an almost 50% chance that a baby will be a boy, and a similar chance that it will
be a girl. This is true each time a child is born. So the Greens already have 4 girls. There is
still an almost half chance the next child will be a girl.
The gender of each child, be it boy or girl, is independent of the sex of the children born
before. Of course, Vicky thinks that what has gone before will somehow influence the sex
of the next child. But this is not true. There is no inbuilt memory that favours one sex
over another.
X

p Whether a child born is a boy or a girl depends on the fathers sperm.


About half the sperm cells carry the X chromosome, and the remainder
the Y chromosome.
If a sperm cell with the X chromosome
joins with the mothers egg, a girl
is formed.
If a sperm cell with the Y chromosome
joins with the mothers egg, a boy
is formed.
So the sex of a child depends on the
chance uniting of sperm and egg, not
on anyones predictions.

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Y

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E x e r c i s e 6D

GETTING CHANCES RIGHT

If you have difficulty with any of the following, ask yourself questions such as:
p
p
p
p

What assumptions am I making?


Are the events random?
Does each event have the same likelihood of happening?
Is something other than chance alone influencing the outcome?

There is something wrong with the reasoning in each of the following statements. Identify it
and comment critically on the statement.
1

Elli has 3 children, all boys. She is now expecting another baby.
This baby is sure to be a girl.

Two teams, Alpha and Omega, are playing a game of soccer. Since the
1
results can be win, lose or draw, the chance that Omega will win is 3.

When I toss 2 coins they could come down in 3 ways:


p both heads
p both tails
p 1 of each
I therefore conclude that the chance of each of these events happening is the same.

At a swimming carnival there are


8 lanes. Myra is in 1 of those 8 pool
1
lanes. Her chance of winning is 8.

Josh is also swimming at the carnival.


There are prizes for first, second and
third places. Since there are 4 outcomes
(first, second, third, no prize), his
3
chance of winning a prize is 4.

When I apply for a job, I could either get it or not get it. My chances, then, are 5050.
I put my money on Kingly Lad in the
fifth race at the local racecourse. There
are 7 other horses running. My chance
of getting a place (first, second or third)
3

is 8.
8

When I roll 2 dice, I have the same


chance of getting a 7 as I have of
getting a 12.

Since traffic lights can be red, amber or green, the probability that a light is red at any
1
instant is 3.

10

There are 180 000 tickets sold for each weekly $2 jackpot lottery. My chance of winning
a prize will increase if I buy a ticket every week.

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Mutually exclusive events


Mutually exclusive events are events that cannot happen at the same time.
Suppose a bag contains 20 marbles (8 green, 5 blue and 7 red). Selecting a green marble and
selecting a red marble are mutually exclusive events. When a marble is drawn, it cannot be
both green and red. Similarly, selecting a blue marble and selecting a red marble are mutually
exclusive events.
However, you could be asked, for example, to find the probability of
selecting a green marble or a red marble. To find the probability
of either of 2 (or more) mutually exclusive events, add their
probabilities. That is, for mutually exclusive events such as A and B:

P(either A or B)  P(A)  P(B)

So: P(red or green)  P(red)  P(green)




7

20

15

and

P(red or blue)  P (red)  P(blue)

8

20

 20 or

 20  20

3

4

12

 20 or

3

5

Example
One number is chosen at random from the numbers 120 inclusive. What is the
probability that it is either:
1

odd or even?

P(odd)  20 and P(even)  20 , so:

even or the number 15?


an odd number greater than 15 or an even number less than 10?
10

10

10

10

P(odd or even)  20  20


1
The number is certain to be either odd or even.
2

10

P(even)  20 and P(15)  20 , so:


1

10

P(even or 15)  20  20


11

 20
3

P(odd  15)  20 and P(even 10)  240 , so:


2

P(odd 15 or even 10)  20  20


6

 20 or

208

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10

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Now suppose you were asked to find the probability of the number selected being even or
10
10
8
8
prime. P (even)  20 and P(prime)  20 , but is P(even or prime)  20  20 ?
These events are not mutually exclusive. One of
the numbers, 2, is both even and prime. From the
diagram, only 17 numbers are even or prime or
both. So:
17

P(even or prime)  20

Even
6

18

16

14

Prime

17

10

12

20

5
13

19
11

15

Here we used a Venn diagram to illustrate the problem. We can use Venn diagrams to show
the difference between events that are mutually exclusive and those that are not.
In each Venn diagram, the sample space of the experiment is represented by S, with P(S )  1.
Two events, A and B, are mutually exclusive if they cannot occur
at the same time (that is, if they have no outcomes in common).

P(A)

P(B )

In the Venn diagram, the probabilities of events A and B are


represented by 2 disjoint sets; they have no elements in common.
P(S )  1

Two events, A and B, are not mutually exclusive if they have


1 or more outcomes in common.

P(A)

In the Venn diagram, the probabilities of events A and B are


represented by 2 intersecting sets; they have some elements
in common.

P(S )  1

P(B )

P(A and B )

Examples
A single letter is chosen at random from the word chances.
1

What is the probability of choosing a c or an e?

There are 2 possibilities: The letter chosen can be a c or the letter chosen
can be an e.

What is the probability of choosing an e or a vowel?

These events are mutually exclusive, since they cannot occur at the
same time. So:
P(c or e) 

2

2

7
3

7

1

7

There are 3 possibilities: The letter chosen can be an e, or the letter chosen
can be a vowel, or the letter chosen can be an e and a vowel.

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These events are not mutually exclusive, since they can occur at the
same time. So:
2

P(e or vowel)  7 (from looking at the word)


1

We could say P(e)  7 and P(vowel)  7, so:


1

P(e or vowel)  7  7  7




2

7

We subtract 7 because an e was included as both the e and as a vowel, and it
should not be counted twice.

E x e r c i s e 6E

M U T U A L LY E X C L U S I V E E V E N T S

Which of the following are not mutually exclusive events?


a tossing a head with a coin and tossing a tail with a coin
b rolling an even number on a dice and rolling a 6 on a dice
c in a bag containing red, green, blue and yellow balls, selecting a ball that is red and
selecting a ball that is blue
d drawing a red card from a pack of cards and drawing a diamond from that pack
e from the numbers between 10 and 20, selecting an even number from the pack and
selecting a prime number
f from the numbers between 10 and 20, selecting an odd number and selecting a
number divisible by 3

A container is loaded with different coloured shapes as follows:


p Triangles: 3 red, 2 green, 1 yellow
p Rectangles: 4 red, 1 green, 5 yellow, 2 blue
p Circles: 2 red, 2 green, 1 yellow, 4 blue
When a lever is pulled, a shape randomly drops out. What is the probability that the
shape is:
a red?
b a rectangle?
c a green circle?
d a green triangle or a blue rectangle?
e a circle or a yellow triangle?

210

In a class of 30 students, everyone does either History or


Geography (not both). Of the 18 boys, 12 do Geography,
and of the girls, half do History. A student is chosen at
random. What is the probability that the student is:
a a girl?
b a boy doing History?
c a girl doing Geography?
d a boy doing Geography?
e a student doing either History or Geography?
f a student doing both History and Geography?

C O N N E C T I O N S

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In a mixed athletics race the sports organiser calculated from previous performances
the chances of some of the best runners coming first as follows:
Boys: Adam

4
 ,
15

David

1
 ,
5

Tam

1

10

Girls: Claire

1

4

He knew that the probability of a boy coming first was 3.


Given that these values are correct, what is the probability that in the next race the
person coming first will be:
a either Adam or Tam?
b either David or Claire?
c either Adam, Tam or David?
d a girl?
e a boy, but not Adam, Tam or David?
f a girl, but not Claire?
g a boy other than David?
h anyone but Tam?
i anyone but Adam or David?
j someone other than the 4 above?
5

5 n

If a single dice is rolled n times, the probability of obtaining at least one 6 is 1  6 .
a What is the probability of rolling at least one 6 if a dice is thrown 10 times?
b How many times must a single dice be thrown so there is a better than 50% chance
of rolling at least one 6?
c How many times must a single dice be thrown so there is a better than 95% chance
of rolling at least one 6?

P R O B L E M S O LV I N G 6
1

What is the probability that the second hand of a watch is between the 42-second mark
and the 54-second mark (inclusive)?

According to the Australian Bureau of Statistics, there is 1 birth every 2 minutes and
5 seconds. Approximately how many births would there be in 1 day?

Happy High School has 650 students and 75 computers.


Heavenly High School has 420 students and 60
computers. In which school would you have a better
chance of being able to use a computer?

One of Peter, Jack and Ashleigh is to win a prize. Peter has


double the chance of Jack, and Ashleigh has double the
chance of Peter. What is Ashleighs chance of winning
the prize?

During summer, you could win a prize if you bought an ice-block that
has the words PRIZE WON on its stick. A class of 30 students each
bought an ice-block and 3 of them were winners. How many prizes
could you expect to win if you bought 10 ice-blocks?

C H A P T E R

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Numbers with two (different) digits are made from the digits 1, 2, 4 and 5. What is the
probability that a number formed will:
a be an even number?
b be an odd number?
c be a multiple of 3?
d be less than 50?
e start with a 2?

Find the complement of tossing at least 1 head when 2 coins are tossed.

a What is the area of each ring on the dart board?

Three cards are labelled A, B and C. They are drawn one at a time from a hat. What is
the chance that card B or card C will be the second card drawn?
Leave your answers in tems of .
b If William hits the board each time he throws
a dart, what is the probability of his dart landing
in the white ring?

4 cm 4 cm 4 cm

10

An equilateral triangle is inscribed in a circle. Suppose a chord


is drawn between any two points at random on the
circumference of the circle. The probability that this chord is
2
shorter than a side length of the triangle is 3. Give a logical
explanation of why this might be so. (Hint: Fix one of the
points at a vertex of the triangle and draw chords from there.)

11

Two boxes both contain red marbles and blue marbles. You are to choose a box and
draw one marble at random. If it is blue, you win $10, but if it is red you win nothing.
Which box should you choose?
A 3 red marbles and 2 blue marbles
B 30 red marbles and 20 blue marbles

12

You have a bag containing 40 coins, and you have a 5 chance of picking a 10c coin
from that bag. How many 10c coins are in the bag?

13

a Show that you have more than a 50% chance of throwing a

14

A couple has 6 children. Which of the birth orders is most likely?


A girl, boy, girl, boy, boy, girl
B boy, boy, boy, girl, girl, girl
C boy, girl, boy, boy, boy, boy
Are any orders equally likely? Discuss.

212

C O N N E C T I O N S

M A T H S

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dart into the shaded area of this dart board (assuming that
the dart hits the board).
b What should the outer radius of the dart board be if you
are to have exactly 50% chance of throwing a dart into the
shaded area?

cm

2 cm

literaacy skillsil

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literacy
acy skillsil

Literacy
L
Li
racy
skills
kills
c
Literac y

SKILLS 6

definite
lucky
odds on
off chance
maybe
unsure
even chance
5050 unlikely fluke
sure
impossible
one in a million
unexpected
conceivable improbable odds against incredible
certain doubtful perhaps possible hopeful
1

Our everyday language contains many terms about the likelihood of an event.
a Choose two terms from the list above that refer to an event that:
i
will not happen
ii is likely to happen
iii could happen
iv is just as likely to happen as not to happen
b Check your answers against those of other students in the class.
Did they agree with you? Discuss.
c Find four other words or expressions that describe the likelihood of an event.

The Australian term Buckleys chance has an interesting history.


a What does it mean?
b How did this expression develop?

Define relative frequency and theoretical probability. Use the word however in your
second definition to help you describe the difference between these two terms.

Many people use numbers when they have no basis for doing so. For example,
someone may say 99% of people will agree with me about , when this person should
have said I am sure many people will agree with me about
Why do you think the first statement sounds more impressive? Discuss.

Write a sentence containing each term:


a odds against b conceivable c odds on

d improbable

Provide an antonym for:


a impossible
b definite

d conceivable

What does it mean if the probability in favour of an event is 1? Give an example of an


event with a probability of 1.

What does it mean if there is a zero probability? Give an example of an event with a
probability of zero.

Explain why you would not necessarily get 5 heads and 5 tails if you tossed a fair coin
10 times.

10

When 2 coins are tossed they can show either 2 tails or 2 heads or 1 tail and 1 head.
Comment on this statement: There are 3 outcomes, so the probability of 2 tails is 13.

doubtful

C H A P T E R

e maybe

P R O B A B I L I T Y

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Chapter review 6

214

A day of the week is chosen at random. What is the probability of choosing a Sunday or
a Tuesday?

A number from 1 to 10 is chosen at random. What is the probability of choosing a 6 or


an odd number?

A single 6-sided dice is rolled. What is the probability of rolling a 2 or a 5?

A teacher chooses a student at random from a class of 30 girls. What is the probability
that the student chosen is a girl?

A spinner has 4 equal sectors coloured yellow, blue, green and red. What is the
probability of landing on red or blue after spinning?

A spinner has 4 equal sectors coloured yellow, blue, green and red. What is the
probability of landing on a sector that is not red after spinning?

A single 6-sided dice is rolled. What is the probability of rolling a number greater than 3
or an even number?

A glass jar contains 1 red, 3 green, 2 blue and 4 yellow marbles. If a single marble is
chosen at random from the jar, what is the probability that it is yellow or green?

10

A single card is chosen at random from a standard deck of 52 playing cards. What is the
probability of getting a king or a club (or both)?

11

A single card is chosen at random from a standard deck of 52 playing cards. What is the
probability of choosing a card that is not a queen?

12

A glass jar contains 30 blue marbles. If a marble is chosen at random from the jar, what
is the probability that it is not blue?

13

A spinner with 7 equal sectors numbered 1 to 7 is spun. Give an example of:


a a certain event
b an impossible event

14

At Pascal High School, only 3 out of 5 students can go on a school camp. What is the
probability that a particular student cannot go on the school camp?

15

A large basket of fruit contains 8 oranges, 5 apples and 4 bananas. If a piece of fruit is
chosen at random, what is the probability of choosing an orange or a banana?

16

17

List all the possible outcomes when a dice is rolled.

18

In a bag are red and green marbles in the ratio 2 : 3. One marble is drawn at random.
What is the chance that it is red?

In a pet store, there are 7 puppies, 10 kittens, 4 rabbits and 7 parakeets. If a pet is
chosen at random, what is the probability of choosing a puppy or a parakeet?

When Terry rolled a dice 5 times he obtained 1, 1, 3, 2 and 3. If he rolls the dice a 6th
time, does his chance of rolling a number greater than 3 improve? Explain.

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What is the relative frequency of the letter z in this sentence?


The quick brown fox jumped over the lazy dogs.

20

A letter is chosen at random from the word hippopotamus. What is the chance that it is:
a an o ?
b ap?
c a vowel?
d not a vowel?

21

Cathie is a runner who scored the following times (to the nearest second) in the last
54 trials she ran:
Time

67

68

69

70

71

72

Frequency

12

14

11

She is about to run a race. Based on the relative frequencies in the table, what is the
probability that her time will be:
a 69 seconds or greater?
b greater than 70 seconds?
c 68 seconds or less?
d between 68 and 70 seconds inclusive?
22

The names of the 7 days of the week are written on separate cards and shuffled. One is
chosen at random. What is the probability that the day selected:
a begins with the letter T?
b ends with day?
c has 9 letters?
d contains letters that are all different?

23

A card is drawn at random from a standard deck. What is the chance that the card is:
a a heart?
b either an ace or a 7?
c either a red ace or a 7?
d either a red ace or a black 7?
e either a diamond or a 10?
f either a black card or a queen or both?
g not an ace?
h not a club?

24

A jar contains a number of red, black and yellow jellybeans. Doug reaches in and draws
out a jellybean.
a List the possible outcomes.
b What is the probability of drawing out a white jellybean?
c What is the chance of drawing out a jellybean?
d List 3 features of the jellybeans needed to make this a random event.

25

A coin is tossed 100 times.


a How many heads can be expected?
b Will there be exactly this number of heads? Explain your answer.

26

An experiment was conducted to find out how many lollies were in 100 packets.
The results were as follows:
Number of lollies

20

21

22

23

24

25

26

Number of packets

17

26

39

Write your answers as percentages.


a What is the relative frequency of packets containing exactly 21 lollies?
b What is the relative frequency of packets containing exactly 24 lollies?

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c What is the experimental probability of finding 24 or more lollies in a packet?


d The manufacturers policy is that no more than 30% of the packets will contain less

than 23 lollies. From the figures above, is the policy being observed?
27

Consider the following sentence:


Sally sells sea shells down by the sea shore.
a How many times does the letter s appear?
b Express the relative frequency of the appearance of the letter s as a percentage.
c We would usually expect the letter s to appear 6.1% of the time. Suggest why your

finding for the given sentence is different from this.

216

28

If the probability of an event is 15, how many times would we expect the event to occur
over 200 trials?

29

After Ray completed his Maths test he announced that he had the same chance as
passing as he did of failing. Is this true? Explain your answer.

30

A single letter is chosen at random from the word likelihood. What is the probability
that the letter chosen is:
a a vowel?
b the letter l ?
c a letter from the first 10 letters of the alphabet?
d a consonant from the first 10 letters of the alphabet?
e a vowel from the first 8 letters of the alphabet?

C O N N E C T I O N S

M A T H S

S T A G E

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geometrical
figures
Syllabus outcomes
SGS5.2.1 Develops and applies results related to the angle sum of interior and exterior angles
for any convex polygon

SGS5.2.2 Develops and applies results for proving that triangles are congruent or similar
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content

WMS5.3.2 Solves problems using a range of strategies, including deductive reasoning


WMS5.3.4 Uses deductive reasoning in presenting arguments and formal proofs
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations about,
existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


nname polygons according to number of sides
ndistinguish between regular and irregular polygons
ndistinguish between convex and non-convex (concave) polygons
napply the result for the interior angle sum of a triangle to find, by dissection, the interior
angle sums of polygons with 4 or more sides

ndefine the exterior angle of a convex polygon


nestablish that the sum of the exterior angles of any convex polygon is 360
napply angle sum results to find unknown angles
ndetermine what information is needed to show that two triangles are congruent
napply the congruence tests to justify that two triangles are congruent
napply congruent triangle results to establish properties of isosceles and equilateral
triangles

napply congruent triangle results to establish some of the properties of special

quadrilaterals, including diagonal properties, for example the diagonals of a parallelogram


bisect each other
nidentify the elements preserved in similar triangles, namely angle size and the ratio of
corresponding sides
ndetermine whether triangles are similar
ncalculate unknown sides in a pair of similar triangles
napply the triangle congruence tests in numerical exercises to find unknown sides
and angles
napply the enlargement or reduction factor to find unknown sides in similar triangles

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Polygons
The word polygon has been derived from the
Greek words poly, meaning many, and gonia,
meaning angle. This means that a polygon is a
plane closed figure with many angles. However, in
a plane closed figure the number of sides is the
same as the number of angles, so we can also
define a polygon as a closed figure with many
sides (straight lines).

Number of sides

Polygons have special names depending on


the number of sides they have. Some of the names
are given in this table. The first part of the name
indicates the number of sides of the polygon.

Name of polygon

triangle

quadri lateral

pentagon

hexagon

heptagon

octagon

nonagon

10

decagon

11

undecagon

12

dodecagon

If all the sides of a polygon are equal and all its angles
are equal, it is called a regular polygon. If any of the sides
or angles are not equal, it is an irregular polygon.
convex
polygon

Polygons can be convex or non-convex (concave). In a


convex polygon, all the interior angles are less than 180.
In other words, each angle of a convex polygon is either
acute or obtuse. All the diagonals of a convex polygon lie
inside the figure.
In a non-convex (concave) polygon, at least one interior
angle is greater than 180. In other words, the polygon has
one or more reflex angles.

non-convex (concave) polygon

E x e r c i s e 7A
1

Which of these shapes are polygons?


A

Which of these shapes are not polygons?


A

218

P O LY G O N S

C O N N E C T I O N S

M A T H S

S T A G E

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What is a polygon? Is a circle a polygon? Why?

Which of these shapes are polygons? Name them.

Write the special name for the polygon with the given number of sides:
a 3
b 4
c 5
d 6
e 7
f 8
g 10
h 12

Name each polygon and state whether it is a regular or an irregular polygon:


a

Name each polygon and state whether it is a convex or a non-convex polygon:


a

A polygon
with equal
sides and equal
angles is called a
regular polygon.

What is the special name given to:


a a 3-sided regular polygon?
b a 4-sided regular polygon?

Sketch:
a a regular convex pentagon

C H A P T E R

b a non-convex (concave) hexagon

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Name these non-convex polygons:


a

In a convex polygon, each


interior angle is less than 180.

Concave means
non-convex.

The angle sum of a triangle


CD-ROM

A polygon is a closed figure with many sides, and the minimum number of sides
needed to close any figure is 3. A triangle is a 3-sided polygon (the polygon with the
least number of sides).
There are 2 important rules about the angles in triangles:

The sum of the interior angles


of a triangle is 180.

and

The exterior angle of a triangle is equal to


the sum of the 2 interior opposite angles.

Examples
1

Find the size of the unknown angle in ABC.

A
a

a  55  30  180
(The angle sum of a
a  85  180
triangle is 180.)
a  180  85
 a  95

55

30

The size of the angle is 95.


2

80

ADC  110 180


ADC  180  110
ADC  70
Now:
x  ADC  80
x  70  80
 x  150

220

C O N N E C T I O N S

M A T H S

A pronumeral is a
variable. Its value
changes according to
the problem.

Find the value of each


pronumeral in this diagram.

S T A G E

110
D

x
C
B

(Supplementary angles add


up to 180.)
(The exterior angle of a triangle is equal to
the sum of the 2 interior opposite angles.)

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y  80  70  180 (The angle sum of a triangle is 180.)


y  150  180
y  180  150
 y  30
3

Find the value of m in


this triangle.

68

The exterior angle is


the angle formed by
extending one side of
the triangle.

128

m  68  128
m  128  68
 m  60

(The exterior angle of a triangle is


equal to the sum of the
2 interior opposite angles.)

E x e r c i s e 7B
1

THE ANGLE SUM OF A TRIANGLE

Find the value of the pronumeral in each triangle:


a

60

70

Find the unknown angle in each triangle:


a

83
m

y
45

65

49

Find the value of each pronumeral:


a

c
y

The angle sum


of a triangle
is 180.

37

75

120

25
50

85

Vertically
opposite angles
are equal.

15

140 a

75

Find the value of each pronumeral in these figures:


a

b
60

c
30

68
78

C H A P T E R

P R O P E R T I E S

O F

38

G E O M E T R I C A L

65

F I G U R E S

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Find the value of y in each figure:


a

54

35

125

126

40

Find the value of x in each figure:


a

3x

150

60
x

2x

30
x

Find the value of each pronumeral:


a

c
p

60

60

50

154
a
c

55

Find the value of each pronumeral:


a

a
c
40
e

Complementary angles
add up to 90.

d
58
z

Supplementary angles
add up to 180.

Find the value of x in each triangle:


a

2x

x
x
x

222

C O N N E C T I O N S

2x

3x

M A T H S

S T A G E

4x

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Find the value of the pronumeral:


a

4a

110

The angle sum of a quadrilateral

CD-ROM

A quadrilateral is a 4-sided polygon, and therefore squares, rectangles, parallelograms,


rhombuses, trapeziums and kites are all polygons.
A diagonal divides a quadrilateral into 2 triangles and the sum of the
angles of each triangle is 180. So the angle sum of both the triangles
is 360, as shown in the diagram. This gives us the following rule:

180

180

The angle sum of a quadrilateral is 360.

Examples
1

Find the size of the unknown angle in


quadrilateral ABCD.

80 D
100
B

120
C

x  100  120  80  360


(The angle sum of a
x  300  360
quadrilateral is 360.)
x  360  300
 x  60
The size of the angle is 60.
40

30

Find the value of the pronumeral in this quadrilateral.

240

x  240  30  40  360
(The angle sum of a
x  310  360
quadrilateral is 360.)
x  360  310
 x  50

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Find the value of each pronumeral


in this figure.

120
x

x  120  90  90  360
(The angle sum of a quadrilateral is 360.)
x  300  360
x  360  300
 x  60
x  y  180
(A straight angle is 180.)
60  y  180
y  180  60
 y  120

Also:

E x e r c i s e 7C
1

T H E A N G L E S U M O F A Q U A D R I L AT E R A L

Find the value of the pronumeral in each quadrilateral:


a

45

60

40

x
125 110
m

Find the value of each pronumeral:


a

97

70

140

110

57

110

Find the value of a:


a

110

125

245
20

3a

2a

224

C O N N E C T I O N S

54
30

2a

3a

M A T H S

S T A G E

5.3 / 5.2 / 5.1

The angle
sum of a
quadrilateral
is 360.

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Find the value of x:


a

3x

75

72

98
68

120
120

95
(x  10)
x

Find the value of each pronumeral:


a

67

75
110

115

130

In a rhombus,
opposite sides are parallel
and all sides are equal.
120

Find the unknown angles:


a

130

75

Find the value of x in each quadrilateral:


a

76

c
25

115
60

88

30

Find the value of each pronumeral:


a

3a
4a

a
51

C H A P T E R

2a

98

P R O P E R T I E S

O F

60

G E O M E T R I C A L

y
x

F I G U R E S

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Find the value of each pronumeral:


a

x
110

10

y
3x

30
270

110

x
130

10

Find the value of m:


a

c
91
m

155

5m

2m

4m
m

2m

The angle sum of a polygon


We can divide a polygon into triangles by drawing all the diagonals from one vertex. The angle
sum of a triangle is 180, so to find the angle sum of the polygon, we multiply 180 by the
number of triangles formed.

Examples
1

Draw a quadrilateral and find the sum of its interior angles.


A quadrilateral is a 4-sided polygon. As shown in the diagram,
the diagonal drawn from vertex A divides the
quadrilateral into 2 triangles.

The angle sum of a quadrilateral  2  the angle sum of a triangle


 2  180
 360
The angle sum of a quadrilateral is 360.

226

C O N N E C T I O N S

M A T H S

S T A G E

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Draw a pentagon and find the sum of its interior angles.


A pentagon is a 5-sided polygon. As shown
in the diagram, diagonals drawn from
vertex A will divide it into 3 triangles.

The angle sum of a pentagon  3  the angle sum of a triangle


 3  180
 540
The angle sum of a pentagon is 540.

The results from the above examples, along with results for other polygons, are summarised
in this table:
Name of polygon

Number of sides

Number of triangles formed

triangle

Angle sum of polygon


1  180  180

quadrilateral

2  180  360

pentagon

3  180  540

hexagon

4  180  720

heptagon

5  180  900

octagon

6  180  1080

nonagon

7  180  1260

decagon

10

8  180  1440

undecagon

11

9  180  1620

dodecagon

12

10

10  180  1800

From this table, we can see that the number of triangles formed in a polygon is always 2 less
than the number of sides.
So for a polygon with n sides, the number of triangles formed is n  2.

The angle sum of a polygon with n sides is (n  2)  180.


S  (n  2)  180

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Examples
1

By using the formula, prove that the angle sum of a polygon with n sides is also
equal to (2n  4) right angles.
S  (n  2)  180
But 180  2 right angles, so:
S  (n  2)  2 right angles
S  (2n  4) right angles

Find the sum of the interior angles of a polygon with 15 sides.


The angle sum of a polygon with n sides is (n  2)  180.
S  (n  2)  180
 (15  2)  180
 13  180
 2340
The angle sum of a 15-sided polygon is 2340.

105

Find the value of x.


140

The polygon has 5 sides, so the angle sum is 540 (3  180).

130

x  105  140  75  130  540


x  450  540
x  90

75

E x e r c i s e 7D
1

T H E A N G L E S U M O F A P O LY G O N

Divide each polygon into triangles by drawing all the diagonals from vertex A.
a

D
E

228

Draw an octagon and from one vertex (A) draw all the diagonals.
a How many diagonals have you drawn?
b How many triangles are formed?
c What is the sum of the interior angles of an octagon?

C O N N E C T I O N S

M A T H S

S T A G E

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The sum of the interior angles


of a polygon is given by the
formula S  (n  2)  180.

Copy and complete this table:


Number of sides of polygon

a
b
c
d

Number of triangles formed

16
19
25
30

Use the angle sum formula S  (n  2)  180 to find the sum of the interior angles of
a polygon with:
a 7 sides
b 21 sides
c 18 sides
d 9 sides

Find the size of the unknown angle in each polygon:


a

110

130

x 100
150
110

150

82

140

155

93
125

Use the formula for the sum of the interior angles of a polygon to find the angle sum of
a polygon with 28 sides.

Find the sum of the interior angles of a polygon with:


a 17 sides
b 23 sides

Find the number of sides of a polygon whose interior angle sum is:
a 5580
b 4680
c 2520

A pentagon has 4 equal angles. The


fifth angle is 92. What is the size of
each equal angle?

10

A regular polygon has all its angles equal


and all its sides equal. Find the size of
each angle of a regular octagon.

11

Three angles of a pentagon are equal and


the sum of the other two angles is 240.
Find the size of each equal angle.

12

Five angles of an octagon are equal and the sum of the other three angles is 375.
Find the size of each equal angle.

13

The angles of a hexagon are x, 2x, 3x and three equal angles that add to 390. Find
the size of each angle.

C H A P T E R

P R O P E R T I E S

O F

49 sides

G E O M E T R I C A L

F I G U R E S

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Regular polygons
A polygon is regular if all its angles are equal and all its sides are equal. So the size of each
interior angle of a regular polygon with n sides is the angle sum divided by n.

(n  2)  180
In a regular polygon with n sides, each interior angle is equal to .
n

Example
Find the size of each interior angle of a regular dodecagon (12-sided polygon).
(n  2)  180
Interior angle  
n
(12  2)  180
 
12
10  180
 
12
1800
 
12
 150
Each interior angle of a regular dodecagon is 150.

E x e r c i s e 7E
1

R E G U L A R P O LY G O N S

Calculate the size of each interior angle in each polygon:


a

230

For each polygon in question 1, find the size


of the exterior angle x.

Find the size of each interior angle of a


regular polygon with:
a 12 sides
b 9 sides
c 10 sides

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

An interior angle of a
regular polygon is given by
the formula:
(n  2)  180

Angle  
n

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How many sides does a regular polygon have if each interior angle is:
a 108?
b 150?
c 160?

How many sides does a regular polygon have if each interior angle is:
a 162?
b 168?
c 156?

Find the size (to the nearest degree) of each interior angle of a regular:
a hexagon
b heptagon
c undecagon

Find the size (to the nearest degree) of each interior angle of a regular polygon whose
angle sum is:
a 2880
b 3600
c 3960

The sum of the interior angles of a regular polygon is 2340.


a Find the number of sides the polygon has.
b Find the size of each interior angle.

10

Find the size of each interior angle of a regular polygon with 24 sides.
The sum of the interior angles of a regular polygon is 360.
a Find the size of each interior angle.
b How many sides does the polygon have?
c What is the special name given to this polygon?

The exterior angle sum of a polygon


When each side of a polygon is produced (extended) in a clockwise or anticlockwise
direction, exterior angles are formed as shown.

CD-ROM

c
b
d

a
e

The sum of the exterior angles of any polygon is 360.

In this case:
a  b  c  d  e  360

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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The exterior angle sum of a triangle


The sides of triangle ABC have been produced in
an anticlockwise direction to form exterior angles as shown.

We know that:
a  p  180

(Supplementary angles add to 180.)

C
c

a
p

Similarly:
b  q  180
and

c  r  180

 (a  p)  (b  q)  (c  r)  3  180
(a  b  c)  (p  q  r)  540
But a  b  c  180. (The angle sum of a triangle is 180.)
 180  (p  q  r)  540
p  q  r  540  180
p  q  r  360
So the sum of the exterior angles of a triangle is 360.

The exterior angle sum of a quadrilateral


The sides of quadrilateral ABCD have been produced in
an anticlockwise direction to form exterior angles as shown.
We know that:
a  p  180

D
s d
A

(Supplementary angles add to 180.)

a
p

r
C
c

b q
B

Similarly:
b  q  180
c  r  180
d  s  180
 (a  p)  (b  q)  (c  r)  (d  s)  4  180
(a  b  c  d )  (p  q  r  s)  720
But a  b  c  d  360. (The angle sum of a quadrilateral is 360.)
 360  p  q  r  s  720
p  q  r  s  720  360
p  q  r  s  360
So the sum of the exterior angles of a quadrilateral is 360.
We can similarly prove that the sum of the exterior angles of a pentagon or a hexagon or any
polygon is 360.

232

C O N N E C T I O N S

M A T H S

S T A G E

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Examples
1

The exterior angle of a regular polygon is 72. Find:


a the number of sides of the polygon b the name of the polygon
c the size of each interior angle
d the sum of the interior angles
a Each exterior angle  72

CD-ROM

The number of sides


is the same as the
number of angles.

Sum of exterior angles  360


Number of sides  360  72
5
The polygon has 5 sides.
b The polygon is a pentagon.
c

Interior angle (i)  exterior angle (e)  180


i  72  180
i  180  72
i  108
Each interior angle is 108.

(Supplementary angles
add to 180.)

d Angle sum  5  108

 540
The sum of the interior angles is 540.
2

The interior angle of a regular polygon is 150. Find:


a the size of each exterior angle b the number of sides of the polygon
c the name of the polygon
d the sum of the interior angles
a Each interior angle  150

Exterior angle (e)  interior angle (i )  180


e  150  180
e  180  150
e  30

(Supplementary
angles add to 180.)

Each exterior angle is 30.


b Sum of exterior angles  360

360
Number of sides  
30
 12
c

The polygon has 12 sides.

The polygon is a dodecagon.

d Angle sum  150  12

 1800

C H A P T E R

The sum of the interior angles is 1800.

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

233

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E x e r c i s e 7F

T H E E X T E R I O R A N G L E S U M O F A P O LY G O N

Find the size of each exterior angle of a regular:


a pentagon
b hexagon
c octagon

Find the size of each exterior angle of an equilateral triangle


(a regular 3-sided polygon).

Find the size of each exterior angle of a square (a regular


4-sided polygon).

Find the size of each exterior angle of a regular 24-sided polygon.

Find the value of x:

The sum of the


exterior angles
of any polygon
is 360.

Each exterior angle of a regular polygon is 12.


Find the number of sides of this polygon.
140

b
2x

150

3x
4x

70
x

If each exterior angle of a regular polygon is 40, what is:


a the number of sides of the polygon?
b the size of each interior angle?
c the sum of the interior angles?

Each exterior angle of a regular polygon is 24. Find:


a the number of sides of the polygon
b the size of each interior angle
c the sum of the interior angles

For a regular polygon of 18 sides, find:


a the size of each exterior angle
c the sum of the interior angles

10

For each regular polygon below, find:


i
the size of each exterior angle
iii the sum of the interior angles
a

234

C O N N E C T I O N S

b the size of each interior angle

ii

the size of each interior angle

M A T H S

S T A G E

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W O R K I N G M AT H E M AT I C A L LY

Polygons
Many shapes in our environment are polygons. Study these images carefully and discuss any
differences and similarities.

Can you think of any more polygons in our environment?

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Construction of regular polygons


in a circle
To construct a regular polygon in a circle, we need to position the vertices of the polygon so
that they are equally spaced around the circle. This can be easily done by drawing equal
angles from the centre of the circle. The size of the angle can be calculated by dividing 360 by
the number of the vertices the polygon has.

Examples
CD-ROM

Construct a 3-sided regular polygon


(equilateral triangle) in a circle of
radius 3 cm.
Draw a circle of radius 3 cm.
A 3-sided regular polygon has
3 vertices. The size of each angle
at the centre of the circle is
360
  120.
3

120

Construct 3 equal angles at the


centre by drawing 3 radii 120 apart.
Join the vertices to form the regular
3-sided polygon ABC.
2

120

72
72
72

72

72

Join the vertices to form


the regular pentagon
ABCDE.
A

236

C O N N E C T I O N S

M A T H S

Construct a regular pentagon in a


circle of radius 4 cm.
Draw a circle of radius
4 cm. A regular
pentagon has 5 vertices,
so construct 5 equal
angles at the centre.
The size of each angle
360
is   72.
5

120

S T A G E

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E x e r c i s e 7G

C O N S T R U C T I O N O F R E G U L A R P O LY G O N S I N A C I R C L E

Construct a square in a circle of radius 3 cm.

a How many sides does a regular nonagon have?


b How many vertices does it have?
c Find the size of the angle at the centre that is needed to draw a regular nonagon.

Draw a regular octagon in a circle of radius 4 cm.

Construct a regular hexagon in a circle of radius 4 cm.


a
b
c
d

How many sides does a regular decagon have?


How many vertices does it have?
Find the size of the angle at the centre that is needed to draw a regular decagon.
Construct a regular decagon in a circle of radius 3 cm.

CD-ROM

Draw a regular dodecagon in a circle of radius 3 cm.


a How many vertices does a regular 15-sided figure have?
b Find the size of the angle at the centre that is needed to draw a 15-sided

regular polygon.
8

a How many sides does a regular heptagon have?


b How many vertices does it have?
c Find the size of the angle at the centre that is needed to draw a regular heptagon.

a How many sides does a regular undecagon have?


b How many vertices does it have?
c Find the size of the angle at the centre that is needed to draw a regular undecagon.

10

a How many vertices does a regular 20-sided figure have?


b Find the size of the angle at the centre that is needed to draw a 20-sided

regular polygon.
11

A 50c coin is a regular dodecagon.


a What is the size of each angle in a regular
dodecagon?
b Trace around a 50c coin. Use a ruler to extend any
two adjacent sides so that you can measure the
angle between them easily.
c What is the size of this angle?
d How close is your measured angle to your answer to a?
e Describe how you can find the centre of your 50c coin drawing so that you can draw
a circle touching all the vertices of the dodecagon.
f What is the radius of this circle?

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Congruent triangles
Two triangles are congruent if they are the same shape and size. Each triangle can be fitted
exactly on top of the other, so their corresponding sides and corresponding angles are equal.
If ABC is congruent to DEF, We write:

ABC  DEF
B

Tests for congruent triangles


It is not necessary to measure all the sides and all the angles of two triangles to prove that
they are congruent. Two triangles are congruent if they satisfy any of the following tests:

You must name the


congruent triangles in
corresponding order.

1 Side, Side, Side (SSS)

If the 3 sides of the first triangle are respectively equal to the


3 sides of the second triangle, the triangles are congruent.
In ABC and DEF :

AB  DE
AC  DF
BC  EF
 ABC  DEF

ABC  DEF
but
ABC  EFD

(SSS)

2 Side, Angle, Side (SAS)

If 2 sides and the included angle of a triangle are respectively equal to 2 sides
and the included angle of the other triangle, the triangles are congruent.
In ABC and DEF :

AB  DE
A  D
AC  DF
 ABC  DEF

(SAS)

3 Angle, Angle, Side (AAS)

If 2 angles and 1 side of a triangle are respectively equal to 2 angles and the
corresponding side of the other triangle, the triangles are congruent.

238

C O N N E C T I O N S

M A T H S

S T A G E

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In LMN and OPQ :

M  P
N  Q
MN  PQ

 LMN  OPQ

(AAS)

4 Right angle, Hypotenuse, Side (RHS)

If the hypotenuse and a side of a right-angled triangle are equal to the hypotenuse
and a side of the other right-angled triangle, the triangles are congruent.
In GHI and JKL:
H  K
GI  JL
GH  JK

(right angles)
(hypotenuse)

 GHI  JKL

(RHS)

E x e r c i s e 7H
1

TESTS FOR CONGRUENT TRIANGLES

Which congruence test (SSS, SAS, AAS or RHS) would you use to prove that each pair of
triangles is congruent?
a
Congruent triangles can be
transformations of each
other (flipped or rotated).

b
The symbol for
congruence is .

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Which congruence test (SSS, SAS, AAS or RHS) would you use to prove that each pair of
triangles is congruent?
a

L
K

O
D

C
O is the centre of the circle.

Select each pair of congruent triangles and write the congruence test (SSS, SAS, AAS or
RHS) used to prove this. All length measurements are in centimetres.
a

ii

iii

110

110

240

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

6
110

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ii
60

iii

50

9
9

60

60

50

ii

iii

10

10

10

ii

iii

ii
10

58

11

58

58

11

11

10

ii

iii

65

60

12

12
60

iii

10

10

10

10

50

12

65

60

65

For each of the following, write the third condition needed to prove that the two triangles
are congruent:
a Two angles of one triangle are equal to two angles of the other triangle.
b Two sides of one triangle are equal to two sides of the other triangle.
c The hypotenuse of one right-angled triangle is equal to the hypotenuse of the other
right-angled triangle.
d A side of a right-angled triangle is equal to a side of the other right-angled triangle.

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Applying the congruence tests


Tests for congruent triangles can be used to prove that the two triangles are congruent and to
solve various numerical problems.

Examples
1

In this diagram, AD  BC and AB  DC.


a Prove that ABD  BDC.
b Prove that ABD  BDC.
c What type of quadrilateral is ABCD?

a In ABD and BDC:

AB  DC
AD  BC
BD  BD

(given)
(given)
(common)

 ABD  BDC

Give a reason for


every step.

(SSS)

b Since ABD and BDC are congruent:

ABD  BDC
c
2

(corresponding angles of congruent triangles)

Since the opposite sides of quadrilateral ABCD are equal, it is a parallelogram.

In ABC, B  C. Also, D lies on BC and AD  BC.


a Prove that ABD  ACD.
b Prove that AB  AC.
a In ABD and ACD:

Always draw a
diagram.
A

In congruent
triangles, the angles
that match are called
corresponding angles.

B  C
(given)
ADB  ADC  90 (AD  BC given)
AD  AD
(common)
ABD  ACD

(AAS)

b Since ABD and ACD are congruent:

AB  AC
3

(corresponding sides of congruent triangles)

Find the value of x in this diagram. Give reasons for


your answer.

x B
60
12 cm

In ABC and DEC:


A  D  60
ACB  DCE
BC  EC  12 cm
 ABC  DEC
 x  7 cm

242

C O N N E C T I O N S

M A T H S

(given)
(vertically opposite angles)
(given)

C
12 cm
60
E 7 cm D

(AAS)
(corresponding sides of congruent triangles)

S T A G E

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E x e r c i s e 7I
1

A P P LY I N G T H E C O N G R U E N C E T E S T S

a Prove that ADB  BCA.


b Prove that ADE  BCE.

C
E
P

Given that PQ  PS and QR  RS, prove that PQR  PSR.


AB || DC and CB || DA.

Prove that:
a BAC  DCA
b BCA  DAC
c ABC  CDA
4

R
D

AB and CD are diameters of a circle.


CM  AB and DN  AB. Prove that
COM  DON.

AB and CD are diameters of a circle.


A

Prove that AOC  BOD.

Give a reason for


every step.

O
C

PQ  SR and PS  QR.

Show that PSR  PQR.


S

AE  EC and DE  EB.

Prove that ADE  BCE.


E
D

O is the centre of the circle and AC  CB.


Prove that OCA  OCB.
O

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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a Use the given information to prove that

12 cm

ABD  CDB.
b Find the value of x.
c Find the value of y.

5.6 cm

5.6 cm
65 y
D

10

B
25 x

12 cm

In ABC, M is the midpoint of BC.


Also, BD  ME and CE  MD.
Prove that BMD  CME.

Proving properties of triangles and


quadrilaterals
Congruent triangles can be used to prove the properties
of isosceles and equilateral triangles and to prove the
properties of special quadrilaterals. If you have proved
that 2 triangles are congruent, you have proved that
they are identical in every respect. This means that the
3 sides and 3 angles of one triangle are exactly the same
as the 3 sides and 3 angles of the other triangle.

All sides of an equilateral


triangle are equal. Each
angle of this triangle is 60.

Examples
1

A triangle with 2 equal sides is


an isosceles triangle. The angles
opposite the equal sides are also equal.

ABC is an isosceles triangle with AB  AC. Prove that B  C.


Given:
To prove:

ABC is an isosceles triangle


with AB  AC.

If 2 triangles are
congruent, their
corresponding
angles are equal
and their
corresponding
sides are equal.

B  C

Construction: Draw AD, the bisector of BAC.


Proof:

244

C O N N E C T I O N S

In ABD and ACD:


AB  AC
(given)
B
D
BAD  CAD (constructed)
AD  AD
(common)
 ABD  ACD (SAS)
 B  C
(corresponding angles of
congruent triangles)

M A T H S

S T A G E

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ABCD is a rectangle. Prove that its diagonals


are equal.
Given:

A rectangle ABCD in which AB  DC


and AD  BC. Diagonals AC and BD
are drawn.

To prove: AC  BD
Proof:

Congruent figures
are always the
same shape and
same size.

In ADC and BCD:


AD  BC
(opposite sides of a rectangle)
ADC  BCD  90 (angles of a rectangle)
DC  DC
(common)
 ADC  BCD
(SAS)
 AC  BD
(corresponding sides of
congruent triangles)
 the diagonals of a rectangle are equal.

Prove that the diagonals of a parallelogram


bisect each other.
Given:

A parallelogram ABCD in which


AB  DC and AD  BC.

To prove: AO  OC and DO  OB
Proof:

O
D

In AOD and BOC:


DAO  BCO (alternate angles)
ADO  CBO (alternate angles)
AD  BC
(given)
 AOD  BOC (AAS)
 AO  OC
and DO  OB
(corresponding sides of congruent triangles)
 the diagonals of a parallelogram bisect each other.

E x e r c i s e 7J

P R O V I N G P R O P E R T I E S O F T R I A N G L E S A N D Q U A D R I L AT E R A L S

ABC is an isosceles triangle with AB  AC. AD is drawn perpendicular


to BC. Prove that ABD  ACD and hence that B  C.

ABC is an isosceles triangle with AB  AC.


The vertex A is joined to D, the midpoint
of BC. Prove that ABD  ACD and hence
that B  C.

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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ABC is an equilateral triangle with AB  AC  BC. AD is the


bisector of BAC. Prove that A  B  C and hence that
each angle is 60.
A

In ABC, B  C and AD is the


bisector of BAC. Prove that AB  AC.

C
P

Prove that if the opposite sides of a quadrilateral are


equal, the quadrilateral is a parallelogram.

Prove that if one pair of opposite sides of a


quadrilateral are equal and parallel, the quadrilateral is
a parallelogram.

R
C

PQRS is a kite in which PQ  QR and PS  RS. Prove that


PQS  RQS and hence that P  R.

Prove that the opposite sides


and angles of a parallelogram
are equal.

B
R

For the rhombus ABCD, prove that AE  EC, that


BE  ED and that AEB  90. (In other words, prove
that the diagonals of a rhombus bisect each other at 90.)

10

ABC is an isosceles triangle in which AB  AC. From the


vertex A, a perpendicular AD is drawn to meet the
side BC at D. Prove that BD  DC.

246

C O N N E C T I O N S

M A T H S

S T A G E

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The diagonals of a quadrilateral ABCD bisect each other.


Prove that the quadrilateral ABCD is a parallelogram.

B
E

12

C
A

In ABC, AB  AC, DE || BC and C  65. Prove that ADE


is an isosceles triangle. Also, find the size of ADE.
D

13

ABCD is a parallelogram in which AB  DC and AD  BC.


Also, ADB  52, CDB  30, BC  6.3 cm and
DC  10.0 cm.
a Find ABD and DBC.
b Prove that ABD  CDB.
c Find the length of AB and the length of AD.

6.3 cm
52
30
D

10.0 cm

Similar figures
In mathematics, two figures are said to be similar if they are of exactly the same shape but
not necessarily the same size. When two figures are similar, one can be considered as the
enlargement of the other. Dividing the length of any side of the enlargement by the length of
the corresponding side of the other figure will give the scale factor (or enlargement factor).
Suppose the scale factor is 2. This means that the length of each side in the second figure is
twice the length of the corresponding side in the first figure.
In this diagram, ABC is similar to and
an enlargement of ABC.

A'

The symbol for


similarity is |||.

O
B

The enlargement factor is 2 and O is


the centre of enlargement. So:

AB
BC 
AC 
2
      
AB
BC
AC
1

C H A P T E R

B'

C'
ABC ||| ABC

P R O P E R T I E S

O F

G E O M E T R I C A L

 is also used to
mean is similar to.

F I G U R E S

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Here, square PQRS has been enlarged to square PQRS using


a scale factor of 3 and the centre of enlargement O.
OP 
OQ 
OR 
OS'
3
        
OP
OQ
OR
OS
1

Q'

S'

R'

P
Q
R

We find that:

P'

P Q  Q R  R S 
S P 
3
         
PQ
QR
RS
SP
1

PQRS ||| PQRS

The corresponding angles are also equal.


We can conclude that:

p In similar figures, the corresponding angles are equal.


p In similar figures, the lengths of corresponding sides are in the same ratio.

Example
Two quadrilaterals ABCD and EFGH are similar.
(All measurements are in centimetres.)
B
1

List the pairs of


corresponding sides.

List the pairs of


corresponding angles.

F
6

E
2

3
D

C
H

Find the value of x.

The corresponding sides are:

AB and EF ; BC and FG ; CD and GH ; DA and HE.


2

248

The corresponding angles are:


A and E; B and F ; C and G ; D and H.
HG
EH
   (corresponding sides of similar quadrilaterals)
DC
AD
3
x
  
2
5
3
Similar figures are
If similar figures
x    5
the same shape but
have a scale factor
2
not necessarily the
of 1, they are
1
 x  72
same size.
congruent.

C O N N E C T I O N S

M A T H S

S T A G E

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Similar triangles
We have seen that for figures to be similar, they must have corresponding angles equal and
the lengths of corresponding sides in the same ratio. However, triangles are similar if any one
of the following conditions is satisfied:

If one condition
of similarity is true,
all the other
conditions
are true.

1 The triangles are equiangular.


2 The corresponding sides are in the same ratio.
3 Two corresponding sides are in the same ratio

and the included angles are equal.

Examples
1

In this diagram, PQ  BC.


a Prove that APQ  ABC.
b List the corresponding angles.
c List the corresponding sides.
d Find the value of x.

A
12 cm
x cm
P

a APQ  ABC

A  A
AQP  ACB

8 cm

16 cm

(corresponding angles)
(common angle)
(corresponding angles)

 APQ and ABC are equiangular and hence similar.


b The corresponding angles are:

PAQ and BAC; APQ and ABC; AQP and ACB.


c

The corresponding sides are:


AP and AB; AQ and AC; PQ and BC.

d Since APQ and ABC are similar, their corresponding sides are in the

same ratio. So:


AB BC
  
AP PQ
x
16
  
12
8
16
x    12
8
x  24

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Show that these triangles are similar. All lengths are in centimetres.
A

3
6

The ratios of corresponding sides are:


1
AB
   
2
DE

2
1
AC
     
4
2
DF

BC
3
1
    
EF
6
2

The corresponding sides are in the same ratio.


 ABC  DEF

E x e r c i s e 7K
1

SIMILAR FIGURES

Decide whether or not each pair of shapes are similar. Give reasons. (All lengths are
in centimetres.)
a

7
3.5

2.12

4.24

1.5

5
5

10

Are each pair of triangles similar? Why? (All lengths are in centimetres.)
D

A
5

10

B 2 C
E

D
F
100 60

60 100
C
E

A
7

10

C
B
S
Q

250

C O N N E C T I O N S

14

M A T H S

S T A G E

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For each pair of similar triangles, write the corresponding sides and the
corresponding angles:
a

D
A

40

40
70
M

5
B

70

10

From each group of 3 triangles, select 2 triangles that are similar. Give reasons.
(All lengths are in centimetres.)
a

3
3

40

40

70

70

14
D

60
B

40
H

30

If triangles are
equiangular, they
are similar.

70

50

40

60
40
E

D
G

Prove that ABC  ADE.

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Prove that PQR  PST.

Prove that ABC  DEF.

10 cm
F

5 cm

E
6 cm
12 cm

16 cm
L

8 cm

Prove that LMN  PQN.

A
Q
M

N
P

Applications of similarity
The properties of similar triangles can be used to find unknown angles and the lengths of the
unknown sides.

Examples
1

ABC and DEF are similar. Find the value of x. (All lengths are in centimetres.)
A
D
12

E
B

15

Since ABC  DEF, their sides are in the same ratio.
DE EF
   
AB BC
x
5
  
6 15
5
x    6
15
x2

252

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

If triangles are
similar, the
corresponding
sides are in the
same ratio.

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Show that ABC  DEF and then find the value of x.
D
A
x cm

24 cm

12 cm

18 cm

C
E

B  E 
C  F 
 A  D
 ABC  DEF

(given)
(given)
(third angle of a triangle)
(equiangular)

Since ABC and DEF are similar, their sides are in the same ratio.
AB
AC
   
DE DF
12
x
  
24 18
12

x
18  24
 x  16
3

Given that ABC  ADE, find the length of BC.


(All measurements are in centimetres.)

12

The scale factor from ABC to ADE is 9 (the ratio


of corresponding sides of similar triangles).
BC 12
   
6
9
12
BC    6
9
BC  8 cm

E
6

E x e r c i s e 7L
1

3
C

A P P L I C AT I O N S O F S I M I L A R I T Y

Find the value of x in each pair of similar triangles. (All lengths are in centimetres.)
a

b
x

24

12
7

18

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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d
30

12

60

56

12

For each pair of similar triangles, find the value of each pronumeral. (All lengths are
in centimetres.)
a

12
x
3

10

50

c
6

108
10
93
12

10

49

20

Find the value of each pronumeral in these pairs of similar triangles. (All lengths are
in centimetres.)
a

b
5

15

6
x

1.5

7.5

x
30

12

10.5

For each pair of similar triangles, find the values of the pronumerals. (All lengths are
in centimetres.)
a

A
10

53
B

C O N N E C T I O N S

13
24

12

254

27

45

93
15

49

50

d
x

20

108

10
12
18

M A T H S

S T A G E

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4

11:35 AM

8
D
x

15

Page 255

12
A

18

y
14

15

Prove that the 2 triangles are similar and then find the value of each pronumeral.
(All lengths are in centimetres.)
A

b
21

35

15

42
x

15

18

32

24

26

10

y
20

24

x
E

P R O B L E M S O LV I N G 7
1

The number of diagonals in a polygon is equal to 2n(n  3), where n is the number of sides
1
of the polygon. For example, a pentagon has 2  5  (5  3)  5 diagonals.
There are not many diagonals in a pentagon, so you can quickly draw
a pentagon and draw in the diagonals to check this.
1

Use the formula to show that a triangle does not have any diagonals.

How many diagonals are there in a 20-sided polygon?

Show that it is not possible for a polygon to have 100 diagonals.

How many diagonals are there in:


a a hexagon?
b an octagon?

a decagon?
CD-ROM

A polygon has 54 diagonals. How many sides does it have?


(You may need to use guess and refine strategies to find out.)

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Page 256

literacy
acy skillsills

Literacy
L
Li
racy
skills
kills
c
Literac y

SKILLS 7

polygon convex non-convex triangle hexagon


heptagon octagon nonagon decagon dodecagon
supplementary quadrilateral rhombus regular
congruent similar corresponding enlargement factor
interior
exterior pentagonal
complement

Draw both a convex and a non-convex hexagon, then draw all their diagonals. Use
these diagrams to help you write a definition of a non-convex polygon. Your definition
must contain the word diagonal.

a Write a full sentence for each missing reason

in the proof below. Do not use abbreviations.


In ABC, let BAC  x and ABC  y .

y
C

ACB  180  (x  y )

(....................................)

ACD  180  [180  (x  y )]

(....................................)

ACD  180  180  (x  y )


ACD  x  y
b State the rule that has been proved above.
3

a Complete the missing reasons below.

97

Use two different reasons.


y

y  83
(....................................)
x  123 (....................................)

57

b Explain why you cannot write these two reasons in reverse order.
c You can find the size of x without first calculating y . Explain why, using the word

supplementary at least once.


4

Say the words in the table to yourself.

Noun

Describe the difference in pronunciation


between the nouns and the adjectives.
Use the words syllable and but in your
comparison.

triangle

triangular

pentagon

pentagonal

hexagon

hexagonal

Explain why a rhombus is not a regular polygon.


The incomplete procedure below tells you how to construct a square in a circle of
radius 3 cm. Complete the procedure.
Step 1
Step 2
Step 3

256

Adjective

Open the compass radius to 3 cm.


Draw a circle.
Draw a diameter of this circle.

C O N N E C T I O N S

M A T H S

S T A G E

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Chapter review 7
1

Define the word polygon and write the special name for a polygon with:
a 7 sides
b 9 sides
c 11 sides

Which of the following shapes are polygons? Name each polygon and state whether it is
regular or not.
A

Name each polygon and state whether it is convex or non-convex:

Name these non-convex polygons:

Find the value of x in each triangle:


a

b
x

25

70

35

130

Find the value of each pronumeral in these 3-sided polygons:


a

b
75
b
a

C H A P T E R

40

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Page 258

Find the value of x in each figure:


a

b
x
x
50
68

145
120

Find the value of each pronumeral:


a
62

2x

3x

Find the unknown angle in each quadrilateral:


a

b
45

50
x

110
120

10

115

Find the value of x:


a

b
2x

115

2x

11

115

Find the unknown angle:


a

b
123
x

70
x

258

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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Find the value of each pronumeral:


a

b
30

68

42

115

25

13

Draw a hexagon and from one vertex (A) draw all the diagonals.
a How many diagonals have you drawn?
b How many triangles are formed?
c What is the sum of the interior angles of a hexagon?

14

Find the value of x:


a

b
140

115

150

110
x

15

16

17

120

105

Find the sum of the interior angles of a polygon with 10 sides.


Find the number of sides of a polygon whose interior angle sum is 4320.
Find the size of each interior angle:
a

18

For a regular nonagon (9-sided polygon), find:


a the sum of the interior angles
b the size of each interior angle

19

The sum of the interior angles of a regular polygon is 2880. Find:


a the number of sides of the polygon
b the size of each interior angle

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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20

The size of each interior angle of a regular polygon is 165. Find:


a the number of sides of the polygon
b the sum of the interior angles of the polygon

21

For a regular polygon with 20 sides, find:


a the size of each exterior angle
b the size of each interior angle
c the sum of the interior angles

22

If each exterior angle of a regular polygon is 30, what is:


a the number of sides of the polygon?
b the size of each interior angle?
c the sum of the interior angles?

23

Each interior angle of a regular polygon is 135. Find:


a the size of each exterior angle
b the number of sides of the polygon
c the sum of the interior angles

24

Find the value of x in:


a

b
3x
x
2x
3x
5x

x
4x

25

If in a regular polygon each interior angle is 3 times the size of the exterior angle, how
many sides does the polygon have?

26

Find the number of sides of a regular polygon in which each exterior angle is half the
size of each interior angle.

27

Find the number of sides of a regular polygon in which each interior angle is 5 times
the size of each exterior angle.

28

Name 2 congruent triangles in each diagram. Give reasons.


a

C
5 cm

9 cm
T

5 cm

9 cm

260

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In this diagram, ML  PQ, MLN  50,


LNQ  105 and NPQ  55.

L
50

Prove that MN  NP.

105
N

55
P

30

ABCD is a square. P, Q, M and N are the


midpoints of the sides on which they lie.

Prove that PQ  MN.


P

31

ABD  ACD and AD bisects BAC.

Prove that ABD  ACD.

D
B

32

For each pair of triangles, use a test of similarity to find the value of the pronumeral.
(All measurements are in centimetres.)
a

b
3

1
x

33

Name a pair of similar triangles and find the


value of x.

15
5
A

B
3

34

In PQR, ST is drawn parallel to QR.


Prove that PST ||| PQR.
S

C H A P T E R

P R O P E R T I E S

O F

G E O M E T R I C A L

F I G U R E S

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Write true (T) or false (F) for each statement:


a All equilateral triangles are similar.
b All isosceles triangles are similar.
c All right-angled triangles are similar.
d All triangles that are congruent to each other are similar to each other.
e All triangles that are similar to each other are congruent.

C O N N E C T I O N S

M A T H S

S T A G E

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Syllabus outcomes
DS5.1.1 Groups data to aid analysis and constructs frequency and cumulative
frequency tables and graphs
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.2 Analyses a mathematical or real-life situation, systematically applying
problem-solving strategies
WMS5.3.3 Uses mathematical terminology and notation, algebraic symbols, diagrams,
text and tables to explain mathematical ideas
WMS5.3.4 Explains and verifies mathematical relationships
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


nconstruct a cumulative frequency table for ungrouped data
nconstruct a cumulative frequency histogram and polygon (ogive) for ungrouped data
nuse a cumulative frequency polygon to find the median
ngroup data into class intervals
nconstruct a frequency distribution table and a cumulative frequency table for
grouped data
nconstruct a cumulative frequency histogram and polygon for grouped data
nfind the mean using class centres
nfind the modal class
nconstruct frequency tables and graphs from data obtained from different sources
and discuss ethical issues that may arise from the data
nread and interpret information from a cumulative frequency table or graph
ncompare the effects of different ways of grouping the same data
nuse spreadsheets, databases, statistics packages or other technology to analyse
collected data, present graphical displays and discuss ethical issues that may arise
from the data

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Statistics
Statistics is a branch of mathematics that deals with the collection, organisation and analysis
of data. It is used extensively in other fields such as science, psychology, economics,
marketing and business.
As its name suggests, statistics was first used by states (governments), which collected large
amounts of information. The Australian Bureau of Statistics (ABS) is the authority on official
information in Australia. Each year the ABS produces the Australian Year Book, which is
crammed with facts and figures ranging from science and agriculture to history and
geography. A copy should be in your school library.

Frequency distribution and cumulative


frequency tables
A frequency distribution table is useful for organising and collating data. It shows (in the
frequency column) how many times a piece of data (a score) has occurred in a set of
information.
Another column can be added to a frequency distribution table: a cumulative frequency
column. This shows progressive totals of the scores. The cumulative frequency of a given
score is the number of scores less than or equal to that score.

Examples
Forty homes were chosen at random and surveyed to find how many children
were in each home. The results were:

264

Draw a frequency
distribution table
for this data.

C O N N E C T I O N S

M A T H S

S T A G E

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The frequency distribution table is:


Score (x)
0
1
2
3
4

Tally

Frequency ( f )

51
54
55
51
51

6
9
10
6
6

5
6
7

2
1

2
1
Total

The scores range from 0


(the lowest score) to 7 (the
highest score).

40

Use tally marks with the 5th


stroke through the previous 4
( 5 ) to make counting easier.

Add a cumulative frequency column to the frequency distribution table in


example 1 to make a cumulative frequency table.
The cumulative frequency table is:
Score (x)
0
1
2
3
4

Tally

Frequency ( f )

51
54
55
51
51

5
6
7

2
1

Cumulative frequency (cf )


6

15

10

25

31

37

37

39

40

6  9  15,
15  10  25
and so on.

f  40

Note:
p The last number in the cumulative frequency column must equal the sum of all the
frequencies. This is because, in this example, all 40 households surveyed must have
had 7 or fewer children.
p Instead of writing total under the frequency column, we can write f.
 (sigma) is the capital S in the Greek alphabet and in statistics means the sum of.
So f means the sum of the frequencies.
p Since there are no scores of 5 (children), the cumulative frequency remains at 37
(37  0  37) for this score.
p 31 homes had 3 children or fewer. This means that there were 40  31  9 homes with
more than 3 children.

C H A P T E R

D ATA

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A N D

E VA L U AT I O N

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E x e r c i s e 8A
1

F R E Q U E N C Y D I S T R I B U T I O N A N D C U M U L AT I V E F R E Q U E N C Y TA B L E S

A question in an exam was marked out of 5. The results were:


4

a Draw a frequency distribution table for this data, including a column for
b
c
d
e
2

cumulative frequency.
How many results are shown?
Which result occurred most often?
How many students scored 3 or less?
How many students scored more than 3?

This table shows the number of strokes a group of golfers took to sink the ball in the
first hole.
Score (x)

Tally

Frequency ( f )

Cumulative frequency (cf )

1
3
54
51

2
3
4
5

f 

a
b
c
d
e
f
3

Copy and complete the table.


What was the most common number of strokes to sink the ball?
How many golfers were in the group?
What was the greatest number of strokes needed to sink the ball?
What percentage of golfers sank the ball in under 4 strokes?
True or false: More than one-third of the golfers took 4 strokes to sink the ball.

To provide for suitable gifts at a Christmas party, a club surveyed


30 children to find their ages:
2

a What was the age of:

the youngest child?


ii the oldest child?
b What was the range of ages?
i

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Draw and complete a table with the following headings:


Score (x)

d
e
f
g
h
4

Page 267

Tally

Frequency ( f )

Cumulative frequency (cf )

What does the score column show?


What does the frequency column show?
How many children were aged 4 and under?
Below what age are 50% of the children?
How many children, and what percentage, were aged between 7 and 9 (inclusive)?

Terry tossed 10 coins 50 times and


recorded the results in this table.
a Copy and complete the table.
b On how many occasions did he
score 6 or more heads?
c On how many occasions did he
score more than 7 tails?
This is part of
a cumulative
frequency table.

Score
(number
of heads, x)

Frequency
(f )

Cumulative
frequency
(cf )
2

16

30

Cumulative
frequency (cf )

40

46

46

Give 2 possible
values for x.

f 

x
10

These are 2 columns


from Janas frequency
distribution table.
What is wrong
with some of
Janas entries?

cf

10

12

Score (x)

11

15

10

Frequency
(f )
2

11

12

13

Copy and complete this frequency


distribution table.

Cumulative
frequency
(cf )

14

15

15

20

16

26

17

18

2
f 

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a Copy and complete this frequency table using the data in

the dot plot.


Score (x)

15

16

17

18

19

20

21

22
15 16 17 18 19 20 21 22
Score (x )

Frequency (f )

b What fraction of scores are:


i

greater than 20?

ii

not less than 17?

A container holds 101 marbles. There are 3 fewer orange marbles than red marbles, but
twice as many yellow marbles as red ones. There are twice as many blue marbles as
orange ones. There are equal numbers of red and violet marbles, but 4 times as many
green as either of these colours.
a Use this information to complete this frequency distribution table:
Marble colour

Number of marbles

b Which colour has the highest frequency?

Frequency and cumulative frequency


diagrams
Consider this table. We can display
this information on a frequency
histogram or a frequency polygon.

Score (x)

Frequency ( f )

Cumulative frequency (cf )

12

18

20

f  20
Test marks

Suppose the scores show test marks. We show this


in the title. Remember that every graph should have
a title and properly labelled axes.

268

C O N N E C T I O N S

M A T H S

S T A G E

Frequency

A frequency histogram is essentially a column


graph. Note the half unit space before the first
column and after the last column. There is no need
to start from zero on the horizontal axis. The scores
are plotted along the horizontal axis.

8
6
4
2
0

5.3 / 5.2 / 5.1

6
7
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Test marks

Sometimes a frequency histogram and polygon


are drawn on the same axes. It is best to draw
them using different colours to remind you they
are separate graphs.

Frequency

A frequency polygon is essentially a line graph.


Join the points (dots) on the graph with
straight lines. On either side these lines end on
the horizontal axis.

6
4
2
0

6
7
Mark

Test marks

6
Test marks
4
Cumulative frequency

Frequency

2
0

6
7
Mark

Here the cumulative frequency histogram and


the cumulative frequency polygon have been
drawn on the same axes.

20
18
16
14
12
10
8
6
4
2
0

The histogram progressively steps upward. Why?

6
7
Mark

Note that in the polygon the top right-hand corner of each column is joined to the one next to
it. The column before the 4 had a frequency of 0, so its height is 0. Also, the polygon does not
return to the horizontal axis on the right.
Sometimes a cumulative frequency polygon is called an ogive.

Example
This frequency distribution table
shows the masses of 60 pineapples
taken at random from a crop.
(The masses are given to the
nearest 0.25 kg.)
Draw a cumulative frequency
histogram and polygon for this data.

Mass (kg)
1.75
2.00
2.25
2.50
2.75
3.00
3.25
3.50
3.75

Frequency
(f )
2
5
8
12
11
9
6
4
3

Cumulative
frequency
(cf )
2
7
15
27
38
47
53
57
60

f  60

C H A P T E R

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A N D

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The cumulative frequency histogram and polygon are shown on the same axes:

Cumulative frequency

Masses of a sample of pineapples


60
55
50
45
40
35
30
25
20
15
10
5
0
1.75 2.00 2.25 2.50 2.75 3.00 3.25 3.50 3.75
Mass (kg)

E x e r c i s e 8B
1

F R E Q U E N C Y A N D C U M U L AT I V E F R E Q U E N C Y D I A G R A M S

Twenty-five students scored the following marks out of 10 in a Science test:


6
6

6
7

7
4

4
7

6
6

7
5

5
8

5
8

6
6

5
5

5
5

4
3

a What are the highest and lowest scores?


b Organise the data into a frequency distribution table, and include a cumulative

frequency column.
Draw a frequency histogram and polygon on one set of axes. (Label the histogram
and the polygon.)
d Draw a cumulative frequency histogram and polygon on another set of axes.
c

Use this frequency histogram to draw a frequency distribution table including


a cumulative frequency column.

Frequency

22
20
18
16
14
12
10
8
6
4
2
0
18

270

C O N N E C T I O N S

M A T H S

19

20

21
22
Score

S T A G E

23

24

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Ages of teachers cars


At Pascal High School the ages of teachers cars
12
in the car park were recorded. This frequency
10
histogram shows the results of this survey.
8
a Use this histogram to complete a frequency
6
distribution table.
4
b Add and complete a cumulative
2
frequency column.
0
1 2 3 4 5 6 7 8 9
c How many cars were in the car park?
Age of car (years)
d How many teachers cars are 6 years old or younger ?
e How many teachers drive cars that are older than 8 years?
f Use your table to draw a cumulative frequency histogram and polygon.
Frequency

12/8/04

10

Seven coins were tossed a number


Tossing 7 coins
of times and the number of heads
8
7
that came down were recorded.
6
This frequency polygon shows
5
the results.
4
a The horizontal axis shows the
3
number of heads tossed. How
2
can you find how many tails
1
0
were tossed?
0
1
2
3
4
5
6
7
b How many of the tosses had
Number of heads
6 or more heads?
c How many of the tosses had 6 or more tails?
d Use the polygon to complete a frequency distribution table.
e Add and complete a cumulative frequency column.
f How many tosses were made altogether? Explain how you can answer this question
using the frequency distribution table or the frequency polygon. Which way of
finding out is easier? Why?
g Is it true that about 36% of all tosses had more than 4 heads?
h Use the table to draw a cumulative frequency histogram and polygon.

a Copy and complete this table.


b Use the table to draw a cumulative frequency histogram.
c On separate axes, draw a cumulative frequency polygon.

Frequency

Score (x)
0
1
2
3
4
5
6
7

Frequency ( f )

Cumulative frequency (cf )

2
5
9
11
8
6
5
1

2
7

f 

C H A P T E R

D ATA

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A N D

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The principal at Blake High School drew a


cumulative frequency histogram and polygon of
the number of pupils in each class in the school.
Class sizes at Blake High School
Cumulative frequency

28
24
20
16
12
8
4
0
23 24 25 26 27 28 29 30
Class size

a What is the greatest number of pupils in any


b
c
d
e
f
g
7

class at Blake High?


How many classes are there at Blake High?
How many classes have 23 pupils?
How many classes have 24 pupils or fewer?
From your answers to c and d, how many classes have exactly 24 pupils?
Use the cumulative frequency histogram and polygon to complete a frequency
distribution table.
The principal claims that less than 15% of the classes have 28 or more pupils.
Is this statement correct?

The red-necked wallaby is common to eastern


Australia. It can be easily mistaken for a
kangaroo but is generally smaller. The dot plot
below gives the height to the nearest 3 cm of
each wallaby in a colony.

61 64 67

70 73 76 79 82

85 88

91

Height of wallaby (cm)

a Complete a frequency distribution table, including a cumulative frequency column,

for this data.


b Use your table to draw a cumulative frequency histogram and polygon.
c What percentage of wallabies were recorded as having heights between 70 and

79 cm (inclusive)?

272

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Key statistics
Several key statistics are used when analysing data.
The range is a measure of the
spread of scores.

The mean is the arithmetic average.

This formula for finding the mean can


be written using abbreviations as:

where:

x (x-bar)  the mean


x (sigma x)  the sum of the scores
n  the number of scores

Range  highest score  lowest score


sum of scores
Mean   
number of scores
x
x  
n

The median is the middle piece of data in an ordered set of data. It is the value that equally
divides a set of data into two.
The mode is the score that occurs most often. Sometimes there may be no mode; in other
cases there may be more than one mode.
The mean, median and mode tell us something about the centre of a set of data. For this
reason they are called measures of central tendency.

Examples
1

Find the range, mean and median of each set of scores:


a 2
6
5
8
1
b 14
12
18
highest

lowest

26

81
7
x
Mean  x  
n
2  6  5  8 1
 
5
 4.4

highest lowest
Range  score  score
 26  12
 14
x
Mean  x  
n
14  12  18  26
 
4
 17.5

To find the median, first


arrange the scores in order:

To find the median, first


arrange the scores in order:

12

a Range  score  score

The median is 5.

14

18

26

The median lies midway between 14


and 18, so average these two scores:
14  18

Median  
2
 16

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Find the mode of this set of scores:


2

The mode is 5 because this score occurred more times than any other score.

Finding the range, mean, median and mode for small sets of data can be done conveniently
this way. However, for large sets of data this method can become lengthy and tedious.
Larger data sets are usually organised in tables. (Sometimes we say they are tabulated.)
In these cases, we can use a different formula to find the mean:


where:

fx
x  
f

x  the mean
fx  the sum of the fx (frequency  score) column in the table
f  the sum of the f (frequency) column in the table

Example
Find the mean, range and mode
of this data.

Score (x )

Frequency ( f )

3
4
5
6
7
8

fx

2
4
0
5
6
3

6
16
0
30
42
24

f  20

fx  118

To find the mean:


p Add a column labelled f x (frequency  score).
p Multiply each score by its frequency, and write the answers in this column.
p Find the sum of the frequency column ( f ) and the sum of the f x column (f x).
p Use the formula to calculate the mean:
fx
x  
f
118

 2
0
 5.9
Range  highest score  lowest score
83
5
From the table, the mode is 7 (as it occurs 6 times).

274

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S T A G E

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You can use a calculator to help you find the mean for large sets of scores.
If your calculator has a statistics mode, find out how to access it. On some calculators, SD
(statistical data) will appear on the screen. You will also see some keys such as x and n that
match the definitions above.
To find the mean in the example above, enter:
3  2 DATA

4  4 DATA

and so on, until all the values have been entered.

Do not press  . On some calculators, DATA is shown as x .


Then press x
 to obtain the mean. Did you get 5.9?

E x e r c i s e 8C

K E Y S TAT I S T I C S

Find the mean, median, mode and range for each set of scores:
a 24, 24, 25, 25, 26, 26, 26, 26, 27, 27, 28, 30
b 8, 9, 9, 10, 11, 14, 14, 14, 18, 22, 30, 35
c 0, 2, 6, 5, 4, 3, 8, 4, 8, 9, 12, 16, 17, 10
d 121, 134, 137, 130, 126, 129
e 32, 34, 36, 31, 33, 33, 32, 29, 34, 35, 37, 38
f 14.2, 14.7, 15.1, 15.0, 14.8, 14.8
g 2.2, 3.4, 5.6, 1.2, 2.7, 3.8, 4.1, 5.3, 2.9
h 14, 18, 22, 16, 15, 13, 12, 14, 11, 9, 8, 13, 17, 20, 22

Use a calculator to find x for each set of scores:


a 41
89
65
34
52
b
21
99
57
79
84
52
26
64
43
99
58
72
84
63
78
48
14
85
74
79

a Find the range, mean and median for this set of scores: 8, 11, 14, 19, 20, 23
b If each of these scores were to increase by 3, which of the range, mean or median

45
63
24
74
80

25
77
35
51
69

13
42
54
60
39

Write your answers


correct to 1 decimal
place if necessary.

82
14
37
67
20

61
85
29
40
92

would change?
What happens to the range, mean and median if a score of:
i
10 is added?
ii 19 is added?
iii 22 is added?
iv 25 is added?
d What would happen to the range, mean and median if each of the original scores
were to double?
c

The salaries of 7 people are $24 000, $32 000, $30 000, $35 000, $98 000, $36 000 and
$28 000. Which measure (mean, median or mode) best reflects these salaries? Why?

A shoe store has just received the statistics for the sizes of shoes sold in New South
Wales over the past year. Which measure of central tendency would be most useful to
the store? Why?

C H A P T E R

D ATA

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A N D

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Use a calculator to find the mean for each set of scores:


a

Score

Frequency

3
4

Score

Frequency

14

11

15

15

16

19

17

18

18

16

19

12

20

Score

Frequency

51

11

52

14

53

20

54

24

55

16

56

12

Score

6.2

6.3

6.4

6.5

6.6

6.7

6.8

6.9

7.0

Frequency

12

15

19

26

20

18

14

11

Score

18

19

20

21

22

Frequency

14

17

13

10

For each part of question 6, find the mode, range and median.

In this cumulative frequency histogram and polygon


there are 41 scores.
a How do you know the number of scores?
b If all scores were to be written out in order from
the smallest to the largest, how many scores
would there be:
i
before the median?
ii after the median?

Chris knows that he must get an average of at least a 80% on 5 tests to be considered for
an award. In the first 4 tests he averaged 77%. What is the least score he can get on the
last test to still qualify for the award?

A cumulative frequency polygon can be used


to find the median.
For this data, the median is the 21st score when the
scores are written in order.

Cumulative frequency

45
40
35
30
25
20
15
10
5
0

6 7
Score

20 scores
20 scores
_________________________
|
median  21st score

276

Explain how the arrow across to the polygon then down to the score shows that the
median value for the data is 6.

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Find the median from each cumulative frequency polygon:


b

12

Cumulative frequency

Cumulative frequency

10

12/8/04

10
8
6
4
2
0

3 4
Score

24
20
16
12
8
4
0
5

Cumulative frequency

8 9
Score

10 11

40
35
30
25
20
15
10
5
0

11

6.7 6.8 6.9 7.0 7.1 7.2 7.3 7.4


Score

The following dot plot shows scores out of 25 in a Geography test:

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

12

Complete a frequency distribution table for the data.


Add a cumulative frequency column to the table.
Draw a cumulative frequency histogram and polygon for the data.
Use the polygon to find the median of these scores.
Can the median also be found from the dot plot?
How do these two medians compare?

Use this frequency histogram to draw a


cumulative frequency histogram and
polygon. Then determine the median of
the scores.

12
10
Frequency

a
b
c
d
e
f

8
6
4
2
0

C H A P T E R

D ATA

A N A LY S I S

9 10 11 12 13 14
Score

A N D

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In some books, the following rule is given for finding the median:
For a set of n scores arranged in ascending order, the median is:
n1
p the 2 th score, for an odd number of scores
n
n
p the average of the 2 th and 2  1 th scores, for an even number of scores

Using examples of your own, explain how this rule works.


14

How many scores are in a set of scores if:


a the median is the 19th score and there is an odd number of scores?
b there are 15 scores below the median and there is:
i
an odd number of scores?
ii an even number of scores?
c the median lies between the 31st and 32nd scores?

15

The results of a class test are shown in this dot plot.


a Calculate the mean for these results (correct to
2 decimal places).
b The addition of which of these scores will have the
least effect on the mean: 2, 4, 6, 8 or 10? Why?

0 1 2 3 4 5 6 7 8 9 10
Score (x )

Comment on how the mean will change when a score is added to a set of scores, and
that score is:
a less than the mean
b equal to the mean
c greater than the mean

17

How will the mean of a set of scores change if a score is removed, and that score is:
a less than the mean?
b equal to the mean?
c greater than the mean?

18

The mean mass of the students in a class


is 63 kg, and the total mass is 1134 kg.
a How many students are in the class?
b Comment on the nature (size,
permissible values and so on) of your
answer to a.

19

The mean of a set of 5 scores is 15. When


a 6th score is added, the mean becomes
17. What score was added?

20

The diagram shows an incomplete


cumulative frequency histogram and
polygon. Given that the median of this
set of scores is 19.5, what is the
frequency of the score 22?

Cumulative frequency

16

16
14
12
10
8
6
4
2
0
17 18 19 20 21 22
Score

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Grouped data
When a class test is out of 10, it is easy to write all the scores
from 0 to 10 in a table. However, when there are many
possible scores, it is better to group them. For example, if test
marks are out of 100, you can group them as 110, 1120,
2130 and so on. These groups are called classes. The size of
the classes depends on how many groups we would like
to make.

Things that can be counted are


discrete data, for example
marks, sheep, cars and people.

Classes are also used for continuous data because they allow
us to group a large number of possible values. For example,
lengths can be grouped as 1.00 cm to 1.99 cm, 2.00 cm to
2.99 cm and so on.

Things that can be measured


are continuous data, for
example height, mass,
volume and time.

Classes do not overlap and, in general, they are of equal size.


The class centre is the average of the two extreme scores in
the class.

When we group data, we lose some information. For example, because we now do not know
the individual scores, we cannot calculate the mean, median, mode and range exactly.
However, approximate values for these statistics are generally just as useful.

Examples
Fifty students scored the following percentages in a Maths exam:

48

39

69

80

40

67

20

92

49

33

56

58

31

54

35

24

85

14

42

77

52

26

64

43

59

72

79

57

99

21

37

29

74

51

60

62

46

53

63

41

89

65

34

52

68

61

82

25

45

Complete a frequency distribution table for this data. Use class intervals
of 110, 1120 and so on. Include a cumulative frequency column.

Note that x stands for


class centre instead of
score but will be processed
in exactly the same way by
the calculator.

C H A P T E R

D ATA

To find the class centre,


add the ends of the class
and divide by 2:
1  10

2

 5.5 and so on.

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The frequency distribution table is:


Class

Class
centre (x)

110
1120
2130
3140
4150
5160
6170
7180
8190
91100

Frequency
(f )

Tally

1
2
5
52
52
55
53
5
3
2

5.5
15.5
25.5
35.5
45.5
55.5
65.5
75.5
85.5
95.5

1
2
5
7
7
10
8
5
3
2
f  50

fx

Cumulative
frequency (cf )

5.5
31.0
127.5
248.5
318.5
555
524
377.5
256.5
191

1
3
8
15
22
32
40
45
48
50

fx  2635

Calculate the mean, the modal class and the median class.
The mean is:

fx
x  
f
2635

 5
0
 52.7

(The mean here is only a close estimate


of the exact mean.)

The modal class is 5160, since there were 10 scores (the highest frequency)
in this class.
The middle score of these 50 scores lies between the 25th and 26th scores.
From the cumulative frequency column, the median class is 5160.
3

Draw a frequency histogram and polygon for the data.


The frequency histogram and polygon are drawn in exactly the same way,
except that class centres replace scores on the horizontal axis.
Maths exam marks
12
Frequency

10
8
6
4
2
0

5.5 15.5 25.5 35.5 45.5 55.5 65.5 75.5 85.5 95.5
Exam mark

Draw a cumulative frequency histogram and polygon for the data.


The cumulative frequency histogram and polygon are also drawn using
class centres.

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Maths exam marks


55
50

Cumulative frequency

45
40
35
30
25
20
15
10
5
0
5.5 15.5 25.5 35.5 45.5 55.5 65.5 75.5 85.5 95.5

Exam mark

Estimate the median using the cumulative frequency polygon.


We cannot find the exact median, though we can find the median class. In the
cumulative frequency polygon, draw a line across from the middle of the 25th
and 26th scores to the polygon, then down. The modal class is 5160, as found
before. We can estimate the median to be to be about 54.

E x e r c i s e 8D

G R O U P E D D ATA

Find the class centre for:


a 1416
b 2431

a Copy and complete this frequency distribution table:

Class

Class centre (x)

711

Tally

d 18.522.5

e 37.137.8

Cumulative
frequency (cf )

Frequency (f )

fx

f 

fx 

4
53
551
54
5

2630
3135
3640
4145
4650

b Use the table in a to find:


i
ii
iii

the modal class


the mean
the median

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A police radar measured the speeds in kilometres per hour of 40 vehicles as follows:
117
89
103
97

110
90
93
110

112
93
83
107

97
110
95
112

92
108
113
107

110
110
98
85

90
98
110
88

112
97
120
90

92
83
98
112

95
90
93
83

a What is:
i

the lowest speed?

ii

the highest speed?

b Arrange the data in a frequency distribution table using the


c
d
e
f
g
h
i
j
4

class intervals 8185, 8690 and so on.


Add a cumulative frequency column to the table.
Use the table to find:
i
the modal class
ii an estimate of the mean
How many motorists travelled at or below the legal limit of 100 km/h?
How many motorists exceeded 110 km/h?
If police booked those motorists travelling at more than 5 km/h over the speed limit,
what percentage of the 40 motorists were booked?
Motorists travelling at less than 5 km/h over the legal speed limit were cautioned.
What fraction were cautioned?
Draw a cumulative frequency histogram and polygon for the data.
Find the median class and estimate the median.

Samples of drinking water were analysed to determine the numbers of certain bacteria.
The results were:
6
18
12
10
14

32
23
16
9
18

24
41
17
23
24

16
32
28
18
22

19
37
31
14
27

25
41
10
15
30

35
18
19
11
24

40
20
12
18
29

45
16
13
34
30

50
15
25
17
21

The highest and lowest bacterial counts are circled.


a Tabulate the results using the classes 612, 1319 and so on. Include a cumulative
frequency column.
b How many samples of water were tested?
c What was the mean number of bacteria in the samples?
d Construct a cumulative frequency histogram and polygon (ogive).
e Use this diagram to find the median class.
f For these bacteria the ratings are:
33 bacteriasafe
3447 bacteriamoderate
48 bacteriaunsafe
i
How many of the samples were
declared unsafe?
ii What percentage of the samples
were found to be safe?

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Test marks

Use this frequency histogram to answer


these questions.
a Find the class intervals.
b Complete a frequency distribution table
for the data.
c Find the mean.
d Complete a cumulative frequency
histogram and use this to find the
median class.

16
14
12
Frequency

12/8/04

10
8
6
4
2
0
33 42 51 60 69 78 87
Class centres

The following table gives the pulse rates of a number of athletes:


Pulse (beats/min)

4150

5160

6170

7180

8190

22

47

60

65

Class centre (x )
Frequency ( f )
Cumulative frequency (c f )

a Copy and complete the table.


c Calculate the mean.

b Determine the modal class.

A certain contagious disease produces a rash.


Duration
Number of
This rash can last a number of days, as shown by the table.
(days)
patients
a Complete a frequency distribution table for this data.
59
25
Include a cumulative frequency column.
1014
55
b Draw a frequency polygon and histogram.
1519
31
c Draw a cumulative frequency histogram and ogive.
2024
18
d Find the mean, median and modal class of this data.
2529
8
e Which of the measures of central tendency best
3034
2
represents this data? Explain.
3539
1
f Within about how many days would the rash be
gone for 80% of the patients?
g Is it true that for over 50% of patients the rash is gone within a fortnight? Comment.
h Graeme is due to fly overseas 25 days after the onset of the rash. What is the
probability the rash will be gone by then?

This table shows the ages of people who responded to a survey:

a
b
c
d

Age (years)

2130

3140

4150

5160

6170

Frequency

48

63

65

54

32

How many people responded to the survey?


Write down the class centre for each class interval.
Use these class centres to calculate the mean age of respondents.
i
What could the age of the oldest respondent be?
ii Can you be certain that a person of this age was surveyed? Explain.

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When calculating the mean of a grouped frequency distribution, we assume that the
average of the scores within each class equals the class centre.
a Will this assumption always be correct? Explain.
b Why do we make this assumption?
c In a particular distribution the scores were clustered near the top end of each class
fx
interval. What effect would this have on the mean estimate calculated using x   ?
f
These scores show the number of babies born each day at a hospital for a month:
32
17
21

24
28
27

20
38
19

18
31
33

15
30
25

36
26
22

40
27
29

24
30
26

25
29
34

21
22
23

a What is the range of scores?


b Calculate the mean for these individual scores correct to 1 decimal place.
c Construct frequency distribution tables using these class intervals:

1517, 1820,
ii 1518, 1922,
iii 1115, 1620,
d What is the modal class for each table in c ?
e Calculate the mean for each table in c. Give your answers correct to 1 decimal place.
f Compare the means you calculated in e with that in b. What does this show?
i

CD-ROM

1
2
3

Frequency distribution using a spreadsheet

A spreadsheet can be used to calculate the mean and to draw a frequency distribution
graph. In this exercise, the scores are grouped into classes.
1

Open a new spreadsheet and


enter the scores shown.

How was the formula for cell


C4 obtained?

How can you use the


computer to fill the column for
the class centre?

In cell E4 enter the formula


=C4*D4, then fill down to E11.

To find the sum of the frequency column you could type


=D4+D5+D6+D7+D8+D9+D10+D11.
An easier way is to click into cell D14 and type =SUM(D4:D11). Try this now.
Explain what this formula does.

284

How can you find the sum of the fx column? (Put this value in cell E14.)

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sum of fx column
The mean is: 
sum of frequency column
Show that the mean is 22.7 (correct to 1 decimal place) and put this value in cell B14.
To round off the mean to 1 decimal place, you can type =ROUND(formula,1)
around the formula, such as =ROUND(E14/D14,1). Otherwise the cell completely fills
with the value of the mean (22.682 539 68).

What could you write to round the mean to:


a 2 decimal places?
b 4 decimal places?
c the nearest whole number?

Highlight the table of values (C1 down to D11), then click on the Chart Wizard icon (the
one that looks like a graph) to open it.

10

11

The column graph should be highlighted, so click on Next at the bottom of the page.

12

The graph still has the wrong numbers on the horizontal axis. To fix this, click inside the
Category (X) axis labels box. Move your cursor over to your spreadsheet and drag it
down from C3 to C11. The cells you highlighted should immediately be referenced.

13

Look at the Category (X) axis labels


box, and the Values box immediately
above it. How can you alter the
references to remove cells C3 and D3
from your graph?

14

Click on Next, and add labels. Then


click on Next again.

15

16

Finally, click on Finish.

17

18

How is this graph different from the frequency distribution graphs you drew by hand?

19

Experiment by creating different types of graphs for this data. For example, you might
like to investigate how to make the columns on this graph sit side by side without gaps
between them, or make a line graph.

20

Use this data to draw a cumulative frequency histogram.

Click on the Series tab, then click on Remove to remove the class centre values from
the graph.

The finished graph, similar to the one


shown here, should appear. You can
use the black handles to resize it or
move it around the page.

Double click on various parts of the graph to make changes, such as altering the
colour or font styles.

C H A P T E R

D ATA

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W O R K I N G M AT H E M AT I C A L LY

Analysis of The Man from Snowy River


Read the following verse from The Man from Snowy River (by Banjo Paterson), and then
answer the questions that follow:
There was movement at the station, for the word had passed around
That the colt from old Regret had got away,
And had joined the wild bush horseshe was worth a thousand pound,
So all the cracks had gathered to the fray.
All the tried and noted riders from stations near and far
Had mustered at the homestead overnight,
For the bushmen love hard riding where the wild bush horses are,
And the stock horse snuffs the battle with delight.
1

The verse above contains 81 words. Draw up a frequency distribution table for the
number of letters in each word.

Complete a cumulative frequency column for the table as well as an fx column.

Draw a frequency histogram and polygon for this data.

Find the mean from the grouped data and compare it with the mean found earlier.

What are the mean, median, mode and range for the data?
What percentage of words contain:
a fewer than 4 letters?
b exactly 6 letters?

7 or more letters?

Draw a cumulative frequency histogram and polygon.


For comparison, draw up another frequency table for the number of letters in each
word, but use the class intervals 12, 34, 56, 78 and 910.

Draw a frequency histogram and polygon for this grouped data. Compare it with the
graph drawn earlier.

Finding key statistics using a graphics calculator


1

Choose the statistics mode on a graphics calculator. Then press EXE .


Clear all lists if necessary. The quickest way is to select RUN from the main menu, then
press SHIFT VARS F6 F1 F3 EXE . Observe what is happening on the screen.

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The table below shows the masses of 64 students correct to the nearest kilogram:
Mass (kg)

5054

5559

6064

6569

7074

7579

8084

8589

Class centre (x )

52

57

62

67

72

77

82

87

Frequency ( f )

11

14

12

Enter the class centres into List 1 and the frequencies into List 2.
Choose F2 (CALC) and F6 (SET). We are interested only in the values in the first
two rows. These should read 1Var XList :List1 and 1Var Freq :List2 .
Use the up/down arrows and F1 , F2 and F3 to make changes if necessary.

Press EXIT , then F1 . This should display summary statistics.

Press EXE to return to the lists.

Use the down arrow to display more information.


What is:
a the mean (x)?

the number of scores (n)?

the median (Med)?

P R O B L E M S O LV I N G 8
A soccer match is played by 2 teams, each consisting of not more than 11 players including
the goalkeeper. A match may not start if either team consists of fewer than 7 players.
A certain soccer team has 9 players. Their average mass is 82 kg.
1

Two new players join the team. One is 85 kg and the other 74 kg. What is the average
mass of the team of 11 now?

During the game, the 91 kg goalkeeper is substituted by an 84 kg goalkeeper.


a What is the average mass of the team now?
b By how much has the average mass of the team changed by this substitution?

A maximum of 3 substitutes may be used in any


match played in an official competition. Consider
the original team. During a game George (90 kg)
replaced Jim (94 kg), Peter (87 kg) replaced Tan
(79 kg) and Kim replaced Karl (86 kg). What is Kims
mass if the average mass of the players on the field
remains the same as before the substitutions?

C H A P T E R

D ATA

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A N D

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literacy
acy skillsills

Literacy
L
Li
racy
skills
kills
c
Literac y

statistics frequency distribution frequency polygo n


modal frequency histogram
cumulative
range
mean
median
mode
tabulated
score
surveyed
discrete class centre
1

Choose the correct word or word group from the list provided and write it at the
beginning of each incomplete sentence.
The cumulative frequency column
Statistics
Data
A frequency histogram
The frequency column
The modal class
The range
Scores
Ogive
The median
Discrete data
The median class
a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p
q
r

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SKILLS 8

The class centre


Continuous data
The mode
Frequency distribution tables
The mean
Classes

deals with the collection, organisation and analysis of data.


is information.
shows how many times a score has occurred in a set of data.
are used to tabulate data.
shows progressive totals of the scores.
are pieces of data.
is another name for cumulative frequency polygon.
is essentially a column graph with a half unit space before the first and after
the last column.
is calculated by subtracting the lowest score from the highest score.
is one of the three measures of central tendency.
is the middle piece of data in an ordered set of data.
is the score that occurs most often.
can be counted.
can be measured.
do not overlap and, in general, are of equal size.
is the average of the two extreme scores.
contains the highest frequency.
contains the middle score.

The words mean and average are used interchangeably by most people. Is there a
distinction between the terms?

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Chapter review 8

Music playing times

This graph shows the music played each hour


by a music radio station.
a What is the mode of the data?
b For how many hours was the
station surveyed?
For any set of data, which of the following
must be a score?
A mean
B median
C mode
D range
What is the missing value in
the table?

5
Frequency

4
3
2
1
0

40 41 42 43 44 45 46 47 48 49
Time (min)

Score (x )

Frequency ( f )

Cumulative frequency (cf )

14

21

Which of the following cumulative


frequency diagrams is correctly drawn?
A

The class centre of a 1631 class is:


A 23.5, which is one of the scores
B 23.5, which might not be one of the scores
C 24, which is one of the scores
D 24, which might not be one of the scores

Use the table to answer these


questions. The graph on the next
page is the cumulative frequency
histogram for the data.
a What is the value of P?
b What is the value of Q?
c What is the value of R?
d What is the mean of this
set of scores correct to
1 decimal place?

C H A P T E R

Class

Class centre (x)

Frequency ( f )

1417
1821

2
P

2225

2629

3033

3437

D ATA

fx

f 

A N A LY S I S

A N D

fx  R

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28
Cumulative frequency

e How far must the column marked

with a question mark rise?


f Copy the cumulative frequency histogram
and complete the cumulative frequency
polygon (ogive) for the data.
g Use the ogive to find the median.

24
20
16

12
8
4
0
Class centre

Heights of presidents of
the United States

a Construct a frequency histogram and polygon of

the data in the table.


b Label the histogram and polygon to identify them.
c How many presidents have been included in
this study?
d What is the modal class for the data?

Height (cm)

Frequency

160166

167173

174180

13

181187

18

188194

Each day a sample of drinking water was taken and tested for a certain chemical.
The results below are given in milligrams per litre:
3.0
2.1
1.8
1.5
2.1

4.2
1.6
1.8
1.9
2.4

3.1
3.0
3.1
2.2
1.3

4.5
1.9
1.6
1.2
1.5

2.8
2.4
2.6
1.5
1.7

1.4
1.7
1.9
1.7
1.9

5.0
1.5
1.6
1.6
2.0

2.4
2.2
2.0
1.6
2.7

1.2
1.9
1.6
1.9
1.9

1.8
2.4
2.7
2.0
1.6

a What is the range of these values?


b Using the class intervals 1.01.4, 1.51.9 and so on, complete a frequency

distribution table.
c Add a cumulative frequency column to the table.
d Use the table to find the modal class and the mean of the data.
e Draw a cumulative frequency histogram and polygon for the data.
9

The scores in an amateur golf tournament were:

a
c
e
f

290

89

55

39

19

32

73

60

54

33

45

67

69

85

65

25

72

53

42

81

52

70

66

48

41

56

Did any score occur more than once?


b What is the highest score?
What is the lowest score?
d Find the range of scores.
Without calculating, describe how you could find the mean for the scores.
What percentage of the scores were greater than 70?

C O N N E C T I O N S

M A T H S

S T A G E

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g Copy and complete this table.


Score (class)

Class centre (x)

Tally

Frequency ( f )

fx

f 

fx 

1120
2130
3140
4150
5160
6170
7180
8190

h Within which class interval did most scores fall?


i Find the mean.
10

Find the missing values in the table marked by the letters a, b, c and d:
Score (x)

Tally

Frequency ( f )

fx

5
6

b
c

77

12

54

11

Cumulative frequency (cf )

33

One hundred Year 9 students were asked


Hours of television per week
how much television they watched each
02
week. The results are shown in the table.
35
a Use the table to draw a frequency
68
histogram and polygon.
911
b What is a suitable title for this graph?
1214
c Draw a cumulative frequency
1517
histogram and polygon.
d Use the cumulative frequency polygon to locate the median.
This table shows the dam levels (as
percentages) for 11 dams around Sydney
as at 1 June 2004.
a How many dams are less than 50% full?
b What is the range in percentage values?
c A student wanted to calculate the
amount of available water (as a
percentage) in the 11 dams shown,
so he added the 11 dam values then
divided by 11. Is this a good way of
calculating the average available water
in the Sydney catchment area? Explain.

C H A P T E R

D ATA

Frequency
4
8
22
32
30
4

Sydney water catchment area dam levels (%)

Cataract . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72.1
Cordeaux . . . . . . . . . . . . . . . . . . . . . . . . . . . 69.3
Avon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55.4
Nepean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71.0
Woronora . . . . . . . . . . . . . . . . . . . . . . . . . . . 77.3
Warragamba . . . . . . . . . . . . . . . . . . . . . . . . 45.9
Prospect . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68.3
Wingecarribee . . . . . . . . . . . . . . . . . . . . . . . 64.1
Fitzroy Falls . . . . . . . . . . . . . . . . . . . . . . . . . 54.0
Tallowa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.9
Blue Mountains . . . . . . . . . . . . . . . . . . . . . 76.3
Average . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49.8

A N A LY S I S

A N D

E VA L U AT I O N

291

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d The average this student calculated was 61.4%, but the average given in the table is

very different from this. Why is this? How do you think the average in the table was
calculated? Do you think the term average is used correctly in the table?
Mass of calcium in 250 mL milk

Calcium maintains strong bones


and teeth and regulates nerve and
muscle function. An analysis of a
number of 250 mL samples of milk
produced this frequency histogram
and polygon.

Frequency

13

a Complete a frequency

distribution table for this


information using these
headings:
Mass of
calcium (mg)

18
16
14
12
10
8
6
4
2
0
283

Class centre
(x )

Frequency
(f )

288 293 298 303 308


Class centre (mg/250 mL)

fx

313

Cumulative
frequency (cf )

b Use your table to find the modal class, the mean and the median class.
c The average daily requirement of calcium is around 900 mg. What percentage of
1

these samples would provide at least 3 of this per 250 mL glass of milk?
14

The dodo was a flightless bird on the island of Mauritius. It became extinct during the
seventeenth century. Using dodo bones, the masses of a number of birds were
calculated. These are shown in the cumulative frequency histogram and polygon below.
a Complete a frequency distribution table for this information using these headings:
Mass
(kg)

Class centre
(x)

Frequency
(f)

fx

Cumulative
frequency (cf )

10.511.4

10.95

54.75

5
Mass of dodo

b Estimate the median from

the graph.
Use the table to find the modal
class and the mean.
d What percentage of dodos were
estimated to have a mass of
13.5 kg or more?
e Why do you think the data was
grouped using a class interval of
1.0 instead of, say, 2.0?

Cumulative frequency

70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
10.95 11.95 12.95 13.95 14.95 15.95 16.95
Class centre (kg)

292

C O N N E C T I O N S

M A T H S

S T A G E

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Syllabus outcomes
MS5.1.2 Applies trigonometry to solve problems (diagrams given), including those
involving angles of elevation and depression
MS5.2.3 Applies trigonometry to solve problems, including those involving bearings
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.2 Solves problems using a range of strategies, including deductive reasoning
WMS5.3.3 Uses and interprets formal definitions and generalisations when explaining
solutions and/or conjectures
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


nidentify the hypotenuse, the adjacent side and the opposite side with respect to a
given angle in a right-angled triangle in any orientation

nlabel the side lengths of a right-angled triangle in relation to a given angle


(e.g. side c opposite angle C )

nrecognise that the ratio of matching sides in similar right-angled triangles is


constant for equal angles

ndefine the sine, cosine and tangent ratios for angles in right-angled triangles
nuse trigonometric notation
nuse a calculator to find approximations of the trigonometric ratios of given angles
measured in degrees and minutes

nuse a calculator to find an angle correct to the nearest minute, given one of the
trigonometric ratios of the angle

nselect and use appropriate trigonometric ratios in right-angled triangles to find


unknown sides, including the hypotenuse

nselect and use appropriate trigonometric ratios in right-angled triangles to find


unknown angles correct to the nearest minute

nidentify angles of elevation and depression


nsolve problems involving angles of elevation and depression when given a diagram
nuse true bearings (e.g. 035T, 225T) and compass bearings (e.g. SSW, N45E)
ndraw diagrams and use them to solve word problems that involve bearings or
angles of elevation and depression

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Trigonometry
The word trigonometry is derived from two Greek words, trigon and metron. Actually, tri
means three, gon means angles, and metron means a measure. So trigonometry deals with
the measurement of a triangle, that is finding the lengths of the sides and the sizes of the
angles of a triangle.
The trigonometric method of solving triangles, and applications of trigonometry, are used in
every branch of science and engineering.

Naming the sides of a right-angled


triangle
We use capital letters to name the vertices of a triangle, and
corresponding lower case letters to name the sides. We generally
use a for the side opposite angle A, b for the side opposite
angle B and so on.

A
b

However, right-angled triangles also have special names for


the sides.
Every right-angled triangle has a hypotenuse. It is very easy to
find and name it because it is always opposite the right angle
and it is the longest side of the triangle.

e
us
en
t
po
hy

The naming of the other two sides depends on the angle of the
triangle we are referring to. The side opposite the angle is called
the opposite and the side next to the angle is called the adjacent.

u
adjacent

Angles are generally marked by Greek letters such as  (theta),  (alpha) and  (beta).

Examples
1

a PQ is the hypotenuse.
c PR is adjacent to angle .
e QR is adjacent to angle Q.

294

C O N N E C T I O N S

M A T H S

S T A G E

For triangle PQR, name:


a the hypotenuse
b the side opposite angle 
c the side adjacent to angle 
d the side opposite angle Q
e the side adjacent to angle Q

u
P

b
d

QR is opposite angle .
PR is opposite angle Q.

5 . 3 / 5. 2 / 5 . 1

opposite

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Name the sides in this right-angled triangle referring


to angle .

x
u
y

y is the opposite, x is the adjacent and z is the


hypotenuse.

E x e r c i s e 9A
1

N A M I N G T H E S I D E S O F A R I G H T- A N G L E D T R I A N G L E

Name the hypotenuse in each triangle:


a

Q
C

F
R

For each triangle, state whether x, y and z are the opposite (O), adjacent (A) or
hypotenuse (H), with reference to the angle marked:
a

c
y

z
x

f
x

y
x

Name each side as opposite (O), adjacent (A) or hypotenuse (H), with reference to the
angle marked:
a

p
r

l
m

C H A P T E R

T R I G O N O M E T R Y

295

CM9 09 5.3_5.2 Final

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11:46 AM

For ABC, name:


a the hypotenuse
b the side opposite A
c the side adjacent to A
d the side opposite B
e the side adjacent to B

In PQR, what is the length of:


a the hypotenuse?
b the side opposite Q ?
c the side adjacent to Q ?
d the side opposite P ?
e the side adjacent to P ?

P
13 cm

12 cm

5 cm
R

Use Pythagoras theorem to calculate the length of the unknown side in each triangle:
a

3 cm

z cm

15 mm

8 mm

Page 296

y cm
B

x mm

5 cm

10 cm

26 cm

Name the sides in the following right-angled triangles with reference to the angle
marked as:
i
(theta)
ii (alpha)
a

4
u

3
5
a

u
B

10

u
13

M A T H S

Angles are often


marked by
Greek letters.

C O N N E C T I O N S

10

24

12

296

S T A G E

5 . 3 / 5. 2 / 5 . 1

26

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The ratios of sides in right-angled


triangles
Example
This diagram shows two right-angled triangles (ABC and ADE ) that have
a common angle (A) equal to 30.
E

30
A

Why are ABC and ADE similar?


In ABC and ADE:
A  A
(common angle)
B  D
(each 90)
 ACB  AED (third angle of triangle)
 the triangles are equiangular and so are similar.

ABC has sides AB, BC and CA. What are their corresponding sides in ADE ?
The corresponding sides are AD, DE and EA .

Measure the lengths of the following sides correct to the nearest millimetre:
a AB and AD
b BC and DE
c AC and AE
a AB  5.0 cm and AD  8.0 cm
c AC  5.7 cm and AE  9.3 cm

b BC  2.8 cm and DE  4.6 cm

Find the following ratios correct to 1 decimal place:


AB
AD
a 
b 
c
AC
AE
DE
BC
d 
e 
f
AE
AB

C H A P T E R

BC

AC
DE

AD

T R I G O N O M E T R Y

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Page 298

AD
AE
BC
e   0.6
AB

AB
AC
DE
d   0.5
AE
a   0.9

b   0.9

AB
AC

What values did you obtain for:


AB
AD
BC
DE
a   and  ?
b  and  ?
AC
AC
AE
AE
AD
AE

BC
AC

a      0.9

DE
AE

b     0.5

BC
  0.5
AC
DE
  0.6
AD

BC
DE
 and  ?
AB
AD

BC
DE
    0.6
AB
AD

What can you conclude about the ratios of sides of


similar right-angled triangles?

These ratios
are called
trigonometric
ratios.

For any angle A, we can construct as many


right-angled triangles as we like, but the ratios
of corresponding sides have constant values.

E x e r c i s e 9B
1

T H E R AT I O S O F S I D E S I N R I G H T- A N G L E D T R I A N G L E S

This diagram shows three right-angled triangles (ABC,


ADE and AFG ) with the common angle A.

G
E
C

a Why are ABC, ADE and AFG similar?


b Side AB is one side of ABC. What is the corresponding side in:

ADE ?
ii AFG ?
c Side FG is one side of AFG. What is the corresponding side in:
i
ABC ?
ii ADE ?
d Measure the lengths of the following sides correct to the nearest millimetre:
i
AB, AD and AF
ii BC, DE and FG
iii AC, AE and AG
e Find each ratio correct to 1 decimal place:
AB
AD
AF
BC
DE

i
ii 
iii 
iv 
v 
AC
AE
AG
AC
AE
FG
BC
DE
FG
vi  
vii 
viii 
ix 
AG
AB
AD
AF
f What values did you obtain for:
AB AD
AF
BC DE
FG
BC DE
FG
 ,  and  ?
i
ii  ,  and   ?
iii  ,  and  ?
AC AE
AG
AC AE
AG
AB AD
AF
i

298

C O N N E C T I O N S

M A T H S

S T A G E

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For this triangle, find the value of each ratio:


side opposite angle A
side adjacent to angle A
a 
b 
hypotenuse
hypotenuse

17

side opposite angle A



side adjacent to angle A

side opposite angle 



hypotenuse

side adjacent to angle 



hypotenuse

side opposite angle 



side adjacent to angle 

15

u
B

For this triangle, find the value of each ratio in its simplest form:
side opposite angle 
X
a 
hypotenuse
b

side adjacent to angle 



hypotenuse

side opposite angle 



side adjacent to angle 

10

u
Y

AB, BC and CA are the sides of ABC.


BC
a Write the ratios that are equivalent to the ratio  .
AC
AB
b Write the ratios that are equivalent to the ratio   .
AC
BC
c Write the ratios that are equivalent to the ratio  .
AB

C3
C2
C1
C
A

B1

B2

B3

Using the triangles below, answer the following questions without measuring.
F
A

50

Q
30

30
B

50

P
D

BC
AB
XZ
d Which ratio is equivalent to  ?
XY
XZ
f Which ratio is equivalent to  ?
YZ

AC
AB
AC
c Which ratio is equivalent to  ?
BC
YZ
e Which ratio is equivalent to  ?
XY
a Which ratio is equivalent to   ?

b Which ratio is equivalent to  ?

a Explain why PQR and PQ1R1 are similar.


b Find a ratio equal to:
i

QR

PR

ii

PQ

PR

iii

R1
R

QR

PQ
P

C H A P T E R

Q1

T R I G O N O M E T R Y

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Page 300

a Explain why these two right-angled triangles

are similar.

b

c

a

c

ii

iii

y1
1
In this diagram,   2. Find:
x1
y2
a 
x2
y3
b 
x3
x1
y4
c 
x4

x3

e
d

y4

y3

y2

y1
x2

b

a

b Find a ratio equal to:

x4

The trigonometric ratios


In trigonometry we use ratios that refer to the sides of right-angled triangles. We use the
names opposite, adjacent and hypotenuse when defining these ratios.
The basic trigonometric ratios are sine, cosine and tangent (abbreviated to sin, cos and tan).

opposite
sin   
hypotenuse

p sine
p cosine

adjacent

cos   
hypotenuse

p tangent

opposite

tan   
adjacent

us

en
ot

hy

opposite

u
adjacent

A very easy way to memorise the trigonometric ratios is by this code word:
S

sine opp.

hyp. cosine adj. hyp. tangent opp. adj.

Remember that sin 


is one symbol. It does
not mean that sin is
multiplied by .

300

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

SOH CAH TOA

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Examples
1

For the right-angled triangle PQR, find the value of:


a sin 
b cos 
c tan 
For any given
opposite
sin   
hypotenuse

P
30

angle, the sine


ratio always has
the same value.

18

u
Q

24

18

sin   30
3

 sin   5
adjacent
cos   
hypotenuse

24

18

cos   30

tan   24

 cos   5
2

opposite

tan   
adjacent
 tan   4

Use Pythagoras theorem to find the value of the unknown side in ABC
and then find the value of:
a sin A
C
b cos A
10 cm
c tan A
24 cm

By Pythagoras theorem:
2

AB  AC  BC
2
2
2
AB  24  10
2
AB  576  100
2
AB  676
AB  676

 AB  26 cm
a

opposite
sin A  
hypotenuse

adjacent
cos A  
hypotenuse
24

sin A  1206

cos A  26

 sin A  153

 cos A  13

12

opposite

tan A  
adjacent
10

tan A  24
5

 tan A  12

C H A P T E R

T R I G O N O M E T R Y

301

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E x e r c i s e 9C
1

T H E T R I G O N O M E T R I C R AT I O S

Find the values of sin P, cos P and tan P in each triangle as fractions in simplest form.
All lengths are in millimetres.
a

R
13

17

12

15

P
Q
R

f
3

1
3

Q
5

10

13

For each triangle, find:


i
sin , cos  and tan 
All lengths are in centimetres.
a

a
10

sin , cos  and tan 

ii

a
c

m
u

u
5

d
b

Use Pythagoras theorem to calculate the unknown side and then find sin  , cos 
and tan  :
C

12

2
u

16

u
B

P
D

15

7
E

12

u
24

C O N N E C T I O N S

M A T H S

9
u

u
L

302

S T A G E

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CM9 09 5.3_5.2 Final

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15

ABC is a right-angled triangle.


a Use Pythagoras theorem to find the length of the hypotenuse.
b Find the value of:
i
sin A
ii cos B
iii tan A

iii

sin 
cos 
tan 

b Show that:

13

sin 
tan   
cos 

12

u
5

The sum of complementary angles is 90. In ABC, angles A


and B are complementary. So if A  , B  (90  ).
a Find the ratio:
i
sin 
ii cos 
iii sin (90  )
iv cos (90  )
b Show that:
i
sin (90  )  cos 
ii cos (90  )  sin 
For PQR, find:
a i sin 30
iii sin 60
b Show that:
i
sin 30  cos 60

iv
ii

cos 30  sin 60

41

9
90  u
40

10

a Use Pythagoras theorem to find the length

60

30
27

Find the value of x, given:


a sin x  cos 50
b cos x  sin 35

Memorise
SOH CAH TOA.

of side BC.
b Find the ratios:
i
sin 
ii cos 
iii tan 
Show that:

A
u

cos 30
cos 60

ii

12

a For this triangle, find the ratio:


ii

Page 303

ABCD is a rectangle and all given lengths are in centimetres.


a Use Pythagoras theorem to find the length of the
diagonal BD.
b Find the following ratios in fraction form:
i
sin DBC
ii tan BDC
iii cos ABD
iv tan ADB

11:46 AM

61

11

u
B

sin 
tan   
cos 

C H A P T E R

T R I G O N O M E T R Y

303

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Page 304

Using a calculator in trigonometry


The sine, cosine and tangent ratios of angles can be found using the trigonometric keys on a
calculator. Make sure that the calculator is set in the degrees mode before you begin. Using a
calculator in trigonometric calculations can make the work a lot easier, especially when other
operations are also involved. Most calculators work out trigonometric ratios as decimals.

Examples
Calculator steps

Display

Find sin 59.

sin 59

0.857I673

Find cos 23.

cos 23

0.9205048

Find tan 60.

tan 60

I.7320508

sin 54
Find  .
15.6

sin 54

2.36
Find  .
cos 31

2.36 

tan 628
Find .
100

10

12.67
Find  .
tan 32

Find 8 sin 30.

8 

Find 2.5 cos 49.

2.5 

sin 30

cos 49

Find 6.83 tan 3754. 6.83 

4.

I.640I476

tan 37 ' " 54 ' "

 15.6 
cos 31

tan 62 ' " 8 ' "

12.67 

tan 32

A trigonometric
ratio is always
the same for
any given angle.

5.3I70099
0.05I860I

Remember:
1 degree =
60 minutes
1 minute =
60 seconds

2.7532548

 100 


0.0I89I33

20.276238

To calculate the size of an angle when given a trigonometric ratio, press the SHIFT key (or
INV key on some calculators) before pressing the trigonometric ratio key.

Examples
Calculator steps
1

Given that sin   0.5,


find .

SHIFT

If cos   34, what is


the value of  ?

SHIFT

Display

sin 0.5

30.

   30
cos 3 a bc 4

To change this to degrees and


minutes, press SHIFT ' "

304

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

4I.409622
4I24' 34.64

   4125

CM9 09 5.3_5.2 Final

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Page 305

Given that tan   59,


find .

SHIFT

tan 5 a bc 9

SHIFT

'"

29.054604

The calculator
display may use
the degree sign for
minutes as well as
for degrees.

293 ' I6.57

   293
4

If sin   173 , what is


the value of  ?

SHIFT

sin 7 a bc 13

SHIFT

'"

32.57897
3234 ' 44.29

   3235

E x e r c i s e 9D

U S I N G A C A L C U L AT O R I N T R I G O N O M E T R Y

Find the value of each ratio correct to 3 decimal places:


a sin 69
b cos 60
c tan 21
d cos 82
e tan 28
f sin 58
g tan 31
h sin 35
i cos 43
j sin 53

Find correct to 3 significant figures:


a 2.8 sin 42
b tan 584
c sin 2715
e sin 5327
f cos 2835
g sin 5928
i tan 3149
j 5.6 tan 102

Find correct to 2 decimal places:


tan 58
cos 63
a 
b 
6
5
tan 2554
18.6
f 
g 
8.25
cos 3716

14.3

sin 54
tan 3829
h 
8.6
c

d 8 cos 19
h 30.6 cos 6512

sin 3941
4.7

e 

359

tan 7536

d 
i

Give your answer in


degrees and minutes
unless you are asked
to give it to the
nearest degree.

sin 5428
2.5
cos 3820

7.29

A is an acute angle. Find its size to the nearest degree.


a sin A  0.5736
b tan A  0.7836
d cos A  0.5990
e sin A  0.7587
g tan A  2.5583
h cos A  0.2935

c
f
i

cos A  0.8126
tan A  1.491
sin A  0.9941

M is an acute angle. Find its size in degrees and minutes.


a sin M  0.5
b cos M  0.3568
d cos M  0.4836
e tan M  0.7983

c
f

tan M  1.326
sin M  0.4839

Find the size of the acute angle C in degrees and minutes:


b sin C 

15.7

tan C  
12.85

e cos C

sin C  12

c
f
i
l

tan   0.2335
tan   1.8319
tan   1.5813
cos   0.8915

a cos C 
d tan C 

1

2
15

22

13

18
8.5


11.9

 is an acute angle. Find its size to the nearest degree.


a sin   0.4835
b cos   0.3258
d cos   0.4819
e sin   0.6318
g tan   0.4782
h cos   0.6137
j sin   0.4152
k sin   0.7318

C H A P T E R

T R I G O N O M E T R Y

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 is an acute angle. Find its size in degrees and minutes.


a tan   1.8364
b cos   0.8936
c sin   0.1359
d sin   0.5618
e sin   0.8325
f tan   1.3568
g cos   0.3458
h tan   0.9875
i cos   0.3963
j cos   0.5381
k sin   0.9317
l tan   2.1352

Find the size of the acute angle in degrees and minutes:


a cos A 
e cos B 
i

cos A 

4

9
3

7
2.8


18

6.7

5.63
3
sin B  8
8.6

cos C  
10.53

g tan  

d sin B 

15.3

12.5
5

12


h sin A 

cos   9

b tan A 

k tan  

10

Use a calculator to find correct to 4 decimal places:


a sin 80
b cos 5617
c tan 1853
e tan 65
f sin 7835
g cos 2353
i cos 3015
j tan 8352
k sin 3628

11

Find correct to 4 decimal places:


cos 3815
27.58
a 
b 
3.4
sin 30
d 5.9 sin 4817
e 6.3 cos 3528
g 

sin 3451
28.36

h 

3.185

tan 3846

18.659
k 
sin 5816

cos 3952
10.5

c
f

To find an angle, use the


SHIFT key before the
trigonometric key.

tan Y

6

7

3

12

3.7
 4.9

d cos 7814
h tan 67
l sin 5933

8.75

tan 5336
6.95 tan 1825

tan 3618

25.1

27.9315

cos 7839

Make sure that


your calculator is in
degrees mode.

Finding an unknown side


Whenever two sides of a right-angled triangle are given, we can use Pythagoras theorem to
find the third side. However, when we are given one side and one of the acute angles of a
right-angled triangle, we can use trigonometry to find an unknown side.
To find the length of an unknown side, follow these steps:

306

Step 1

Draw a diagram if one is not already given. Mark all the given information on
the diagram.

Step 2

Ask yourself three very important questions:


P What is given to you? (That is, what is known?)
P What do you want to find out? (That is, what is unknown?)
P Which trigonometric ratio (sine, cosine or tangent) includes the known and the
unknown?

Step 3

Write an equation using the appropriate ratio.

Step 4

Use a calculator to solve the equation. This will give you the length of the
unknown side.

C O N N E C T I O N S

M A T H S

S T A G E

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Examples
1

Find the value of x correct to 2 decimal places:


a

opposite
tan   
adjacent

3512'
x

18
53
12

x
tan 53   
12
x
   tan 53
12
x  12 tan 53
12  tan 53 
x  15.924 537 86 (from the calculator)
 x  15.92 (correct to 2 decimal places)
x
cos 3512  
18
x
  cos 3512
18
x  18 cos 3512
18  cos 35 ' " 12 ' "
x  14.708 608 17 (from the calculator)
 x  14.71 (correct to 2 decimal places)

A ladder 6 m long is placed against a wall so that its inclination


to the horizontal is 63. How far up the wall will it reach?
Answer in metres correct to 2 decimal places.
h
sin 63  
6
h
  sin 63
6
h  6 sin 63
6  sin 63 
h  5.346 039 146 (from the calculator)
 h  5.35 m (correct to 2 decimal places)

In ABC, C  90, B  34.5 and AB  5.6 cm.


Find BC correct to 2 decimal places.

6m
h

63
A

adjacent
cos   
hypotenuse

5.6 cm

BC
cos 34.5 
5.6
34.5
BC
  cos 34.5
B
5.6
BC  5.6 cos 34.5 5.6  cos 34.5 
BC  4.615 106 657 (from the calculator)
 BC  4.62 cm (correct to 2 decimal places)

C H A P T E R

opposite
sin   
hypotenuse

T R I G O N O M E T R Y

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E x e r c i s e 9E
1

FINDING AN UNKNOWN SIDE

Find the value of the unknown side in each triangle correct to 1 decimal place:
x

c
49

CD-ROM

10.65 cm
60

14.9 cm

20.6 cm

30

9 cm

30.2 cm

36

40
65

14.8 cm

Find the value of the pronumeral in each triangle correct to 2 decimal places:
a

7.9 cm

13.8 cm

Find the value of the pronumeral in each triangle to the nearest centimetre:
a

m
70

30.5 cm

62
19.4 cm

35

35.6 cm

A piece of wood 2 m long leans against a wall, making an angle


of 42 with the floor. How far up the wall, to the nearest
centimetre, is the top of the wooden piece?
A ladder 8.4 m long leans against
a wall. How far is its foot from the
wall, if it makes an angle of 53
with the horizontal ground?
Answer in metres correct to
2 decimal places.

2m
h
42

8.4 m

cm

53
x

45

70

18.5 cm

15

14
.8

The diagonal of a square is 14.8 cm long. Find the length of one side
(to the nearest millimetre).
x

308

C O N N E C T I O N S

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The diagonal of a rectangle is 21.7 cm long and it


makes an angle of 32 with the longer side. Find the
length of the rectangle to the nearest centimetre.

21.7 cm

32
l

A ship at sea observes a lighthouse on the top of


an 85 m cliff at an angle of 4.5. How far from the cliff
is the ship, to the nearest metre?

85 m
4.5
d

A road rises at an angle of 533. What will be the


vertical rise of the road (correct to 2 decimal places) for
a horizontal distance of 250 m?

h
533
250 m

10

In ABC, A  90, B  5920


and BC  10 m. Find AC correct
to the nearest metre.

10 m

5920
B

11

12

11.5 m
A

In ABC, C  90, A  32 and AB  11.5 m. Find AC


correct to 1 decimal place.

Find x in the rectangle correct to 1 decimal place.

32
C

x
75
48 cm

13

14

Find x and y in this diagram.


(Answer to the nearest
centimetre.)

28 cm
x

70

A tree casts a shadow 18 m long. If the suns rays meet


the ground at 30, what is the height of the tree to the
nearest metre?

15

30

PQR is right-angled at R, QR  28 m
and Q  5832. Find PR correct to
1 decimal place.

18 m

5832
Q

28 m

C H A P T E R

T R I G O N O M E T R Y

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Finding the hypotenuse


To find the length of the hypotenuse, follow these steps:
Step 1

Draw a diagram if one is not already given. Mark all the given information on
the diagram.

Step 2

Ask yourself three very important questions:


P What is given to you? (That is, what is known?)
P What do you want to find out? (You need to find the hypotenuse.)
P Which trigonometric ratio (sine or cosine) includes the known value and the
hypotenuse?

Step 3

Write an equation using the appropriate ratio.

Step 4

Rearrange the equation so that the unknown is the subject, then solve the equation.
This will give you the length of the hypotenuse.

Examples
1

Find the value of d correct to 1 decimal place in each triangle:


a

5.6
cos 31  
d
d cos 31  5.6
5.6
d  
cos 31

31
5.6 cm

adja cent

cos   
hypotenu se

5.6 

cos 31

d  6.533 147 024 (from the calculator)


 d  6.5 cm (correct to 1 decimal place)

43
7.2 cm

7.2
sin 43  
d
d sin 43  7.2
7.2
d  
sin 43

opp osite

sin   
hypotenuse

7.2 

sin 43

d  10.557 210 14 (from the calculator)


 d  10.6 cm (correct to 1 decimal place)
2

Find the length of the diagonal of a rectangle,


given that the length of the rectangle is
10.7 cm and the diagonal makes an angle of
39 with the longer side. Answer correct to 1
decimal place.

D
d
39
A

310

C O N N E C T I O N S

M A T H S

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In ABC: 10.7
cos 39  
d
d cos 39  10.7
10.7
d  
10.7  cos 39 
cos 39
d  13.768 327 36 (from the calculator)
 d  13.8 cm (correct to 1 decimal place)

Make sure that


the calculator is
set on degrees.

E x e r c i s e 9F
1

FINDING THE HYPOTENUSE

Find the length of each hypotenuse correct to 1 decimal place:


a

5 cm

60

12 cm
8 cm
25

3 cm

7 cm
70

40

38

h
h

29

10 cm

Calculate the length of each hypotenuse correct to 1 decimal place:


a

b
50

c
29 cm

9 cm

55
h

h
34

24 cm

13.5 cm

f
15.7 cm

21.6 cm

72
48

h
81

Find the value of x correct to


2 decimal places.

15 cm

35

C H A P T E R

T R I G O N O M E T R Y

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Find the hypotenuse of this triangle in centimetres correct to


1 decimal place.
x
25 cm

A ladder is inclined at 63 to the ground and


leans against a vertical wall with its foot
2.5 m from the wall. Find the length of the
ladder to the nearest centimetre.

51

63
2.5 m

Find the value of the hypotenuse of this triangle correct


to 1 decimal place.
Find the length of the ramp
shown in this diagram correct
to 1 decimal place.

58
x

4.8 cm

ramp
33 cm

47

A ladder rests against a wall. The foot of the ladder is 1.2 m


from the wall and it makes an angle of 56 with the ground.
How long is the ladder to the nearest centimetre?

56
1.2 m

In ABC, A  61, B  90 and


BC  75 mm. Find the value of AC to the
nearest millimetre.

75 mm

61
A

10

In a rectangle ABCD, the diagonal BD makes an angle of 43


with the side AB, which is 32 cm long. Find the length of the
diagonal correct to the nearest centimetre.

An aircraft climbs at an angle of 28 to the


horizontal. Find to the nearest metre the
distance travelled along its flight path
while rising 700 m.

700 m
28

312

B
43

11

32 cm

C O N N E C T I O N S

M A T H S

S T A G E

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12

In ABC, A  90, B  68 and AB  16 m.


Find BC correct to the nearest metre.

13

A wooden gate in the form of a rectangle


has a diagonal support that makes an
angle of 30 with the horizontal. If the
height of the gate is 2.5 m, what is the
length of the support?

If there is no
diagram given,
draw your own.

2.5 m

30

Finding an unknown angle


Trigonometry is also used to find the sizes of angles of a triangle. When you use a calculator
for this, press SHIFT and then sin , cos or tan .
To find an unknown angle of a triangle, follow these steps:
Step 1

Draw a diagram if one is not already given. Mark all the given information on
the diagram.

Step 2

Ask yourself three very important questions:


P What is given to you? (That is, what is known?)
P What do you want to find out? (That is, what is unknown?)
P Which trigonometric ratio (sine, cosine or tangent) includes the known and
the unknown?

Step 3

Write an equation using the appropriate ratio.

Step 4

Use a calculator to solve the equation. Press SHIFT followed by sin , cos or tan ,
then enter the fraction and press  to find the angle.

Examples
1

Find the size of angle  to the nearest degree.

3
u

tan  

3

7

SHIFT

tan 3 a b/c 7

  23.198 590 51 (from the calculator)

opposite
tan   
adjacent

   23 (to the nearest degree)


Remember that to find
the size of an angle, always
press SHIFT first.

C H A P T E R

T R I G O N O M E T R Y

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Find the size of angle  to the nearest minute.


sin  

6.5

17.8

SHIFT

sin 6.5 a b/c 17.8

6.5

  21.417 955 27 (from the calculator)


   2125 (to the nearest minute)

On some calculators,
may be given as

opposite
sin   
hypotenuse

SHIFT

2nd F

An 18 m ladder standing on level ground reaches


14 m up a vertical wall. Find the angle that the
ladder makes with the ground. (Give your answer
to the nearest degree.)
sin  

14

18

sin 14 a b/c 18

SHIFT

17.8

or

INV

18 m
14 m


u

  51.057 558 73 (from the calculator)


   51 (to the nearest degree)
4

ABCD is a rectangle with AC  25 cm and


AD  14 cm. Find DAC correct to the
nearest degree.
cos  

14

25

cos 14 a b/c 25

SHIFT

14 cm

25

cm

  55.944 202 26 (from the calculator)


   56 (to the nearest degree)

adjacent
cos   
hypotenuse

E x e r c i s e 9G
1

FINDING AN UNKNOWN ANGLE

Find the size of the angle marked with a pronumeral. Give your answers to the
nearest degree.
a

b
7.5

c
6.3
a
10.5

3.2

314

C O N N E C T I O N S

5.6

12.7
b

M A T H S

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3.5

f
7.8

8.9
11.5
b

20.1

Find the value of the pronumeral in each triangle. Give your answers to the
nearest degree.
a

b
5.9

c
8.7

3.8
15.6

u
b

19.6

18.9

17.3

28.75

11.7

20.8

16.2

23.8

33.6

A 15 m ladder standing on level ground reaches 11 m up


a vertical wall. Find the angle that the ladder makes with
the ground. (Give your answer to the nearest degree.)
15 m

11 m

In ABC, B  90, AB  6 m
and AC  7 m. Find the size of A
correct to the nearest degree.

7m
u

6m

ABCD is a rectangle with AC  28 cm and AD  12 cm.


Find ACD correct to the nearest minute.

B
28 cm

12 cm

Calculate the size of angle  to the


nearest minute.

6.9
u
8.65

Calculate the size of angle  to the nearest minute.

a
3.6
9.45

C H A P T E R

T R I G O N O M E T R Y

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In PQR, R  90, QR  6.8 cm and PR  7.9 cm. Find P to the


nearest minute.

Calculate the angle that a diagonal


makes with the shorter side of a
rectangle that has dimensions 8 cm
by 5 cm. Answer correct to the
nearest minute.

10

6.8 cm

5 cm

7.9 cm

8 cm
5m

A 5 m ladder reaches a window 2.5 m above the ground.


What angle does the ladder make with the ground?

2.5 m
u

11

A railway track rises 1.5 m for each horizontal distance


of 15 m. Find the angle (to the nearest minute) that the
track makes with the horizontal.

1.5 m
u
15 m

12

A rectangle 15 cm by 8 cm has a diagonal of length 17 cm.


Calculate the angle the diagonal makes with the longer side.
Give your answer correct to the nearest minute.

15 cm
17 cm

8 cm

13

A pole 15 m tall is supported by a wire


18.3 m long. Find the angle between the
wire and the horizontal ground. Write
your answer correct to the nearest minute.

18.3 m
15 m

Angles of elevation and depression


An angle of elevation exists when we look up at an object.
It is the angle between the line of sight and the horizontal,
shown as  in the diagram.

f
eo

ht

sig

lin

vatio

f ele

eo
angl

horizontal

An angle of depression exists when we look down at


an object. It is the angle between the line of sight and
the horizontal, shown as  in the diagram.

horizontal
n u

io
ress
f dep

eo

angl

lin

316

C O N N E C T I O N S

M A T H S

S T A G E

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f
eo

ht
sig

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Remember that the angle of depression from the upper


position is always equal to the angle of elevation from the
lower position, but they are not the same angles. For
example, if the angle of depression from a lighthouse to a
yacht is 32, the angle of elevation from the yacht to the
lighthouse will be 32.

depression 32

elevation

32

Examples
1

The angle of elevation of the top of a tower AB is 58 from a point C


on the ground 200 m from the middle of the base of the tower.
Calculate the height of the tower to the nearest metre.

Let the height of the tower be x.


In ABC :

x
tan 58   
200
x
   tan 58
200
x  200 tan 58

200 

tan 58

58
C

x  320.066 905 8 (from the calculator)

B
200 m

 x  320 m (to the nearest metre)


2

From the top of a building 90 m tall, the angle of depression to a car parked
on the ground is 48. Find the distance of the car from the base of the building.
Write your answer correct to 2 decimal places.
horizontal
48

90
tan 48   
d
d tan 48  90
90
d  
90  tan 48 
tan 48
d  81.036 363 99 (from the calculator)

90 m

48

 d  81.04 m (correct to 2 decimal places)

E x e r c i s e 9H
1

A N G L E S O F E L E VAT I O N A N D D E P R E S S I O N

A man 1.65 m tall is 18 m away from a tower that is


25 m tall. What is the angle of elevation of the top of the
tower from his eyes? Give your answer correct to the
nearest degree.

25 m

u
1.65 m
18 m

C H A P T E R

T R I G O N O M E T R Y

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From the top of a building 80 m tall, the angle of depression


of a rubbish bin on the ground is 52. Find the distance of
the bin from the base of the building. Write your answer
correct to 2 decimal places.

A tree is 20 m tall and casts


a horizontal shadow 28.7 m
long. Find the angle of
elevation of the sun to the
nearest degree.

20 m
u
28.7 m

A boat is 300 m from the base of a vertical cliff. Natalie, who is


sitting in the boat, notes the angle of elevation of the top of the
cliff as 53. How high is the cliff? Give your answer correct to the
nearest metre.
A railway track rises uniformly 9.5 m for every
250 m along the track. Find the angle of
elevation of this track to the nearest minute.

250 m

53
300 m

9.5 m

A building that is 38 m tall casts a horizontal shadow 25.6 m long.


Find the angle of elevation of the sun to the nearest minute.
38 m

318

Find the angle of depression


from the top of a vertical cliff
95 m high to a boat 300 m
from the foot of the cliff.
Give your answer correct to
the nearest degree.

25.6 m

95 m
300 m

The angle of elevation of the top of a tower is 40 from a point


on the ground 110 m from the middle of the foot of the
tower. Calculate the height of the tower in metres correct to
2 decimal places.

h
40
110 m

From a point on top of a building


that is 98 m tall, the angle of
depression of a car is 37.
How far is the car from the
foot of the building? Give
your answer correct to the
nearest metre.

C O N N E C T I O N S

M A T H S

S T A G E

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From a point on the ground 86 m from the base of a tree,


the angle of elevation of the top of the tree is 47. Find
the height of the tree to the nearest metre.
h

47
86 m

11

The pitch of a roof is 50 and a room is to be built inside


the roof space. The height of the ceiling of the room is
3 m. How far in from the side of the roof will the wall of
the room be?

50

3m
d

12

This diagram is of a gable roof. Calculate , the


pitch angle of the roof, to the nearest minute.

A
m
13

13

5m

13

14

u
C

D
24 m

A 9.8 m wire extends from the top of a pole to the ground.


From the point where the wire reaches the ground, the
angle of elevation to the top of the pole is 68. Find the
height of the pole correct to 2 decimal places.

9.8 m

From a point on a cliff 85 m above sea-level, the angle of


depression of a boat is 33. Find the distance of the boat
from the foot of the cliff correct to 2 decimal places.

68

15

Alison is sitting in a park and looks towards the top of a 155 m tower at an angle of
elevation of 43. How far is she sitting from the base of the tower, to the nearest metre?

16

Two points A and B are on the ground on either side of a


pole GP that is 25 m tall. The angle of elevation from A to
P is 40 and from B to P is 60. Find the distance AB to
the nearest metre.

25 m
40
A

17

60
G

The angle of elevation of the top of a cliff from a boat 500 m out to sea was 18.
The boat then travelled a further distance d out to sea, and the angle of elevation of
the cliff became 14.
a Show this information on a diagram.
b Find the height of the cliff above sea-level to the nearest metre.
c Find the value of d to the nearest metre.

C H A P T E R

T R I G O N O M E T R Y

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Bearings
Bearings are used to indicate the direction of one point from another.

Basic directions are given with reference to four points of the compass:
north (N), east (E), south (S) and west (W). These directions are at
right angles (90) to one another.
These basic directions can be divided
up into units of 45, so that north-west
(NW) is 45 west of north, south-east
(SE) is 45 east of south and so on.

N
NW

NE

These directions can be further


1
divided in units of 22 2.

NNW
SW

SE

For example, south-south-west (SSW) is


1
22 2 south of south-west and south-south-east
1
(SSE) is 22 2 south of south-east.

NE

WNW

ENE

WSW

ESE

SW

SE
SSW

For true bearings:


p Measure the angle from true north.
p Measure in a clockwise direction.
p Write the angle using 3 digits with T after it.
For compass bearings:
p Begin from either north or south.
p Measure an acute angle clockwise or anticlockwise.
p Write first the direction from where you start, then the acute angle and then
the direction to which you moved.

The bearings in the following diagrams are given using both methods.
N

60
W

N
30

P
170
E

E
330

10

P
S
170T or S10E

S
060T or N60E

320

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

NNE

NW

However, more precise bearings (with directions written to


the nearest degree) are often required. There are two methods
of writing these bearings: using true bearings or using
compass bearings.

S
330T or N30W

SSE

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Examples
1

A ship sails 15 km due north of a port P, then sails in


an easterly direction. How far (to the nearest kilometre)
is it from P when its bearing from P is N46E?

N
S
Q

ship

15 km 46 d

In PQS:

15
cos 46  d

d cos 46  15
15
d  
15  cos 46 
cos 46
d  21.593 348 09 (from the calculator)

 d  22 km (to the nearest kilometre)


2

In this diagram, AQ is 5 km and QP is 3 km. Find the


bearing of P from A correct to the nearest degree.

In AQP :
tan  

3

5

SHIFT

tan 3 a b/c 5

  30.963 756 53 (from the calculator)

5 km
u

   31 (to the nearest degree)

E
3 km

The bearing of point P from point A is 121T (or S59E).

E x e r c i s e 9I

BEARINGS

What is the size of the angle between each pair of directions?


a N and E
b E and W
c N and NE
e NNW and WNW
f NNE and ENE
g ESE and SSE

d S and SSW
h S and NW

Draw a diagram to show each bearing:


a 025T
b 335T
e 210T
f N80W
i 260T
j S35W

d S20W
h S40E
l N28E

Write the true bearing and the compass bearing of P from O:


a

c N50E
g 055T
k N30W

20
70
W

P
E

P
15

C H A P T E R

T R I G O N O M E T R Y

321

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30
O

70

40
P
S

P
W

28

34
O

15

A small aircraft takes off due north, then turns and flies 50 km due west. The aircraft is
then N65W of its starting point. How many kilometres did it fly due north? Give your
answer correct to 1 decimal place.

A lighthouse is 7 nautical miles north-east of a ship. How far is the ship west of the
lighthouse (correct to 2 decimal places)?

The bearing of P from O is 170T and P is 5 km from O.


Find (correct to 1 decimal place) the distance:
a OQ
b QP

If there is no
diagram given,
draw your own.

170
O

5 km
S

322

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

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A ship sails 12 nautical miles east and then 18 nautical miles south. Find its bearing (to
the nearest degree) from the starting point.

A man walks due west, then turns and walks due north. He is then 750 m N58W from
his starting point. How far (to the nearest metre) did he walk:
a west?
b north?

An aircraft travels due east for 50 km and then flies south 30 km.
a Show this information on a diagram.
b Write the aircrafts bearing from its starting point using:
i
a true bearing
ii a compass bearing
Give your answers correct to the nearest degree.

10

A woman walks 15 km on a bearing of 210. Find:


a how far she is west of her starting point
b how far she is south of her starting point
Give your answers correct to the nearest kilometre.

11

A ship sails 45 nautical miles from Sydney on a bearing of S30E. How far (to the nearest
nautical mile) is the ship south of Sydney?

12

A ship was 300 nautical miles due north of a lighthouse. It sailed on a bearing of 120T
until it was due east of the lighthouse. Find the new distance between the ship and the
lighthouse correct to the nearest nautical mile.

C H A P T E R

T R I G O N O M E T R Y

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Page 324

P R O B L E M S O LV I N G 9
The area (A) of a regular polygon is given by:
2
ns

180
A
4 tan n
where n is the number of sides and s is the length of one side.
For example, the area of a regular pentagon of side length 10 cm is:
10 cm

5 10
2
A  
180 cm
4 tan 5
1

a Use the formula above to calculate the area of a square of side length 6 cm.
2
b How does this answer compare with the answer you obtain using A  l ?

Calculate the area of an equilateral triangle of side length 8.0 cm.

There are two regular polygons of side length 10 cm, one of which has 9 sides and the
other 18 sides.
a Calculate the areas of both polygons.
b Is the area of the 18-sided polygon twice the area of the 9-sided polygon?

Measure the side length of a 50c coin. Use this to calculate the area of the coin.
a Use the formula to calculate the area of an octagon of side length 20 cm.
b Calculate the area of an octagon of side length 40 cm.
c Is the area of the larger octagon twice the area of the smaller one?

Another formula to calculate the area of a regular polygon is:


1

360

A  2 nR sin n

where n is the number of sides and R is the distance from the


centre of the polygon to a vertex.
6

Use this formula to calculate the area of each polygon:


a

12 cm

324

3.5 cm

Calculate:
a the area of the circle
b the area of the regular polygon
c the shaded area

C O N N E C T I O N S

M A T H S

S T A G E

18 cm

7.5 cm

5 . 3 / 5. 2 / 5 . 1

3.4 m

literaacy skillsil

CM9 09 5.3_5.2 Final

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literacy
acy skillsil

Literacy
L
Li
racy
skills
kills
c
Literac y

SKILLS 9

trigonometry
hypotenuse adjacent
opposite right-angled sine cosine tangent
trigonometric
elevation
depression bearing

a Use a dictionary to explain how the word trigonometry is formed.


b Is this a suitable name for this topic?

Use a dictionary to define the word adjacent.


Try to fit all of these words in the grid below:
adjacent
elevation
side

alpha
exact
sine

angle
hypotenuse
tangent

beta
length
theta

cosine
opposite
triangle

degree
depression
ratio
right
trigonometric trigonometry

A
E
A

A mnemonic is a memory aid; for example, My Very Earnest Mother Just Sited Us Nine
Planets can help you remember the order of the planets (Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus, Neptune, Pluto). Make up a mnemonic to help you remember
SOH CAH TOA.

Some people do not like to sit close to the front in a cinema. Explain how the angle of
elevation from the seat to the screen changes as you move further backwards.

C H A P T E R

T R I G O N O M E T R Y

325

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Chapter review 9
1

Name each side in the following right-angled triangles as opposite (O), adjacent (A) or
hypotenuse (H) with reference to the angle marked:
a

c
d

p
b

f
q

For each triangle, find cos  and tan :


a

10

c
a

u
e

u
n

Use Pythagoras theorem to find the unknown side and then find sin  and tan  for
each triangle:
a

12
u

u
35

13

Find the value of each expression correct to 2 decimal places:


60.9 tan 56
18.7
tan 72
a 
b 
c 
sin 3053
sin 5631
5.6

Find acute angle A to the nearest degree:


a sin A  0.4386
b cos A  0.7532

tan A  1.238

Find the value of the unknown side correct to 2 decimal places:


a

16.7 m
l
20

8.6 cm

50

36
9.5 mm

326

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

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Evaluate correct to 2 decimal places:


a 82.5 cos 3827

Find acute angle A to the nearest degree:


a tan A 

62.68
tan 3045

b 

6.5

17.8

15 sin 70
28

b sin A  
C

In ABC, B  90, C  56 and BC  200 m. Find AB and AC


correct to 1 decimal place.

56
200 m

10

B
T

The angle of elevation of the top of a tree is 43 from a


point P on the ground 65 m from the foot of the tree.
Calculate the height of the tree in metres correct to
1 decimal place.
43
P

11

65 m

A tree is 30 m tall and casts a horizontal shadow


32.6 m long. Find the angle of elevation of the sun to the
nearest minute.

30 m

u
32.6 m

12

A road rises uniformly 20.8 m for every 400 m along the road.
Find the angle of elevation of this road correct to the
nearest minute.

400 m
20.8 m
u

13

PQRS is a rectangle in which PQ  23 cm and


PQS  41. Find to the nearest centimetre:
a the length of side PS
b the length of diagonal QS

Q
41

C H A P T E R

23 cm

T R I G O N O M E T R Y

327

CM9 09 5.3_5.2 Final

14

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A 3.5 m ladder reaches 1.7 m up a wall. At what angle


(to the nearest minute) is it resting against the wall?
u
3.5 m
1.7 m

15

A fallen tree 9.5 m tall leans against a building. Find how


far its foot is from the building (correct to 1 decimal
place), given that it makes an angle of 65 with the
horizontal ground.

16

In ABC, A  73, B  90
and BC  25 cm. Find the
value of AC to the
nearest centimetre.

17

9.5 m

73
25 cm

Calculate the size of angle 


to the nearest minute.

65
d

8.65

u
5.38

18

Calculate the angle that a diagonal makes with the


longer side of a rectangle that has dimensions 10 cm by
15 cm. Give your answer correct to the nearest minute.

10 cm

15 cm

19

A boat is 50 m from the base of a vertical cliff.


Michelle, who is sitting in the boat, notes the angle
of elevation of the top of the cliff as 62. How high
is the cliff ? Give your answer correct to the
nearest metre.
A

20

n
74

Find the values of m and


n correct to the
nearest metre.

800 m

63
m

328

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

62
50 m

CM9 09 5.3_5.2 Final

21

22

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In ABC, A  54, B  90 and BC  30 cm. Find the


value of AC to the nearest centimetre.

Calculate the size of angle  to the


nearest minute.

A
54

6.75

30 cm

u
3.49

23

24

25 cm
u

Calculate the angle that a diagonal makes with the


longer side of a rectangle with dimensions 15 cm by
25 cm. Write your answer to the nearest minute.

15 cm

A pole is 15 m tall and casts a horizontal shadow


16.9 m long. Find the angle of elevation of the sun to
the nearest minute.

15 m

u
16.9 m

25

From a point on top of a building that is 50 m


tall, the angle of depression of a car is 41.
How far is the car from the foot of the building?
Give your answer correct to 1 decimal place.

41

50 m

26

Find the value of the pronumeral correct to 1 decimal place:


A

P
u

70 m

32

7m

65

6m

8m

C H A P T E R

T R I G O N O M E T R Y

329

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27

A town T is 30 km east and 85 km south of a town P. Find:


a the bearing of T from P (to the nearest degree)
b the distance from T to P (to the nearest kilometre)

28

A ship left port and sailed on a bearing of 170 for 300 km. How far south of the port is
the ship, to the nearest kilometre? (Draw a diagram first.)

29

A boat left port on a bearing of N65E and is now 2200 km from its starting point. How
far north of the port is it? (Give your answer correct to the nearest kilometre.)

30

The pitch of this roof is 32 as shown. Given that


RS  3000 mm, find to the nearest millimetre:
a the length RQ
b the length PQ

31

32

33

34

330

12/8/04

R
3000 mm
32

From a height of 130 m above sea-level, a person


observes a boat at sea at an angle of depression of
20. Find the horizontal distance BG correct to the
nearest metre.

M A T H S

S T A G E

Q
P
130 m

G
B

50

50

P
38 cm
y

A circles centre is at the origin.


a What is the length of its radius, given that P(3, 4)
lies on its circumference?
b What angle does the radius OP make with the
x-axis?

C O N N E C T I O N S

20

An isosceles triangles base is 38 cm long and its base


angles are 50.
a Calculate the height BP.
b Calculate the area of the triangle.
c What is the perimeter of the triangle?

A rotating circular disk of radius 10 cm


has a lug on its rim that fits inside the
cavity of a shaft. As the disk rotates, the
shaft moves from side to side. The shaft
is fixed at a point of 20 cm from the
centre of the disk. Calculate the
angle () through which it moves.

32

P(3, 4)

lug
ft
sha

5 . 3 / 5. 2 / 5 . 1

10 cm

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Coordinate
geometry
Syllabus outcomes
PAS5.1.2 Determines the midpoint, length and gradient of an interval joining two points
on the number plane and graphs linear and simple non-linear relationships from equations
PAS5.2.3 Uses formulas to find midpoint, distance and gradient and applies the
gradientintercept form to interpret and graph straight lines
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.3 Uses and interprets formal definitions and generalisations when explaining
solutions and/or conjectures
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


ngraph two points to form an interval on the number plane and form a right-angled

triangle by drawing a vertical side from the higher point and a horizontal side from the
lower point
nuse the right-angled triangle drawn from two points on the number plane and Pythagoras
theorem to determine the length of the interval joining the two points
nuse the distance formula to determine the length of an interval joining two points
ndetermine the midpoint of an interval from a diagram and from using the
midpoint formula
from two points on the number plane and
nuse the right-angled triangle rdrawn
ise
the relationship gradient  
ru
n to find the gradient of the interval joining two points
ndetermine whether a line has a positive (upwards) or negative (downwards) slope by
following the line from left to right
nuse the gradient formula to find the gradient of an interval joining two points
nuse m  tan to find the gradient of a line when given (its angle of inclination with the
positive direction of the x-axis) and to find when given the gradient
nrecognise equations of the form y  mx  b as representing straight lines and interpret
the x-coefficient (m) as the gradient and the constant (b) as the y-intercept
nwrite linear equations in gradientintercept form and general form
ndetermine the gradient and y-intercept of a line from its equation
nrecognise that parallel lines have the same gradient, and use this to test for parallel lines

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The distance between two points


The French mathematician and philosopher Ren Descartes invented a method of locating
points on a flat surface or number plane. Sometimes it is necessary to find the distances
between such points.

Examples
Count the number of
units between the two
points if they are on
the same horizontal or
vertical line.

Plot each pair of points and find the distance between them:
1

A(2, 3) and B(4, 3)

y
4

P(3, 1) and Q(3, 4)


2

L(2, 4) and M(3, 4)

P
4

Distance AB  2 units

4 x

Distance PQ  3 units
Distance LM  5 units

As shown above, to find the distance between two points that lie on the same horizontal or
vertical line, simply count the number of units between them. However, when the two points do
not lie on the same horizontal or vertical line, one of the following two methods can be used:
1 Plot the points on the number plane and use Pythagoras theorem.
2 Use the distance formula.

Example
Use Pythagoras theorem to find the distance between
the two points A(2, 1) and B(1, 3).

y
4

Using Pythagoras theorem:


2

d
2
d
2
d
d
d







3 4
9  16
25
25

5
The distance AB is 5 units.

332

B(1, 3)

2
d
4 2
A(2, 1)

E x e r c i s e 10A
1

Pythagoras
theorem
can only be applied
to right-angled
triangles.

4
0
3

4 x

T H E D I S TA N C E B E T W E E N T W O P O I N T S

Plot each pair of points and find the distance between them:
a A(1, 3) and B(5, 3)
b C(2, 1) and D(2, 6)
c E(3, 7) and F(3, 2)
d G(1, 2) and H(5, 2)
e I(3, 2) and J(7, 2)
f K(5, 0) and L(2, 0)
g M(0, 0) and N(0, 7)
h Q(3, 1) and R(2, 1)

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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Use Pythagoras theorem to find the distance AB in each diagram. Leave your answers
in surd (square root) form where necessary.
a

y
4

y
6

A(4, 3)

y
4

B (6, 4)

2
4
B (4, 1)

4 x

4 x

y
4

B (3, 1)
2
4 x

2
B(3, 3)

4
A(1, 6) y
6
4

6 x

A(1, 1)

4 x

y
4

A(2, 3)

A (4, 3)

y
4

y
4
A (4, 1)

6 x

B (2, 4)

6 x

2 0
A (2, 1)
2

4
A(1, 1)

A(0, 0)
2 0

y
4
2

4 x

B(5, 1)
4

B (6, 6)

B (6, 3)

B (2, 2)
2

4 x

Use Pythagoras theorem to find the length of each interval. Leave your answers in
surd form where necessary.
a

y
4

(1, 4)

y
4

y
4

(2, 2)
(3, 1)

(4, 3)

(5, 1)
2

6 x

2
4

(3, 3)

C H A P T E R

4 x

1 0

C O O R D I N AT E

4 x

G E O M E T R Y

333

CM9 10 5.3_5.2 Final

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y
4

(3, 4)

4 x

y
4
2

4 x

2
4

y
4

(3, 2)

(3, 5)

y
4

(4, 4)

(3, 2)
2

(5, 3)

4 x

(1, 4)

4 x

2
(4, 3)

Find the distance between each pair of points. Leave your answers in surd form.
a A(0, 2) and B(5, 3)
b A(3, 6) and B(1, 2)
c A(2, 5) and B(2, 1)
d A(2, 4) and B(3, 2)
e A(1, 4) and B(3, 5)
f A(2, 2) and B(3, 6)
g A(3, 4) and B(3, 5)
h A(2, 5) and B(2, 3)
i A(0, 5) and B(5, 1)
j A(4, 3) and B(1, 2)
k A(5, 2) and B(3, 7)
l A(3, 6) and B(2, 5)

Find the distance between each pair of points. Give your answers correct to
1 decimal place.
a P(2, 1) and Q(3, 4)
b P(1, 5) and Q(3, 1)
c P(2, 3) and Q(1, 2)
d P(3, 1) and Q(2, 6)
e P(2, 4) and Q(1, 6)
f P(3, 2) and Q(2, 5)
g P(2, 3) and Q(1, 4)
h P(3, 5) and Q(2, 4)
i P(1, 6) and Q(3, 3)
j P(1, 5) and Q(2, 7)
k P(0, 6) and Q(5, 1)
l P(3, 4) and Q(5, 6)

The points A(3, 3), B(3, 6), C(7, 6) and D(7, 3) are the vertices of a rectangle. Find:
a the lengths of AB, BC, CD and DA
b the lengths of AC and BD

(4, 2) is the centre of a circle. (5, 10) is a point on its circumference.
a What is the radius of the circle?
b Which of these points lie on the circle?
A(3, 5)

C(0, 6)

B(8, 7)

Which of these points is the closest to the origin?


P(5, 3)

334

y
4

(4, 5)

4 x

2
4

(5, 3)

y
2

(3, 2)

(4, 2)

R(6, 2)

Q(4, 4)

S(7, 1)

A triangle has vertices H(4, 1), I(4, 3) and J(3, 5).
a Calculate the perimeter of the triangle. (Leave your answer in exact form.)
b Is the triangle scalene, isosceles or equilateral?

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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Page 335

10

The end points of the diameter of a circle are K(4, 6) and L(10, 2). What is the radius
of the circle?

11

A quadrilateral has vertices T(1, 2), U(2, 1), V(3, 2) and W(0, 1). Show that this
quadrilateral is a rhombus.

12

A(1, 1), B(3, 2) and C(1, 2) are three vertices of


parallelogram ABCD.
a What are the coordinates of D ?
b Show that CD  BA and CB  DA.
c Is this parallelogram a rhombus?

y
4
C

d
4

4 x

The distance formula


The formula to find the distance between two points A(x1, y1)
and B(x2, y2) can be derived using Pythagoras theorem.
Let d be the distance between the two points A(x1, y1) and
B(x2, y2).
Draw AM and BL perpendicular to the x-axis and draw KC
and NB perpendicular to BL.
Since OM  x1 and OL  x2 :
AC  OL  OM
 x2  x1

y
B (x2, y 2)

x2

y2  y1

d
K

x1

A
x2  x1
(x1, y 1) y 1

Similarly:
BC  BL  CL
 y2  y1

CD-ROM

Using Pythagoras theorem:


2

AB  AC  BC
2
2
2
d  (x2  x1)  (y2  y1)
 d  
(x2  
x1) 
(y2 
y1)
2

The distance d units between the points A(x1, y1) and B(x2, y2) is given by
the formula:
2
2
d  
(x2  
x1) 
(y2 
y1)

C H A P T E R

1 0

C O O R D I N AT E

G E O M E T R Y

335

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Page 336

Examples
1

Find the distance between the points A(4, 9) and B(5, 3). Leave your answer
in surd form.
A(4, 9)

B(5, 3)

x1 y1

CD-ROM

It does not matter which


point you make your first point
and which your second.

x2 y2

d  (x


(y2  
y1)
2  x
1)  
2

 (5

 4 )
 ( 3
 9) 
2

 (1)


(6)
2

 1
 36
 37


The distance will still


be the same.

The distance AB is 37


 units.
2

Find the distance between the points A(5, 6) and B(2, 1) correct to
2 decimal places.
B(2, 1)

A (5, 6)

x1 y1

x2

y2

d  (x


(y2  
y1)
2  x
1)  
2

 [2


(5)]
 (
1  6)
2

 (2


5)  
(7)
2

 (3)


(7)
2

 9
 49
 58

 7.615 773 106 (from the calculator)
The distance AB is 7.62 units correct to 2 decimal places.

E x e r c i s e 10B
1

336

T H E D I S TA N C E F O R M U L A

Use the distance formula d  


(x2  
x1) 
(y2 
y1) to find the distance between
each pair of points. Leave your answers in surd form if necessary.
a A(2, 9) and B(8, 6)
b A(1, 3) and B(6, 4)
c A(2, 3) and B(5, 2)
d A(1, 5) and B(2, 4)
e A(1, 7) and B(3, 10)
f A(2, 6) and B(3, 9)
g A(1, 1) and B(2, 5)
h A(2, 1) and B(3, 4)
i A(2, 7) and B(3, 9)
j A(1, 3) and B(2, 4)
k A(2, 1) and B(3, 4)
l A(1, 7) and B(3, 1)

C O N N E C T I O N S

M A T H S

S T A G E

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Calculate the distance between each pair of points. Leave your answers in surd form
if necessary.
a A(2, 1) and B(5, 5)
b A(3, 7) and B(9, 15)
c A(2, 5) and B(4, 7)
d A(2, 3) and B(2, 5)
e A(3, 4) and B(6, 8)
f A(6, 3) and B(8, 7)
g A(2, 5) and B(7, 9)
h A(3, 2) and B(6, 5)
i A(2, 5) and B(3, 8)

Calculate the distance between each pair of points correct to 2 decimal places:
a A(3, 4) and B(5, 8)
b A(2, 6) and B(4, 10)
c A(3, 7) and B(1, 9)
d A(3, 8) and B(4, 7)
e A(5, 3) and B(4, 8)
f A(4, 4) and B(1, 1)
g A(6, 4) and B(5, 4)
h A(0, 5) and B(1, 2)
i A(1, 3) and B(3, 4)

Calculate the length of each side of ABC and use Pythagoras theorem to determine
whether it is a right-angled triangle:
a A(0, 0), B(5, 0), C(5, 12)
b A(1, 6), B(3, 2), C(4, 3)

10

11

Find the distance between the points A(1, 3) and B(3, 8) and then square it.
Find the perimeter of the triangle whose vertices are A(4, 0), B(7, 4) and C (1, 2).
Find the exact distance between the origin and the point (2, 5).
Which of the points A(3, 3) or B(6, 2) is closer to the point C(2, 2)?

Exact distance
means in surd form or
as a rational number.

Find the exact distance between the points A(3, 8) and B(2, 5).
Which of the points P(4, 2) and Q(1, 3) is closer to C(0, 0)?
A point P(7, 8) is on the circumference of a circle with centre C(4, 4).
Find the radius of the circle.

12

A(0, 0), B(4, 0) and C(4, 3) are the vertices of a triangle.


a Find the length of:
i
AB
ii BC
iii AC
b What type of triangle is it?

13

P(1, 1), Q(6, 1), R(8, 6) and S(3, 6) are the vertices of a parallelogram. Use the distance
formula to show that its opposite sides are equal.

14

The points A(3, 4), B(2, 7) and C(7, 10) are collinear.
a Find the distance AB.
b Find the distance BC.
c Is AB  BC ?
d Is B the midpoint of AC ? Explain why.

15

a
b
c
d

For each diagram, find the distance AC.


For each diagram, find the distance BD.
For each diagram, does AC  BD?
Which properties of the plane shapes do these answers reflect?
i

A(2, 6)

B(6, 6)

D(2, 2)

C(6, 2)

ii

A(1, 7)

B(8, 7)

D(1, 3)

C(8, 3)

C H A P T E R

1 0

C O O R D I N AT E

G E O M E T R Y

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The midpoint of an interval

The point that is halfway along an interval is called its midpoint.


M is the midpoint of the interval AB; it is halfway between A and B.

AM  MB

The coordinates of the midpoint M of a given interval AB can


be found as follows:

B(x2, y 2)
M(x, y)

x2  x T
A(x1, y 1)
x  x1 S

Let the end points of the interval be A(x1, y1) and B(x2, y2).
Let the coordinates of the midpoint M be (x, y).
Draw AP, MQ and BR perpendicular to the x-axis. Also draw
AS perpendicular to MQ and MT perpendicular to BR.
0

Now triangles ASM and MTB are congruent. So:


AS  MT
x  x1  x2  x
x  x  x1  x2
2x  x1  x2
x1  x2
x  
2

CD-ROM

and

MS  BT
y  y1  y2  y
y  y  y1  y2
2y  y1  y2
y1  y2
y  
2

The midpoint (x, y) of an interval AB with A(x1, y1) and B(x2, y2) is given by:
x1  x2
y1  y2
x   and y  
2
2

Examples
1

Find the midpoint of the interval AB with the points A(4, 10) and B(6, 16).
A(4, 10)

B(6, 16)

x1 y1

y
16

x2 y2

x 




y 




y1  y2

2
10  16

2
26

2
13

C O N N E C T I O N S

M A T H S

S T A G E

A(4, 10)

The coordinates of the midpoint are (5, 13).

338

M(x, y)

12

The midpoint is given by the formulas:


x1  x2


2
46

2
10

2
5

B(6, 16)

5.3 / 5.2 / 5.1

8 x

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If M(2, 4) is the midpoint of A(0, 2) and B(a, b), what are the values of a and b?
Substitute the values in the midpoint formulas:
x1  x2
y1  y2
x  
y  
2
2
0a
2b
2  
4  
2
2
40a
82b
4a
82b
6b

y
B(a, b)

6
4

M(2, 4)

A(0, 2)

The coordinates of B are (4, 6); that is, a  4 and b  6.

E x e r c i s e 10C
1

T H E M I D P O I N T O F A N I N T E R VA L

Find the coordinates of the midpoint of each interval:


a
A(3, 3)

y
4

M
B(3, 1)
2
4 x

y
4

y
4

B(3, 3)

A(5, 1)
4

0 M

2
A(3, 2)

e
B(6, 4)

8 x

8
y
4

B(5, 4)

y
4

A(5, 4)

8
4 0
A(4, 2)
4

B(3, 2)

y
8

2
0

y
4

B(6, 1)
6 x

4 x

4 x

y
4
A(2, 3)

B(3, 2)
2

y
4

M
2

2 0
M
2

2
A(3, 2)
4

A(5, 3)

C H A P T E R

1 0

B(3, 1)

4
2
A(2, 1)

C O O R D I N AT E

0
2
4

M
B(4, 3)

G E O M E T R Y

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y
8

4
M

y
2

A(6, 4)

B(5, 5)

B(4, 2)
4
8 x

A(2, 1) 2

A(3, 1)
0

6 x

B(6, 5)

For each of the following diagrams, find the coordinates of A, given that M is the
midpoint of AB:
a

y
4

M(0, 2)

y
4

B(6, 5)

B(4, 1)
4 x

2
M(2, 3)

2
A

y
6

6 x

y
4

B(5, 3)

4
y
8

2
4
M(1, 2)

B(1, 4) y
4

2
M(3, 0)

0
2

4 x
B(4, 1)

B(7, 7)

2 x

0
2

y
8

8 x
M(4, 2)

M(0, 2)

y
4

6
B(6, 3)

M(1, 2)

A
8

2
M(1, 4)

8 x

4
2

B(2, 1)
4

340

Find the midpoint of the interval joining:


a (0, 4) and (0, 8)
b (1, 5) and (3, 7)
d (2, 7) and (6, 1)
e (5, 0) and (3, 0)
g (1, 8) and (5, 2)
h (7, 1) and (5, 3)
j (3, 4) and (5, 8)
k (2, 5) and (2, 5)

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

4 x

0
2
4

c
f
i
l

2
4
M(1, 2)

B(5, 3)

(1, 4) and (3, 2)


(2, 6) and (2, 2)
(0, 8) and (6, 6)
(6, 4) and (6, 4)

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Find the coordinates of the midpoint of AB, given:


a A(5, 8) and B(7, 10)
b A(2, 7) and B(6, 11)
d A(2, 6) and B(8, 12)
e A(8, 4) and B(8, 6)
g A(11, 7) and B(11, 7)
h A(1, 6) and B(9, 0)
j A(4, 13) and B(17, 0)
k A(2, 7) and B(8, 11)

The vertices of ABC are A(2, 5), B(6, 7) and C (3, 3). Find the midpoint of each side.

The coordinates of the midpoint of AB are (4, 6). If A is the point (11, 14), what are
the coordinates of B ?

Prove that the midpoint of (5, 8) and (5, 8) is the origin.

10

A and B are the points (3, 2) and (7, 6). Find:


a the exact distance AB
b the coordinates of the midpoint of AB

11

a
b
c
d

c
f
i
l

A(2, 4) and B(6, 8)


A(7, 7) and B(1, 1)
A(22, 15) and B(6, 13)
A(3, 4) and B(5, 6)

The vertices of PQR are P(2, 3), Q(10, 9) and R(8, 0).
a Find the midpoints of PR and QR.
b Find the length of the interval joining these midpoints.

A circle with centre (3, 2) has one end of a diameter at (2, 2). Find the coordinates
of the other end of the diameter.

For each diagram, find the midpoint of AC.


For each diagram, find the midpoint of BD.
Are the midpoints of AC and BD the same for each shape?
Which properties of the plane shapes do these answers reflect?
i

A(2, 6)

B(6, 6)

D(2, 2)

C(6, 2)

ii

A(1, 7)

B(8, 7)

D(1, 3)

C(8, 3)

12

13

Given that the midpoint of (a, b) and (11, 19) is (8, 14), find the values of a and b.

14

The midpoint of PQ is (2, 4). Calculate the values of p and q, given P(p, 6) and
Q(3, q).

15

The midpoint of H(1, 4) and K(3, 6) is also the midpoint of D(0, 5) and E(a, b).
What are coordinates of E ?

16

The points E(1, 3), F(3, 1), G(1, 3) and H(3, 1) form the vertices of a square.
a Show that the lengths of the diagonals are equal.
b Show that the diagonals bisect each other.

Point A has coordinates (p, q). What are the coordinates of point B so that (0, 0) is the
midpoint of AB ?

C H A P T E R

1 0

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The graph shows 3 points of parallelogram PQRS.


a What are the coordinates of S?
b Find the midpoint of PR.
c Find the midpoint of QS.
d What property of a parallelogram do your answers
to b and c demonstrate?

y
4
P

0
2

18

4 x

A(1, 1) and B(5, 4) are the end points of the diameter of a circle.
a What is the length of the radius of the circle?
b What point is the centre of the circle?
c Show that the point (1, 4) lies on the circle.

The gradient of a line


The slope of a line is generally called the gradient of the line. It is
a measure of how steep the line is.
positive gradient

If the line is leaning to the right (in other words, if from


left to right the line is going up), it has a positive gradient.
If the line is leaning to the left (in other words, if from left to right the
line is going down), it has a negative gradient.
The gradient of a line can be found by comparing its
vertical rise with its horizontal run. It is often written as
a fraction.

CD-ROM

vertical rise

Gradient  
horizontal run

negative gradient

vertical
rise

horizontal run

Examples
1

Plot the points A(1, 3) and B(5, 6) and find the gradient of the line joining them.
vertical rise
Gradient  
horizontal run

y
6

BC


AC
3
 
4

4
2

342

C O N N E C T I O N S

M A T H S

B(5, 6)

S T A G E

A(1, 3)

5.3 / 5.2 / 5.1

6 x

This line has a


positive gradient
because it is leaning
to the right.

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Plot the points A(1, 6) and B(3, 2), then find the gradient of the line AB.
vertical rise
Gradient  
horizontal run
4
 4
 1

A(1, 6) y
6

The line has a negative


gradient because it is
leaning to
the left.

4
C
4

B(3, 2)

4 x

The gradient formula

y
CD-ROM

We can easily derive a formula for the gradient of a line.


B(x2, y 2)

Let two points A(x1, y1) and B(x2, y2) be on the line.

y2  y1

A(x1, y 1)

vertical rise
Gradient  
horizontal run
BC
 
AC
y2  y1
 
x2  x1

x2  x1

The gradient m of a line AB through the points A(x1, y1)


y2  y1
and B(x2, y2) is given by the formula m   .
x2  x1

x1

y2

C
y1
x

x2

The gradient is
generally
represented by the
pronumeral m.

Examples
1

Find the gradient of the line passing through the points A(2, 5) and B(4, 9).
A(2, 5)

B(4, 9)

x1 y1

It does not matter which


point we name as (x1, y1).

x2 y2
y2  y1
Now:
m  
x2  x 1
95
 
42
4
 
2
2
The gradient is 2.

C H A P T E R

m stands for gradient.

1 0

C O O R D I N AT E

G E O M E T R Y

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Find the gradient of the straight line passing through the points A(4, 7) and
B(6, 2).
A(4, 7)

B(6, 2)

x1 y1

Now:

x2

y2

y2  y1
m  
x2  x 1
2  7
 
6  (4)
2  7
 
6  4
9
 
2
 412

The gradient is 412 .

The angle of inclination with the positive direction of the x-axis


rise
opposite
We know that the gradient of a line is  and in trigonometry, tan  .
run
adjacent
So the gradient of a straight line is directly related to the
tangent ratio and can be calculated if tan is known.

The gradient of a line is given by m  tan .

rise
opposite

u
run
adjacent

Examples
1

Find the gradient of a line that is inclined to the positive direction of the
x-axis at an angle of 45.
m  tan
 tan 45
1
The gradient of the line is 1.

29

Given that the gradient of a line is 50 , find correct to the nearest degree its
angle of inclination with the positive direction of the x-axis.
tan  m
29
tan  50
 30.113 733 15 (from the calculator)
The angle of inclination is 30 (to the nearest degree).

344

C O N N E C T I O N S

M A T H S

S T A G E

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Remember:
rise
y2  y1
Gradient  slope    m    tan 
run
x2  x1

E x e r c i s e 10D
1

Determine whether the gradient of the line drawn is positive or negative:


a

y
8

two points on the number plane and


rise

run

1 0

F 6

4
E
2

0
2

C H A P T E R

a Use a right-angled triangle drawn from

the relationship m 
to find the
gradient of each interval:
i
AD
ii BD
iii BE
iv EC
v FC
b Between which two points is the gradient:
1
i
5?
ii 5 ?
1
iii 2 ?
iv 1?
1
v 3 ?
vi 32 ?

THE GRADIENT OF A LINE

8 x

6
C

C O O R D I N AT E

G E O M E T R Y

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y2  y1
Use the gradient formula m   to find the gradient of the straight line
x2  x1
passing through:
a (1, 5) and (2, 7)
b (1, 2) and (3, 4)
c (2, 3) and (4, 7)
d (2, 4) and (1, 3)
e (5, 4) and (1, 5)
f (6, 2) and (8, 3)
g (3, 6) and (5, 1)
h (8, 10) and (5, 1)
i (3, 4) and (8, 6)
j (8, 1) and (4, 5)
k (3, 6) and (2, 4)
l (0, 0) and (6, 9)

Find the gradient of the line between:


a (2, 3) and (0, 1)
b (1, 3) and (4, 7)
d (1, 6) and (2, 8)
e (3, 4) and (0, 2)
g (3, 4) and (5, 5)
h (0, 4) and (6, 8)
j (0, 2) and (5, 0)
k (6, 4) and (3, 4)

The gradient of (3, 2) and (x, 0) is 2. Find the value of x.

10

11

Find the gradient of the line that passes through the points P(4, 2) and Q(7, 8).

12

Find, correct to the nearest degree where necessary, the angle of inclination to the
positive direction of the x-axis of a line with gradient:
1
a 1
b 3
c 3

d 
3

1
3
e 2
f 4
g 1.19
h 0.79

13

14

Show that the points A(0, 3), B(3, 9) and C(2, 1) are collinear.

15

Find the gradient of the line passing through the origin and the midpoint of A(1, 4)
and B(3, 6).

16

A(1, 1), B(6, 1), C(6, 4) and D(1, 4) are the vertices of a rectangle. Find the gradient of:
a the diagonal AC
b the diagonal BD

17

P (4, 5), Q(0, 3) and R(2, 2) are three points on a number plane.
a Find the gradient of PQ.
b Find the gradient of QR.
c What do you conclude about the points P, Q and R?

Show that (1, 1), (1, 5) and (3, 7) are collinear.
Which of the following sets of points are collinear?
A (1, 5), (2, 3), (4, 2)
B (0, 9), (4, 7), (6, 6)
C (2, 3), (0, 1), (1, 1)

c
f
i
l

(3, 2) and (3, 4)


(4, 2) and (4, 1)
(2, 3) and (6, 6)
(2, 1) and (1, 7)
Collinear points lie on the
same line, so the gradient
between any pair of points on
the line will be the same.

A line passes through the points A(3, 2) and B(6, 9). Find its gradient.
Find the slope of the line that passes through the points A(5, 3) and B(1, 7).
Find, correct to 2 decimal places where necessary, the gradient of a line that is inclined
to the positive direction of the x-axis at an angle of:
a 30
b 45
c 60
d 120
e 135
f 150
g 69
h 75

A line passes through the points P(2, 7) and Q(x, 5) and its gradient is  2. Find the
value of x.

C O N N E C T I O N S

M A T H S

S T A G E

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Linear equations

A linear equation is the


equation of a straight line.

Gradientintercept form
The gradientintercept form of a linear equation is y  mx  b
where m is the gradient and b is the y-intercept. To change a linear
equation to gradientintercept form, make y the subject.

y=x

Examples
1

Every point that lies on a


straight line satisfies its
linear equation.

Write the gradient m and y-intercept b of each equation:


a y  2x  5
b y  4x  3
a y  2x  5 is in the form y  mx  b.

Compare the two equations:


y  2x  5

The gradient is always


the same throughout
the line.

y  mx  b

 m  2 and b  5
 y  2x  5 has gradient 2 and y-intercept 5.
b y  4x  3 is in the form y  mx  b.

Compare the two equations:


y  4x  3

y  mx  b

 m  4 and b  3
 y  4x  3 has gradient 4 and y-intercept 3.
2

Find the gradient and y-intercept of 2x  y  7.


To find the gradient
and y-intercept, write
the equation in the
form y  mx  b.

Write the equation 2x  y  7 in the form y  mx  b.


y  2x  7
 m  2 and b  7
 the gradient is 2 and the y-intercept is 7.
3

Find the equation of the line that has gradient 5 and


y-intercept 2.
The gradientintercept form of a straight line is
y  mx  b and we have m  5 and b  2.
 the equation of the line is y  5x  2.

C H A P T E R

1 0

To change the equation to


gradientintercept form,
make y the subject.

C O O R D I N AT E

G E O M E T R Y

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General form
The general form of a linear equation is ax  by  c  0, where a, b and c are whole numbers
and a  0. For example, 3x  2y  7  0 is in general form.
To change a linear equation to general form:
p Remove all fractions.
p Move all terms to one side.
p Make the x term positive.
p Write the x term first, then the y term and last of all the constant.

Examples
1

Write each equation in general form:


a y  2x  1
y  2x 1

3x
4

b y    5
b

0  2x  1  y
2x  y  1  0 (general form)

3x
y     5
4
Multiply both sides by 4:
4y  3x  20
4y  3x  20  0
3x  4y  20  0 (general form)

Show that the point (3, 4) lies on the line 2x  3y  6  0.


Substitute (3, 4) into the equation 2x  3y  6  0:
2x  3y  6 
2  (3)  3  4  6 
6  12  6 
0

0
0
0
0

A point lies on a line


if its coordinates
satisfy the equation
of the line.

This is true.

 the point (3, 4) lies on the line 2x  3y  6  0.

E x e r c i s e 10E
1

348

L I N E A R E Q U AT I O N S

Write in general form:


a 2x  3y  7
d 8y  5  3x
g y  4x  10
x
j y    1
3

b xy9
e 5x  y  8
h 8x  7  5y

c
f
i

3x  6  2y
y  2x  1
3x  y  4

k y  x  14

9x  8y  3

c
f
i
l

9  y  6x
7x  y  14
3y  9x  18
3y  9x

Write in gradientintercept form:


a 3y  6x  12
b 5y  2x  7
d 8y  3x  9
e y  3x  0
g xy1
h 3x  y  8
j y  2x  7
k 7y  8x  10

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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Write down the gradient m and the y-intercept b for each equation:
a y  2x  1
b y  7x  3
c yx5
d y  2x  3
1
1
1






e y  2x  2
f y  4x  1
g y  2x  4
h yx

Write the equation of each line in gradientintercept form, given the gradient m and
the y-intercept b :
a m  2, b  1
b m  7, b  2
c m  1, b  4
1
4




d m  2, b  3
e m  3, b  3
f m  2, b  9

Change each equation to the form y  mx  b and then write its gradient and
y-intercept:
a 3x  4y  24
b xy5
c y  9  5x
d 4x  5y  10

State whether the point given after each linear equation lies on that line:
a x  3y  6
(0, 2)
b 2x  y  4
(2, 0)
c y  3x  7
(1, 2)
d 5x  3y  8
(2, 3)
2x
e y    1
(0, 1)
f 3y  x  12
(3, 5)
3
1
g y  3x  4
(1, 1)
h y  3x  6
(6, 4)

Which of the following points lie on the line y  3x  2?


(0, 2)

(2, 3)

(1, 1)

(4, 10)

(0, 0)

Which of the following lines pass through the point (0, 0)?
A yx
B y  x  1
C y  2x  3
E y  2x  1
F y  3x  5
G 3x  4y  0

D y  1x
H

3
x
5

y0

Change each equation to gradientintercept form and then write its gradient and
y-intercept:
a 2x  y  7
b xy60
c 1x  y  0
d 3x  2y  5  0
2

10

Write in general form the equation of a straight line with gradient 3 and y-intercept 3.

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W O R K I N G M AT H E M AT I C A L LY

Reflecting on gradient
y

The points A(2, 1) and B(4, 5) are shown on the


number plane.

What is the gradient of the interval AB?

a If A and B are reflected across the y-axis, what

are the coordinates of the new points?

b What is the gradient of the line joining these new

points?

A
2

a Suppose instead A and B are reflected across

a If A and B are rotated about the origin by 180, what are the coordinates of the

the x-axis. What are the coordinates of the


new points?
b What is the gradient of the line joining these new points?

8 x

new points?
b What is the gradient of the line joining these new points?

350

Comment on what this activity demonstrates.

Suppose the coordinates of A and B are both interchanged so, for example, A(2, 1)
becomes A'(1, 2). What are the coordinates of the new points?
b What is the gradient of the line joining these new points?

C O N N E C T I O N S

M A T H S

S T A G E

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Parallel lines
Two straight lines l1 and l2 make angles of inclination 1 and 2
respectively as shown in the diagram.

y
l2

l1

Let the gradient of l1 be m1 and the gradient of l2 be m2.


If l1 is parallel to l2:
1  2
(Their angles of inclination are equal.)
 tan 1  tan 2

m1  m2
(The gradient of a line is equal to the
tangent of its angle of inclination.)

u2

u1

If a line with gradient m1 is parallel to a line with gradient m2: m1  m2

Examples
1

A is the point (2, 2), B is (5, 1), C is (6, 4) and D is (1, 1). Which of the
lines AB, BC, CD and DA are parallel? What shape is ABCD ?
y2  y1
Gradient  
x2  x 1
1  (2)
Gradient of AB  
5  (2)
12
 
52
3
 
7

41
Gradient of BC  
65
3
 
1
3

If m1  m2, the
lines are parallel.

2  1
Gradient of DA  
2  (1)
3
 
2  1
3
 
1
3
 AB CD and BC DA. The figure ABCD is a parallelogram.
14

Gradient of CD  
1  6
3
 
7
3
 
7

The mathematical
symbol for
parallel to is .

Prove that the straight lines 2x  y  3  0 and 2x  y  7  0 are parallel.


Change the equations to gradientintercept form:
2x  y  3
2x  3
y
 m1






0
y
2x  3
2

2x  y  7
2x  7
y
 m2






0
y
2x  7
2

In y  mx  b, m is
the gradient and b is
the y-intercept.

Since m1  m2  2, the lines are parallel.

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E x e r c i s e 10F

352

PA R A L L E L L I N E S

State whether or not each pair of lines are parallel:


a x  3y  9  0 and x  3y  7  0
b 2x  y  6 and 3x  7y  9
c 3x  7y  8  0 and 3x  7y  2
d x  2y  6 and x  2y  5  0
e x  y  2  0 and x  y  7  0
f y  4x  3 and y  4x  5
g y  2x  1 and y  2x  8
h y  3x  1 and y  5x  7

Find the gradient of a straight line parallel to the line 5x  y  6  0.

The line l has gradient 2 and y-intercept 5. The line n passes through the points
(1, 1) and (2, 5). Show that l is parallel to n.

Show that the points A(2, 6), B(5, 2), C(1, 1) and D(2, 3) are the vertices of a
parallelogram.

10

The vertices of a quadrilateral are A(2, 1), B(8, 2), C(9, 5) and D(3, 4).
a Find the gradient of:
i
AB
ii BC
iii CD
b What kind of a quadrilateral is this?

Find the gradient of a straight line parallel to the line joining (2, 3) and (5, 1).
Show that the line joining (5, 8) and (1, 4) is parallel to the line 4x  2y  3  0.
What is the gradient of a line parallel to the straight line 3x  2y  9  0?
What is the value of m if the lines y  4x  3 and y  mx  5 are parallel?
Write in general form the equation of the line that has y-intercept 7 and is parallel to
the line y  2x  1.

iv

DA

11

Change each equation to gradientintercept form and then decide whether or not each
pair of lines are parallel:
a 3x  2y  7 and 2y  7  3x
b 5x  9  4y and 5x  4y  12  0
2
c 2x  6y  3  0 and 3y  x  5
d y   3x  6 and 2x  3y  17  0
e x  y  3  0 and x  y  6  0
f 4x  2y  5 and 2x  y  9

12

What is the gradient of any line that is parallel to the given line?

13

14

Which of the lines y  2x  1, y  4x  1, y  2x and 4x  2y  6  0 are parallel?

15

a Find the equation of the line that has y-intercept 2 and is parallel to y  3x  4.
b Line PQ has y-intercept 3 and is parallel to y  5x  2. What is its equation?
c A line has y-intercept 8 and is parallel to x  y  7. Find the equation of this line.

a y  7x  5

b 2x  3y  6  0

Only two of the following lines are parallel. Find them.


yx2

C O N N E C T I O N S

xy2

M A T H S

xy2

S T A G E

2x  y  0

5.3 / 5.2 / 5.1

x  2y  0

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P R O B L E M S O L V I N G 10
The coordinates (x1, y1), (x2, y2), (x3, y3), . . . , (xn, yn ) of a convex polygon can be used to
calculate its area (A). The coordinates must be taken in an anticlockwise direction around the
polygon, beginning and ending at the same point.
1

A  2[(x1y2  x2y3  x3y4   xny1)  (y1x2  y2x3  y3x4   ynx1)]


That is, multiply the x-value of one point by the y-value of the next point in an anticlockwise
direction, going all the way around, and add all these products. Then do the same beginning
with the y-value of one point and the x-value of the next point, also going in an anticlockwise
direction. Subtract the second total from the first, then halve the result.
For example, to calculate the area of a
triangle with coordinates (2, 5), (4, 3)
and (5, 1), first draw the triangle on a
number plane.
Then use the two diagrams below to
multiply the x-values and y-values. (You can
start and finish at any point.)
y
6

2
1
1

4
3
2

5 4 3 2 1 0

y
6

6 x

( 2, 5 )

5
4
3
2

point 3
( 5, 1 )

6 x

5 4 3 2 1 0

(5, 1)

( 4, 3 )

5 4 3 2 1 0

(4, 3)

( 2, 5 ) (start/finish)

( 4, 3 )

(2, 5)

point 1

5
point 2

y
6

( 5, 1 )
1

6 x

A  2  [(2  3  4  1  5  5)  (5  4  3  5  1  2)]


1

 2  [27  (3)]


2
 15 units
1

Calculate the area of the triangle with vertices A(1, 0), B(4, 3) and C (3, 5).

Can you write down the coordinates of a triangle of area 24 units ?

Calculate the area of the quadrilateral with vertices (0, 2), (1, 1), (1, 4) and (4, 2).
Calculate the area of the pentagon with vertices P(1, 7), Q(3, 5), R(2, 5), S(2, 3)
and T(3, 0).
2

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literacy
acy skillsills

Literacy
L
Li
racy
skills
kills
c

354

Literac y

S K I L L S 10

coordinate midpoint
length gradient
distance
perpendicular
interval
positive gradient
negative gradient
vertical rise
horizontal run
collinear
linear equation
general form
parallel lines
1

When arranged in alphabetical order, which of the above terms comes:


a first?
b third?
c last?

The coordinates (2, 3) are known as an ordered pair. What does this mean?

Two key features of a straight line are its gradient and its y-intercept. Explain the
meaning of each of these terms.

What is the gradient of a horizontal line?

Which part of the word quadrant means 4?


a The words bisect and dissect are often confused. Use a dictionary to explain the

difference in meaning between these words.


b Draw a line 12 cm long and trisect it.

y
4

Look at the line on the right and then answer


the following questions.
a What is the y-intercept?
b What is the x-intercept?
c What is the gradient?
d Copy the diagram into your book and draw
on it a line that is perpendicular to the given
line and that passes through (2, 0).
e Fine the y-intercept and the gradient of the
second line.

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

0
2

4 x

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Chapter review 10
1

Use the distance formula to find the exact distance between each pair of points:
a (1, 8) and (7, 5)
b (0, 2) and (7, 3)
c (4, 1) and (5, 2)

Find the perimeter of the triangle whose vertices are A(4, 6), B(9, 6) and C(1, 0).

The coordinates of the midpoint of AB are (6, 7). If A is the point (4, 4), what are the
coordinates of B ?

Find the gradient of the line between:


a (3, 4) and (1, 0)
b (2, 4) and (6, 3)

Show that the points A(3, 4), B(0, 2) and C(3, 0) are collinear.

Find the midpoint of the interval joining:


a (5, 1) and (3, 1)
b (1, 2) and (5, 8)

Write in general form:


a 3x  5y  8

b y  2  7

(0, 4) and (6, 10)

(1, 0) and (2, 8)

3y  7x  11

Write in gradientintercept form, then state the gradient and y-intercept for:
a xy3
b 4x  3y  7
c 2x  y  8

Find the gradient and y-intercept of each equation:


a y  3x  5
b 3x  4y  12

10

11

12

13

14

15

What is the value of m if the lines y  3x  5 and y  mx  7 are parallel?

16

If the end points of a diameter of a circle are (2, 4) and (6, 8), what are the coordinates
of the centre?

17

18

19

20

The midpoint of P(2, 5) and Q(a, b) is M(2, 1). Find the coordinates of point Q.

21

Show that the midpoint of (3, 10) and (3, 10) is the origin.

y  2x  3

Find the equation of the line that has gradient 5 and y-intercept 3.
2

What is the equation of the line that has gradient 5 and y-intercept 3?
3

Write the equation of the line y  7x 4 in general form.


Which of the lines y  3x  1, x  y  5 and y  3x  0 are parallel?
For the points A(3, 8) and B(5, 2), find:
a the distance AB (in surd form)
c the gradient of AB

b the midpoint of AB

Find the exact distance between the points (2, 3) and (4, 5).
Show that the point A(3, 4) is equidistant from the points B(1, 1), C(0, 0) and D(6, 8).
Find the exact distance of the point (1, 3) from the midpoint of the line joining (7, 9)
and (3, 5).

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22

23

Show that the points A(0, 3), B(5, 0) and C(10, 9) are collinear.

24

25

26

27

If (x, 7) is the midpoint of (2, 6) and (8, 8), what is the value of x ?

28

If the end points of a diameter of a circle are (2, 3) and (8, 5), what are the coordinates
of the centre?

Given that (x, y) is the midpoint of (3, 5) and (7, 3), find the values of x and y.
Prove that the midpoint of (0, 7) and (6, 3) is the point (3, 2).
E is the midpoint of A(2, 5) and B(4, 7), and F is the midpoint of L(5, 9) and M(11, 15).
Find the exact distance EF.
a Find the midpoint of AC.
b Find the midpoint of BD.
c Are the answers to a and b the same?

y
6

B(2, 6)

C(8, 6)

A(2, 2)

D(8, 2)

5
4
3
2
1
0

8 x

29

30

The midpoint of (x, y) and (8, 11) is (6, 9). Find the values of x and y.

31

Find the gradient of the straight line passing through the points:
a (2, 3) and (4, 7)
b (0, 0) and (6, 3)
c (5, 5) and (2, 3)

32

a Does the point (3, 4) lie on the line y  x  7?


b Does the line 2x  3y  12 pass through the point (6, 8)?
c Which of the points (3, 0) and (0, 3) lies on the line y  2x  3?

33

a Given that the point (1, 1) lies on the line y  3x  b, find the value of b.
b Find the equation of the straight line that has gradient 2 and y-intercept 5.

34

For the points J (2, 5) and K (3, 8), find:


a the exact distance of JK
b the midpoint of JK

35

a Find the equation of the straight line that has y-intercept 3 and is parallel to

The centre of a circle is (5, 4) and a point (9, 7) is on the circumference. Find the radius
of the circle.

the gradient of JK
1

y  2x  7.

b Find the equation of the line that passes through the point (0, 5) and is parallel to

y  2x  9.

356

C O N N E C T I O N S

M A T H S

S T A G E

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Syllabus outcomes
PAS5.1.2 Determines the midpoint, length and gradient of an interval joining two points
on the number plane and graphs linear and simple non-linear relationships from equations
PAS5.2.3 Uses formulas to find midpoint, distance and gradient and applies the
gradientintercept form to interpret and graph straight lines
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.3 Uses and interprets formal definitions and generalisations when explaining
solutions and/or conjectures
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


nconstruct tables of values for and, using coordinates, graph vertical and horizontal
lines such as x  3, x  1, y  2 and y  3
nidentify the x-intercepts and y-intercepts of graphs
nidentify the x-axis as the line y  0
nidentify the y-axis as the line x  0
x1
ngraph a variety of linear relationships (such as y  3  x, y  2, x  y  5,
2
x  y  2 and y  3x) on the number plane by constructing tables of values and
plotting coordinates using appropriate scales
ndetermine whether a point lies on a line by substituting into the equation
of the line
ngraph equations of the form y  mx  b using the y-intercept (b) and the
gradient (m)
nfind the gradient and the y-intercept of a straight line from its graph and use them
to determine the equation of the line
2
2
x
ngraph simple non-linear relationships such as y  x , y  x  2 and y = 2

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Graphing linear relationships


A linear relationship is a relationship between two variables of degree 1.
In other words, it is an equation with two variables that do not have a
power higher than 1. Equations like y  x  1, 2x  3y  6 and y  3x
are linear equations.

y  2x has degree 1.
2
y  3x has degree 2.

The graph of every linear equation is a straight line. To draw the graph
of any linear equation, follow these steps:
Step 1

Draw and complete a table of values. (To draw a straight line, you need
two points, but it is a good idea to have three or more for checks.)

Step 2

Plot the points on a number plane.

Step 3

Draw a line through these points and put an arrow on each end of the line.

Step 4

Label the x-axis, the y-axis and the origin. Write the equation of the line next to it.

Graphing equations in the form


y  mx  b
When the equation is in gradientintercept form (y  mx  b), if m (the gradient) is positive,
the line leans to the right, but if it is negative, the line leans to the left. b is the y-intercept;
that is, it shows where the line cuts the y-axis.

Example
1

Draw the graph of the linear equation y  x  1.


yx1
x

1

y
4

Remember: In the
equation y  mx  b,
m is the gradient and
b is the y-intercept.

yx1

Arrows on the ends of


the line indicate that the
line extends infinitely in
both directions.

4 x

2
4

358

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

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Draw the graph of the linear equation y  3  2x.


y  3  2x

y  3  2x
is the same as
y  2x  3.

y
4

1

y  3  2x

4 x

Here the gradient is


negative, so the line
leans to the left.

2
4

E x e r c i s e 11A
1

For each equation:


i
Copy and complete the table of values.
ii Draw the graph of the equation on a number plane.
a yx
b yx1

y  2x  1

Only two points are


needed to draw a line. The
third point is a check point.
ch e ck
poin t

d y  x

e y  3x  2

G R A P H I N G E Q U AT I O N S I N T H E F O R M y  m x  b

y  2x  1

For each equation:


i
Complete the table of values and draw its graph on a separate number plane.
ii State whether the line is leaning to the left or to the right.
a y  3x  4
b y  3  5x
c y  2  3x
x

d y  21x

e y  3x

y  31x  1

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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For each equation:


i
Draw the graph on a separate number plane.
ii Write the gradient and the y-intercept.
a y  2x  5
b y  2x  1
c y  5x  4
d yx4
e y  3x  2
f y5x
g y  2x  2
h y  3x  1
i yx2
For each equation:
i
Draw its graph on a separate number plane.
ii Write the gradient and the y-intercept.
a yx2
b y  2x  7
c y  2x  3
d y  3x  4
e yx3
f y  2x  7
g yx3
h y  4x  1
i y  5x  2

To draw the graph of


an equation, complete
a table of values.

Parallel lines
have the same
gradient.

a Draw the graphs of these equations on the same number plane:


i

y  2x

y  2x  3

ii

iii

y  2x  3

b What can you say about these lines?


6

a Draw the graphs of these equations on the same number plane:

yx
ii y  2x
b What can you say about these lines?
c What is the y-intercept in each case?
i

iii

y  2x

a Draw the graphs of each pair of equations on the same number plane:
i
ii
iii

y  x and y  x
y  2x and y  2x
1
1
y  2x and y  2x

b What can you say about the slope for each pair of lines?
8

Choose the equation for each line from the list given on the right.
y
6

y  2x

y  4x  4
y  2x

c
2

C O N N E C T I O N S

y  x  3
yx2

4 x

360

iv

y  2x  2

d
f

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

y  3x

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Graphing equations in general form


If a linear equation is in general form (ax  by  c  0), the method of drawing its graph is
still the same. Form and complete the table of values, plot the points on the number plane
and draw a line through these points. Extend the line in both directions.

Examples
1

Draw the graph of the equation x  y  2  0.


xy20

A linear equation is
an equation of degree 1.

y
4

4 x

2
4

xy20

The graph of every linear


equation is a straight line.

Draw the graph of the linear equation 2x  3y  6  0.


2x  3y  6  0

y
4

3

Only two points are needed


to draw a line; the third
point is a check point.

2x  3y 6  0

To draw the
graph of an
equation, first
complete a table
of values.

4 x

2
4

E x e r c i s e 11B
1

G R A P H I N G E Q U AT I O N S I N G E N E R A L F O R M

For each equation:


i
Copy and complete the table of values.
ii Draw the graph of the equation on a separate number plane.
a xy30

b xy10

xy50

d xy0

e 2x  y  1  0

3x  2y  0

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

361

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For each equation, complete the table of values and draw its graph on a separate
number plane.
a 2x  y  5  0
b 3x  y  1  0
c 4x  y  3  0
x

d xy10

e 2x  5y  0

xy30

Draw the graph of each equation on a separate number plane:


a x  2y  3  0
b xy40
To find the gradient and
c 2x  y  3  0
d 3x  y  1  0
y-intercept of a line, change
e 3x  y  2  0
f 4x  3y  6  0
it to gradientintercept
g 2x  3y  2  0
h xy10
form ( y  mx  b).
i 2x  y  6  0

Draw the graph of each equation on a separate number plane:


a x  4y  6  0
b 3x  4y  0
c x  2y  0
d 2x  y  3  0
e 3x  2y  1  0
f 2x  3y  5  0
g x  4y  8  0
h xy60
i xy40

a Draw the graphs of these equations on the same number plane:

2x  3y  0
ii 2x  3y  6  0
iii 2x  3y  4  0
b What can you say about these lines?
i

Parallel lines have


the same gradient.

Determining whether or not a point


lies on a line
If a point lies on a line, its coordinates will satisfy the equation of that line.
To determine whether a point lies on a line or not, follow these steps:

362

Step 1

Write the equation of the given line.

Step 2

Substitute the coordinates of the given point


into the equation.

Step 3

If the LHS is equal to the RHS, the point lies on


the line and we say that the line passes through
that point.

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

LHS means
left-hand side.

RHS means
right-hand side.

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Examples
1

Determine whether the point (2, 1) lies on the line x  3y  5.


If the point (2, 1) lies on the line, it must satisfy the equation x  3y  5.
x  3y  5
2315
235
55
LHS  RHS
 the point (2, 1) lies on the line x  3y  5.

Show that the line 2x  3y  6 passes through the point (3, 4).
If the line 2x  3y  6 passes through the point (3, 4), this point will satisfy
the linear equation.
2x  3y  6
2  3  3  4  6
6  12  6
66
LHS  RHS
 the line 2x  3y  6 passes through the point (3, 4).

Does (3, 1) lie on the line 2x  5y  6?


Substitute (3, 1) into the equation:
2x  5y  6
2  3  5  1  6
656
16
LHS  RHS
the point (3, 1) does not lie on the line 2x  5y  6.

E x e r c i s e 11C

DETERMINING WHETHER OR NOT A POINT LIES ON A LINE

Which of the following points lie on the line 2x  5y  15?


A (0, 0)
B (0, 3)
C (5, 1)
D (10, 1)
E (5, 5)
F (3, 4)

Which of the following lines pass through the origin, (0, 0)?
A xy30
B 3y  7x
C 2x  8y  0
D 2x  3y  10
E y  5x
F y  2x  9

Does the point (2, 1) lie on the line y  6x  13?


Show that the straight line 2x  5y  10  0 passes through the points (0, 2), (5, 0)
and (5, 4).

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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Which of the following points are solutions of the equation y  7x  9?


A (0, 9)
B (1, 2)
C (3, 9)
D (2, 23)
E (2, 5)
F (4, 19)

Find the missing coordinates to make each of the following points satisfy the equation
y  2x  3:
a (0,
)
b (
, 1)
c (3,
)
d ( , 5)
e (2,
)
f (
, 5)

Does the given point lie on the given line?


a 2x  y  3 (1, 5)
b x  y  2 (2, 4)
d 3x  y  4 (3, 5)
e y  5x  4 (1, 1)

10

A straight line y  mx  7 passes through the point (1, 9). Find the value of m.

c
f

x  2y  6 (0, 3)
y  3  7x (2, 11)

If the point (1, 6) is on the line ax  2y  15  0, what is the value of a?


a By substitution, show that the point P (2, 0) lies on the line 5x  4y  10 but the

point Q(3, 5) does not.


b Do the points (1, 7) and (4, 5) lie on the line 5x  4y  10?

11

a One of the points A(2, 1), B(2, 1), C(2, 1) or D(2, 1) lies on the line

2x  y  5. Which point is it?


b Draw the line and the points on a graph to check that you are correct.

12

a Show that (1, 3) satisfies the equations 3x  y  0, x  2y  7 and y  x  4.


b What word is used to describe lines with this property? Why?

13

a Show that the points P(0, 3), Q(4, 0), R(2, 12) and S(2, 42) all lie on the line

3x  4y  12.

b What word is used to describe points with this property?

Horizontal and vertical lines


Horizontal lines
The gradientintercept form of the equation of a
straight line is y  mx  b. For horizontal lines,
the gradient is zero (m  0). So the equation of a
horizontal line is:
y0xb
yb

(where b is the y-intercept)

By constructing a table of values, we can graph a


horizontal line on the number plane.

364

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

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Example
Graph the line y  3 on the number plane.

y
4

y3

y3
2

4 x

2
4

From this example we can see that for any value of x in a horizontal line, the y-value will
always be the same as the y-intercept, in this case 3. Therefore, to graph any horizontal line,
all we need to know is the y-intercept.
The x-axis is a horizontal line. It passes through the origin, (0, 0), and so its y-intercept is zero.
Therefore the equation of the x-axis is y  0.

Vertical lines
For vertical lines, the gradient cannot be defined and therefore we cannot apply the equation
y  mx  b. However, by constructing a table of values, we can graph a vertical line on the
number plane. Its equation is x  a where a is the x-intercept.

Example
Graph the line x  1 on the number plane.

y
4

x1

x1

4 x

2
4

From this example, we can see that for any value of y in a vertical line, the x-value will always
be the same as the x-intercept, in this case 1. Therefore, to graph any vertical line, all we need
to know is the x-intercept.
The y-axis is a vertical line. It passes through the origin, (0, 0), and so its x-intercept is zero.
Therefore the equation of the y-axis is x  0.

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

365

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E x e r c i s e 11D

H O R I Z O N TA L A N D V E R T I C A L L I N E S

On separate number planes, draw the graphs of these lines:


a x2
b x  1
c y3
d y  2
f y5
g x  3
h y2
i x4

a On the same number plane, draw the graphs of these lines:

x  2

x3

ii

iii

e x1

x4

iv

x  5

b What do you notice about these lines?


3

For each table of values, plot the points and draw the graph of the straight line formed.
Label it with its equation.
a

b
x

1

1

1

1

1

1

a On the same number plane, draw the graphs of these lines:

y  4

y0

ii

iii

y  1

iv

y2

b What do you notice about these lines?


5

A line l passes through the point (3, 2) and is parallel to the


y-axis as shown in the diagram. Find its equation.

Find the coordinates of the point of intersection of each


pair of lines:
a x  1 and y  4
b x  3 and y  2
c x  2 and y  5
d x  4 and y  1
e x  3 and y  7
f x  1 and y  0
g x  0 and y  2
h x  4 and y  3

(3, 2)

4 x

2
4

366

Write down the equation of each line:


a

y
4

a What is the equation of the x-axis?

y
2
2

0
2
4

b What is the equation of the y-axis?

Write the coordinates of the point of intersection of:


a the line x  2 and the x-axis
b the line y  5 and the y-axis

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

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10

Using the values from 4 to 4 on each axis, draw the graphs of each group of straight
lines on the same number plane:
a x  3, y  2, x  0, y  2
b x  1, y  3, x  3, y  4
c x  2, y  0, x  4, y  4
d x  1, y  1, x  3, y  3
e y  2, x  1, y  3, x  3

11

a On the same number plane, draw the graphs of these lines:

x2
ii y  1
iii x  2
b Write the coordinates of the points of intersection of the lines.
c What kind of shape is formed?
d Find the perimeter and the area of this shape.
i

iv

y3

12

Find the equation of the line that is halfway between the two given lines:
a x  3 and x  7
b y  2 and y  4

13

a Find the equation of the line that passes through (1, 5) and is parallel to the x-axis.
b Find the equation of the line that passes through (3, 2) and is parallel to the y-axis.

14

a Find the equation of the line that passes through the point (2, 7) and is

perpendicular to the x-axis.


b Find the equation of the line that passes through the point (3, 2) and is

perpendicular to the y-axis.

Using the intercept method to graph lines


The graph of every linear relationship is a straight line, and in order to draw a line we need at
least two points. Using the intercept method, we find the points where the line cuts the x-axis
and the y-axis. This is the quickest and the easiest way of graphing a straight line.
The x-intercept is the value of x where the line cuts the x-axis. We can find the x-intercept by
substituting y  0 into the given equation, because the value of y is zero all along the x-axis.
The y-intercept is the value of y where the line cuts the y-axis. We can find the y-intercept by
substituting x  0 into the given equation, because the value of x is zero all along the y-axis.

Examples
1

For the equation 3x  2y  6:


a Find the x-intercept.
c Draw the graph of the line.

b Find the y-intercept.

a To find the x-intercept, substitute y  0 into the equation:

3x  2y  6
3x  0  6
3x  6
x2

C H A P T E R

1 1

 the x-intercept is 2.

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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b To find the y-intercept, substitute x  0

into the equation:


3x  2y  6
0  2y  6
2y  6
y  3

y
4
2

 the y-intercept is 3.


c

Plot the points (2, 0) and (0, 3) and


draw the line through them.

3x  2y  6

Draw the graph of the equation y  2x  4 by using the intercept method.

y
4
2

y  2x  4
y04
y4
 the y-intercept is 4.

y  2x  4

4 x

Plot the points (2, 0) and (0, 4) and draw


the line through them.

E x e r c i s e 11E

368

4 x

To find the y-intercept, substitute x  0:

USING THE INTERCEPT METHOD TO GRAPH LINES

Find the x-intercept for:


a xy5
b xy6
d x  2y  4
e 3x  2y  6

c
f

2x  y  3
2x  3y  12

Find the y-intercept for:


a x  3y  6
b xy5
d 3x  y  9
e x  2y  8

c
f

2x  y  3
3x  4y  12

To find the x-intercept, substitute y  0:


y  2x  4
0  2x  4
2x  4
x2
 the x-intercept is 2.

For each equation, find:


i
the x-intercept
a 2x  3y  12
d xy3

ii

To find the
x-intercept,
put y  0.
To find the
y-intercept,
put x  0.

the y-intercept

b x  4y  4
e 3x  2y  18

c
f

xy5
3x  4y  12

Draw the graph of each equation, given the x-intercept and the y-intercept:
a x-intercept 2, y-intercept 2
b x-intercept 1, y-intercept 4
c x-intercept 2, y-intercept 1
d x-intercept 3, y-intercept 3
e x-intercept 1, y-intercept 3
f x-intercept 2, y-intercept 5

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

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Draw the graph of each equation by using the intercept method:


a 2x  5y  10
b x  3y  6
c 3x  4y  6
d 2x  3y  6
e 4x  3y  12
f x  4y  8

For each equation, find the x-intercept and the y-intercept and then draw its graph:
a 2x  y  3  0
b xy50
c x  3y  6  0
d 2x  5y  10  0
e 3x  4y  6  0
f 2x  5y  5  0

For each equation, find the x-intercept and the y-intercept and then draw its graph:
2
a yx1
b y  2x  1
c y  3x  5
4
1
d y  3x  6
e y  3x  5
f y  3  2x
g y  8  4x
h y  3x  9
i y  2x  3

Using the gradient and y-intercept to


graph lines

If a lines gradient is 2
and it cuts the y-axis
at 5, its equation is
y  2x  5.

When a linear equation is written in gradientintercept form (y  mx  b),


we can use m (the gradient) and b (the y-intercept) to graph the line.

Examples
1

For each of the lines drawn below, find:


i
the gradient
ii the y-intercept
iii the equation of the line in the form y  mx  b
a

y
6
4

y
2

A
4

a i

4 x

A
4

4 x

rise


Gradient  
run

b i

rise


Gradient  
run

OB

AC

 OA

 BC

 2
 2

 3
1

ii

y-intercept  4

ii

y-intercept  3

iii

The equation is y  mx  b:
y  2x  4

iii

The equation is y  mx  b:
y  1x  3
yx3

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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Graph the line y  3x  2 by using the y-intercept (b) and the gradient (m).
2

y
6

From the equation y  3x  2, the gradient is 3


rise


run and the y-intercept is 2.

Plot the y-intercept A(0, 2). From the y-intercept


count 3 units to the right and 2 units up, and
plot the point B(3, 4).
Draw the line that passes through points A and B;
2
this is y  3x  2.
3

y  23 x  2

3
4 x

Write the equation in the form y  mx  b of the line that passes through the
point (2, 5) and has gradient 3.
y  mx  b
Since m  3, the equation of the line is:
y  3x  b
The line passes through (2, 5), so we can substitute x  2 and y  5:
532b
56b
b  1
The equation of the line is y  3x  1.

E x e r c i s e 11F
1

Write the gradient (m) and y-intercept (b) of each line:


a y  5x  4
b 9  7x  y
c 8  3x  y
5x
5
e y    1
f y  3x
g y  6  2x
3
x
x
i y  5  6x
j y  4  
k y  9  
2
2

d y  11  8x
1

h y  2x  3
l

y  27  7x

Write each equation in the form y  mx  b and then find its gradient (m) and
y-intercept (b):
a 3y  7x  5
b 2y  9  6x
c 4y  5x  3
d 8y  3x  5
e 2x  5y  10
f 4x  7y  9
g 2x  3y  6
h 5x  2y  7  0
i 6x  7y  15
j 4y  12  3x
k 2x  3y  12
l 4x  8y  3

Write the equation of each line, given its gradient (m) and y-intercept (b):
a m  3, b  4
b m  5, b  2
c m  7, b  5
d m  1, b  3
3

e m  4, b  3
i

370

USING THE GRADIENT AND y-INTERCEPT TO GRAPH LINES

m  4, b  2

C O N N E C T I O N S

m  2, b  6

m  8, b  5

M A T H S

S T A G E

g m  7, b  3

h m  2, b  6

k m  1, b  7

5 . 3 / 5. 2 / 5 . 1

m  5, b  0

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For each of the following lines, find:


i
the gradient (m)
ii the y-intercept (b)
iii the equation of the line in the form y  mx  b
a

y
4

y
4

y
4

2
x

4 x

y
4

4 x

6 x

y
4

8 x

4 x

y
4

y
4

4 x
4

4 x

y
8

y
2

y
4

y
4

2 x

y
4

x
2

2 x

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

6 x

RELATIONSHIPS

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Graph each line by plotting the y-intercept (b) and using the gradient (m):
1
a y  2x  1
b y  2x  3
c y  2x  1
d y  3  2x
1

e y  2x  2
i
6

11:53 AM

y

3
x
2

3

f
j

y  3x  2
y

1
2x

1

g y  3x  1
k y2

1
x
2

h y  2x  2
l

y  3x  4

Write the equation in the form y  mx  b of the line that passes through the given
point and has the given gradient:
a (1, 2), m  3
b (1, 3), m  2
c (1, 4), m  1
d (1, 2), m  2
2


e (2, 3), m  2
f (4, 2), m  3
g (1, 3), m  3
h (2, 4), m  5
2
i (1, 2), m  3
j (3, 4), m  5
k (2, 1), m  1 l (2, 5), m  7

Non-linear relationships
When the highest powers of x and y in an equation
are 1, the equation is a linear relationship. The graph of
every linear equation is a straight line, and in order to
draw this graph we need only two points.
However, in other relationships, the powers of x and y
are sometimes higher than 1 (or even negative) and the
graphs of these are not straight lines.
To draw the graph of a non-linear relationship, we
need quite a few points so that we can draw a smooth
curve accurately.
Three simple non-linear relationships are the parabola,
the hyperbola and the exponential function.

The parabola
The main features of a parabola are:
P It is symmetrical about its axis. This axis is called its axis of symmetry.
P It has a turning point, which is called the vertex of the parabola.
P Its direction is called its concavity.

axis of symmetry

When an object is thrown in the air, it travels in a curve called a parabola. The highest power
in the equation of a parabola is 2, and the equation is called a quadratic equation. For
2
2
2
2
example, y  x , y  3x , y  x  2 and y  x  5x  6 are quadratic equations.

vertex

372

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

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A parabola that is concave upwards has a


minimum turning point.

minimum
turning point
maximum
turning point

A parabola that is concave downwards


has a maximum turning point.

Examples
1

Draw the graph of the parabola y  x by completing this table of values:


3

2

1

0.5

3

2

1

0.5

0.25

0.5

0.5

0.25

yx

y
10

yx

The vertex of y  x
is the origin. The
parabola is concave
upwards.

8
6
4

The axis of symmetry


2
of y  x is the y-axis.

4 x
2

Complete a table of values for and then draw the graph of the parabola y  2x .
y  2x

3

2

1

18

8

2

2

8

18

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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y
8

8 x

The vertex of
2
y  2x is the origin.
The parabola is
concave downwards.

4
8
12
y  2x 2

16
20

On the same number plane, draw the graphs of y  x and y  x  2.


yx

3

2

1

y  x2  2
y
16
12

yx 2

3

2

1

11

11

y  x2
4

8 x

The graph of y  x  2 is
2
the graph of y  x but raised
2 units along the y-axis.

E x e r c i s e 11G
1

T H E PA R A B O L A
2

a Copy and complete the table of values below for the equation y  2x .
2

y  2x
x

3

2

1

b
c
d
e
f
g
h

374

Draw the graph of y  2x .


What is the concavity of the parabola?
What is the vertex of the parabola?
Which axis is the axis of symmetry of the parabola?
What is the equation of the axis of symmetry?
Does y ever have a negative value?
What is the minimum value of y?

C O N N E C T I O N S

M A T H S

S T A G E

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a Draw the graph of y  x for values of x from 3 to 3. On the same number plane,
1 2
x
2

b
c
d
e
f
g

draw the graphs of y 


and y  3x .
What is the vertex of each graph?
What is the concavity of each graph?
What is the axis of symmetry of each graph?
What is the minimum value of y in each graph?
1 2
What concavity do you think the graph of y  3x will have?
2
What would the graph of y  5x look like?

a
b
c
d
e

Draw the graphs of y  x and y   2x on the same number plane.


What is the vertex of each graph?
What is the concavity of each graph?
What is the maximum value of y in each graph?
2
What would be the shape of the graph of y  4x ?

For each equation:


i
Copy and complete the table of values.

1 2

a y  3x

b yx 1

3

2

1

1

2

1

1

yx 1

d yx 3

3

2

1

3

y
2

e y  (x  1)
3

2

f
1

2

3

Draw its graph.

ii

y  (x  1)
x

3

2

Sketch the following parabolas on one number plane:


2
2
a yx
b yx 1
2
2
d yx 1
e yx 3

c
f

yx 3
2
yx 2

Match each equation with the correct graph:


2
2
2
a yx 2
b yx 2
c y2x
y

ii
2

2 x

C H A P T E R

1 1

LINEAR

iii

AND

iv

2 x

2
4

d y  2  x

NON-LINEAR

2
2 x

2 x

RELATIONSHIPS

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The hyperbola
1
3
The graphs of equations like y  x , xy  2 and y  x are curves called hyperbolas.
To draw the graph of a hyperbola, we need quite a few points so that a smooth curve can be
drawn accurately.
The main features of a hyperbola are:
P It is not a continuous curve but has two parts called branches.
P The branches are smooth curves of the same shape and size; they are symmetrical and are
in opposite quadrants.
P The x-axis and the y-axis are asymptotes of the curve. That is, the curve approaches the
x-axis and the y-axis but never touches them.
P The asymptotes are at right angles to each other, so the curve is also called a
rectangular hyperbola.

Example

1
Complete a table of values for and then draw the graph of the hyperbola y  x .
1
y  x
x

4

3

2

14

13

12

1

0.5

1

2

0.5

1

2

1

3

1

4

y
4
1

y  x

1
y  x and xy  1 are
two different ways of
writing the same
equation.

4 x

A hyperbola always
has two branches in
opposite quadrants.

E x e r c i s e 11H
1

THE HYPERBOLA

12
a Copy and complete the table of values below for the equation y  x .
12
y  x
x

12

6

4

3

2

1

376

C O N N E C T I O N S

M A T H S

S T A G E

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12
c Does this graph cut the x-axis?
x
Does this graph cut the y-axis?
e What is the value of y when x  0?
What is the value of x when y  0?
In which quadrants do the branches of this hyperbola lie?
What happens to the value of y when the value of x increases?
What happens to the value of y when the value of x decreases?
12
Copy and complete the table of values below for the equation y  x .
12
y  x

b Draw the graph of y  .


d
f
g
h
i
2

12

6

4

3

2

1

12

12

b Draw the graph of y   x .


12
c Compare this graph with the graph of y  x .
3

For each equation:


i
Copy and complete the table of values.
ii Draw its graph.
2
a y  x
6

4

2

1

12

6

3

1

12

4

3

2

1

 12

1

2

6

4

2

1

x
y

b y  x
x
y

1
y  x
x
y

d y  x
x
y

For each equation, complete a table of values and then draw the graph on a separate
number plane:
3
4
a y  x
b y  x
c xy  6
d xy  4
e xy  16
f xy  6

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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The exponential relationship


The word exponent means power or index. An equation in which the base is a constant and
the exponent is variable is called an exponential relationship. Some exponential
x
3x
x
x
relationships are y  2 , y  2 , y  a and y  3 .
The main features of an exponential graph are:
P The value of y is positive for all values of x and therefore the graph lies above the x-axis.
P The graph will always pass through the point (0, 1).
P As x increases, y increases at a faster rate and so the graph becomes steeper.
P As x decreases, the curve approaches the x-axis but will never touch it. The x-axis is an
asymptote to the curve.

Example
x

Complete a table of values from x  3 to x  3 for y  2 and then draw the


graph of this exponential relationship.
y2

3

2

1

1

8

1

4

1

2

y
8
6

The graph of
an exponential
equation always
passes through
the point (0, 1).

y2

4
2

4 x

E x e r c i s e 11I
1

T H E E X P O N E N T I A L R E L AT I O N S H I P
x

a Copy and complete the table of values below for the equation y  2 .
x

y2
x

3

2

1

b
c
d
e

378

Draw the graph of y  2 .


x
What is the value of 2 when x  4 and when x  5?
x
What is the value of 2 when x  4 and when x  5?
x
What is the value of 2 when x  9?

C O N N E C T I O N S

M A T H S

S T A G E

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f What happens to the graph of y  2 as the value of x increases?


x
g Is there any value of x that would make 2 negative?
h Where does this graph cut the y-axis?
2

x

a Copy and complete the table of values below for the equation y  2 .
x

y2

3

2

1

b
c
d
e
f
g
h
3

x

Draw the graph of y  2 .


x
What is the value of 2 when x  4 and when x  5?
x
What is the value of 2 when x  4 and when x  5?
x
What is the value of 2 when x  9?
x
What happens to the graph of y  2 as the value of x increases?
x
Is there any value of x that would make 2 negative?
Where does the graph cut the y-axis?
x

a Copy and complete the table of values for y  3 .


x

y3

3

2

1

y
x

b Draw the graph of y  3 .


x
c Is there any value of x that would make 3 negative?
d What is the y-intercept?
4

a Without drawing a table of values, sketch the graph of y  5 .


b Write the coordinates of one important point through which the graph passes.

a Copy and complete the table of values for y  22 .

1
 x

1
 x

y  22

3

2

1

y
1
 x

b Draw the graph of y  22 .


1
 x
c On the same axes, draw the graph of y  2 2 .
6

Complete a table of values for and then draw the graph of each equation:
2x
2x
3x
a y2
b y2
c y2
x

1 x

d y3

C H A P T E R

e y  (2)

1 1

LINEAR

AND

NON-LINEAR

1
 x

y  32

RELATIONSHIPS

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W O R K I N G M AT H E M AT I C A L LY

Further ideas on graphs


This section explores some properties of lines and curves. Work through the example before
you begin the exercises.

Example
Draw the line y  2x  1 on a number plane. Reflect the line across the y-axis and draw
the new line. Write the equation of this line.
Complete a table of values:

y
4

y  2x  1

1

3

1

y  2x  1

4 x

{
{

Plot the points and draw the line.

1 1

One way to reflect the line across the y-axis


is to fold the number plane along the y-axis
and trace out the new line. Another way is to slide each point horizontally until
it is the same distance from the y-axis as originally but on the opposite side.
Then draw the line by joining the points.
Determine the equation of the new line by finding the y-intercept and the gradient,
or by examining the pattern in a table of values for this line. The equation of the
new line is y  2x  1.

380

2

1

1

3

The number plane is divided into 4 quadrants.


In which quadrant is there a point for which:
a both the x-value and the y-value are positive?
b both the x-value and the y-value are negative?
c the x-value is positive, but the y-value is negative?
d the x-value is negative, but the y-value is positive?

y
2nd
quadrant

1st
quadrant

3rd
quadrant

4th
quadrant

Draw each line on a separate number plane, then reflect it


across the y-axis. What is the equation of the new line?
a y2
b y  3
c x1
d x  4
e x0
f yx
g yx2
h y  2x  1
i y  3x  3

C O N N E C T I O N S

M A T H S

S T A G E

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Without drawing a graph, find the equation of the new line formed when each line is
reflected across the y-axis:
a yx4
b y  3x  2
c y  2x  5
d y  3  2x
e xy10

This graph shows the parabola y  x .

y
8

y  x2

6
4
2

4 x

Copy this graph and draw the line y  x on the same number plane.
At how many points does the line intersect the parabola?
What are the coordinates of these points?
y
Draw the line y  2x on the same number plane.
10
2
e At what points does y  2x intersect y  x ?
2
8
f Here the line y  3x and the parabola y  x are
drawn on the same number plane. What are the
6
coordinates of point P ?
2
g At what points do the following lines intersect y  x ?
4
i
y  4x
1
2
ii y  2x
a
b
c
d

yx

4 x

8 x

a On a graph of y  x draw the line y  x.


b What are the points of intersection of the line and the parabola?
2
c At what points does y  x intersect:
i

y  3x P

y  2x ?

ii

y  3x ?

iii

y   2x?

a Copy this graph and draw the lines y  4x  3 and

y
8

x  y  10 on the same number plane.


b Which line does not intersect the circle?

0
4
8

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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A tangent is a line that just touches a curve at one point.


The line x  5 is a tangent to the circle drawn.
a Write down the equations of three other simple lines
that are tangents to this circle.
b On a copy of this graph draw the line 3x  4y  25  0.
Show that this line is a tangent to the circle.
c At what point does 3x  4y  25  0 touch the circle?

y
8

x5

8 x

4 x

4
8

1
The graph of y  x is shown. Write down the equation of
a line that:
a cuts this hyperbola at two places
b touches this hyperbola at one point only
c does not cut this hyperbola

y
4
2

0
2
4

382

C O N N E C T I O N S

M A T H S

S T A G E

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P R O B L E M S O L V I N G 11
1

The catenary is the shape of a perfectly flexible chain suspended by its


ends and acted on by gravity. It is also the shape formed by electrical
wires stretched between two power poles. Leibniz, Huygens and Johann
Bernoulli first obtained its equation in 1691. They were responding to a
challenge by Jakob Bernoulli to find the equation of the chain-curve.
Huygens was the first to use the term catenary (which means
chain in Latin) in a letter to Leibniz in 1690. Galileo thought
that the curve of a chain
hanging under gravity was a
parabola, but this claim was
disproved in 1669.
Catenary curves are seen
in some famous
architectural designs.
x

x

3 3
An equation for a catenary is y  . You will use this equation to draw the
2
shape of a catenary.
a Copy and complete this table:
x

3 3
y  
2
b
c
d
e
2

3

13.52

2

1

0.5

0.5

Plot these points on graph paper, then draw a smooth curve to show the catenary.
Is this curve symmetrical? If so, what is its axis of symmetry?
What is the minimum value of this catenary?
The shape of the catenary is similar to another curve you have drawn. Which curve
is that?

Some curves intersect at simple points, but other points of intersection are more
difficult to find.
2
a The curve y  x  4x is a parabola. How do you know?
x
b What type of curve is y = 2 ? Why?
c Copy and complete the table for each curve:
2

y  x  4x
x

1

y2

2

1

d On a sheet of graph paper (at least half of an A4 size), graph both curves on the

same set of axes.


e At how many places do the two curves intersect?
f Show that one of these points is (2, 4).
g Estimate the coordinates of the other points of intersection.

C H A P T E R

1 1

LINEAR

AND

NON-LINEAR

RELATIONSHIPS

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literacy
acy skillsills

Literacy
L
Li
racy
skills
kills
c

384

Literac y

S K I L L S 11

linear gradientintercept equation horizontal line


vertical line intersection intercept non-linear
parabola hyperbola exponential function
concavity axis vertex quadrant asymptotes
exponential relationship axes curve number plane

Arrange the list above in reverse alphabetical order.

Define in your own words:


a hyperbola
c gradientintercept

Write an 8-word sentence containing all these words:


a axis
b linear

curve

What is the plural of:


a axis?

hyperbola?

In 10 minutes or less, see how many words of 4 letters or more you can make from
the letters of the term EXPONENTIAL RELATIONSHIP. No plurals or slang terms are allowed.
A total greater than 60 is excellent.

Write a sentence that contains 3 of the above words.


From the list above, choose words that have:
a 2 different vowels
b 3 different vowels
c 4 different vowels
d 2 vowels, both the same

C O N N E C T I O N S

M A T H S

b asymptotes
d vertex

b vertex?

S T A G E

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Chapter review 11
1

For each equation, complete the table of values and draw its graph on a separate
number plane:
a y  2x  3
b xy5
x

For each equation:


i
Draw its graph on a separate number plane.
ii Write its gradient (m) and y-intercept (b).
a y  2x  3
b y  3x  7
Use a graphics calculator to verify your answers.

a Draw the graphs of these equations on the same number plane:


i

y  3x  1

ii

y  3x

iii

y  3x  2

b What can you say about these lines?


4

For each equation, complete a table of values and draw the graph on a separate
number plane:
a x  3y  6
b 2x  5y  20

Draw the graph of each equation on a separate number plane:


a x  2y  3  0
b xy20

a Draw the graphs of these equations on the same number plane:


i

xy30

ii

2x  2y  8  0

iii

yx6

b What can you say about these lines?


7

Which of the following points lie on the line y  2x  9?


(0, 9)

(3, 3)

(2, 5)

(3, 15)

(5, 1)

Does the point (3, 1) lie on the line 3x  5y  12?

10

11

A straight line y  px  5 passes through the point (1, 2). Find the value of p.

12

13

14

Find the coordinates of the point of intersection of the lines x  2 and y  5.

Show that the straight line x  2y  8  0 passes through the points (0, 4), (2, 5)
and (6, 1).
On the same number plane, draw these graphs:
a x1
b x  3

x5

A line passes through the point (2, 5) and is parallel to the x-axis. Find its equation.
For each equation, find:
i
the x-intercept
ii the y-intercept
a 3x  4y  12

C H A P T E R

1 1

LINEAR

b 2x  5y  20

AND

NON-LINEAR

RELATIONSHIPS

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15

Draw the graph of each equation, given its x-intercept and y-intercept:
a x-intercept 3, y-intercept 5
b x-intercept 2, y-intercept 1

16

Draw the graph of each equation by using the intercept method:


a 3x  7y  21
b x  2y  6

17

For each equation, complete a table of values and then draw the graph on a separate
number plane:
2
2
2
a y  2x
b yx 2
c y  (x  2)
6
x
x
d y  x
e y2
f y3

18

By using a table of values from x  1 to x  1, draw each


graph on a separate number plane:
a yx1

b yx1

e y  3x
i
19

x
y    1
2

y  4x
x
g y    2
3

d y2x

x3
y  
2

x  3y  4

k y  2

3

1

4

2

1

3

2

2

10

1

h y  2  3x

3x  4y  24

2

3

11

2

4

11

14

4

4

yx

ii

x
y  2

iii

y  2x  1

iv

yx1

y6x

vi

y  3x  2

iii

y  2x

a Copy and complete each table using the rule given:

y  2x  5
x

ii

y  2x  3

b Draw the graphs of these equations on the same number plane.


c What can you say about these lines?

386

21

Match each equation with a table of values:


a

20

1

Write the gradient (m) and y-intercept (b) of each line:


a y  6x  5
b y  8x

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

y  4  2x

2

CM9 11 5.3_5.2 Final

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For each of the following graphs, find:


i
the y-intercept
ii the gradient
a

y
4

iii

the equation of the line

y
4

y
2

2
4

4 x

2
4

23

Write each equation in the form y  mx  b and then find its gradient (m) and
y-intercept (b):
a 2x  3y  12
b 5y 4x  7
c 3x  y  8

24

Write the equation of each line, given its gradient (m) and y-intercept (b):
2
5
a m  4, b  7
b m  2, b  6
c m  7, b  9

25

Graph each line by plotting the y-intercept (b) and using the gradient (m):
1
1
a yx3
b y  2x  1
c y  3x  2

26

Write the equation in the form y  mx  b of the line that passes through the given
point and has the given gradient:
a (2, 3), m  7
b (1, 5), m  2
c (1, 2), m  3

27

Match the name of the curve with its sketch. Some names will be used twice.
a

y
4
2

4 x

4 x

y
4
2

4 x

4 x

0
2

1 1

parabola

LINEAR

AND

iii

4 x

4 x

ii

y
4

straight line

C H A P T E R

y
4

y
4

y
4

hyperbola

iv

NON-LINEAR

exponential curve

RELATIONSHIPS

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a Determine the gradient of this line

and then determine its equation.


b At what point does this line cut:
i
the y-axis?
ii the x-axis?

(14, 15)

14
12
(8, 10)

10
8
6
4
2
0

388

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

10

12

14

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Page 389

Equations and
inequalities
Syllabus outcomes
PAS5.2.2 Solves linear and simple quadratic equations, solves linear inequalities and solves
simultaneous equations using graphical and analytical methods
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.2 Solves problems using a range of strategies, including deductive reasoning
WMS5.3.3 Uses and interprets formal definitions and generalisations when explaining
solutions and/or conjectures
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


x

2y  3

z3

nsolve linear equations such as 2  3  5, 3  2, 2  6  1,


3r  1
2r  4
3(a  2)  2(a  5)  10, 3(2t  5)  2t  5 and   
4
5

nsolve worded problems that result in equations


nexplore2 the number of solutions that satisfy simple quadratic equations of the
form x  c

nsolve simple quadratic equations of the form ax  c


nsolve equations arising from substitution into formulas
t4
nsolve inequalities such as 3x  1  9, 2(a  4)  24 and 5  3
nsolve simultaneous equations using non-algebraic methods such as guess and check,

setting up tables of values and looking for patterns


nsolve linear simultaneous equations by finding the point of intersection of their graphs
nsolve simple linear simultaneous equations by using an analytical method
ngenerate simultaneous equations from simple worded problems

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Page 390

Simple linear equations


An equation is a mathematical statement that has a pronumeral (variable) and a sign of
equality. It must have two sides that are equal to each other. If the highest power of the
pronumeral is 1, the equation is a linear equation.
To solve an equation means to find the value of the pronumeral that makes the statement true.
You must perform mathematical operations that will leave the pronumeral alone on one side
of the equation. For example, to change 3x to x, divide by 3. However, you must perform the
same operation on both sides of the equation. To check your solution, substitute the value
into the left-hand side (LHS) and the right-hand side (RHS) of the equation and simplify both
sides. If they are equal, your solution is correct.

Examples
1

Solve:
a x  5  16

b x39

x  5  16
x  5  5  16  5
x  11

4x  28
4x 28
  
4
4
x7

Sometimes you can see


the answer by inspection
without needing to perform
mathematical operations,
for example:
x  5  16
x  11

Solve:
a 3x  5  4
a

b 2x  7  15

3x  5  4
3x  5  5  4  5
3x  9
3x 9
  
3
3
x3

C O N N E C T I O N S

A linear
equation has
only one
solution.

5x
  10
4

M A T H S

4x  28

x39
x3393
x  12
x
  9
2

x
  2  9  2
2
x  18

5x
  10
4

c
b

Always write
every step.

Multiply both
sides by 2.

d 4x  9  2x  21

2x  7  15
2x  7  7  15  7
2x  8
2x 8
  
2
2
x4

Always check
your answer by
substitution.

d 4x  9  2x  21

5x
  4  10  4
4
5x  40
5x 40
  
5
5
x8

390

Subtract 5
from both
sides.

x
2

d   9

The solution
satisfies the
equation.

S T A G E

2x  9  21
2x  9  9  21  9
2x  12
2x 12
  
2
2
x6

5.3 / 5.2 / 5.1

Collect like
terms.

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Page 391

E x e r c i s e 12A
1

Solve:
a x29
d x37
g x  7  15
j x  1  32

S I M P L E L I N E A R E Q U AT I O N S

c
f
i
l

x  8  22
x  4  15
x  1  12
x57

b   9

x
  4
5

g 2x  10

h 3x  27

k 6x  24

c 8  a  20
g 18  16  x
k 12  a  36

d 6  m  14
h 7  a  49
l 3  x  14

b
e
h
k

Solve:
x
a   7
2
x
e   6
7
i 5x  35

x  5  14
x  21  9
x68
x  4  19
x
3
x
  8
3
3x  15

Find the value of the pronumeral:


a 3  x  17
b 3  p  12
e 3  y  10
f a  2.4  6.8
i 5  m  10
j 5x2

Solve:
1
a 3x  4
x
e   8
7
i 2x  8

5x  20

8  y  15

Solve:
a
a   8
9

b 8p  5  19

e 8a  2.5  5.5

x
  8
8

m
5

d   8
h 3x  12
l

x
7  
2
8m
5

5y  16  4
m
g   18
5

d   12

k 6y  4  32

x
  11
2

h 5x  4  21

3k  1  29

d 6a  2.4  8.4

g 5a  3  7

h 6x  5  7

3a  6  18

k 8y  4  8

b   12

g 9y  8  26

h 5  2m  16

3x
  16
2

x
3  
6
x


g
 7
2
k 2x9

7x  49

a
  7
11

Solve:
2x
a   8
5
d 3x  5  17

x
4

d   9

Find the unknown value:


a 2x  5  7
b 3x  8  4
x3
e   4
f 18  2a  10
3
x3
i   4
j 3x  1  20
6

i
7

b 3x  9

Try answering
the first few
questions quickly
by inspection.

3x
2
e 4x  5  21
3x
4

k   9

C H A P T E R

1 2

c
f
i
l

4x
  10
3
8  3m  17

7y  5  16

Perform the same


operation on both sides.

4p  3  17
4x
  4
5

E Q U AT I O N S

A N D

I N E Q U A L I T I E S

391

CM9 12 5.3_5.2 Final

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12:15 PM

Page 392

Find the value of the pronumeral:


m
a 3x  3  12
b   12
2
e 2x  8  14
f 9x  7  56
5m
i 8x  3  29
j   10
4

d 7y  4  3

g 6t  5  31

h 5x  7  27

m
7

k   7

Solve by first collecting like terms:


a 3x  7  5x  12
b x  4  2x  3  20
d 32  2m  m  3  4m
g 18  8p  1  2p  3
j 8x  3  5x  15

10

5x  9  26

e z

2

7

5

7

z 1
h 16  n  24  3n  0
k 6x  12  3x  24

2k  5  15

14  3  y  5y

3k  2  2k  3  14
5x  3x  7  19

a Solve:

2x  3
2x
  11
ii   3  11
5
5
a Explain the difference between the two equations.
i

Equations with pronumerals on


both sides
To solve an equation that has pronumerals on both sides, take all the pronumerals to one side
and all the numerals to the other side, then simplify. Remember to perform the same operation
on both sides so that the equation remains balanced.

Examples
1

Solve:
a 3m  7  2m  5
a

b 14x  28  32  6x

3m  7  2m  5
3m  7  7  2m  5  7
3m  2m  12
3m  2m  2m  12  2m
m  12

Take the
pronumerals to
one side and the
numerals to the
other side.

392

C O N N E C T I O N S

M A T H S

14x  28  32  6x
14x  28  28  32  6x  28
14x  60  6x
14x  6x  60  6x  6x
20x  60
20x 60
  
20
20
x3
Then simplify.

S T A G E

5.3 / 5.2 / 5.1

CM9 12 5.3_5.2 Final

12/8/04

12:15 PM

Page 393

Find the value of the pronumeral:


a 6t  4  5  3t
a

b 4x  1  2x  11x

6t  4  5  3t
b 4x  1  2x  11x
6t  4  4  5  3t  4
2x  1  11x
6t  9  3t
2x  1  2x  11x  2x
6t  3t  9  3t  3t
1  9x
9t  9
9x
1
  
9t 9
9
9
  
As you gain
9
9
1

x  9
experience, you will
t1
be able to solve
equations without
writing all the
coloured steps.

E x e r c i s e 12B

E Q U AT I O N S W I T H P R O N U M E R A L S O N B O T H S I D E S

Solve:
a 5m  2m  6
d 3x  7  1  x
g 4x  5  2x  17
j 5x  32  3x

b
e
h
k

10x  2  6x
9x  7  8x  9
7a  10  5a  12
9x  7  5x  9

Find the unknown value:


a 20x  7  10x  13
c 9x  11  5x  21
e 5a  18  2a
g 5x  8  4x  9
i 9  10m  10  9m
k 5m  6  3m

b
d
f
h
j
l

3x  11  2x  5
15x  14  10x  16
7x  3  6x  7
9x  14  2x
4x  3  3x  4
10x  3  7x  24

Solve:
a 6x  1  4x  7
d 33x  64  x
g 7x  11  5x  19
j 16  3m  m  4

b
e
h
k

5a  8  3a  84
11x  90  x
4y  11  3y  16
5x  3  9  2x

c
f
i
l

5m  12  m  4
7x  x  18
5  t  4  2t
8n  5  n  23

Solve:
a 7t  7  5t  5
d 8a  10  9a  4
g 8x  20  6x  6
j 9x  5  4x  10

b
e
h
k

5a  8  3a  8
3x  7  x  19
5y  9  3y  17
6t  3  2t  17

c
f
i
l

10x  11  5x  19
5  3x  9  x
6x  8  4x  2
8x  6  4x  14

Find by substitution whether or not the value of the pronumeral given in brackets
is correct:
a 7x  6  6x  5 (x  11)
b 3x  4  2x  1 (x  5)
c 4t  3  2t  5
(t  4)
d 2y  3  y  4
(y  1)

C H A P T E R

1 2

E Q U AT I O N S

c
f
i
l

5x  2  3x  8
6x  5  4x  7
8y  2  6y  14
6m  9m  27

Always check
your answer by
substituting it in the
original equation.

A N D

I N E Q U A L I T I E S

393

CM9 12 5.3_5.2 Final

e
g
i
k

394

12/8/04

12:15 PM

6x  9  3x  6
5t  3  2t  12
4x  2  2x  6
6x  3  5x  3

Page 394

(x  2)
(t  5)
(x  3)
(x  6)

f
h
j
l

8x  7  7x  5
4x  5  2x  9
5x  6  3x  2
9x  1  7x  5

(x  12)
(x  7)
(x  4)
(x  3)

Solve:
a 6  5y  10  3y
d 18  3y  10y  5
g 5x  3  8x  6
j 6t  5  19  3t

6x  1  4x  9x
8  3x  6x  7
2y  5  4y  21
7t  7  11  9t

c
f
i
l

6  3t  5  2t
5  6t  t  9
7m  3  4m  12
3x  27  4x  18

Find the value of the pronumeral:


a 5x  4  8x  11
b 15  3y  6y  3
d 8  3x  9  2x
e 6x  15  4x  23
g 7t  10  6t  12
h 8a  18  4a  2
j 3m  9  5m  9
k 3y  6  6y  15

c
f
i
l

12  3x  5x  10
3a  9  a  7
8x  4  6x  10
4a  11  9a  9

Solve:
a 5x  9  6x  3
d 10a  7  5a  8
g 5x  13  5  4x
j 2y  7  y  8

c
f
i
l

8x  3  2x  21
3x  14  x  2
8m  15  7m  6
10y  13  1  4y

C O N N E C T I O N S

M A T H S

b
e
h
k

b
e
h
k

3m  10  36  m
x  32  9x  8
8a  14  6a  48
9x  7  x  4x  31

S T A G E

5.3 / 5.2 / 5.1

CM9 12 5.3_5.2 Final

12/8/04

12:15 PM

Page 395

Equations with grouping symbols


To solve an equation that has grouping symbols:
Step 1

Expand the expressions with grouping symbols.

Step 2

Simplify by collecting like terms if possible.

Step 3

Perform mathematical operations so that all the pronumerals are on one side and all
the numerals are on the other side.

Step 4

Simplify and solve the equation.

Examples
1

Solve:
a 2(p  1)  8

b 5(2x  3)  45

a 2(p  1)  8

b 5(2x  3)  45

Solve:
a 6(x  3)  4(x  2)

b 4(x  5)  x  15  0

a 6(x  3)  4(x  2)

b 4(x  5)  x  15  0

2p  2  8
2p  8  2
2p  6
6
p  2
p3
2

Always remove the


grouping symbols first.

10x  15  45
10x  45  15
10x  30
30
x  10
x3

6x  18  4x  8
6x  4x  8  18
2x  26
26
x  2
x  13

4x  20  x  15  0
5x  35  0
5x  35
35
x  5
x  7

E x e r c i s e 12C

E Q U AT I O N S W I T H G R O U P I N G S Y M B O L S

Expand the expression with grouping symbols and then solve the equation:
a 3(x  2)  6
b 4(a  1)  8
c 5(m  2)  35
d 5(4a  3)  15a
e 3(m  4)  36
f 5(a  5)  45
g 3(2x  3)  45
h 5(m  2)  3m  16
i 3(2x  4)  18
j 7(x  4)  42
k 5(x  1)  25
l 3(m  3)  12

Solve:
a 4(x  1)  12
d 2(a  3)  9
g 7(x  6)  6(x  3)
j 4(x  5)  3x  9

C H A P T E R

Always write
every step.

b
e
h
k

1 2

6(3x  1)  12
8(x  3)  7(x  1)
3(x  5)  18
4(x  2)  48

E Q U AT I O N S

c
f
i
l

A N D

5(a  4)  4(a  3)
4(x  8)  2x  10  0
6(x  3)  4(x  2)
3(4a  2)  5(4a  2)

I N E Q U A L I T I E S

395

CM9 12 5.3_5.2 Final

396

12/8/04

12:15 PM

Solve:
a 6(x  7)  4x  8
d 3(2x  7)  8x  5
g 3(2x  1)  5x  7
j 8(t  1)  7(t  1)

Page 396

c
f
i
l

5(8  2m)  100


7(x  1)  8x  5
6(2y  1)  8y  18
2(4x  3)  7x  6

Find the value of the pronumeral:


a 5(t  1)  20
b 8(m  2)  24
d 4(3  2x)  9(2  x)
e 5(t  4)  t  4
g 3(2x  5)  5x  23
h 4(x  2)  16
j 2(m  3)  m  9
k 4(a  5)  36

c
f
i
l

7(x  2)  21
6(y  3)  12y
3(x  2)  15
2(2p  1)  18

Solve:
a 6(3a  2)  5(2a  9)
d 5(3  2x)  45
g 3(4m  6)  4(2m  1)
j 3(x  2)  2x  24

b
e
h
k

4(3x  1)  10x  18
9(n  3)  n  3
2(x  4)  10
5(3a  1)  2(2a  1)

c
f
i
l

6(p  2)  48
3(x  7)  6x  9
8(y  5)  7y
9(x  1)  27  3x

Solve:
a 7(x  2)  5x  4
d 3(y  3)  27
g 5(x  10)  x  6
j 5(a  4)  4(a  3)

b
e
h
k

4(2  x)  4x  32
2(x  3)  3x  11
6(n  3)  2n  8
6(x  5)  5(x  7)

c
f
i
l

8m  7(m  5)
7(x  2)  4(2x  3)
7x  4(2x  5)
3(m  2)  m  12

Solve:
a 4(x  6)  2x  32
d 2(a  1)  a  9  12
g 3(a  7)  2(a  8)
j 9(3a  4)  13(2a  1)

b
e
h
k

5(5a  3)  4(4a  1)
5(a  4)  4a  11  20
9(2a  3)  8(3a  2)
9  2x  5(x  3)

c
f
i
l

4(y  3)  3(y  1)
3(5a  7)  1  14a
8(2a  7)  5(3a  2)
6(2a  1)  5(3a  4)

Expand the expressions with grouping symbols, simplify and then solve:
a 8(2t  5)  4(3t  8)
b 5  2(a  1)  3(a  2)
c 7(t  2)  5(t  3)
d 4(3x  1)  2(3x  1)
e 4(a  3)  3(a  2)
f 7m  (6m  9)  5
g 4(a  1)  a  5  19
h 5(x  2)  4(x  1)
i 5(m  3)  4(m  2)
j 5(m  1)  4(m  3)
k 3x  2(x  1)  3(x  2)  8
l 3(y  2)  2(y  1)

Remove the grouping symbols and then solve:


a 2(x  1)  12
b
c 4(3x  1)  9x  8
d
e 9  3x  2(x  7)
f
g 6(t  3)  5(t  1)
h

6(x  1)  18
8(x  3)  7(x  1)
4(m  6)  3(m  2)
4(2a  3)  7(a  1)

10

Solve:
a 5(a  3)  a  2  8
c 3(x  1)  2(x  1)  6
e 4(a  3)  2(a  1)  16
g 3(2x  1)  2(x  1)  17

3(x  2)  2x  4
8(t  3)  2t  16
7(3y  2)  5(y  1)  3
3(m  4)  2(m  3)  10

C O N N E C T I O N S

M A T H S

b
e
h
k

9  6x  2(2x  1)
3(x  4)  2x  5
3(3  2x)  33
3(m  5)  2(m  3)

b
d
f
h

S T A G E

5.3 / 5.2 / 5.1

CM9 12 5.3_5.2 Final

12/8/04

12:15 PM

Page 397

Equations with one fraction


To solve an equation involving one fraction:
Step 1

Multiply each term on both sides of the equation by the denominator.

Step 2

Simplify and solve the equation.

Examples
1

Solve:
y
a   6  3
5
y
  6  3
a
5
Multiply each term by 5:
y
    6  5  3  5
5

5
y  30  15
y  15  30
y  45

Solve:
m
a   m  8
7
m
  m  8
a
7
Multiply each term by 7:
m

7    m  7  8  7
7

m  7m  56
8m  56
56
m  8
m7

2x  9
3
2x  9
  5
b
3
Multiply each term by 3:
2x  9

3    5  3
3

2x  9  15
2x  15  9
2x  6
6
x  2
x3
b   5

Multiply both
sides by the
denominator.

Always write
every step.

5x
6

b    13  3x
b

5x
  13  3x
6
Multiply each term by 6:
5x

6    13  6  3x  6
6

5x  78  18x
5x  18x  78
13x  78
78

x
13
x  6

E x e r c i s e 12D
1

Solve:
a
a   5
7
y
e   2
3
2x
i   8
7

E Q U AT I O N S W I T H O N E F R A C T I O N

2a
3
4x
  8
5
5x
  10
2

b   9
f
j

C H A P T E R

1 2

1
x
  
4
3
2a
g   7  15
3
a
k   4
3
c

E Q U AT I O N S

A N D

1
a
7
5
3a
h   5
2
x5
l   7
3
d   

I N E Q U A L I T I E S

397

CM9 12 5.3_5.2 Final

398

12/8/04

12:15 PM

Solve:
a2
a   8
4
2a  3
e   7
5
8x  2
i   2
3

Page 398

5x
2
3p  2
  4
6
x7
  1
8

b   1  6
f
j

Solve:
6p  10
a   16
2
a5
e   4
3
y
i   5  10
3

8p
12
k2
  8
5
x5
  3
7

b   3  9
f
j

Find the value of the pronumeral:


1
1
x
a
a   
b   
8
6
4
3
3x
5y  5
e   9
f   15
5
2
4x
5x  6
i   2  3
j   2
5
2
Solve:
x
a   1  7
3
3m  5
e   10
6
x
i   5  8
6
Solve:
3x  9
a   5
3
3x
e   6  5
7
18
i   3
m

f
j

a5
3
9  8x
  9
7
4x
  3  10
5

b   a
f
j

Solve:
2x
a   4  3x
3
2x  1
e   7
3
5a  1
i   1
3

C O N N E C T I O N S

p
2
2x  7
  5
4
x
  8  15
3

b   3  8

p3
4
3m
  5  7
4
8a  3
  5
4

b   10
f
j

M A T H S

S T A G E

4m  5
  12
3
2p  3
g   9
5
2x  5
k   8
3
c

5a  2
  5
3
x
g   4  25
6
5x
k   10
7
c

3
y
  
7 4
m5
g   9
2
3x
k   3
7
c

y
 6  11
5
7x  2
g   5
8
x
k   3  7
5
c

m
  m  8
7
9  3x
g   6
6
2
k   4
3x
c

2m
8    6
3
7  2x
g   2
3
7  3x
k   5
2
c

5.3 / 5.2 / 5.1

m5
4
5x  4
h   9
2
3x
l   9  12
5
d   3

7a
4
a9
h   5
2
8x  3
l   6
4

d   1  15

a
5
5x
h   1  6
6
5a  3
l   12
2
d   1  7

a3
5
5x  2
h   4
3
x
l   3  x
5
d   6

3x
2
5
h   10
x
4x
l   4  3x
5

d   5  20

a
5
3y
h   5  2y
4
8  2x
l   8
5
d   2  7

CM9 12 5.3_5.2 Final

12/8/04

12:15 PM

Page 399

Find the value of the pronumeral:


2x
a  3
a x    6
b   6
5
5
5
4
e   8
f   5  12
x
3a
5
x
i   2
j   x  4
x1
5

4m
3
1
h   3
2x  3
2y  3
l   y
7

x
  x  7
5
3
g 9    6
y
3m
k   7  m
5

d   5  m

Equations with more than one fraction


To solve an equation involving more than one fraction:
Step 1

Find the lowest common denominator (LCD).

Step 2

Multiply each term on both sides of the equation by the LCD.

Step 3

Simplify and solve the equation.

The lowest common


denominator is also called
the lowest common
multiple (LCM) of the
denominators.

Examples
1

Solve:
y
y
a     1
2 3
a

7x
8

9x
12

b   3    5

y
y
    1
2
3

(LCD of 2 and 3  6)

Multiply both sides by the LCD, 6:


3
2
y
y

6    
6    6  1

2

3
3y  2y  6
y6
b

7x
9x
  3    5
8
12

Multiply both sides


by the LCD.

(LCD of 8 and 12  24)

Multiply both sides by the LCD, 24:


3
2
7x
9x

24    24  3  
24    24  5
8

12

21x  72  18x  120
21x  18x  120  72
3x  48
48

x  3
x  16

C H A P T E R

1 2

E Q U AT I O N S

A N D

I N E Q U A L I T I E S

399

CM9 12 5.3_5.2 Final

12/8/04

12:15 PM

Page 400

Solve:
x3
5

x7
3

p
3

a   

p
6

2
3

b     

x3 x7
  
5
3
Multiply both sides by the LCD, 15:
3
5
x3
x7
15
  5  
15  3


3(x  3)  5(x  7)
3x  9  5x  35
3x  5x  35  9
2x  26
26

x  2
x  13
b

p
p 2
    
3
6
3
Multiply both sides by the LCD, 6:
2
p
p 2
2
6
  3  
6  6  6
  3



2p  p  4
3p  4
4

p  3
1

p  13
3
2
  
x
4x

Multiply both sides by the LCD, x(4  x):


3
2

x(4  x)  x  x(4
 x)  

4
x
3(4  x)  2x
12  3x  2x
12  2x  3x
12  5x
12

5

x
2

x  25

400

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

3
2
  
x
4x

CM9 12 5.3_5.2 Final

12/8/04

12:15 PM

Page 401

E x e r c i s e 12E
1

Solve:
a
a
a     10
2
3
x
x
3
e     
4
5
10
y
y
i     3
4 5
Solve:
5p
2p
a     9
3
4
x
x
e     7
4
5
8x
2x
i     1
5
3

E Q U AT I O N S W I T H M O R E T H A N O N E F R A C T I O N

m
m
3
5
x
x
    9
3
4
t
t
    3
3
4

b     8
f
j

4
y
y
3 6 3
3y
y
3
    
5
5
10
x3
x2
  
4
5

b     
f
j

a
a
    8
4
6
m
m
g     7
3
4
p
p
k     7
2
4
a
a
    30
2
3
2x
3x
g     11
3
4
2x  1
x1
k   
3
2
c

Find the value of the pronumeral:


5x
3x
7
5x
7x
a     
b   2    3
4
2
2
8
12
a7
a5
2m  9
3m  5
d   
e   
9
6
3
4
x3
x2
x
x
g     6
h   
4
5
2
3
p
p
x
x
j     4
k     4
6
2
5
7
Solve:
t1
t4
a   
3
2
x4
x9
d   
3
5
2x
x
x
g       2
3
3
6
x3
x2
j     6
5
3
Solve:
a
2a  3
a     3
4
2
5x  3
x1
d   
2
3
5x  7
g   6
x
p3
p9
j     8
2
5

C H A P T E R

2p
p
3
5
2x
x
x
e       3
5
2
3
p2
p5
h     6
3
8
5
9
k     1
y
2y
b     10

1  2a
5a
3
3
3x  1
x4
e   
8
4
1
1
h     5
2x
3x
3x
4x
5
k     
2
3
6

b     a

1 2

x
x
3
6
x
x
h     2
2
3
x
x
l     9
5
6
d     5

E Q U AT I O N S

c
f
i
l

c
f
i
l

c
f
i
l

A N D

2x
x
3
6
m
m
h     2
4
6
x6
2x  4
l   
3
4
d     5

4x
3x
7
    
3
4
12
x
x
    1
4
5
4x
3x
x
      1
3
2
5
b5
b8
  
2
3
m
m
    1
8
3
k1
k3
  
6
4
x1
x1
    7
2
3
7
1
    4
3x
2x
5
3
    4
x
2x
9
3
  2  
x
x
x3
x2
  
5
7
8x
3x
    1
7
5

Always check
your answer by
substituting it in
the original
equation.

I N E Q U A L I T I E S

401

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Page 402

Solve:
2m  7
5m  6
a   
3
7
x3
2x  3
d   
5
3
x2
x1
g     3
3
2
4
3
1
j     
x
2
2x

2t  1
t3
4
5
x2
x2
e   
3
2
p3
h 3  p  
6
5
4
2
k     
3m
m
15

b   

Find the value of the pronumeral:


x3
x2
2x  1
x1
a   
b   
4
5
3
2
y3
2a  3
a1
d 1  y  
e     2
20
4
3
2a  5
3
2x
a
x
g   1    7
h     
2
8
3
3
2
3
1
1
1
j 2(t  1)  3(t  2)  4
k   
x1
x5
Solve:
3y  4
y3
a     11
5
3
x5
x3
d     1
12
8
1
1
1
g       1
x
2x
3x
j

1
(x
3

2
8
x
2x
6m
m2
e     0
10
4
5x  3
h   4
x
3x  5
2x
k   
9
3
b   4  

 2)  2(7  x)

c
f
i
l

c
f
i
l

c
f
i
l

x2
x2
    6
5
5
x5
2x  5
   
3
5
a1
a1
    2
3
5
2x  5
x
  
9
3
5x
1
    4
3
2
5x
x
    5
4
4
2x
3
x
    
7
7
5
2a  3
a
  1    4
3
7
3
5
  
7
2x
1
1
  
x2
2x  1
5m  1
m
  
6
3
x7
4x  5
  
8
16

Using equations to solve worded


problems
Worded problems can generally be transformed into equations and then the equations can be
easily solved to find the unknowns. Follow these steps:

402

Step 1

Read the problem carefully.

Step 2

Determine what you are expected to find.

Step 3

Choose a pronumeral to represent the unknown quantity.

Step 4

Transform the worded problem to an equation.

Step 5

Solve the equation to find the answer.

C O N N E C T I O N S

M A T H S

S T A G E

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Examples
1

Read the question


carefully and then
solve the problem.

One more than twice a number is 23. Find the number.


Let the number be x.
2x  1  23
2x  23  1
2x  22
22

x  2
x  11

Use x for the


unknown number.

The number is 11.


2

A 48 m rope is cut into two pieces so that one piece is 8 m longer than
the other. Find the length of each piece.
Let the length of one piece be x. Then the length of the second piece is x  8.
 x  (x  8)  48
2x  8  48
2x  48  8
2x  40
40

x  2
x  20
The length of one piece is 20 m and the length of the other piece is 28 m.
3

Two cars leave the centre of the city at the same time. They travel in opposite
directions along a straight road, one at 60 km/h and the other at 80 km/h.
a How far apart are they after 1 h?
b How far apart are they after 5 h?
a The two cars travel in opposite directions. The distance between them is

the sum of the distances each has travelled. After 1 h the first car has
travelled 60 km and the second has travelled 80 km.
 d  60  80
 140

distance

Speed  
time

After 1 h, they are 140 km apart.


b After 5 h the distance between them is 5 times greater.

 d  140  5
 700
After 5 h, they are 700 km apart.

C H A P T E R

1 2

E Q U AT I O N S

A N D

I N E Q U A L I T I E S

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E x e r c i s e 12F

U S I N G E Q U AT I O N S T O S O LV E W O R D E D P R O B L E M S

Write an equation for each of the following and then solve it to find the value of the pronumeral.
1

a When 7 is added to twice a certain number, the result is 15. Find the number.
b The sum of 3 consecutive numbers is 51. Find the largest number.
c Two girls have $27 between them. One has twice as much as the other. How much

does each girl have?


d The length of a rectangle is 3 times the width of the rectangle, and the perimeter is

64 cm. Find the width of the rectangle.


e In a triangle the angles are (x  9), 3x and (2x  3). Find the smallest angle.
2

a The angles of a quadrilateral are in the ratio 1 : 2 : 3 : 4. Find the size of each angle.
b In an isosceles triangle, each base angle is double the remaining angle. Find the size

of each angle.
How must $59 be shared between Michael and Matthew so that Michaels share is
$4 less than twice Matthews share?
2
d When 10 is subtracted from a certain number, we are left with 3 of the number.
Find the number.
e In a parallelogram each obtuse angle is (2x  3) and each acute angle is (x  6).
Find x.
c

a 7 more than twice a number equals that number minus 5. Find the number.
b When 5 is subtracted from 3 times a number, the result equals the number

increased by 11. Find the number.


7 more than twice a number equals 3 less than 3 times that number. Find
this number.
d 4 times a number is subtracted from 35. The result equals 5 more than 6 times the
number. Find the number.
e The angle sum of a triangle is 180. One angle of a triangle measures 40 more than
the smallest angle. The third angle measures twice as much as the smallest angle.
Find the sizes of the three angles.
c

a Simone is 3 years older than her sister Monique. The sum of


b
c
d
e

404

their ages is 31 years. Find their ages.


Alisons mother was 32 years of age when Alison was born.
She is now 3 times as old as Alison. What are their present ages?
When Kristina was 8 years old, her father was 36. Now Kristinas
father is twice as old as Kristina. How old is Kristina?
Johns father is 48 years old. In 6 years time he will be 3 times as
old as John will be. How old is John now?
Annas age is 3 times Nancys age. If Anna is 24 years older than
Nancy, what are their ages?

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

Read the question


carefully, write an
equation and solve
the problem.

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Page 405

Find the value of each pronumeral. All length measurements are in centimetres.
a

b
x9

12

2x  3
Perimeter  49 cm

5x
Perimeter  74 cm
2a  5

5x
(2x  7)

3m  2
Perimeter  100 cm

5(x  2)
3(x  8)

(x  5)

Area  66 cm2

(3m  16)

68

(2y  1)
(2x  5)

(2x  4)

(4n  16)

i
73

61

a The head of a fish is twice as long as its tail. Its tail is twice as long as its body.

Altogether the fish is 35 cm long. How long is each body part?


b A tank is half full. After emptying out 450 L, the tank is one-third full. What is the
c

f
g
7

capacity of the tank?


Two cars left Sydney for Melbourne. The first car left at 1 pm and averaged
80 km/h. The second car left at 2 pm and averaged 90 km/h. At what time did the
two cars meet?
A blend of coffee is made by mixing 5 kg of coffee A with 4 kg of coffee B.
Per kilogram, coffee B costs $4 more than coffee A. The total cost is $124. What is
the cost of each coffee component?
Two hikers begin walking towards each other from an initial distance of 20 km
apart. Hiker P averages 4 km/h while hiker Q averages 6 km/h. When and where do
they meet?
I have 50 coins, some 10c and the rest 20c. Altogether they total $8.20. How many of
each coin do I have?
4
If the numerator and denominator of the fraction 9 are both increased by a certain
3
value, m, the fraction then becomes equal to 4. Calculate this value.

a In a test there were 25 multiple-choice questions. They were marked as follows:

p 2 marks for each correct answer


p 0 marks for a non-attempt
p 1 mark for an incorrect answer.
4
Sarah attempted 5 of the questions and received 22 marks. How many questions did
she answer correctly?

C H A P T E R

1 2

E Q U AT I O N S

A N D

I N E Q U A L I T I E S

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b Fatima guessed the number of jellybeans in a jar but guessed 24 too many. Her

friend Craig guessed 16 too few. The average of their guesses is 192. How many
jellybeans are there in the jar?
c A rope is 3.3 m long and is cut into three pieces. One piece is twice the length of the
shortest piece. The other piece is 50 cm longer than the shortest piece. Calculate the
lengths of the three pieces in centimetres.
d A journey takes 70 min. Half the distance is travelled at an average speed of
80 km/h, while the remaining distance is covered at an average speed of 60 km/h.
How long is the journey?
e Photocopier A is twice as fast as photocopier B. When both machines operate
3
together, 810 pages are printed in 4 of an hour. Calculate the printing rate, in pages
per minute, for each photocopier.
1
1
f Jessie spent 5 of her money. She then spent 5 of the remainder. Altogether she
spent $72. How much did she have to start with?

Simple quadratic equations


An equation in which the highest power of the pronumeral is 2 is called a quadratic equation.
2
2
Quadratic equations are of the form x  c or ax  c, where a and c are constants.
A linear equation always has one solution, but a quadratic equation can have two solutions or
one solution or no solution.

Examples
1

Solve:
2
a x  49
a

b x  4

The square root of


a negative number
cannot be found.

x  49
2
2
x  ( 7)
 x  7

b x  4

x  4

There is no solution.

The solutions are x  7 and x  7.


2

Solve:
2
a 3x  27

b 2x  3  0

a 3x  27
2

b 2x  3  0

27

x  3
2
x 9
2

x  ( 3)

2x  3
2
3
x  2
2

x  3

C O N N E C T I O N S

M A T H S


x  
2
3

The solutions are x  3


and x  3.

406

3 2


x   
2 

S T A G E


The solutions are x  
2
3

and x  
2.

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E x e r c i s e 12G
1

Solve:
2
a x 4
2
d x  25
2
g x  81  0
2
j x 5
Solve:
2
a x  45
2
d x 80
2

g m 
j
3

S I M P L E Q U A D R AT I C E Q U AT I O N S

b x 1
2

e x  36
2

h x  100  0
2

k x  11
2

b x 

4

25

e x  12  0

4

9

0
2
9t  4  0

Solve:
2
a m  42  0
2
d 1a 0
2
1
g x  64  0
2
j 25x  1  0
Solve:
2
a x  63
2
d 5x  55  0
2
g 3x  36
2
j 3x  48  0

h 3x  2  0
2

k 3x  27  0
2

b 16x  9  0
2

e 25x  16  0
2

h 64x  25
2

k 7x  7  0
2

b x  3
2

e x 2
2

h 2x  20
2

k x  14  0

Find the value of the pronumeral:


2
2
a 4x  49  0
b 9x  25  0
2
2
d 2x  10  0
e 5x  75
2
2
g 3y  243  0
h 8x  32  0
2
2
j x  19  0
k 3x  48  0
Solve:
2
a 5a  35  0
2
d 6y  36  0
2
g 25a  36  0
2
j 64p  121  0

b 7m  98  0
2

e 3x  18  0
2

h 49x  81  0
2

k 36x  9  0

c
f
i
l

c
f
i
l

c
f
i
l

c
f
i
l

c
f
i
l

c
f
i
l

x 9
2
x  64
2
x  121  0
2
x  17
2

x 6
2
y  15  0
2

2x  70  0
2
2x  5  0
2

x  144  0
2
25  x  0
2
1
x  24  0
2
16x  49
2

3x  12
2
10  x  0
2
2x  8  0
2
x  26  0
2

16x  100  0
2
6a  216  0
2
16m  81  0
2
4x  49  0
2

9y  49  0
2
7y  343  0
2
144x  25  0
2
25m  64  0

Calculate the value of the pronumeral correct to 2 decimal places:


2
2
2
a x 7
b m  45
c k  12  0
2
2
2
d 2p  25
e 3d  4  0
f 4(p  1)  27
5
2
2
g 2  3
h 14  d  3d  6
a

C H A P T E R

1 2

E Q U AT I O N S

A N D

I N E Q U A L I T I E S

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Page 408

Evaluating the subject of a formula


A formula is a special kind of equation. It shows a relationship between different quantities,
and so it has more than one pronumeral. The subject of a formula is always a single
pronumeral and is written on the left-hand side. The value of this subject can be found by
substituting the values for all the other pronumerals in the formula.

Examples
1

Given that A  2bh, find the value of A when b  8 and h  4.6.


1

A  2bh
1

 2  8  4.6
 18.4
2

Prn
Given that I  , find I when P  500, r  8 and n  5.
100
Prn
I  
100
500  8  5
 
100
 200
n
Given that S  (a  l ), find S when n  8, a  7 and l  123.
2
n
S  (a  l )
2
Substitute the
8
 2(7  123)
values first, then
evaluate.
 4(130)
 520

E x e r c i s e 12H
1

408

E VA L U AT I N G T H E S U B J E C T O F A F O R M U L A

Find the value of the pronumeral that is a capital letter:


1
a A  2bh when b  12 and h  10
b P  2(l  b) when l  16 and b  9
n
c S  (a  l) when n  10, a  3 and l  161
2
d S  n(n  1) when n  18
abh
e V   when a  6, b  10 and h  14
3
2
f A  l when l  10
g V  lbh when l  12, b  8 and h  6
h P  2(l  b) when l  18 and b  14

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

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Page 409

Find the value of the pronumeral that is a capital letter:


a C  d when  3.14 and d  16
b P  a  b  c when a  3, b  4 and c  5
c F  ma when m  11 and a  15
2
1
d E  2mv when m  8 and v  5
e V  u  at when u  12, a  8 and t  3
f C  2r when  3.14 and r  16
2
22
g A  r when  7 and r  14
3
h V  l when l  9
1
i A  2h(a  b) when h  14, a  16 and b  20

a Given that c 

2
2

a  b, find c when a  6 and b  8.

n
2
1 2
c Given the formula s  ut  2at , find s when u  10, t  3 and a  6.
b Given that S  [2a  (n  1)d], find S when n  28, a  3 and d  6.


b b
 4
ac
d If x  , what are the values of x when b  8, a  3.5 and c  2?
2a
M
e If D  , what is the value of D when M  552 and V  24?
V
2
1
22


f If V  3 r h, what is the value of V when r  7, h  12 and  7 ?
2

n
2

g If S   2a  (n  1)d , what is the value of S when a  5, n  38 and d  6?


4

Evaluate correct to 2 decimal places:


a A when A  l  b, given that l  20.1 and b  13.52
2
b V when V  r h, given that r  3.4 and h  8.2
3
4
c V when V  3r , given that r  6.52
2
d A when A  2r  2rh, given that r  4.3 and h  8.91
2
e A when A  4r , given that r  5.38

a The volume of a rectangular prism is given by the formula V  lbh. Find the value
1

of V when l  8, b  24 and h  53.


b The temperatures of a body in degrees Fahrenheit (F) and degrees Celsius (C) are

c
d
e
f
g

9C
related by the formula F    32. Find the value of F when C  42.
5
1
The area of a rhombus is given by the formula A  2xy. Find A when x  12 and
y  15.
Given that the formula for the circumference of a circle is C  2r, find C when
r  8.5.
2
1
The formula for the volume of a cone is V  3r h. Find V when r  7 and h  12.
a
Given that s   , find s when a  3 and r  0.5.
1r
2
1
If s  ut  2at , what is the value of s when u  7, a  8 and t  6.5?

C H A P T E R

1 2

E Q U AT I O N S

A N D

I N E Q U A L I T I E S

409

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Page 410

Equations arising from substitution


Whenever you are asked to find the value of a pronumeral other than the subject of a formula,
substitute all the given values, then solve the resulting equation.

Examples
1

Given that v  u  at, find u when v  36.8, a  3 and t  2.

Substitute, simplify,
rearrange and solve.

v  u  at
36.8  u  3  2
36.8  u  6
36.8  6  u
 u  30.8
2

If A  2h(a  b), what is the value of b when A  72.4, h  8 and a  5?


1

A  2h(a  b)
1

72.4  2  8(5  b)


72.4  4(5  b)
72.4  20  4b
72.4  20  4b
52.4  4b
52.4

b  4
 b  13.1

E x e r c i s e 12I
1

E Q U AT I O N S A R I S I N G F R O M S U B S T I T U T I O N

a Given that A  lb, find the value of b when l  12 and A  96.


b Given that V  lbh, find h when V  1024, l  16 and b  8.
1

c If V  3 Ah, what is the value of A when V  104 and h  8?


2
d Find the value of r correct to 2 decimal places using the formula A  4r when

A  2700.
a
1
e If S   , what is the value of a when S  84 and r  3?
1r
2

a Given that l  a  (n  1)d, find a when l  98, n  20 and d  5.


1

b Given that s  ut  2at , find u when s  288, t  6 and a  8.

Prt
If I  , what is the value of P when r  8, t  5 and I  4000?
10 0
l
d If T  2  , what is the value of l when g  9.8 and T  16.8?
g
e If S  2r(r  h), what is the value of h when S  527.79 and r  6?
c



410

C O N N E C T I O N S

M A T H S

S T A G E

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Page 411

a If v  u  2as, what is the value of a when u  10.5, v  24.9 and s  6?

n
2

b If S  (a  l ), what is the value of l when S  1287, n  33 and a  6?

d
Given that s  , find d when s  12 and t  8.
t
d Given that P  2l  2b, find b when P  118 and l  40.6.
e Given that P  2l  2b, find the value of l when P  38.6 and b  5.3.
c

a If F  ma, what is the value of m when F  12.8 and a  4?


1

Where
necessary, give
your answer
correct to
2 decimal places.

b Given that E  2mv , find the value of m when E  36.8 and v  8.


2
c If V  r h, what is the value of h when V  48 and r  4?
2
d If A  4r , what is the value of r when A  144?

d
t

e Given that s  , find d when s  38 and t  3.


5

a Given that y  mx  b, find m when y  28, b  4 and x  6.


1

b If A  2bh, what is the value of b when A  36 and h  9?


c
d
e

a
b

If V  l , what is the value of l when V  64?


1
Given that A  2h(a  b), find the value of h when A  54, a  5 and b  7.
If l  r
, what is the value of r when l  8.4 and
 2.1?
a
1
Given that S   , find a when S  28 and r  2.
1r
2
If V  r h, what is the value of h when r  4 and V  63.8?
4

Given that V  3 r , find r when V  121.5.


1
d If V  3Ah, what is the value of A when V  128 and h  12?
n
e Given that S  (a  l ), find a when S  2595, n  30 and l  188.
2
c

a If C  d, what is the value of d when C  1256 and  3.14?


2
22
b If A  r , what is the value of r when A  308 and  7?

Prn
Given that I   , find r when I  2000, P  4000 and n  8.
100
2
2
2
d If c  a  b , what is the value of a when c  13 and b  5?
2
22
e Given that A  2r  2rh, find h when A  132,  7 and r  3.
c

a Given that C  9(F  32), find F when C  45.


2

b Given that A  (R  r ), find R when A  66, 

22

7

and r  3.
c If v  u  2as, what is the value of s when u  90, v  130 and a  25?
r n
d If A  P 1   , what is the value of P correct to 1 decimal place when
100
A  20 101.45, r  5 and n  6?
l
e If T  2  , what is the value of l correct to 1 decimal place when T  22.7 and
g
g  9.8?
2



C H A P T E R

1 2

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A N D

I N E Q U A L I T I E S

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Inequalities
An inequality (or inequation) is a statement that has a pronumeral and a sign of inequality. If
the highest power of the pronumeral is 1, the inequality is a linear inequality.
The commonly used inequality signs are:






is less than
is greater than
is less than or equal to
is greater than or equal to

We use inequalities in
everyday language,
for example
Mt Everest is taller
than Mt Kosciusko.

5  4, 623  4,

 4, 8.3  4

105

2

A linear inequality, unlike a linear equation, has more than one solution. For example, the
equation x  5  9 has one and only one solution (x  4). However, the inequality x  5  9
has an infinite number of solutions (x  4). Any number (including fractions and decimals)
that is greater than 4 is a solution of this inequality.

Solving inequalities
Inequalities are solved by performing inverse operations on both sides. For example, to solve
2x  10 we divide both sides by 2, because this is the inverse operation of multiplying by 2.
Now consider whether or not an inequality remains true when we add, subtract, multiply or
divide both sides by the same positive number.
For example:
p
p
p
p

Add 3 to both sides:


Subtract 2 from both sides:
Multiply both sides by 6:
Divide both sides by 12:

39
6  12
4  10
24  60
25

This is the same


method as for
solving equations.

(True)
(True)
(True)
(True)

In all these cases the inequality remains true and the direction
of the inequality sign stays the same.
Now consider whether or not an inequality remains true when
we multiply or divide both sides by the same negative number.
For example:
p Multiply both sides by 4:
However:

23
(True)
8 12
8  12

p Divide both sides by 2:


However:

4 6
46

means is not
less than.
means is not
greater than.

If we multiply or divide both


sides of an inequality by a
negative number, the inequality
remains true only if we also
reverse the inequality sign.

We also need to reverse the inequality sign when the left-hand side and the right-hand side
are swapped. For example:
53
but 3  5

412

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Graphing inequalities
Solutions to inequalities are often graphed on number lines.
p This is the graph of the solution x  1:
5 4 3 2 1 0 1 2 3 4 5

p This is the graph of the solution x  1:


5 4 3 2 1 0 1 2 3 4 5

p This is the graph of the solution x  2:


5 4 3 2 1 0 1 2 3 4 5

A hollow circle on a
number means that the
number is not included
in the solution.

p This is the graph of the solution x 2:


5 4 3 2 1 0 1 2 3 4 5

p This is the graph of the solution 2  x 3:


5 4 3 2 1 0 1 2 3 4 5

p This is the graph of the solution x 2 and x  3:

A solid circle on
a number means that
the number is included
in the solution.

5 4 3 2 1 0 1 2 3 4 5

Examples
1

Graph each inequality on a separate number line:


a x3
b 2 x  4
c x 1 and x  5
a

An inequality has
an infinite number
of solutions.

b
0 1 2 3 4 5 6 7

3 2 1 0 1 2 3 4 5

c
2 1 0 1 2 3 4 5 6 7

Solve each inequality and graph its solution on the number line:
a 2x  3  9
b 5  3x 14
a 2x  3  9

b 5  3x 14

2x  9  3
2x  12
12
x  2
x6

3x 14  5
3x 9
9
x  3
x  3

2 3 4 5 6 7 8 9 10 11

C H A P T E R

1 2

Remember that the


inequality sign and the
arrow on the number
line point in the same
direction.

4 3 2 1 0 1 2 3 4 5

E Q U AT I O N S

A N D

I N E Q U A L I T I E S

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E x e r c i s e 12J
1

State the inequality that is graphed on each number line:


a
c
e
g
i

5 4 3 2 1 0 1 2 3 4 5

5 4 3 2 1 0 1 2 3 4 5

5 4 3 2 1 0 1 2 3 4 5

5 4 3 2 1 0 1 2 3 4 5

2 1 0 1 2 3 4 5 6 7 8

Graph each inequality on a number line:


a x3
b x 4
e x  1
f x0
i x 2
j x5
m 1 x3
n 2  x 3

c
g
k
o

5 4 3 2 1 0 1 2 3 4 5

0 1 2 3 4 5 6 7 8 9 10

5 4 3 2 1 0 1 2 3 4 5

109 8 7 6 5 4 3 2 1 0 1 2 3

3 2 1 0 1 2 3 4 5 6 7 8 9 10

x2
x  1 and x  3
x  2
3x5

Solve each inequality and graph the solution on a number line:


a x29
b a13
c m36
e 8  y 12
f 12  x  7
g m23
i 6y4
j 3 a  2
k 5  x  3

Solve:
a 5x  25
x
e   4
2
x
i   5
2
Solve:
a 2x  5
e 10  5x

i
6

414

INEQUALITIES

b 3a 12
f
j

b 3x 12
f

2x  3

Solve:
a x35
e 16  p  7
i 7  5x  8

8  4x
1

3x 1

b y  8  10
f
j

Solve:
a 3  7 11
e 4  3p 16
i 3  2x  15

C O N N E C T I O N S

7y  21
x
g   2
7
x
k 5  
3
c

y
  2
3
x
2  
3

b 6  a  2a  15
f
j

M A T H S

9  2m  25
3  y  4

S T A G E

x5
x 3 and x  2
x 1
3 x 2

d n  8 15
h m22
l 7  y  8
d 6y  48

y
4

h   1
l

18  3x

d 5x  20

g x  7

h x  4

x
k   1
3

x99
7  5m  22

6p 18

d
h
l
p

5m3

y
  2
5

d n52

g 2x  3  15

h 3p  2  10

k 3  m  5

3x  4 2x  3
g 8  2y 18
k 3  2p 9

d 6x  14  20

5.3 / 5.2 / 5.1

5  2x  3

h 1  5p  16
l

19  2m  5

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Inequalities with grouping symbols


and fractions
To solve an inequality that has grouping symbols or fractions, use the same methods as for
equations but remember to reverse the inequality sign when multiplying or dividing by a
negative number. Also reverse the inequality sign when you interchange the sides.

Examples
1

Solve each inequality and graph its solution on a number line:


a 2(x  1) 6
b 3(2  x)  21
a 2(x  1) 6

2x  2 6
2x 6  2
2x 8

3(2  x)  21
6  3x  21
3x  21  6
3x  15

15

x 2
x 4


x
3
x  5

0 1 2 3 4 5 6 7 8 9 10

109 8 7 6 5 4 3 2 1 0

When multiplying or
dividing by a negative
number, reverse the
sign of inequality.

Solve and graph:


a8
a  2
5

x  5 and 5  x
mean the same thing.

x
3

x
2

b     1

a8
5
a  8 2  5
a  8 10
a 10  8
a 2

a  2

6 5 4 3 2 1 0 1 2 3 4

x
x
    1
3
2
Multiply both sides by 6:
2
3
x
x

    1  6
6    6

3

2
2x  3x  6
x  6
x 6
109 8 7 6 5 4 3 2 1 0

C H A P T E R

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A N D

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E x e r c i s e 12K
1

Solve:
a 2(x  3) 4
d 4(m  3)  36
g 2(a  4)  18
j 3(2  x)  15

Solve:
a
a   5  7
4
3x
d   20  x
5
2x
x
g    3
7
7
x
j 9  x  
3

416

b
e
h
k

3(y  1)  6
3(2  3x)  12
2(5  x)  22
2(x  3) 10

c
f
i
l

1
x
2

3 6

3y
2
3t  1
h   1
2
a1
a
k     2
3
2
e   6

Solve and graph:


a 3  a  2(a  3)
2x  4
d   1
5
2a
g 5   7
3
6a  12
j   2
3

b 2(1  x)  3x

3m  2
3

i
l

x
7    9
3
a
a
    2
2
3
5x
  1
3
m
2m
  2  
3
3
2(1  y)  3
x3
  2  1
4

h 4(m  2)  12

3y  2(1  y) 4

3a  1
1  2a
  
5
3

y
2

d 5(t  2)  4(t  1)  8

2y
y
2
4
1
x
x
e    
6
3
2

g 3(1  x) 6

h 5(4  3x)  50

b   

5x
 1
3

5(p  4)  30
3(x  7) 42
5(2x  5)  11x  3
2p  3(p  3) 8

e 3 

k 9   12

Solve and graph:


3x
8
a   
5
15

j
5

INEQUALITIES WITH GROUPING SYMBOLS AND FRACTIONS

x
2

x
3

k     1

c
f
i
l

2
a
  
3
3
3y
2y
    1
5
3
2(5  2x) 22
2x
x
    3
5
2

Write an inequality for each problem, and then solve it:


a Five times a certain number is always less than or equal to 30. What could the
number be?
b Norm weighs 90 kg and Julie weighs 78 kg. Cathies weight is between Norms and
Julies. Write an inequality for Cathies weight.
c If a certain integer is decreased by 4, the result is less than 15 but greater than 9.
Find all possible values for the integer.
d A certain number is halved, then increased by 3. The result lies between 5 and 7.
Between which two values does the number lie?

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e Our team scored 115 points in the last

5 football games. How many points must we


score in the next 5 games so our average
points per game is greater than 25?
f A rectangle has length 2y and width y  2.
Its perimeter is less than 50 cm. What are
possible values for y ?
g A taxi driver averages $15 per trip. He pays
$150 per day to the cab company to hire the
taxi. How many trips must he make in a day
to have at least $120 at the end of his shift?
(Ignore the cost of fuel.)
h Two sides of a triangle are 10 cm and 15 cm.
What is the range of possible lengths for the
third side?

Simultaneous equations
Most of the equations you have solved so far had only one pronumeral and therefore each
equation had only one solution. For example, the equation 2x  3  7 gives the solution x  5.
However, equations like x  y  3 and 2x  y  8 are linear equations containing two
pronumerals. A linear equation of this type has an infinite number of solutions and its graph
is always a straight line.
Whenever we are asked to solve a pair of linear equations (such as x  y  5 and x  y  3),
we try to find the values of x and y that will make both equations true. In doing this we have
solved the equations simultaneously.
For example, consider this pair of simultaneous equations:
xy5
xy3
They give the solution x  4 and y  1, as we can see that:
and

415
413

If you draw the graphs of the lines x  y  5 and x  y  3 on the same number plane, you
will see that they intersect at the point (4, 1).
Simultaneous equations can be solved by using non-algebraic methods such as guessing and
checking, setting up tables of values and looking for patterns. They can also be solved
graphically by finding the point of intersection of their graphs.
Also, algebraic methods such as the substitution method and the elimination method can be
used to solve simultaneous equations.

C H A P T E R

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Setting up tables of values and the


guess and check method
Examples
1

Solve the following simultaneous equations by setting up tables of values:


xy4
xy2
xy4

xy2

2

1

From these tables, we can see that the common pair of values is (3, 1).
Therefore the solution is x  3 and y  1.
2

Solve the following pair of simultaneous equations by using the guess and
check method:
2x  y  1
xy2

1

Try x  0 in equation 
1 :

2x  y  1

xy2

20y1
0y1
y1

2


Substitute the values x  0 and y  1 in equation 2 to check:


xy2
012
1  2 False
The solution of the
simultaneous equations
satisfies both the
equations.

This cannot be the solution.


Try x  1 in equation 1:
2x  y  1
21y1
2y1
y12
y  1

Substitute the values x  1 and y  1 in equation 2 to check:


xy2
1  (1)  2
112
2  2 True
 x  1 and y  1 is the solution.

418

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E x e r c i s e 12L

S E T T I N G U P TA B L E S O F VA L U E S A N D T H E G U E S S A N D C H E C K M E T H O D

State whether it is possible to find a single, unique solution to each problem. (Do not
solve them.)
a The difference between two numbers is 10. Find the numbers.
b Three times a number less than 5 equals twice the number plus 5.
c Two numbers add to 12 and multiply together to give 35. What are the two numbers?
d A cake and a drink costs $3.50, but 2 cakes and 3 drinks costs $8.50. Find the cost of
the cake.
e A cake and a drink costs $3.50, but 2 cakes and 2 drinks costs $7.00. Find the cost of
the cake.
f The product of two consecutive positive integers is 56. What are the integers?
g A pen costs twice as much as a pencil. Together they cost $3.60. Find the cost of
the pen.

Write down 3 pairs of integers for p and q that satisfy each equation:
a pq8
b 3p  q  15
c 2p  3q  100

Substitute the values given in parentheses to determine whether they satisfy each pair
of simultaneous equations:
a x  y  12
b 3x  2y  10
(7, 5)
(4, 1)
xy2
2x  3y  11
c

x  2y  2 (3, 2)
2x  y  7

d 3x  y  2  0

3x  y  8  0

(1, 5)

Find the value of each pronumeral by using the guess and check approach:
a x  y  15
b a  b  12
c pq9
1
xy5
a  2b
q  2p

Solve each pair of simultaneous equations by setting up tables of values:


a xy3
b 2x  y  2
c x  y  1
x  y  1
xy4
2x  y  1
d xy3

e x  2y  2

2x  3y  12
x  3y  3

g 3x  2y  8

h 2x  y  4

xy2
xy6

k 4x  y  8

2x  y  6
2x  y  2

x  y  1
2x  5y  1

j
6

2x  y  3
xy0

x  2y  6

3x  y  1
2x  y  4

For simple pairs


of simultaneous
equations, you
can sometimes
find the solution
by inspection.

Solve each pair of simultaneous equations by using the guess and check method:
a xy9
b 2x  y  7
c xy6
d 5x  y  5
x  y  5
xy2
2x  y  3
xy7
e x  y  3

xy1
i

5x  y  1
8x  y  2

2x  2y  10
3x  2y  0

g yx2

h xy7

2x  y  7
y  x  2

k xy2

C H A P T E R

1 2

2x  y  8
xy6

E Q U AT I O N S

A N D

3x  y  5
3x  y  6
2x  y  4

I N E Q U A L I T I E S

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Use the guess and check method to solve these problems:


a The sum of two numbers is 11 and their difference is 3. Find the numbers.
b The sum of two numbers is 25 and their difference is 7. Find the numbers.
c The difference between two numbers is 1 and the larger number plus twice the
smaller number is equal to 10. Find the numbers.
d The sum of two numbers is 15 and one of the numbers is twice the other. Find
the numbers.

The length of a rectangle is 3 cm more than its width. The perimeter of the rectangle is
38 cm. Use the guess and check method to find the length and width of the rectangle.

In a class of 29 students there are 5 more girls than boys. Use the guess and check
method to find the number of boys and the number of girls in the class.

The graphical method


The graphical method of solving a pair of simultaneous equations involves these steps:
Step 1

Complete a table of values for each equation.

Step 2

Draw the graphs of both equations on the same number plane.

Step 3

From the graphs, find the point of intersection.

Step 4

Use the point of intersection to write the solution.

There are some disadvantages of using the graphical method to solve a pair of simultaneous
equations:
1 It is time consuming.
2 Sometimes it is difficult to draw and read the graphs accurately if the solution is not
in integers.
3 It is hard to plot large coordinates.
In spite of these disadvantages, the graphical method still is an important method and is an
extremely useful tool for solving simultaneous equations.

Example
Use the graphical method to solve this pair of simultaneous equations:
xy1
x  y  3
Step 1

420

xy1

x  y  3

1

C O N N E C T I O N S

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Step 2
xy 1

Page 421

y
6
4

The coordinates of
the point of
intersection satisfy
both equations.

x  y  3

(1, 2) 2

4 x

Step 3

The point of intersection is (1, 2).

Step 4

The solution of the simultaneous equations is x  1 and y  2.


Check your solution (x  1, y  2) to make sure that it satisfies both
equations:
xy1
x  y  3
1  2  1
1  2  3
11
3  3
LHS  RHS
LHS  RHS

E x e r c i s e 12M
1

THE GRAPHICAL METHOD

Use the graph to find the solution to each pair of simultaneous equations:
a xy2
b 2x  y  2
xy 1
x  y  1
y
xy4
xy4
c

xy3
x  y  1

e xy2

xy4

xy3

xy1
xy4

g xy1

h xy4

2x  y  2
i

2x  y  2
x  2y  1

d x  2y  1
f

x  2y  1

2
0

6 x

xy3
j

Parallel lines do
not intersect.

xy2
2x  y  2

4
xy 4

2x  y  2

xy 4
xy 3
xy 2

If simultaneous
equations are
parallel lines,
they have no
solution.

Use the graph in question 1 to find the approximate solution to each pair
of simultaneous equations. Give your answers correct to 1 decimal place.
a xy3
b xy2
c x  2y  1
d xy4
xy4
xy1
xy3
xy1

Use the graphical method to solve:


a xy1
b xy3
xy3
x  y  5
e 2x  y  1
f x  y  1
xy2
3x  y  5

C H A P T E R

1 2

xy1
2x  y  3
g yx5
y  3x  9
c

E Q U AT I O N S

A N D

d 2x  y  5

xy1
h yx3
y  2x  5

I N E Q U A L I T I E S

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4

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yx1
y  2x  3

Page 422

yx4
y  3x  6

k y  x  2

y  2x  7

xy3
2x  y  9

Solve using the graphical method:


a x  y  1
b xy0
2x  y  1
xy2

x  2y  3
2x  y  0

d 2x  3y  1

x5
x  y  3

e 2x  y  3

xy1

xy6

Show graphically that each pair of lines are parallel (that is, they have no simultaneous
solution):
a xy3
b yx2
c x  3y  4
x  y  1
2y  2x  8
x  3y  2

Sometimes the solutions of simultaneous


equations are not simple integers and so
graphical solutions are estimates.

y
y = 3x 20
50

From this graph, estimate the solution to:

y = x + 25

40

y  x  25
y  3x  20

30

Can you refine this method to find an even


better estimation?

20

10

Two bus companies charge the following


for a school excursion:

10

20

30 x

100

150 x

y
700

Company A: a flat $5 per kilometre


travelled
Company B: $200 plus $3 per kilometre
travelled

600

a Write down equations representing the

costs charged by each company.


b The graph shows this relationship.
Over what distance would the charges
by each company be the same?
c Given that other factors (such as
comfort and availability) are the same,
when would you hire each company?

Cost ($)

500

400

Company B

300

200

100

Company A

50

Distance (km)

422

C O N N E C T I O N S

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The substitution method


The substitution method is an algebraic technique that gives the exact solution to a pair of
simultaneous equations. It involves these steps:
Step 1

Make one pronumeral the subject in one of the equations.

Step 2

Substitute the expression for this subject into the other equation.

Step 3

Solve this new equation to find the value of one pronumeral.

Step 4

Substitute this value into either of the original equations to find the value of the
second pronumeral.

Step 5

Write your answer, showing the values of both the pronumerals.

Examples
1

Use the substitution method to solve this pair of simultaneous equations:


xy8
2x  y  1
xy8
Step 1

1


2x  y  1

2


Make one pronumeral the subject:

xy8 1
x8y
Step 2

2x  y  1
2(8  y)  y  1
Step 3

Substitute this value of x into equation 2 :


Check your answer to
make sure that it satisfies
both equations.

Solve:
16  2y  y  1
16  3y  1
3y  1  16
3y  15
15
y  3
y  5

Step 4

Substitute this value of y into one of the two original equations:


2x  y  1
2x  5  1
2x  1  5
2x  6
6
x  2
x3

Step 5

The solution is x  3 and y  5.

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Use the substitution method to solve:


xy3
3x  y  5

xy3 1
x3y

3x  y  5

2


Substitute this value of x into equation 2 :


3x  y  5
3(3  y)  y  5
9  3y  y  5
9  4y  5
4y  5  9
4y  4
4
y  4
y1

Substitute this value of y into one of the original equations:


xy3
x13
x31
x2
The solution is x  2 and y  1.

E x e r c i s e 12N
1

THE SUBSTITUTION METHOD

Use the substitution method to solve each pair of simultaneous equations:


a x  y  12
b 2m  n  8
c a  2b  1
x  y  10
3m  n  5
2a  b  17
d 2a  b  7

e m  2n  10

xy6
2x  y  7

g 2x  3y  13

h xy6

2x  y  10
3x  y  5

Solve by using the method of substitution:


a x  y  1
b pq6
2x  y  5
2p  q  6

3x  4y  7
x  4y  5

d 3x  2y  9

e x3

x  3y  15
2x  y  2

g 5x  2y  11

h 2a  b  12

m  3n  5
m  2n  1

Solve by substitution:
a 2x  2y  78
x  y  11

b x  2y  3

2m  n  1
5m  3n  1

ab4

mn1

xy5
2

xy2

x  2y  7

x  y  2

x  5y  13
3

424

C O N N E C T I O N S

M A T H S

ab3

2x  y  1

S T A G E

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d 2x  y  11

e 2x  3y  1

g a  5b  10

h 5x  y  2

b x  2y  3

2x  y  9

xy1

2a  b  9
4

4x  y  7

Solve by substitution:
a x  3y  15
yx1
d y  2x  1
yx4
g 5a  4b  18
3a  2b  2
Solve:
a 2x  3y  12
4x  3y  6
d xy9
xy3
g 2x  y  6
x  y  3

3x  2y  5
e 3x  4y  2
7x  2y  12
h x  4y  21
x  y  12

f
i

b a  2b  0

3a  6b  12
e 3x  2y  4
xy8
h 2x  3y  2
x  2y  8

f
i

3x  2y  8
x  2y  8
2x  3y  6
x  2y  10
2x  9y  5
3x  3y  18
x  y  10
xy8
2a  5b  13
4a  3b  5
3m  n  3
5m  3n  19
15m  2n  27
3m  7n  45
m  5n  10
5m  n  24

W O R K I N G M AT H E M AT I C A L LY

Solving simultaneous equations


1

When there are 3 variables to be found, you need 3 equations to solve simultaneously.
Find the values of x, y and z in each set of simultaneous equations:
y
z
a x  y  z  15
b x      23
c xyz5
2
3
y
  3
y  2x  1
xyz9
z
z
  2
zy2
x  y  z  3
y

Suppose x  y  39, x  z  19 and y  z  12.


a Calculate x  y  z.
b Hence find the values of x, y and z.

Suppose xy  96, yz  180 and xz  120. Calculate the values of x, y and z.


a For this diagram, explain why:
2

11

a  b  20
2
2
2
a  (b  11)  13
b Solve these equations to find a and b.

13

20

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The elimination method


The elimination method is another algebraic technique that gives the exact solutions of
simultaneous equations. In this method, the aim is to eliminate one of the pronumerals so
that the value of the other pronumeral can be found. This can be easily done by adding or
subtracting the equations. Choose to add or subtract according to which operation will
eliminate one of the pronumerals. Follow these steps:
Step 1

Make sure that the two coefficients of one pronumeral are the same. If they are not,
multiply one equation by a number to make the coefficients the same.

Step 2

Eliminate one pronumeral by adding or subtracting the pair of equations.

Step 3

Solve this new equation to find the value of one pronumeral.

Step 4

Substitute this value into any one of the original equations to find the value of the
second pronumeral.

Step 5

Write your answer, showing the values of both the pronumerals.

Examples
1

Use the elimination method to solve this pair of simultaneous equations:


2x  y  7
3x  y  3
2x  y  7
3x  y  3

1

2


Step 1

The coefficients of y are the same (but opposite signs).

Step 2

Add equations 1 and 2 :

 
1

3x  y  3 
2
_____________
2x  y  7

5x
Step 3

 10

When the coefficients of one


pronumeral are the same (but
opposite signs), add
to eliminate the
pronumeral.

Solve this equation:


5x  10
10
x  5
x2

Step 4

Substitute this value of x to find the value of y :

2x  y  7 1
22y7
4y7
y74
y3
Step 5

426

C O N N E C T I O N S

The solution is x  2 and y  3.

M A T H S

S T A G E

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Use the elimination method to solve:


xy1
3x  2y  3
xy1 1
3x  2y  3
Step 1


2




3x  3y  3 
3
3x  2y  3 
2
_____________
3x  3y  3

Step 2

Make the coefficients of x the same by multiplying equation 1 by 3:


3

Subtract equation 2 from equation 3 :

When the coefficients of one


pronumeral are the same and
have the same sign, subtract to
eliminate the pronumeral.

5y  0

Step 3

Solve this equation:


5y  0
y0

Step 4

Substitute this value of y to find the value of x:


xy1
x01
x1

Step 5
3

1

Sometimes you will need to
multiply both equations by a
constant to make the coefficients
of one pronumeral the same.

The solution is x  1 and y  0.

Solve simultaneously using the elimination method:


5x  2y  28
3x  5y  51
5x  2y  28 1
or
5x  2y  28
3x  5y  51
Step 1
1 3

2 5


1 5

2 2


15x  6y  84
15x  25y  255

25x  10y  140


6x  10y  102

Subtract and solve:


19y  171
y9

19x  38
x2

Substitute:
3x  5y 
3x  5  9 
3x  45 
3x 
x

Step 5

3x  5y  51

1

2


Make the coefficients of one pronumeral the same:

Steps 2 and 3

Step 4


2


51
51
51
6
2

2


3x  5y 
3  2  5y 
6  5y 
5y 
y

51
51
51
45
9

2


It doesnt matter
whether you
eliminate x to find y,
or y to find x. Choose
whichever way you
find easier.

The solution is x  2 and y  9.

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E x e r c i s e 12O
1

T H E E L I M I N AT I O N M E T H O D

Use the elimination method to solve each pair of equations, by adding them:
a 2x  2y  20

b 2x  y  10

e 2x  y  2

3x  2y  10
x  y  5
i
2

5x  y  2
2x  y  12

x  2y  6

g x  5y  8

h x  2y  9

xy5
3x  y  7

k 9a  2b  91

b 3x  y  7

e x  5y  14

x  5y  14
x  3y  6

3x  5y  4

x  2y  1

5a  2b  35

2x  y  5

3x  2y  5
2x  2y  10

2x  5y  11
2x  3y  7

d y  2x  1

yx3

2x  3y  6
x  3y  0

g 3x  2y  20

h 2x  5y  8

2x  4y  3
2x  y  12

k 2x  y  18

3x  3y  10

2x  3y  6

3x  y  10

8x  3y  6
5x  3y  3

Solve using the elimination method:


a xy9

b x  3y  5

e x  y  3

2x  y  6

x  3y  7

xy5
3x  5y  10
3x  5y  8

x  2y  6
x  2y  4

d xy9

xy7

yx2
2x  y  8

g xy7

h x  3y  6

y  5x  2
2x  y  12

k 2x  5y  9

3x  y  5
4x  3y  11

x  3y  8
2x  9y  2
5x  13y  24

Use the elimination method to solve:


a 3x  4y  14

b 2x  y  3

3x  4y  12
xy4

d 4x  5y  22

e 2x  3y  11

5x  3y  16
3x  y  4

g x  y  10

h 2x  y  8

x  3y  6
2x  4y  8

k 3x  y  7

3x  5y  25
2x  y  8

m 4x  7y  19

n 2x  5y  13

o 4x  3y  9

p 2x  y  8

q 5x  3y  1

xy3
x  y  10
3x  4y  2
j

2x  5y  11
5x  2y  17

5x  2y  3

C O N N E C T I O N S

x  2y  9
x  y  2
3x  2y  12

3x  y  8

428

d x  5y  15

xy9
xy3

a 4x  3y  8

x  3y  6

2x  3y  6
x  3y  9

Use the elimination method to solve each pair of equations by subtracting them:
3x  3y  5

3x  y  5

x  2y  9
5x  3y  15

M A T H S

8x  y  6

S T A G E

x  3y  9
9a  7b  116
5a  2b  35

5.3 / 5.2 / 5.1

Remember to make
the coefficients of one
pronumeral the same.

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Using simultaneous equations to solve


worded problems
Worded problems with two unknown values can generally be transformed to simultaneous
equations and then these equations can be solved to find the unknowns. Follow these steps:
Step 1

Read the problem carefully.

Step 2

Determine what you are to find and choose two pronumerals to represent the
unknown quantities.

Step 3

Transform the worded problem into two simultaneous equations.

Step 4

Solve these equations.

Step 5

Check your answer to make sure that it satisfies the original problem.

Step 6

Write your answer in words.

Example
Judy is 3 times as old as her son Tom. The sum of their ages is 64. Find their ages.
Let Toms age be x years. Let Judys age be y years. Now Judy is 3 times as old
as Tom, so:
y  3x
3x  y  0

1


Also, the sum of their ages is 64 years, so:


x  y  64

2


Solve these equations simultaneously:


Add:

3x  y  0
x  y  64
_____________

Solve:

Use x and y to
represent the
unknown numbers


2

1

4x  64
64

x  4
x  16
Now:

x  y  64

2


16  y  64
y  64  16
y  48

Tom is 16 years old and Judy is 48 years old.

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E x e r c i s e 12P

U S I N G S I M U LTA N E O U S E Q U AT I O N S T O S O LV E W O R D E D P R O B L E M S

Solve each problem by forming a pair of simultaneous equations. Let the unknown
values be x and y.
a The sum of two numbers is 23 and their difference is 7. Find the numbers.
b The sum of two numbers is 80 and their difference is 42. Find the numbers.
c The sum of two numbers is 56. Twice the first number minus the second number
is equal to 25. Find the numbers.
d The sum of two numbers is 36 and one of the two numbers is twice the other.
Find the numbers.
e The difference between two numbers is 15 and the smaller number plus twice the
larger number is equal to 36. Find the numbers.

Form a pair of simultaneous equations to solve each problem:


a There are 620 students in a school. If there are 80 more girls than boys, how many
boys and girls are there?
b The difference between the length and width of a room is 4 m and the perimeter is
48 m. Find the length and the width of the room.
c The equation y  mx  b is satisfied when x  1 and y  1, and when x  2 and
y  4. Find m and b.
d In her yearly tests, Georgie got 20 more marks in Maths than in English. The total of
her marks for both the tests was 130. Find her marks in each test.
e Five apples and three oranges costs $2.70 whereas three apples and one orange
costs $1.30. Find the price of each piece of fruit.

Form a pair of simultaneous equations for each diagram and find the values of x and y :
a

3x  2y

x  2y

13

50

x  2y

(4x  y )

(x  y )

3x  2y

3x

2x
2x  3y

x  3y

(2x  y )

(2x  y ) y
18

a Kate is 5 years older than her brother Peter. If the sum of their ages is 27 years, what

are their ages?


b Jill is 3 times as old as her daughter Jessica. The sum of their ages is 72 years. Find

their ages.

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A man has 2 daughters whose ages together total 32 years. Twice the age of the elder
is 6 years less than 3 times the age of the younger. Find the age of each daughter.
d At present Jordan is twice as old as his brother Michael, but 5 years ago Jordan was
3 times as old as Michael. Find their present ages.
e Michelle, at present, is 3 times as old as her daughter. In 10 years time she will be
twice her daughters age. How old is each now?
c

a A jar contains 35 coins made up of only 5c and 10c coins. The total amount is $2.60.

How many 10c and 5c coins are there?


b A movie theatre charges $15 admission for adults and $11 for children. If 163 tickets
c

e
f
g

were sold and the total takings were $2221, how many adults and children attended?
When the numerator and denominator of a fraction are each increased by 5, the
3
value of the fraction becomes 5. When the numerator and denominator of that same
1
fraction are each decreased by 5, the fraction is then 5. Find the original fraction.
p
(Hint: Let the fraction be q.)
A truck is loaded with two different types of crates. When 20 of crate A and 25 of
crate B are loaded, the trucks 8 tonne capacity is reached. When 2 of crate A and 16
of crate B are loaded, the same capacity is reached. Calculate the mass of each crate.
A hall has 1325 seats. These are arranged in rows of 35 seats or 40 seats. The ratio of
35-seat rows to 40-seat rows is 3 : 4. How many rows are there?
Con has twice as much money as Fiona. If Fiona earns an extra $15, Con will only
have one-and-a-half times her amount. How much money does each person have?
The linear equation F  ac  b is used to change temperature from degrees
Celsius (C) to degrees Fahrenheit (F). Given that 0C  32F and 100C  212F,
calculate the constants a and b.
A company employs 4 times as many unskilled workers as it does skilled workers.
Unskilled workers earn $650 a week, and skilled workers earn $850 a week. The
weekly wage bill for these workers is $17 250. How many skilled and unskilled
workers are there?

Multiple-choice questions in a test are graded by adding 2 marks for each correct
response and subtracting 1 mark for each incorrect response (including no response).
Rory and Jenny answered all the multiple-choice questions, with Rory scoring 27 and
Jenny scoring 42. Rory answered 19 questions correctly.
a How many multiple-choice questions were there?
b How many more questions than Rory did Jenny answer correctly?

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P R O B L E M S O L V I N G 12
A way of solving simultaneous equations written as a1x  b1y c1  0 and a2x  b2y c2  0
is shown below.
b1 c1 a 1 b1
p Write the coefficients in order beginning from the middle (b) and
returning there in a loop.
p Draw diagonals between the coefficients as shown.
b2 c2 a 2 b2
p Draw dotted borders around groups of 4 coefficients.
p Multiply a pair diagonally ( ), and a pair on the other diagonal ( ).
b1 c1 a 1 b1
Subtract the second product from the first. Repeat this for each box
and write:
b2 c2 a 2 b2
x
y
1
    
b1c 2  b2c1
c1a2  c2a1
a1b2  a2b1
p Use this to determine the solution.

Example
Solve simultaneously:
3x  7y  13  0
4x  5y 3  0

7

13

3

3 7
4

1
x
y
    
(7  3)  (5  13)
(13  4)  (3  3)
(3  5)  (4  7)
x
y
1
    
86
43
43
x
1
y
1
  
  
86
43
43
43
86
43
x  
y  
43
43
x2
y  1
Check this solution using the methods you have learned in this chapter.
For this method to work, the equation must first be written in the form ax  by  c  0.
1

Use this technique to find the solution to each pair of simultaneous equations:
a 6x  13y  1  0
b 2x  9y  8  0
c 6m  9n  5  0
5x  2y  12  0
5x  6y  37  0
8m  7n  10  0
d 5a  3b  1
e 5x  2y  10
f 7p  6q  30
13a  9b  4
4x  3y  15
5p  3q  10

a Does this technique have any advantages over the methods you used in this

chapter? If so, what are they?


b Does it have any disadvantages?

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5.3 / 5.2 / 5.1

literaacy skillsil

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literacy
acy skillsil

Literacy
L
Li
racy
skills
kills
c
Literac y

S K I L L S 12

linear
equation
substitute
expression
operation
pronumeral
grouping symbols
expand
lowest common multiple
inequality
simultaneous elimination coefficient
graphical
1

A certain equation is solved by following these instructions:


a Expand by removing grouping symbols.
b Add x to both sides to collect like terms.
c Subtract 10 from both sides.
d Divide both sides by 3.
The solution to this equation is x  7.
Write the original equation by working backwards through these steps.

The table below includes a list of worded expressions. The first line of the table is
complete. Write the algebraic expression for the second line, then complete the
remainder of the table.
Worded expression

Pronumeral 
unknown quantity

Algebraic
expression

twice a certain number

x  certain number

2x

the sum of 3 consecutive integers

n  smallest integer

3 times the width


the sum of 3 angles that are in the ratio of 1:2:31:2:3
$4 less than Matthews share
7 more than twice a number
5 subtracted from 3 times a number
3 times a number subtracted from 5
3 years younger than Monique
24 years older than Nancy

a Compare (write things that are similar in) and contrast (write things that are

different about) the substitution and elimination methods for solving simultaneous
equations. Which method do you prefer? Discuss why.
b Discuss why the elimination method is not a good choice of methods when solving
pairs of simultaneous equations such as xy  1 and y  2x  1.

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Chapter review 12
1

b x  5  12

5x  35

e 2x  3  15

5x  1  19

b 8x  7  6x  15

3  x  11

e 8x  5x  12

84  7x  5x

Solve:
a 5m  9  4m  7

b 8x  21  13  9x

d 6  2x  8  x

e 12x  7  3x  14x  3

Solve:
5x
a   10
2
m
d   5  6
12

5y
7y
  3  
2
4
6a  9  5a  3

Find the value of the pronumeral:


a 8(a  5)  7a  32
c 6  (3x  4)  x

b 5(x  3)  4x  1
d 4(x  5)  2(3x  6)

Solve:
a 3(3t  2)  2(2t  5)

b 8m  (7m  6)  2(m  9)

Solve:
4x
a   2  2
7
Solve:
5p  10
a   10
3
Solve:
x
a   x  6
3
Solve:
x2
x3
a   
5
7
Solve:
6
5
a     4
5y
3y

10

434

Solve:
a x  9  24
x
d   8
2

8x
5

b   14  20  5x

3a  9
2

b   12

2m
5

b   9  m

y
3

y
4

1
x

1
2x

b     2

1
3x

b       3

11

Write an equation for each statement and then solve it to find the unknown value:
a 11 more than a number is 5 more than double the number. Find the number.
b The sum of 3 consecutive integers is 63. Find the smallest integer.

12

Solve:
2
a x  169

b x  225  0

13

Solve:
2
a 4x  100  0

b 8x  50

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14

Use the formula v  u  at to find the value of:


a v when u  9, a  2 and t  1.5
b u when v  12, a  4 and t  3

15

The volume of a cylinder with base radius r and height h is given by V  r h. Find the
value correct to 2 decimal places of:
a V when r  5 and h  14
b h when V  548 and r  8
c r when V  64 and h  12

16



l
If T  2  , what is the value of l when g  9.8 and T  24? (Answer correct to
g
2 decimal places.)

17

Solve:
a 3x  5 4

b 6  2x  26

18

Solve:
a 3(2m  3)  12m  9

b 12  x 

19

20

Solve and graph:


a
a
x
a     18
b 10   3
c 2  3x  4 10
2
3
2
Solve these simultaneous equations by setting up tables of values:

21

Solve these simultaneous equations using the guess and check method:

22

Use the graphical method to solve this pair of simultaneous equations:

23

Use the substitution method to solve:

24

Use the elimination method to solve:

25

The sum of two numbers is 28, and one of the numbers is three times the other. Find
the numbers.

26

Solve:
a 8x  15  5x  12

b 18  4b  6  5b

27

Solve:
a 5(2a  1)  7

b 9(x  5)  4x  7

x
3

xy3
xy1
3x  y  1
2x  y  4
xy2
2x  y  5
x  2y  5
3x  2y  1
2x  5y  10
3x  5y  15

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Solve:
x
a   2  4
5

b     7

29

Solve:
a 8x  3  5x  12

b  4

30

Find the value of the pronumeral:


3x  2
a   x  5
2

b 9(m  2)  4(m  1)

31

Solve:
a 8  y  5y  32

b 6(x  7)  (x  2)  1

32

Solve:
a 3x  4  20

b 4x  12  24

33

Solve:
a 5x  4x  16

b 3(x  2) 12

34

Solve:
3x
2x
a     6
2
3

b   n

Find the value of the pronumeral:


8n  3
a   4
5

b   2

35

36

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12/8/04

3m
2

2x
3

6n  2
3

Solve simultaneously:
a 5x  y  12
3x  2y  10

C O N N E C T I O N S

M A T H S

m
3

2x  6
8

b 5m  2n  16

2m  3n  5

S T A G E

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Surface area
and volume
Syllabus outcomes
MS5.2.2 Applies formulas to find the surface areas of right cylinders and the volumes
of right pyramids, cones and spheres, and calculates the surface areas and volumes of
composite solids
MS5.3.1 Applies formulas to find the surface areas of pyramids, right cones and spheres
WMS5.2.2 Selects and uses appropriate problem-solving strategies that include selecting
and organising key information and identifying and working on related problems
WMS5.2.4 Uses mathematical arguments to reach and justify conclusions
WMS5.2.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content
WMS5.3.1 Asks questions that could be explored using mathematics in relation to
Stage 5.3 content
WMS5.3.5 Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 5.3 content

In this chapter you will learn to:


nfind the surface areas of right prisms
ndevelop and use a formula for the surface areas of right cylinders
ncalculate the surface areas of composite solids involving right cylinders and prisms
nuse Pythagoras theorem to calculate relevant heights in pyramids and cones, and use this
information to calculate surface area and/or volume

ndevelop and use formulas to calculate the surface areas of cones and spheres
nfind the volumes of right prisms and cylinders
nuse the fact that a cone has one-third of the volume of a cylinder with the same base and the
same perpendicular height
1

nuse the formula V  3 Ah to find the volumes of pyramids and cones
4
3
nuse the formula V  3 r to find the volumes of spheres
calculate
the
volumes
of
composite
solids
n
nfind the dimensions of solids, given their volumes and/or surface areas, by substitution into a
formula to generate an equation

nsolve practical problems related to surface area


nsolve practical problems related to volume and capacity
nestablish and apply key facts relating to two similar figures with the similarity ratio 1 : k,
especially the ratios of intervals, areas and volumes

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Surface areas of right prisms


The surface area of any solid is the total area of all its flat faces and curved surfaces.
For many three-dimensional shapes there are no convenient formulas for surface area.
The best way to find a surface area is:
p Make a quick sketch of the solid, marking all necessary dimensions.
p Calculate the area of each face separately. (If there are two congruent faces, simply double
the area of one face instead of calculating it again.)
p Add these areas to obtain the total surface area. Make sure you write the correct units of
measurement.

Examples
1

Find the surface area of this solid.

3 cm

Area of front face  12  3  36

6 cm

Area of back face  36

12 cm

Area of right-side face  6  3  18

Surface area is measured


in square units.

Area of left-side face  18


Area of base  12  6  72
Area of top  72
Total surface area  36  36  18  18  72  72  252
2

The surface area is 252 cm .


2

10 m

Find the surface area of this


trapezoidal prism.

6m
6m

3m
8.5 m
14 m

Area of trapezium (front) face  12(14  10)  3  36


Area of back face  36
Area of right-side face  8.5  6  51
Area of left-side face  51
Area of base  14  8.5  119
Area of top  10  8.5  85
Total surface area  36  36  51  51  119  85
 378
2

The surface area is 378 m .

438

C O N N E C T I O N S

M A T H S

S T A G E

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Find the surface area of this solid correct to


2 decimal places.

12.2 cm
24.6 cm

First, we need to find the height


of the triangle.

10 cm

Using Pythagoras theorem:


2

12.2  h  5
2
2
2
h  12.2  5
 123.84

12.2 cm

12.2 cm

h
10 cm

5 cm

 h  11.13 cm (correct to 2 decimal places)


Area of front face  12  10  11.13  55.65
Area of back face  55.65
Area of right-side face  24.6  12.2  300.12
Area of left-side face  300.12
Area of base  10  24.6  246
Total surface area  55.65  55.65  300.12  300.12  246  957.54
2

The surface area is 957.54 cm (correct to 2 decimal places).

E x e r c i s e 13A
1

S U R FA C E A R E A S O F R I G H T P R I S M S

Find the surface area of each shape:


a

10 cm
12 cm

27.3 cm

18 cm
4.8 m
18.2 cm
18.2 cm

Find the surface area of a cube with side length:


a 7 cm
b 8.4 cm

Find the surface area of a rectangular prism with:


a length  4.8 m, width  2.4 m and height  5.2 m
b length  14.8 cm, width  3.8 cm and height  7.6 cm

C H A P T E R

1 3

S U R FA C E

0.9 m

A R E A

A N D

V O L U M E

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Find the surface area of each solid (correct to 1 decimal place), given its net:
a

8.7 m

31.5 mm

2.4 m
18.2 mm
12.7 mm
1.8 m

Find the surface area of each triangular prism:


a

4.8 cm

10.3 cm
5.2 cm

4 cm
8.4 cm
15 cm

15.2 cm
6 cm

12 cm

Find the surface area of each trapezoidal prism:


a

11 cm

2m

7.7 cm

6.4 cm

31 m

6 cm

16 cm
3.0 m

18 cm

17.0 m

17.2 m

A glazier is commissioned to build a glass


display case in the shape of a trapezoidal
prism. The case is made from panes of glass
held together by metal edging. How many
square centimetres of glass are needed to
build the display case? (Hint: First change all
measurements to centimetres.)

76.2 cm
1.14 m

88.9 cm

63.5 cm
63.5 cm
2.337 m

Calculate the surface area of each shape (correct to 1 decimal place where necessary).
You will need to use Pythagoras theorem to calculate an unknown length.
a

x cm

8 cm

5 cm

x cm

22 cm
13 cm

12 cm
6 cm

440

C O N N E C T I O N S

M A T H S

S T A G E

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24 cm

x cm

x cm
14 cm

19 cm

23 cm

32 cm

16 cm

38 cm

Find the surface area of each composite shape:


a

12 m
4m

20 cm

4m

28 cm

6m

34 cm

16 cm

45 cm

41 m

18 cm

37 m

30 cm

11 cm

20 m
84 m

36 cm

Surface areas of right cylinders


Cylinders are like prisms in that they have uniform cross-sections.
However, while the faces of a prism are all plane figures (that is, flat),
a cylinder has a curved surface.
The two circular faces of a cylinder are congruent (identical).
In a right cylinder, these faces are perpendicular to the
curved surface.

plane circular face

curved
surface

The curved surface is a rolled-up rectangle. If you unwrap the paper


label from a can of beans, you will see that it is a rectangle with width
equal to the height of the can, and length equal to the perimeter of its
circular end.

C H A P T E R

1 3

S U R FA C E

A R E A

plane circular face

A N D

V O L U M E

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r
2r
net of a
cylinder

The surface area of a cylinder is the sum of the areas of its two bases and its curved surface.

r
2

Surface area  2r  2rh

r
2rh

r 2

r
8 cm

Sometimes answers are required in exact form, such as in terms of .


2
2
For example, the area of this circle is A   8  64 cm in exact form.

Examples
1

For this closed cylinder, find correct to 2 decimal places:


a the area of the circular base
b the area of its curved surface
c the total surface area
18.4 m

a The base is a circle:


2

A  r
2
  9.2
 265.904 402 2 (using a calculator)

8.3 m

The area of the base is 265.90 m (correct to 2 decimal places).


b The curved surface is a rectangle:

A  2 rh
 2   9.2  8.3
 479.784 030 1 (using a calculator)
2

The area of the curved surface is 479.78 m (correct to 2 decimal places).

442

C O N N E C T I O N S

M A T H S

S T A G E

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The surface is made up of two circular faces and a curved surface.


Total surface area  2  265.90  479.78
 1011.58
2

The total surface area is 1011.58 m (correct to 2 decimal places).


2

A cylindrical can is open at one end. Find the external surface area of metal
correct to 1 decimal place.
7 cm

For the base area:

open

A  r
2
7
 153.938 04 (using a calculator)

12 cm

For the curved surface area:


A  2rh
 2   7  12
 527.787 565 8 (using a calculator)

closed

The surface area is made up of one circular face and a curved surface.
Total surface area  153.938 04  527.787 565 8
 681.725 605 8
2

The external surface area of metal is 681.7 cm (correct to 1 decimal place).

E x e r c i s e 13B
1

S U R FA C E A R E A S O F R I G H T C Y L I N D E R S

For each cylinder, find correct to 2 decimal places:


i
the area of a circular base
ii the area of the curved surface
a

10 cm

23 cm
14 cm
34 cm

3.7 m

19.6 mm

1.2 m

7.8 mm

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Find the curved surface area of each cylinder in terms of :


a

2.4 cm

1.1 m
5.6 cm
2.7 m

d
18 mm

4m

39 mm

12 m

For each cylinder, find to 3 significant figures:


i
the area of the two circular ends
ii the area of the curved surface
iii the total surface area
a

1.8 cm

2.2 m

2.6 cm
2.6 m

48 mm

97 mm

3m
7.5 m

444

Find the total surface area of the outside of a pipe 15 m long with radius 0.25 m. (A pipe
does not have any ends.) Give your answer correct to 1 decimal place.

A tank is to have a base and a curved surface, but no lid. If the tank is 68 cm in diameter
and 123 cm high, what is its outside surface area correct to 3 significant figures?

Give the total surface area in square centimetres correct to 1 decimal place of a closed
cylinder with dimensions:
a radius 4 cm and height 9 cm
b radius 2.4 m and height 92 cm
c diameter 1.4 m and height 75 cm
d diameter 128 mm and height 82 cm

C O N N E C T I O N S

M A T H S

S T A G E

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The following solids were formed from cylinders. Find the total surface area of each
solid correct to 2 significant figures.
a

b
10 cm

30 cm

18 cm

12 cm

5m

15 cm

5 cm

1m
270
28 cm

The paper label on a can of apricot nectar is 26.7 cm long and 8.7 cm high.
It completely covers the curved surface without overlap.
a Find the radius of the can correct to 1 decimal place.
b Find the total surface area of the can to the nearest square centimetre.

Will the surface area of a cylinder increase more if you double the height, or double the
radius of the base? Explain.

10

Some salt is packaged in cylindrical containers of base diameter 8.9 cm and height
14.0 cm. The paper label around the curved surface is placed 0.65 cm from the top and
the bottom. What is the surface area of the label to the nearest square centimetre?

11

A cylinder has radius 5 cm and height 8 cm.


a Find its total surface area correct to 1 decimal place.
b If the radius and height are doubled, what is the new surface area?
c By how many times has the surface area increased from its original value?

12

This diagram shows the dimensions of a garbage bin in a


shopping centre.
a Find the surface area of the bin.
b The outside of every bin in the centre is to be painted.
2
A can of paint covers an area of 18.6 m . Approximately
how many bins can be covered by each can?

22.9 cm

91.4 cm

45.7 cm
61.0 cm

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Surface areas of pyramids


A pyramid is made up of a base and triangular faces. The number of triangular faces depends
on how many sides the base shape has. For example, if the base is a rectangle, there are
4 triangular faces; with a pentagonal base, there are 5 triangular faces, and so on.
To find the total surface area of a pyramid, simply add the areas of the faces.
Consider this rectangular pyramid. It has a rectangular base and 4 triangular faces.
A

A
12 cm

10 cm

O
18 cm

10 cm

18 cm

The pyramids net gives a clearer view of the surface area.


Note that OA is the height of the pyramid, not the height of each triangle. The height of each
triangle is the perpendicular distance from its base to the apex, A (shown as dashed lines on
the net). Generally this is measured from the centre of the triangles base to A. Do not confuse
this height with the slant edge lengths (AP, AQ, AR and AS).
Because this is a rectangular pyramid, ASP is congruent to ARQ, and APQ is congruent
to ASR.
A

These diagrams show how to find the heights


of ARQ and ASR.

12 cm

First, in ARQ we can see that:


1

OM  2SR  2  18 cm  9 cm
2

AM  AO  OM
2
2
2
AM  12  9
 225
 AM  15 cm

C O N N E C T I O N S

M A T H S

R
A

12 cm

This is also the perpendicular height of ASP.

446

Using Pythagoras theorem:


2

S T A G E

N 5 cm O

5 . 3 / 5. 2 / 5 . 1

9 cm

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Similarly for ASR, NO  5 cm and:


2

AN  NO  AO
2
2
 5  12
 169
 AN  13 cm

This pyramid contains two pairs


of congruent triangles, so you
could simplify your calculations by
finding the area of one of each
pair, then doubling this answer
and adding the base area.

This is also the perpendicular height of APQ.


So the surface area of this triangular pyramid is:
Surface area 

area
of base

area
of ARQ

 18  10 

1

2

area
of ASP

 10  15 

1

2

area
of ASR

 10  15 

1

2

area
of APQ

 18  13 

1

2

 18  13

 564
2

The surface area is 564 cm .

Example
Find the total surface area of this square pyramid.
22 cm

The 4 triangular faces are congruent.


The area of each triangular face is:
1

A  2  15  22
 165
Surface area  area of base  area of 4 triangles
 15  15  4  165
 885

15 cm

The total surface area of this pyramid is 885 cm .

E x e r c i s e 13C
1

S U R FA C E A R E A S O F P Y R A M I D S

Find the surface area of each pyramid:


a

6.1 cm

12 cm

ABCD is a
square. M is
the midpoint
of AB.

6.1 cm

6.3 cm
8 cm
B

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

AB 21.6 cm
EM  30.4 cm

V O L U M E

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13.6 cm
12.9 cm

PQRS is a rectangle. M and N are the


midpoints of PS and SR respectively.
SR  5.4 m
Q
PS  4.6 m
TN  6.4 m
TM  6.6 m

9.4 cm

12.6 cm

Find the surface area of each square pyramid (correct to 1 decimal place if necessary):
a

b
1.5 m

48 cm

2m
40 cm

In this square pyramid, O is the midpoint of one of the base


diagonals, AC.
a Is the other base diagonal bisected at O?
b Are the two diagonals equal in length?
c Find the length of:
i
AC
ii OD
d If the height of the pyramid, PO, is 10 cm, what is
B
the length of the slant edge PD?
e Find PM, the perpendicular height of PCD.
f Find the surface area of this pyramid.

8 cm

Find the surface area of each rectangular pyramid, giving your answers correct to
3 significant figures:
a

TO  24.5 cm
PQ  12.4 cm
QR  16.8 cm

B
O

448

C O N N E C T I O N S

M A T H S

C
AB  2.4 m
BC  1.6 m
PO  1.4 m

O
Q

S T A G E

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a Find the lengths marked w, x, y and z on the net of this pyramid.


L
17.1 cm

y
H

14.8 cm
I
I

18.6 cm

b Find its surface area to the nearest square centimetre.


6

A tetrahedron is a triangular pyramid made using 4 congruent


equilateral triangles. Find the total surface area of a tetrahedron
of side length 10 cm.

Native gold, as a mineral, is sometimes found in well-formed


octahedral crystals. A regular octahedron has 8 identical faces,
each an equilateral triangle.
a Explain why PQRS is a square.
b The side length of one of the faces of an octahedral gold
crystal is 1.6 cm. What is the height of this triangular face?
c Find the surface area of this gold crystal to the nearest
square centimetre.

A square pyramids surface area is 576 cm . Its base edge is


12 cm. Find (correct to the nearest centimetre):
a the perpendicular height, k cm, of one of its triangular faces
b the perpendicular height, h cm, of the pyramid

k cm
h cm

12 cm

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Surface areas of cones


A cone can be thought of as a circular pyramid having a flat,
circular base and a curved surface.

curved surface

However, while the two solids have similarities, a cone is not a


pyramid because all pyramids have flat faces.
circular base

W O R K I N G M AT H E M AT I C A L LY

Creating cones
In this activity you will make 4 cones from 4 circle pieces of the same radius.
1

Use compasses or a circular object to draw 4 identical circles of radius 8 cm to 10 cm.


(Tracing around a coffee mug gives a circle of radius about 8 cm.) You can make larger
circles, if you wish.

Cut out these circles and locate their centres.


Cut out and discard these sectors:

60
discard

450

120
discard

discard

For each remaining sector, calculate the:


a area
b arc length

Join together the cut radii to form a cone from each sector.

Measure the diameter of the base of each cone and


then find the radius of each.

180
discard

What is the relationship between the arc length of each


sector and the circumference of the base of the cone
formed from it?

Using the original arc length of each sector and C  2r,


calculate the radius of each cone.

10

How do these calculated and measured values compare?


Measure the slant height of each cone. What do you notice?

C O N N E C T I O N S

M A T H S

S T A G E

5 . 3 / 5. 2 / 5 . 1

slant height
sticky tape

CM9 13 5.3_5.2 Final

11

12

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What is the area of each sector in terms of the cone?


Copy and complete this table:
Original flat sector

Arc length
(cm)

Area of
sector
2
(cm )

Radius of
cone (cm)
(measured)

Radius of
cone (cm)
(calculated)

Slant
height of
cone (cm)

60

13

Write an appropriate conclusion to summarise this activity. Include a formula.

2pr

In this activity you discovered that the curved surface area of


the cone equals the area of the sector used to construct the
cone. Also, the radius of the sector, l, is the slant height of the
cone, and the arc length of the sector is equal to the
circumference of the cones base.

l
r

arc length of sector


area of sector
  
area of original circle
circumference of original circle
area of sector 2r
  

l 2
2l

2r
2

 area of sector  l  
2l
 rl

So the curved surface area of a cone is rl. The surface area of a cone is equal to the area of
the circular base plus the curved surface area.


2

Surface area  r  rl

(where r is the radius of the cone and


l is the slant height of the cone)
r

C H A P T E R

1 3

S U R FA C E

rl

r 2

A R E A

A N D

V O L U M E

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Examples
1

Find the surface area of this cone (correct to


1 decimal place).

12 cm

The radius of this cone is 2  12  6 cm.


10 cm

Surface area  r  rl
2
  6   6  10
 96
 301.592 894 7 (using a calculator)
2

The surface area is 301.6 cm (correct to 1 decimal place).


2

What is the surface area of this cone?

20.8 cm

First find r using Pythagoras theorem:


2

r  26  20.8
 243.36
 r  15.6 cm

26 cm

Surface area  r  rl
2
  15.6   15.6  26
 2038.767 968 (using a calculator)
The surface area is 2038.8 cm
(correct to 1 decimal place).

Dont confuse the


slant height (26 cm)
with the perpendicular
height (20.8 cm).

E x e r c i s e 13D
1

Answer correct to
1 decimal place.

S U R FA C E A R E A S O F C O N E S

Explain why this cone is impossible.


15 cm

32 cm

452

Find the area of the curved surface only for each cone. Give your answers correct to
3 significant figures.
a radius 8 cm, slant height 12 cm
b radius 9.3 cm, slant height 14.5 cm
3
1
c diameter 16.4 cm, slant height 11.5 cm
d diameter 35 m, slant height 44 m

Find the surface area of each cone, leaving your answers in terms of :
a radius 1.2 m, slant height 1.6 m
b radius 6.5 cm, slant height 7.2 cm
c diameter 14.6 cm, slant height 10.1 cm
d diameter 1.5 m, slant height 1.0 m

C O N N E C T I O N S

M A T H S

S T A G E

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Find the surface area of each cone.


a

First use Pythagoras


theorem to find a
missing length.

c
12 cm

14.4 cm

7 cm

5.6 cm

10 cm

6 cm

A cones radius is 2 cm and its slant height is 3 cm.


a Calculate the curved surface area, leaving the answer in terms of .
b By what factor does the curved surface area increase when:
i
the radius is doubled?
ii the slant height is doubled?
iii both the slant height and the radius are doubled?

By how many times does the total surface area of a cone increase when both the radius
and slant height are doubled?

Find the total surface area of each solid to the nearest square centimetre:
a

b
7 cm

c
diameter
4 cm

10 cm

15 cm

9 cm

18 cm

10 cm
15 cm

12 cm

12 cm

An icing bag is in the shape of a cone and is used to pipe whipped cream, icing or
frosting to decorate cakes and biscuits. One such bag is made of nylon and is 12 cm
high with a 10 cm diameter. It is open at the base.
a Find, to the nearest square centimetre, the area of nylon in the bag.
2
b How many such bags could be made from 1 m of nylon material?

An American Indian tepee stands 16 feet tall and 11 feet wide


at the base.
a Change these measurements to metres, correct to
1 decimal place. (1 m  3.28 ft)
b Find the curved surface area of the tepee.
c Originally these tepees were made from animal skins, but
today they can be made from canvas. If canvas costs
2
$12.40/m , what is the cost of the material in the curved
surface of a tepee?

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Find the ratio of the curved surface area of the cone to


the curved surface area of the cylinder.
24 cm

20 cm

Surface areas of spheres


Mathematicians define a sphere as the location in space of all
points a constant distance from a fixed point called the centre. A
sphere is also the surface produced by the rotation of a circle
through 180 about one of its diameters.
This means that a sphere is a solid figure bounded by a single
surface. The surface does not have any edges or boundaries.

W O R K I N G M AT H E M AT I C A L LY

The surface area of a sphere


In this activity you will approximate the surface area of a sphere.

454

Cut a polystyrene foam ball (or other similar


solid sphere) in half.

Trace around the edge of one hemisphere,


then cut out the circle. Make 4 more circles.

Divide a circle into 8 identical sectors.

Use pins or tape to attach the pattern to another


ball that is the same size as the first.

Add more sectors (in the same pattern) from the


other circles you traced until you have completely
covered the sphere.

How many patterns did you attach to completely


cover the ball?

Cut out the sectors, then tape them in the


pattern shown.

C O N N E C T I O N S

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Why is the area of all the pieces in one pattern equal to r ?


What is the total surface area of the ball?
Write a conclusion for this activity. Include a formula.

The surface area of a sphere is 4 times


the area of the circular face formed when
the sphere is cut in half.

Surface area  4r

(where r is the radius


of the sphere)

Examples
1

Find the surface area of this sphere correct to


1 decimal place.
1

The diameter is 10 cm, so the radius is 2  10  5 cm.

10 cm

Surface area  4r
2
45
 314.159 265 4 (using a calculator)
2

The surface area is 314.1 cm (correct to 1 decimal place).


2

Find the surface area of this solid in terms of .

8 cm

There are two surfaces to be calculated, the curved


surface of the hemisphere and the flat, circular face.
1

Surface area  2  4r  r


2
 3r
2
38
 192

The exact surface area is 192 cm .

E x e r c i s e 13E

S U R FA C E A R E A S O F S P H E R E S

Find the surface area of each sphere (in terms of ):


a radius 1 cm
b radius 3.9 cm
3
c diameter 5.8 m
d diameter 34 m

Find the surface area of each sphere correct to 1 decimal place:


1
a radius 6 cm
b radius 2.4 m
c radius 52 cm
3
1
d diameter 7 cm
e diameter 45 cm
f diameter 23 m

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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The area of a cross-section of a tennis ball through its centre is 32.3 cm . What is the
surface area of the ball?

Find the total surface area of a hemisphere with:


a radius 3.5 cm
b diameter 14 cm

The radius of large hemispherical conference centre is 20 m. The curved surface of the
2
hemisphere is completely covered with glass panels, each covering an area of 2500 cm .
a Find the curved surface area of the hemispherical centre to the nearest square metre.
2
b How many glass panels make up 1 m ?
c How many panels are in the conference centre?

Earth is (approximately) a sphere of radius 6400 km.


a Find its surface area.
6
2
b Australias surface area is 7.7  10 km . What percentage of Earths surface does
Australia occupy?
c 70.8% of Earths surface is covered by water. What area is this?
1
d The moons diameter is 4 the size of Earths. What is its surface area?

What must be the side length of a cube for


it to have the same surface area as a sphere
of radius 10 cm?

10 cm

x cm

A spheres radius is doubled. What happens to its surface area?


Find each surface area correct to 3 significant figures:
a

b
7 cm
1.5 m
8 cm
2.0 m

10

456

A spheres surface area is 100 cm .


What is its radius?

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Volumes of right prisms and cylinders


A right prism is a solid that has a uniform
cross-section perpendicular to its height.
To find the volume of a right prism,
multiply the area of its base (which is the
same as the uniform cross-section) by its
perpendicular height.

The same formula can be used for


cylinders because these too have uniform
cross-sections. The cross-section of a
cylinder is a circle and so its volume is the
area of the circle multiplied by the height.

V  Ah
h
A

V  r h
h

Examples
1

Find the volume of this solid correct to 1 decimal place:

5 cm

The volume of the cylinder is:


2

V1  r h
2
  10  16
 5026.548 246 (using a calculator)

16 cm

The volume of the square prism (removed


from the cylinder) is:
V2  Ah
 5  5  16
 400

20 cm

So the remaining volume is V1  V2:


V  5026.548 246  400
 4626.548 246
3

The volume is 4626.5 cm (correct to 1 decimal place).


2

Find this volume correct to the nearest


cubic metre:

4.5 m

This figure consists of a triangular prism


and a rectangular prism.

30.2 m
2.3 m
15.8 m

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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The volume of the triangular prism is:


V1  Ah
1
 2  15.8  2.3  30.2
 548.734 (using a calculator)

You could instead find


the area of the whole
base and multiply this
by the height.

The volume of the rectangular prism is:


V2  Ah
 15.8  4.5  30.2
 2147.22 (using a calculator)
So the total volume is V1  V2:
V  548.734  2147.22
 2695.954
3

The volume is 2696 cm (to the nearest cubic metre).

E x e r c i s e 13F
1

VOLUMES OF RIGHT PRISMS AND CYLINDERS

Find the volume of each solid:


a

A  92 mm2

31 mm
7.2 m
A  15 m2

24 cm

A  14.1 m2

A  63 cm2

5.2 m

What is the volume of:


a a cube of side 2.4 m?
b a rectangular prism that is 3.4 m long, 2.5 m wide and 1.2 m high?
c a cylinder that is 34 cm long and has diameter 6.6 cm (correct to 3 significant figures)?

Find these volumes (correct to 1 decimal place where necessary):


a

64 cm
20.5 cm

4.5 m

5.6 m

58 cm
37 cm

3.2 m

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12.4 mm

6.4 m

3.1 m

18.4 mm

4.8 m

41.6 mm
22.5 mm

Find the volume of each composite prism correct to 3 significant figures:


a

8.3 cm

2m
13.1 cm

21 cm
3.1 m

84 cm

24.5 cm

6.4 cm

32 cm

21.7 cm

1.8 m

49 cm

f
8.6 m

34 cm
4.8 m
5.7 m

9.2 m

4.2 m

18 cm

3.9 m
9.1 m
5.0 m

A 10 m long plastic pipe is used for drainage. Its outer diameter is 30 cm and its inner
diameter is 24 cm. Find the volume of plastic in the pipe in cubic metres correct to
2 decimal places.

A packet of cornflour is in the shape of a rectangular prism 22.9 cm by 20.3 cm by


12.7 cm. Alita has two cylindrical canisters into which the cornflour can be poured.
Both are 25 cm tall, but their radii are 7.6 cm and 10.2 cm. Which canister is better
suited to hold the cornflour?

Cylinders can be made with different


radii and height. In which situations is
the volume of the cylinder doubled?
A Double the height.
B Double the radius.
C Double the radius and halve
the height.
D Halve the radius and double
the height.

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Volumes of right pyramids


A pyramid is a solid whose base is a polygon (triangle, quadrilateral,
pentagon and so on) and whose side faces are triangles that meet at a
common point. A pyramid is named according to the shape of its
base. This is a right pentagonal pyramid; the base, ABCDE, is a
pentagon. F is the vertex (or apex) of the pyramid and is directly
above the centre of the base. The height FO is measured at right angles
to the base and is called the altitude.

altitude

E
A

Slices through the pyramid parallel to the base are the same shape as
the base, but smaller in size.

D
O
B

base

W O R K I N G M AT H E M AT I C A L LY

Volumes of prisms and pyramids


In this activity you will compare the volume of a prism with the volume of a pyramid of the
same base area and height.
1

Take two identical, empty rectangular milk cartons,


rinse them out, then allow them to dry.

discard

Cut off the sloping portions around the


lids to leave two open containers.

Cut out the four sides of one container.

Tape the four triangles together to make


a pyramid with no base.

Trim the other container (the prism) around the top so that it is
the same height as the pyramid. You now have a prism and a
pyramid with the same base area and height.

Fill the pyramid with salt, sugar or sand. (You could use water,
if your pyramid does not leak.)

10

Pour this content into the prism.

11

Copy and complete:

IL

Mark the midpoint of the top edge of


each of vertical side of this container.
Mark the triangle and cut as shown in
the diagram.

Repeat steps 6 and 7 until the prism is full.


How many times can you pour the contents of the pyramid into the
prism before it is full?
The volume of the prism is times the volume of the pyramid.
Therefore, the volume of the pyramid is of the volume of the prism.

460

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The volume of a pyramid is one-third


of the area of the base (A) multiplied by
the height (h).

V  3 Ah
h

Examples
1

Find the volume of this pyramid.


perpendicular
height 0.7 m

V  3 Ah
1

 3  2.4  0.7


 0.56
3

The volume of the pyramid is 0.56 m .


2

base area 2.4 m

What is the volume of this pyramid?

A
BD  14 cm
CP  10 cm
AO  21 cm

First find the area of the triangular base:


1

A  2bh

 2  14  10
 70
Now:

V  3 Ah

Dont confuse the


height of the triangle
with the height of
the pyramid.

The volume of the pyramid is 490 cm .

Find the volume of this rectangular pyramid


correct to 2 decimal places.
A  bh
 12.2  8.3
 101.26

J
P

O
H

S U R FA C E

HI  12.2 cm
HK  8.3 cm
LP  14.5 cm

1 3

The area of the rectangular base is:

C H A P T E R

 3  70  21
 490

A R E A

A N D

V O L U M E

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The height given is the slant height. Draw a triangle and use
Pythagoras theorem to find the perpendicular height, LO.
2

LO  14.5  6.1
 173.04

OP  2  HI

 LO  13.15 cm (correct to 2 decimal places)


Now:

14.5 cm

V  3 Ah

 2  12.2
 6.1 cm

 3  101.26  13.15


 443.856 333 3 (using a calculator)

O 6.1 cm P

The volume of the pyramid is 443.86 cm (correct to 2 decimal places).

E x e r c i s e 13G
1

VOLUMES OF RIGHT PYRAMIDS

Find the volume of each pyramid (correct to 1 decimal place where necessary):
a

AO  12.5 cm

7.3 cm

4m

24 m2

26.5 cm

39.4 cm2

Find the volume of each pyramid to the nearest cubic centimetre:


a

0.25 m
0.14 m

0.4 m

24 cm

63 cm

31 cm

38 cm

A
23.7 cm

AC  1.2 m
BP  43 cm
DO  68 cm

20.1 cm

0.5 m

C
O

16.8 cm
B

Show that these three pyramids have the same volume.


a

6m

c
8m

5m
8m

5m

6m
8m

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C O N N E C T I O N S

6m

5m

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If the base area (A) of a pyramid were to halve, what must happen to its height (h) so
that the volume remains the same?

First draw a diagram showing the information, then solve the problem:
a Find the volume of a square pyramid with base edge 2.75 m and height 3.6 m.
b A pyramid has a rectangular base 24.6 cm by 32.4 cm. If the pyramids height is
51.7 cm, what is its volume to the nearest cubic centimetre?
c A pyramid is 6.2 m high and has a triangular base. The base is 3.2 m long with
triangle height 4.1 m. Find the volume of the pyramid correct to 1 decimal place.

The Great Pyramid of Giza is a


square-based pyramid that originally
stood about 146.6 m tall. Its base covers
an area of about 5.2 ha.
a Find the base area in square metres.
b Find the length of one side of the
Great Pyramid to the nearest metre.
c What is its volume?
2

1 ha  10 000 m

A square pyramid has volume 24.92 m


and height 7.3 m. Calculate the
length of a side of its base correct to
1 decimal place.

Use Pythagoras theorem to find the altitude of each pyramid. Then find its volume
correct to 3 significant figures.

11.6 cm

3.4 m

11.5 cm

2.8 m

9.8 cm

(Hint: Find the diagonal length


of the square base first.)

14.1 cm

8 cm

5.3 m

An octahedron has 8 faces, all of which are equilateral triangles.


Native gold is sometimes found as octahedral crystals.
a Why is an octahedron sometimes called a bipyramid?
b A gold crystals edge length is 1 cm. If the vertical axis of the
crystal is 1.41 cm long, what is the volume of this gold crystal?
3
c 1 cm of gold has a mass of 19.3 g. What is the mass of this
gold crystal?

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Find the volume of each composite solid correct to 2 decimal places:


a

b
17.5 cm

3.6 m

3.1 m

18.7 cm

14.8 cm

4.0 m
4.2 m

12 cm

11

A frustum is the part of a pyramid between the base and a


plane that cuts the pyramid parallel to the base. What is the
volume of this frustum correct to 1 decimal place?

6 cm
8 cm

10 cm

Volumes of right cones


W O R K I N G M AT H E M AT I C A L LY

Volumes of cylinders and cones


Read the activity on volumes of prisms and pyramids on page 460. Write and perform a
similar exercise to discover the volume of a right cone.

Although technically a cone is not a pyramid (why?), it can be thought of as a circular


pyramid. Its volume, then, is one-third of the volume of a cylinder (a circular prism) having
the same base radius (or area) and height.
The volume of a right cone is one-third of the area of the base (A) multiplied by the height (h):

V  3 Ah
That is:

V  3 r h

(where r is the radius of the base)

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Examples
1

10.4 cm

Find the volume of this cone to the nearest


cubic centimetre.
1

The radius is 2  10.4 cm  5.2 cm.


1

14.5 cm

V  3 r h
1

 3   5.2  14.5


 410.585 215 9 (using a calculator)
3

The volume of the cone is 411 cm (correct to the nearest cubic centimetre).
2

What is the volume of this cone correct to 2 decimal places?


The slant height is given, but we require
the perpendicular height.

8.5 cm

Using Pythagoras theorem:


2

h  8.5  2.5
 66
 h  8.12 cm (correct to 2 decimal places)
1

8.5 cm
h
2.5 cm

Now: V  3 r h
1

 3   2.5  8.12


 53.145 275 70 (using a calculator)

2.5 cm

The volume of the cone is 53.15 cm (correct to 2 decimal places).

E x e r c i s e 13H
1

VOLUMES OF RIGHT CONES

Find the volume of each cone correct to 2 decimal places:


a

1.8 m

c
12.1 cm

18.7 cm

3.2 m
6.4 cm
20.4 cm

A cone has base diameter 3.6 m and height 2.8 m. Find its volume correct to
1 decimal place.

A cones base diameter is equal to its height. If its height is 6.6 m, what is its volume?
Answer correct to 2 decimal places.

What happens to the volume of a cone if:


a its height is doubled?
b its radius is doubled?
c both the radius and height are doubled?

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Paricutin is a conical volcano in Mexico. It first grew in a cornfield in 1943 and now
stands 410 m tall and is 1300 m across at its base. Calculate the volume of Paricutin.
Give your answer in scientific notation correct to 4 significant figures. Why is this
calculation very approximate?

Use Pythagoras theorem to find r or h, then calculate the volume of each cone correct
to 3 significant figures:
a

16.8 cm

3.9 cm

2.4 m

4.5 cm

21.5 cm
1.3 m

Suppose the dimensions of a cylinder are doubled. What changes will have to be made
to the dimensions of a cone that just fits inside the original cylinder so that the ratio of
the volumes of the new cone and the new cylinder will still be 1 : 3?

Find the maximum volume of this funnel.

12 cm
6 cm

4 cm

1 cm

Find the volume of each solid to the nearest cubic centimetre:


a

b
10 cm

8 cm

14.7 cm

20 cm

16 cm

10.2 cm

16.4 cm

10

A piece of circular filter paper has diameter 10.0 cm. A quadrant was cut out and
discarded. The remaining piece was joined together along the cuts to form a cone.
a What is the circumference of the
To help you see how to
circular base of the cone (correct to
answer this question,
2 decimal places)?
construct a cone
b What are the radius and height of this
from a circular
cone (correct to 2 decimal places)?
piece of paper.
c Calculate its volume correct to
1 decimal place.
discard

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Volumes of spheres
4

The volume of a sphere is 3 times the product of and the cube of the radius.

V  3 r

(where r is the radius of the sphere)

Examples
1

Find the volume of this sphere correct to 1 decimal place.


1

This spheres radius is 2  6.4 m  3.2 m. So its volume is:


4

3
4

3

V  r

6.4 m

3
3

   3.2
 137.258 277 4 (using a calculator)
3

The volume of the sphere is 137.3 m (correct to 1 decimal place).


2

Find the volume of this solid correct to 1 decimal place.

2.3 cm

This shape is a hemisphere.


First, find the volume of the whole sphere:
V

4

3
4

3

3
3

   2.3
 50.965 010 42 (using a calculator)
The volume of the hemisphere is half this volume:
1

Volume of hemisphere  2  50.965 010 42


 25.482 505 21
3

The volume of the hemisphere is 25.5 cm (correct to 1 decimal place).

E x e r c i s e 13I
1

VOLUMES OF SPHERES

Find the volume (correct to 1 decimal place) of a sphere with:


a radius  2 cm
b radius  7 cm
1


c radius  6 2 cm
d diameter  5 cm
5
e diameter  8.2 cm
f diameter  38 m

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Page 468

Find the volume of each solid correct to 1 decimal place:


a

c
3.5 m

2.4 m

12.2 cm

The Montgolfier brothers of


France made one of the first
hot-air balloons to carry
people. In 1783 they sent up a
large spherical smoke-filled
cloth bag 10.6 m across.
Calculate the volume of gas in
this balloon to the nearest
cubic metre.

The circumference of Earth at the equator is about


40 000 km.
a Use the formula C  2r to find the radius of Earth
correct to the nearest 100 km.
b Use this radius to find the volume of Earth correct
to 3 significant figures. Write your answer in
scientific notation.

r
equ at o r

A spherical steel shells outer diameter is 20 cm, and its


inner diameter is 18 cm.
a What are the inner and outer radii of the shell?
b What is the thickness of steel in the shell?
c Calculate the volume of steel in the shell to the nearest
cubic centimetre.
3
d If the mass of 1 cm of steel is 7.2 g, what is the mass of
this steel shell, in kilograms correct to 2 decimal places?

20 cm
18 cm

Find the volume of each solid correct to 3 significant figures:


a

b
1.3 m
11.8 cm
2.1 m

6.7 cm

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A hemispherical fish bowls diameter is 83 cm.


Calculate the capacity of the fish bowl in litres
correct to the nearest tenth of a litre.
3
(1 L  1000 mL  1000 cm )

The cone (and the hemispherical dollop on top) contains ice-cream.


How much ice-cream is there, to the nearest millilitre?

A can of tennis balls contains three balls squeezed in


with no room for the balls to move.

14 cm

5 cm

Leave your answers in terms of (if appropriate).


a What is the radius of a tennis ball?
b Calculate the volume of a ball.
20.1 cm
c Calculate the volume of the container.
d What volume of the container is not occupied by the balls?
e Express this unused space as a percentage of the total container.
10

11

A spheres radius is doubled. By what factor has its volume increased?

12

A sphere fits snugly into a cylinder that has its height and
diameter equal to the diameter of the sphere. Show that:

A spheres radius is 3 cm.


a Find its surface area.
b Find its volume.
c What do you notice about the two answers?

volume of cylinder
3
  
volume of sphere
2
The Greek mathematician Archimedes (c. 282212 BC) made
this comparison. It was reported that a diagram like the one
shown here was engraved on his tombstone.
3

B7 B8 B9 B 10
B11 B12 r r r B 15
B16 B17 r r B 20
B21 B
B 25
22 B 23 B24
B6

B 24B29

27

V  3B1h  3B2h  3B3h 

B14

B 13 h

V  3B1r  3B2r  3B3r  (since h  r)

B 18

V  3r(B1  B2  B3  )
1

B26 B

This is an interesting way to prove the formula V  3r .


Suppose a sphere was cut into small wedges so that each
wedge has its vertex at the centre.
a What shape does each wedge resemble?
b Describe the height (h) and base area (B) of each wedge
in relationship to the sphere.
c Explain each step in the following development of the
formula for the volume of a sphere:

13

B19

V  3r(4r )
4

V  3r

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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W O R K I N G M AT H E M AT I C A L LY

Measuring the volume of a sphere


For this activity you will need a sphere of at least 3 cm diameter that does not absorb water.
You will also need a beaker (or cup), a measuring cylinder (or measuring cup), a tray and water.
1

Place the beaker (or cup) in the tray so that the tray
will collect any water that overflows.

Completely fill the beaker with water without any


spilling over.

Place your sphere in the beaker so that it is completely


covered with water. The water that spills out of the
beaker is the same as the volume of the sphere.

beaker

tray

Carefully remove the beaker from the tray, trying not to spill any more water.

Determine the radius of your sphere by measurement (maybe by measuring the


3
4
diameter and halving). Using the radius of your sphere and V  3 r , calculate the
spheres volume in cubic centimetres.

Remembering that 1 mL  1 cm , how closely do your measured volume and


calculated volume compare? Can you explain why they may be different?

Pour the water from the tray into a measuring cylinder or measuring cup. Record its
volume in millilitres.

Economics of surface area and volume


1
Containers are often manufactured so that the least amount of material is used for a

given volume. This is an application of surface area and volume.


a Find the height and radius of the base of a soft-drink can to the nearest millimetre.
b Record your results in a spreadsheet using these headings:
Cylinder

Height (mm)

Radius (mm)

Volume (mm )

Surface area (mm )

Soft-drink can

c Work out and enter formulas for the volume and surface area.
d In the next row, enter height and radius measurements for a new cylinder that

has approximately the same volume as the soft-drink can. Find the surface area of
this cylinder.
e Repeat step d for at least 4 more cylinders.
f Which container requires the least amount of material for manufacture?
g Suggest some possible reasons why the soft-drink can manufacturer settled on these
dimensions for the can.

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Cabin luggage on overseas airline flights is limited to one piece per passenger. The
three dimensions, due to space restrictions, must not be greater than:
length  width  height  115 cm
Use a spreadsheet to determine the dimensions of a piece
of luggage that will give you the greatest volume (that is,
will allow you to fit the most belongings).
a Set up a spreadsheet with these headings:
Length (cm)

Width (cm)

Height (cm)

height

width

length
3

Volume (cm )

b Input several different values for length

and width.
Use the above formula to calculate the
height. (How can you put this formula into
the spreadsheet program to allow it to do
the calculation for you?)
d Calculate the volume for each set of values.
e Arrange your results according to volume
using the Sort command.
f Which dimensions are best for your piece
of luggage?
c

Applications of surface area and volume


The space occupied by fluids is called capacity and
is usually measured in litres (L) or millilitres (mL).
Larger capacities can be measured in kilolitres (kL)
or megalitres (ML).

Capacity is essentially a measure of volume, so we


can convert between the units of capacity and the
units of volume.

1 mL  1 cm

1 L  1000 mL  1000 cm
3

1 kL  1000 L  1 m

1 ML  1000 kL  1000 m

Example
A milk carton measures 7.1 cm by 7.1 cm by 19.9 cm.
1

What is the volume of the carton to the nearest cubic centimetre?


What volume of milk does this container hold? Round this value to a
commonly used capacity.

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The nutritional information displayed on the carton states that each 250 mL of
milk contains 8.75 g of protein and 305 mg of calcium. How much of each of
these substances is in the milk in the carton?

The carton is a square prism, so:


V  Ah
 7.1  7.1  19.9
 1003.159 (using a calculator)
3

The volume of the carton is 1003 cm (to the nearest cubic centimetre).
2

1 cm  1 mL, so the carton holds 1003 mL.


There would be 1 L of milk in the carton.

Protein  8.75 g  4  35 g
Calcium  305 mg  4  1220 mg  1.22 g

4  250 mL
 1000 mL

1 L of milk contains 35 g of protein and 1.22 g of calcium.

E x e r c i s e 13J

A P P L I C AT I O N S O F S U R FA C E A R E A A N D V O L U M E

Round your answers to a reasonable number of decimal places where necessary.


1

a What is the volume of this cylindrical water storage tank?


b A farm household used 180 L of water, on average, each day.

How long would a tankful of water last?

472

2m

A rectangular fish tank is 25 cm wide, 85 cm long and 45 cm high.


It is filled with water to within 3 cm of the top.
3m
a How much water does it hold?
b It is recommended that a certain species of fish have at least 8 L of water each in
which to swim. What is the maximum number of these fish that should be placed
in the tank?

A water pipes diameter is 5 cm. Water flows through it at the rate of 8 cm each second.
How much water, in litres, will pass through:
a in each minute?
b in each hour?

A cylindrical water tank has radius 3.6 m and


height 4.1 m. It is to be painted inside and
outside, including its lid, with anticorrosion paint.
a What is the total area to be painted?
b Find the cost of painting one coat if paint
costs $14.75 per litre. Each litre of paint
covers 4.5 m2.
c Suppose that three coats are needed and that
the paint comes only in 4.5 L containers. How
many containers would be needed?

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A swimming pool has the dimensions shown.


4.5 m
2.5 m
a What is the surface area of the walls and floor
1
m
of the pool?
b A new fungal treatment costs $3.40 per square
7.94 m
metre to apply. What would be the cost of this
7.8 m
1.5 m
treatment?
c Find the volume of the pool, in kilolitres.
d A hose is put into the empty pool and allowed to fill it up. The hose can deliver 1 L of
water every 3 seconds. How long would it take to fill the pool? (Give your answer in
hours and minutes.)

A leaky tap can fill a 300 mL cup in 112 hours.


a How much water is wasted each year (to the nearest 10 L)?
b If water is charged at 65 c/kL, what is the cost of this wasted water
each year (to the nearest cent)?

A gold bar has the shape of a rectangular prism as shown.


8 cm
a What is the volume of gold in the bar?
b The mass of each cubic centimetre of gold is 19.3 g.
6 cm
30 cm
What is the mass of this gold bar?
c In some old western movies the bank robbers stuffed gold bars into saddle bags and
rode out of town beating the posse. What is wrong with this scenario?

On a measuring cylinder, each 1 mL division is 1 cm apart. What is the


radius of the measuring cylinder?

A pipe is to be made from copper with


the dimensions shown.
a What volume of copper is in a 1 m
1.8 cm 1.6 cm
length of pipe?
b What is the mass of this length of
3
copper, given that the mass of 1 cm of copper is 8.96 g?
c What length of pipe can be made from 1 t (1000 kg) of copper?

10

A swimming pool has the shape


38.6 m
of a trapezoidal prism as shown:
10.5 m
3.2 m
a Find the volume of the pool
1.5 m
in cubic metres.
b What is the capacity of the
pool in kilolitres?
c The mass of 1 kL of water is 1 t. How many tonnes of water are in the pool?
d Tim treats this pool with a chlorine product to prevent the growth of algae. The
recommended dose is 3 g of chlorine for each 100 L of water. How much chlorine
must Tim place in the pool?
e Over a period of hot weather, the level of the pool dropped by 75 cm. The pool was
originally full. What volume of water, in litres, evaporated?
f How far will the water level be from the top if the pool is two-thirds full?

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11

A can of evaporated condensed milk has diameter 76 mm and height 100 mm.
a What is the area in square centimetres of the label covering its curved surface?
b The roll from which the label is cut is 10 cm wide and 1 km long. How many labels
can be printed on each roll?

12

Rainwater falling on a flat but gently sloping


7.8 m
roof drains into a cylindrical water tank.
6.4 m
When we say 1 mm of rain falls, this means
the rain can cover a flat, horizontal surface
2.3 m
to a depth of 1 mm.
a Suppose 75 mm of rain falls on the roof.
2.2 m
What is this volume in cubic metres?
b What is this volume in litres?
c If this water drains into the tank, by how much would the water level rise?
d Assuming that the tank was originally empty, how many millimetres of rain would
need to fall to completely fill it?

W O R K I N G M AT H E M AT I C A L LY

Investigating volume and surface area


p Vegetables are sometimes cut on a diagonal so that the pieces will cook faster. Why do you
think this happens?
p Animal and plant cells can be considered spherical. The nutrients that feed a cell and the
wastes that leave the cell must pass through the surface. As the cell grows, its volume
increases faster than its surface area until at certain point the cell divides, forming
two smaller cells. Can you explain this mathematically?
p When we drop a piece of zinc into
acid, it fizzes. If we were to break up
the same zinc into many smaller
pieces and drop it into the same acid,
the reaction would be a lot faster.
Why?
p A sugar cube does not dissolve as
quickly in water as the same amount
of sugar finely divided. Why?
p A lump of coal takes a while to be set
alight, but finely powdered coal dust
in coal mines can form explosive
mixtures. Why?

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Its in the can

Suppose a tin can is to be made so that its diameter added to its height
is 20 cm. That is:
2r  h  20
h  20  2r

h
6 cm

Here are a couple of


possibilities:

15 cm

14 cm

5 cm

While the sum of diameter and height remains constant at 20 cm, the volumes are certainly
different. In the first case the volume is:
2

V  r h
2
  3  14
3
 395.8 cm
while in the second case:
2

V  r h
2
  7.5  5
3
 883.6 cm
We want to find the dimensions of the can that has the greatest possible volume. We can use a
graphics calculator to do this.
2

Now the volume of the can is V  r h, but we have h  20  2r. So the volume is:
2

V  r (20  2r)
1

Select the graph mode from the main menu.

Press F6 to DRAW the curve. You may only see part of the curve now.

Enter the equation for the volume next to Y1. Use x, ,T to enter the variable, r. Your
display should be Y1   X 2(20  2  X) .

Press EXIT , then SHIFT F3 to view the window settings.


Type in these settings:
X min
max
scale

0
12
1

Y min
max
cale

0
1000
1

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Explain why this is a suitable first choice for the settings.

Did you obtain X  6.7 and Y  930.8 (correct to 1 decimal place)? If not, try steps 1 to
8 again.

10

11

What do X and Y represent?

12

Press EXIT and redraw your curve.


To find the greatest value on this curve, press SHIFT F5 (G-Solv). From the selection
shown, choose F2 (to find the MAXimum value). A black square in the top right-hand
corner indicates the calculator is working this out.

a What is the maximum volume for this can?


b What is the radius of this can?
c

What is the height of this can?

What is the relationship between the height and the radius of the can for
maximum volume?

Areas of similar figures


Two figures are similar if one is an exact enlargement or reduction of the
other; they are the same shape but may or may not be the same size.
Matching angles in similar figures are the same size,
and corresponding side lengths are in the same ratio.
1.4 cm

Photocopiers and computers are useful for


enlarging or reducing figures. You have
probably already enlarged or reduced
diagrams in proportion on a
2.6 cm
computer.

This drawing of an
ant has been enlarged.

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Can you see that the enlargement factor (or scale factor) here is 2? The length of the antenna
of the large ant (x) is 2 times the length of the antenna of the small ant:
x  2  1.4 cm
x  2.8 cm
(Check this by measuring.)
1

Similarly, the length of the abdomen of the small ant (y) is 2 the length of the abdomen of the
large ant:
1

y  2  2.6 cm
y  1.4 cm
(Check this by measuring.)
Another interesting fact of similar figures is that their areas are in proportion to the squares of
corresponding sides.

In similar figures, if the ratio of corresponding sides


2
2
is d1 : d2, the ratio of their areas is d1 : d2 .

A1

2
1
2
2

A
d
1  
A2
d

A2

d1
d2

Examples
1

A picture of length 12 cm was reduced, using a photocopier, to a length of 8 cm.


2
The larger pictures area is 192 cm . What is the area of the smaller picture?
Draw a diagram and write in all the known values.
2

d
A
1  12
A2 d2
2

A
8
  2
2
192 12
8


 A  192  2
12
1
 853

192 cm2

A
8 cm

12 cm
1

The area of the smaller picture is 853 cm .


2

An ellipse is 2.4 cm long and its area is 5.1 cm . It is enlarged, in proportion,


until its area is 10.2 cm2. Find the length of the enlarged ellipse (correct to
1 decimal place).

5.1 cm2

10.2 cm2

2.4 cm

C H A P T E R

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d
A
1  12
A2 d2
2

10.2
d
  2
5.1
2.4
2

10.2
d
2  
5.1
2.4
2
2
10.2
d  2.4  5.1
 d  3.394 112 55 (using a calculator)

It does not matter which


area is A1, as long as d1 is
also on that shape.

The length of the larger ellipse is 3.4 cm (correct to 1 decimal place).

E x e r c i s e 13K
1

These two figures are similar.


a How many units long is PQ ?
b Find the length of the matching
(corresponding) side in the larger
figure.
c What is the scale factor?
d How many square units does the
smaller figure cover?
e How many square units does the larger
figure cover?
f

AREAS OF SIMILAR FIGURES

Show that this relationship


is true:
2
area of larger figure
(length of larger figure)
  
2
area of smaller figure
(length smaller figure)

Find the ratio of the larger area to the smaller area in each pair of similar figures:
a

c
2 cm

1 cm

4 cm
3 cm

4.5 cm

1.5 cm

e
8 mm

12 mm
4 cm

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Each pair of figures are similar. Calculate each area marked A (correct to 2 decimal places):
a

15.9 cm2

7.3 m2

2.3 cm2
A

A
1.2 cm

1.5 cm

1.8 cm

0.7 m

4.5 cm

2.1 m

e
7.5 cm

31.6 cm

2.4 cm
3.2 cm
4.88 cm
7.32 cm

Each pair of figures are similar. Find each length marked x (correct to 1 decimal place
where necessary):
a

b
93.5 m2

c
2

68.85 cm2

30.6 cm

23.4 m2

58.3 cm2

37.3 cm

5.2 cm
x

6m

8.1 cm2

7.3 cm

f
122.4 cm2

15.6 cm

7.2 m2
2.5 m

5m

3.6 cm2

166.6 cm2

3.6 cm
x

a If the length of a square is doubled, what happens to its area?


b If the length of a square is tripled, what happens to its area?

The plan of a house is in the ratio 1 : 200. If the area of the house is 150 m , what is the
area of the plan in square centimetres?

Two similar sheets of paper have lengths in the ratio 3 : 5. If the larger sheets area is
2
1500 cm , what is the area of the smaller sheet?

When designing coins, the artist works on a diagram many times larger than the final
2
coin. The area of a coin measuring 2.8 cm across is 6.2 cm . What area in the diagram is
the artist working on if the design measures 28 cm across?

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The ratio of the areas of two similar rectangles is 4 : 9.


a What is the ratio of their diagonals?
b If the larger rectangles diagonal length is 13.5 cm, what is the diagonal length of the
smaller rectangle?

10

An ancient Egyptian offering scene measuring 61.2 cm long is reproduced in a book.


2
The reproduction is 17.0 cm long and covers an area of 115.6 cm . What area
(approximately) does the actual offering scene occupy?

11

A pizza measures 24 cm across. What length across must it measure to cover double
the area?

12

a Explain why PQR and PTS are similar.


b Given that RQ : ST  1 : 2, find:
i
iii
v

PQ : PT
PQ : QT
area PQR : area RQTS

ii
iv
vi

PR : PS
area PQR : area PTS
area RQTS : area PTS

S
R

Similar solids
Solid shapes are similar if:
p they have the same shape
p their corresponding angles are equal
p their corresponding edge lengths are in the same ratio

In similar solids, if the ratio of corresponding sides is d1 : d2, the ratio of


2
2
3
3
their total surface areas is d1 : d2 and the ratio of their volumes is d1 : d2 .
2

A
d
1  12
A2
d2

and

V
d
1  13
V2
d2

Examples
1

480

A tetrahedron is a triangular pyramid in which each


face is an equilateral triangle. Two tetrahedrons
have edge lengths 6 cm and 9 cm. The smaller
3
tetrahedrons volume is 182
 cm , and the area
2
6 cm
of one of its faces is 93
 cm .
9 cm
a Find the area of one of the faces of the larger
tetrahedron.
b What is the volume of the larger tetrahedron?
c What is the ratio of the surface area of the larger tetrahedron to the surface
area of the smaller tetrahedron?

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d
A
1  12
A2 d2

Note that all


tetrahedrons
are similar.

9
A1

 62
9
3
A1  93

1


 20 4 3


81

36

81

The area of a face on the larger tetrahedron is 43


 cm
2
(approximately 35.1 cm ).

V1 d1
  3
V2 d2
3

9
V1

 3
6
18
2
V1  182

3
 6042


729

216

243

The volume of the larger tetrahedron is 42


 cm (approximately 85.9 cm ).
c

We could find the total surface area of each figure first, then find the
ratios. But more simply, the corresponding areas are proportional to the
squares of corresponding sides.
2

A1 : A2  d1 : d2
2
2
9 :6
 81 : 36
9:4

The ratio of surface areas is 9 : 4.


2

Chloe saw a 144 cm tall statue made of limestone (density 2.7 g/cm ) in a
museum. She decided to make a smaller version of this statue 36 cm tall.
When she finished she weighed her limestone statue and found it was 15.2 kg.
a What is the volume of her statue (to the nearest cubic centimetre)?
b What is the volume of the large statue (in cubic metres)?
c What is the mass of the large statue (to the nearest kilogram)?
d She painted her statue with a protective lacquer. If she were to lacquer the
original statue what volume, in litres, would she require, given that her
statue needed 75 mL?
The two statues are similar.
a 15.2 kg  15 200 g

The volume of
2.7 g of limestone
3
is 1 cm .

mass
Density  
volume

mass
Volume  
density

15 200

2.7

V 
 5629.629 63 (using a calculator)
3

The volume of Chloes statue is 5630 cm


(to the nearest cubic centimetre).

C H A P T E R

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d
V
1  13
V2 d2
3
144
V1



 363
5630

144

V1  5630  
363
3
 360 320 cm
m~_~_~_~_~_

Convert this to cubic metres by dividing by 1 000 000.


3

The volume of the large statue is 0.36 m .


c

There are two ways of answering this.


Method 1 Since we have the volume and density:
Mass  360 320  2.7
 972 864 (using a calculator)
m~_~_

mass
Density  
volume

Mass  volume  density

Convert this to kilograms by dividing


by 1000.
The mass of the large statue is 973 kg
(to the nearest kilogram).
Method 2 Mass is proportional to the volume,
which is proportional to the height cubed.
3

M1 d1
  3
M2 d2
3
144
M1
  
3
363
15.2
144
M1  15.2  
363
 972.8

Use volume in cubic


centimetres because
the density is in grams
per cubic centimetre.

This is already in kilograms because M2 was in kilograms.


The mass of the large statue is 973 kg (to the nearest kilogram).
Either way, the statue weighs just under 1 t.
d The lacquer required is proportional to the statues surface area. Using L1

and L2 for the quantity of lacquer needed:


2

d
L
1  12
L2 d2
2
144
L1
  
362
75

1442

L1  75  
362
 1200 mL

Convert this to litres by dividing by 1000.


1.2 L of lacquer is needed for the large statue.

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E x e r c i s e 13L
1

SIMILAR SOLIDS

Each pair of solids are similar. Find:


i
the ratio of the smaller surface area to the larger surface area
ii the ratio of the smaller volume to the larger volume
a

1.2 m
4 cm

2.1 m

5 cm

d
8.4 cm

7.2 cm

15 cm

10 cm

f
1.5 m

2.0 m
7 cm
10.5 cm

Each pair of figures are similar. Find each surface area (A) and volume (V ) that is
marked with a question mark (?). Give your answers correct to 1 decimal place.
a

4 cm
2 cm

5 cm

3 cm
2

A1  24 cm
V1  ?

A2  ?
3
V2  27 cm

A2  ?
2
V2  20 cm

A1 = 15 cm
V1  ?

d
1.4 m

A1  ?
V1  ?

2m

5.0 cm

A2  9 m
3
V2  9 m

C H A P T E R

7.0 cm

A1  21.2 cm
3
V1  13.0 cm

1 3

S U R FA C E

A R E A

A2  ?
V2  ?

A N D

V O L U M E

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f
12.3 cm

0.8 m

1.0 m

A1  ?
2
V1  2.5 m

A2  8.2 m
V2  ?

16.4 cm

A1  85.2 cm
V1  ?
3

A2  ?
3
V2  145.6 cm

Each pair of figures are similar. Find, correct to 1 decimal place, each length marked x.
a

b
0.7 m
x
5 cm

A1  84 cm

A2  200 cm

A1  3.5 m

A2  7.0 m

16.3 cm

A1  45 cm

5 cm

A2  180 cm

V1  52.0 cm

V2  345.5 cm

f
x
2.5 m
12.6 cm
x
3

V1  7.5 m

484

V2  23.5 m

V1  25 cm

V2  200 cm

A shop sells two similar fish tanks, one being twice as long as the other. The smaller
tank requires 84 L to fill it. What is the capacity of the larger tank?

Female leopard seals are larger than males, reaching lengths of 3.6 m and masses up to
450 kg. A male leopard seal is of similar proportions and length 3.0 m. What is its mass?

A tin of biscuits is 18 cm tall and contains 500 g of biscuits. How tall must a similar tin
be to contain 1 kg of biscuits?

A 1 L bottle of extra light olive oil stands 26 cm tall. What is the height of a similar
3 L bottle?

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Quartz is one of the most common minerals. A crystal of quartz has mass 20 g.
a What is the mass of a similar crystal of double the dimensions?
3
b Given that the density of quartz is 2.66 g/cm , what is the volume of the original
quartz crystal?

Over 70 years ago, Gutzon Borglum chiselled


4 presidents faces in the granite rock of
Mount Rushmore in South Dakota. The final
monument stands 49 m tall and 111 m long.
He first constructed a model in his studio
below the mountain. This model was in the
ratio 1 : 12 to the finished work.
a What are the dimensions of the model?
b If the mass of the model was 2 t, what is
the mass of the monument?

10

An artist built a model of a statue 30 cm tall and of mass 18.7 kg. She needed 85 mL of
lacquer to coat it. She then built a larger but similar statue made from the same
material in the ratio 1 : 10.
a What is the height of the larger statue?
b What is its mass?
c What quantity of lacquer does she need for the larger statue?

11

A sturdy but light canvas sphere of radius 10 cm is completely filled with water.
a What is the volume of water in the sphere? (Give your answer in litres correct to
2 significant figures.)
b If 1 kg water occupies 1 L, what is the mass of water in this sphere?
1
c Another similar sphere of radius 2 m is completely filled with water. Could you lift
this sphere?

W O R K I N G M AT H E M AT I C A L LY

Pyramids and cubes

This is the net of an oblique pyramid.


1

Draw an enlarged net on a sheet of paper.


Cut and fold it to make the pyramid.

Explain the difference between an oblique


pyramid and a right pyramid.

Make two more identical oblique pyramids and show how


you can fit the three pyramids together to make a cube.

1
1

What is the volume of the cube? What is the volume of each


oblique pyramid?

C H A P T E R

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A R E A

A N D

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Comparing volumes
4

The volume of a sphere is given by the formula V  3 r while its surface
2
area is SA  4r . Now, as the radius increases, so does the volume and
surface area. The question is, by how much does it increase?

Open a new spreadsheet.

In cell B2 type the formula =4/3*3.14*A2^3 and press Return or Enter. What does this
formula represent?

Click on Edit Fill Down for cells B2 through to B9. Alternatively, click in cell B2 to
highlight it. Then click on the marker at the bottom right-hand corner of that cell and,
while the mouse is depressed, drag it down to cell B9. The program repeats the
instruction for these cells.

What formula must you type in cell C2? Try it, then fill down to see whether you get the
values shown here. Complete the values for all 8 cells in this column.

In column D you will compare how many times larger the volume of the sphere with
radius x units (V x ) is than the volume of the sphere with radius 1 unit (V 1). In cell D2
type the formula  B2/$B$2. Again, click on Edit Fill Down (or otherwise) to fill
the remaining cells in this column.

What does this formula do? Explain why there are $ signs in the denominator of
this formula.

Type in an appropriate formula in cell E2, then fill the remaining cells in this column.

Type in the headings as shown, and the radius of the sphere from 1 unit to 8 units.

Explain what happens to the volume and surface area as the radius doubles, triples,
quadruples and so on.

Extension

1 2

The volume of a square pyramid is given by V  3x h, where x is the


side length of the square base and h is the perpendicular height.
Create a spreadsheet to compare what happens to the volume of a
square pyramid when you change its dimensions.
p Which change affects the volume morea change in x or a
corresponding change in h?

486

C O N N E C T I O N S

M A T H S

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W O R K I N G M AT H E M AT I C A L LY

Duplication of the cube


The ancient Greeks developed a number of mathematical questions, most of which they
learned to solve using simple mathematical tools, such as the straight-edge and the
collapsible compass. However, duplicating the cube was one of those problems that have
since been proved impossible using these instruments alone.
The duplication of the cube problem involved constructing a second cube
having double the volume of the first cube, by using only a straight edge
and compass.
About 430 BC, a plague spread through Greece, killing a large number
of the population. At the height of the plague, a delegation went to see
the Oracle of Apollo at Delos to find out how to stop it. The oracle
replied, the story goes, that if the delegation could successfully
construct a cube twice the volume of Apollos cubic altar, the plague would end. As the Greeks
were unable to correctly duplicate the volume of the cube, the plague continued. In their
attempt, they doubled the length of each side, thus increasing the volume 8 times. While the
Greeks were unable to solve the problem, they were able to originate other solutions, but not
exclusively with a straight-edge and a compass.
1

Calculate the volume of this cube.


Calculate the side length of a cube having double this volume.

10 cm

Show that the side length you calculated for this larger cube
3
equals the length of the smaller cube multiplied by 2
.

10 cm

Suppose the cube drawn had its volume tripled. Calculate the
side length of this new cube.

Show that the side length you calculated for this cube equals the length of the smaller
3
cube multiplied by 3
.

If the original cube were to increase in volume 5 times, by what factor would the
original side length be multiplied?

C H A P T E R

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S U R FA C E

A R E A

10 cm

A N D

V O L U M E

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P R O B L E M S O L V I N G 13
Your body surface area is the area covered by your skin, which is the largest organ of your
body. Its shape is not regular and so different methods have been developed to calculate its
surface area.
There are formulas that you can use to calculate the approximate surface area of your body.
One is Mostellers formula.
(kg)

t
heigh
(cm)
mass
2
Surface area (m )  
60
For example, a 48 kg girl of height 157 cm has an estimated body surface area of:
48
57
 1
  1.45 m2
60
Another formula is:
2

0.725

Surface area (m )  0.202 47  height (m)

 weight (kg)

0.425

For example, a 63 kg boy of height 1.5 m has an estimated body surface area of:
0.202 47  1.5

0.725

0.425

 63

 1.58 m

Use both formulas to calculate your estimated body surface area.

If you can, find out your mass and height from several years ago and calculate your
body surface area then. Have your mass, height and surface area all increased in the
same proportion?

How do the two values compare?


Compare your estimated body surface area with those of other students in the class.
Find the class average.

Research: Megasolids
Use the internet and resources in your library to find one or more of the following
measurements. Use the formulas in this chapter where necessary, for example to find volume
if you have length, height and so on.
p the volume and/or surface area
of Uluru
p the capacity of Warragamba Dam
p the volume and/or surface area
of a skyscraper (cylindrical or
rectangular)
p the volume of a dome-shaped
indoor sports centre
p the capacity of the racing pool
at Sydney Olympic Park
Aquatic Centre

488

C O N N E C T I O N S

M A T H S

S T A G E

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literacy
acy skillsil

Literacy
L
Li
racy
skills
kills
c
Literac y

S K I L L S 13

surface area prism cylinder volume cubic


litres kilolitres millilitres megalitres pyramid
base vertex altitude cone sphere
similar ratio proportion corresponding
1

Using the word height in solid figures can be confusing.


The diagram shows a triangular prism.
a What is the height of the triangular face?
b What is the height of the prism?
c Explain these two meanings of the word height.

10 cm
30 cm

The word base in solid figures can also be confusing.


The tent in the diagram is in the shape of a triangular prism.
a What are the dimensions of the base of this tent?
b How wide is the base of the triangular opening?
1.5 m
c If this was simply a triangular prism, rather

than a tent, which face would be the base?


1.8 m

2.3 m

Look up the derivation of the word diameter.


Does its derivation agree with its modern meaning?

The volume of a fluid (such as water) is measured in


litres or millilitres. However, rainfall in a weather
report is stated in millimetres. Explain why.

Some people say that a cone is a


circular pyramid. Explain why a
cone is not a pyramid.

A frustum is sometimes called a truncated pyramid.


a What is a frustum?
b What does truncated mean?
c How does truncated apply to a frustum?

a
b
c
d

a What is a right pyramid?


b Draw an example of a pyramid that is not a right pyramid.

Using a diagram, carefully explain the difference between the altitude and the slant
height of a pyramid.

What is a hemisphere?
What does the prefix hemi mean?
Earth is divided into two hemispheres. Where is the boundary between them?
If a sphere is not divided equally into two halves, can the two pieces be described as
hemispheres? Explain.

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Chapter review 13
1

What is the surface area of this box?

8 cm
15 cm
30 cm

Find the surface area of each solid:


a

b
12 cm
7.8 cm
15 cm
9 cm

8 cm
6 cm

Find the area of the shaded face in each solid, then calculate its volume (correct to
1 decimal place):
a

21.2 cm

14 m

42.6 cm
10.4 cm

19.3 m

29.6 cm

7m

Find the volume of a hexagonal prism that is 9 cm high and has a base area of 49.5 cm .

A solid cylinder is sliced into 3 separate pieces as shown.

Find, to the nearest 10 cm , the area of the label on this can.


A cylinder has its radius doubled. How many times is its
volume increased?

12 cm

10 cm

Which of the following is true?


A The surface area increases, but the volume stays the same.
B The volume increases, but the surface area stays the same.
C Both the surface area and the volume increase.
D Both the surface area and the volume stay the same.
8

490

A cube has each of its dimensions (length, breadth and height) doubled. Its volume
is increased:
A 2 times
B 4 times
C 8 times
D 16 times

C O N N E C T I O N S

M A T H S

S T A G E

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A cube has each of its dimensions doubled. Its surface area is increased:
A 2 times
B 4 times
C 8 times
D 16 times

10

Find the volume of this solid.

3m

0.8 m

0.5 m

11

The base of a triangular prism is a right-angled triangle with sides 3 cm, 4 cm and 5 cm.
Its height is 12 cm. What is its surface area?

12

What is the surface area of each shape to the nearest cubic centimetre?
a

c
0.6 cm

110 cm

12.6 cm

14 cm
8 cm
10 cm

0.8 cm

10 cm

20 cm
26 cm

18.4 cm

13

One cylinder has a 3 m radius and is 4 m high. Another cylinder has a 2 m radius and is
9 m high. How do the two volumes compare?

14

Find the surface area of this shape.


The cylinders radius is 10 cm and the
rim of the cylinder just touches the
sides of the prism.

10 cm
12 cm

10 cm

15

Find the volume of each shape correct to 3 significant figures:


a

1.4 m

30 m
20 m

75 cm
16 m
18 m
42 m

16

Water flows through a 3 cm (internal) diameter pipe at 8 cm/s. How much water flows
through in a minute?

17

The diameter of a 4 L can of paint is 17.5 cm. What is its height correct to
1 decimal place?

C H A P T E R

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A R E A

A N D

V O L U M E

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a Use Pythagoras theorem to find the value

of x in this diagram.
b Find the surface area of the prism.
c Find the volume of the prism.

x cm

23 cm

9 cm
12 cm

19

A cylindrical water tank of height 3.2 m and diameter 4.1 m is to have two coats of paint
2
on the top and sides. Each litre of paint covers an area of 12 m .
a What is the area to be painted (correct to 1 decimal place)?
b What volume of paint is needed?
c Given that a 1 L can costs $18.60 and a 4 L can costs $71.50, find the minimum cost
of the paint required.

20

A garden is square shaped, measuring 8 m on each side. It is bordered by a cement path


1.5 m wide.
a What is the area of the path?
b If the cement is 8 cm thick, what volume of cement is needed?

21

A CDs diameter is 12 cm, and the diameter of the hole in its centre is 1.5 cm.
a Find the area of the top of the CD correct to 1 decimal place.
b Find its volume in cubic centimetres correct to 1 decimal place, given that it is
1.2 mm thick.

22

a Find the volume of this solid to the nearest cubic centimetre.


b Given that the object is made from iron that has a mass of

4 cm

7.9 g for each 1 cm , find the mass of the object to the


nearest gram.
c Suggest how the volume of this object could be found
using water, a beaker and a measuring cylinder.

8 cm

3 cm

10 cm

23

Calculate the volume of each shape correct to 1 decimal place:


a

10 cm

12 cm

8.1 m

7.8 m
10 cm

492

C O N N E C T I O N S

M A T H S

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3.2 m

CM9 13 5.3_5.2 Final

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Find the surface area of each solid (correct to 1 decimal place where necessary). Note
that the cylinders are closed.
a

7.5 m
2.6 m

27.5 cm
10.4 cm
12.7 cm

18.2 cm

c
18.5 cm
88.7 cm
42.6 cm

25

The label on a can of powdered drinking chocolate completely covers the


curved surface without overlap. It is 23.6 cm long and 12.0 cm wide. Find:
a the area of the curved surface of the can
b the radius of the can (correct to 1 decimal place)
c the total surface area of the can (correct to 1 decimal place)

26

Find these volumes (correct to 4 significant figures if necessary):


a

3.6 m
4.5 m

22.6 cm

9.8 cm
14.6 cm

2.1 m
2

area  18.1 cm

11.2 cm

4.1 m

6.4 cm

1.4 m

0.6 m
34 cm

2.7 cm
2.4 cm

5.4 m
3.2 m

12.8 cm

h
8 cm

10 cm
12 cm
6 cm

C H A P T E R

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A N D

V O L U M E

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27

A cylindrical tank of radius 1.2 m has 5.1 m of water poured into it.
a What volume of water is this in litres?
b By how much does the height of the water in the tank increase? Give your answer
correct to the nearest centimetre.

28

How many times greater than the volume of the cone is the volume of the sphere?

10 cm
10 cm

10 cm

29

30

A cylinders circular base area is 78.5 cm .


a Calculate its radius correct to the nearest centimetre.
b Its height is 9 cm. Calculate in terms of its:
i
volume
ii surface area

9 cm

Calculate each volume correct to 1 decimal place:


a

b
8.4 cm

1.8 m

5.4 cm

3.5 m

12.2 cm

31

In this rectangular pyramid, PD  12 cm, QR  14 cm and


RS  10 cm.
a Use Pythagoras theorem to calculate length PE, the
height of PQR.
b Calculate the area of PQR.

S
D

494

32

A cones base radius is r and its height is h. If its radius doubles and its height halves,
what happens to its volume?

33

A square pyramid fits neatly inside a square-based box so that its


apex just touches the top of the box. What is the ratio of:
a the volume of the pyramid to the volume of the box?
b the volume of the pyramid to the volume of the remaining
space in the box?

C O N N E C T I O N S

M A T H S

S T A G E

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CM9 13 5.3_5.2 Final

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a Calculate the slant height (l ) of the cone using

Pythagoras theorem.

b Calculate the volume of the solid.


c Calculate the surface area of the solid.

7.5 cm

Give your answers correct to 1 decimal place.


35

36

6 cm

a Calculate (correct to 1 decimal place) the volume and

surface area of a sphere of diameter 7 cm.


b If the diameter doubles, how many times does
i
the surface area increase?
ii the volume increase?

10.0 cm

A hemisphere sits on top of a cylinder.


a Calculate (correct to 1 decimal place) the surface area and
volume of this solid.
b A string runs from the base of one side of the solid, up and
over the hemisphere and down to the base on the other
side. Calculate its length correct to 1 decimal place.

19.0 cm

18.6 cm

37

A steeple is in the shape of a square pyramid with base length 4 m. The steeples
perpendicular height is 5 m.
a Calculate the slant height of one of the triangular faces.
b How many square metres of sheeting will cover the four triangular faces?

38

A cylindrical grain hopper is 7.5 m across and 9.4 m high.


a Calculate its volume correct to 1 decimal place.
3
b Grain pours out at 43 000 cm /s. Calculate how long it
would take a full hopper to empty.

39

7.5 m

ABC and PQR are similar.

9.4 m

What can you say about the:


a ratios of corresponding sides?
b sizes of matching angles?

Q
B

R
C

40

A picture of length 10 cm was reduced on a computer in proportion to a length of


2
7.5 cm. If the larger pictures area is 80 cm , what is the area of the smaller picture?

41

A cylindrical plastic bottle of craft glue contains 100 mL and measures 4.2 cm across its
base. Another similar craft glue bottle contains 500 mL of glue. What is the diameter of
its circular base?

42

A statue of a giant bull stands 5 m tall and required 12 L of paint to cover it. A model of
the bull is 50 cm tall. What volume of paint is required to cover it?

C H A P T E R

1 3

S U R FA C E

A R E A

A N D

V O L U M E

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Diagnostic test
1

1A
A
1A
A

Round 36.357 to 1 decimal place.


Round 635.8 to:
a 1 significant figure
c 3 significant figures

b 2 significant figures

Estimate the cost of 22 sweets at 45c each.

1A
A
1B
A

An audience of 5008 people attended a concert and paid $29 for each of
their tickets. Estimate the amount of money raised from ticket sales.

1B
A

Estimate the following, then use a calculator to see how close your estimates were:
a 8357  6732
b 64.53  4.973

1C
A

Find a whole number estimate for each expression:


12.73  19.13
a 27.6
  102.39

b 
9.64  3.3

1C
A

Choose the best estimate for this question. A packet of lollies costs $1.45. How much
can be saved by buying 8 packets on sale at $0.99 each?
A $0.40
B $4.00
C $3.20
D $5.00
1C
A

Use your calculator to find these values and give each answer to a reasonable
level of accuracy:
39.7
2
a (5.2)  3.1
b 
14.1  15.9
A room measures 21.2 m by 9.8 m. What is a reasonable estimate for its area?

10

11

496

Round 43 862.613 to the nearest:


a whole number
b ten
c hundred
d thousand

Simplify:
1
a 750 g : 32 kg

1D
A
1D
A

Cans of soft drink sold for $7.20 per dozen. What is the cost per can?

1E
A
1E
A
1E
A

The ratio of Maddies new salary to her previous salary is 5 : 4. If her previous
salary was $48 000, what is her new salary?

1E
A

15

The ratio of the weights of Geoff and Jill is 4 : 3. If the lighter person weighs 60 kg,
who is the heavier person, and how much does this person weigh?

1E
A

16

Around schools, speed is limited to 40 km/h. What is this speed in metres per
second (m/s) correct to 1 decimal place?

1F
A

b 3 : 52

12

13

14

The angles in a triangle are in the ratio 1 : 2 : 3. What is the size of each angle?

C O N N E C T I O N S

M A T H S

S T A G E

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17

Laura earns $22.40 an hour. How much does she earn when she works 35 hours
in a week?

18

19

A tap drips at the rate of 3 mL/min. How much water is wasted in a week?

1F
A
1F
A

Write as fractions:

a 0.7

Write 0.26 as a fraction.

1G
A
1G
A

20

21



b 0.2 3

Write in expanded form:


5
a (2)

b 3a b

22

Write in index form:


a 22222

b 5558888

23

Write each number as the product of its prime factors in index form:
a 72
b 1200

2A
A

24

Simplify, writing your answers in simplest index form:


2
8
5
4
7
6
a 3 3
b 2 3 2 3

2B
A

25

Simplify:
5
6
a m m

b 8x  4x

2B
A

26

Simplify:
3 4
a 7a  3b  2a b

b a

27

Simplify, giving your answers in index form:


21
18
12
8
a 5 5
b 72x  9x

28

Simplify:
9 7
3 4
a a b a b

29

Simplify, giving your answers in index form:


2 3
3 7
a (3 )
b (4 )

2D
A

30

Simplify:
4 3 2
a (5a b )

b (6 )

2D
A

31

Simplify:
0
a (3x)

b 5  7x

32

Simplify, leaving your answers in index form:


5
0
0
0
a 8 8
b (xy)  8  5

2E
A

33

Simplify, giving your answers in index form:


7
5
3
3 2
2 3
a 2 2 2
b (4 )  (5 )

2F
A

34

Find the value of x in:


3
x
a 10  10

2F
A

3x

5xy 3

 ax  a

b 84y  7y
7

2C
A
4

2C
A

1

9

2A
A

2B
A

5 x

2A
A

2E
A

 9x

D I A G N O S T I C

T E S T

497

CM9 Diagnostic Test Final

35

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Page 498

Simplify:
(a2b2)2  (ab)4
(a b )

a 
3 2
2
36

37

498

 (x 2y 2z 2)2

2G
A

Express with positive indices:


3 2
(a )


a
(a 5 )2

2

(3a2b3)
b 

a 3b

Simplify:

1

16 2

a (64x )
38

3 3

b x y z

Given that x  8, y  16 and z  27, evaluate:


2


1


2G
A

1

4

 
a 12

8
a
2


2H
A
1


a (xz)3  y 2

b x3  z3

2H
A

39

Expand and simplify where possible:


2
5
a 6x(x  3y )

b x(3x  5)  2(x  3)

2I
A

40

Factorise:
a 8x  12

b 7y  14yz  21y

2I
A

41

Expand:
a (x  y)(x  y)

b x (2x  3y )

2I
A

42

Express in scientific notation:


a 7 632 000

b 8963.2

2J
A

43

Write as ordinary numerals:


7
a 9.2  10

b 9.13  10

44

The mass of an atom is approximately 0.000 000 000 000 000 000 023 568 mg.
Express this mass in scientific notation.

2K
A

45

Write as ordinary numerals:


5
a 6.03  10

2K
A

46

The diameter of a star is estimated as 2 863 000 000 km. Write this distance in
metres in Standard Form.

2L
A

47

Express in scientific notation:


a 7652  8 000 000
6
-5
b The product of 7.3  10 and 3.2  10

2L
A

3

b 7.25  10

2J
A

48

Simplify, giving your answers in scientific notation (correct to 4 significant figures):


8 3
a 43 000  9  83 000
b (3.812  10 )
2M
A

49

The following numbers are not in scientific notation. Convert them to


scientific notation.
6
8
a 938.54  10
b 0.0007  10

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

2M
A

CM9 Diagnostic Test Final

50

51

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Page 499

Select the larger number:


8.32  104

or

6.32  106

2N
A

Write in ascending order:


8.62  107, 8.25  103, 8.56  105

2N
A

52

Find the hourly rate of pay for Marc, who earns $2640 a fortnight, working
30 hours a week.

53

54

Jo was earning $53 850 pa and received a 6% pay rise. What is her new salary?

55

Calculate Kristinas holiday loading, given that she is paid 17 2 % on 4 weeks pay
and she earns $2356.90 per fortnight.

3C
A

56

Tom works as a security guard and is paid $23.50 an hour. When he is required
to work alone, he is paid a bonus of $5.40 per hour. Find his pay for a week in
which he worked 20 hours alone out of 38 hours.

3C
A

3A
A
3A
A

Pete is a real estate agent and charges a property owner 7% of the rental income for
managing a property. The tenant pays $580 per week.
a What is Petes weekly commission?
b What does the owner receive?
c How much does Pete make in a year on this property? (Use 1 year  52 weeks.) A
3B
1

57

Lorens annual superannuation income is 68% of her final working salary of $68 950.
a What is her annual superannuation income?
b Given that she pays 16% of this income in tax, what is her monthly net income? A
3D

58

Debbie earns $754.60 each week.


a How much does she earn in a year?
b She earns $465.80 from bank interest and another $268.50 from shares.
She has $635.70 of allowable deductions. What is her taxable income?

59

James earns $2864 each fortnight and pays


Item
30% of this in tax and other deductions. This
Loan repayment
table shows his major expenses for each week.
Regular household bills
a What amount is James left with each week
after tax and other deductions?
Food
b What is the maximum amount he can save
Car expenses
each week?
Entertainment
c If his regular household bills increase
1
by 122%, how much will he be left with at the end of the week?

3E
A
Cost ($)
320
195
120
135
60

3F
A

60

A chair is on sale for $360. This is 75% of the regular price.


What is the regular price?

3G
A

61

Angus bought some shares for $950 and sold them for $1280. Find:
a his profit on the sale
b the profit as a percentage of the cost price
c the profit as a percentage of the selling price

3G
A

D I A G N O S T I C

T E S T

499

CM9 Diagnostic Test Final

62

63

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Page 500

Which of the following is the best buy?


A 100 tea bags for $5.60
C 250 tea bags for $10.50

B 150 tea bags for $7.20


D 400 tea bags for $17.40

3H
A

Which of the following is the best way to purchase a car valued at $15 000?
A 10% deposit and payments of $245 per month over 5 years
B 5% deposit and payments of $310 per month over 4 years
C $1000 deposit and payments of $225 per month over 6 years

3I
A

Jaani needs a computer for his business records. At a sale he finds one for $2850
or 25% deposit and monthly repayments of $94.60 over 2 years. How much
does he pay in interest charges if he buys on terms?

3I
A

65

A student received a 30% discount on entry into an entertainment park.


If the student paid $35.80, what was the regular price?

3I
A

66

Find each perimeter. (All measurements are in centimetres.)

64

b
7.2
5.7

9.6

67

68

4A
A

4.2

Find the perimeter of:


a an equilateral triangle of side 1.85 cm
b an isosceles triangle with base 16.3 cm and two equal sides 25.6 cm

4A
A

Find each perimeter correct to 1 decimal place. (All lengths are in centimetres.)
a

18
32

4A
A

14

69

a Find the circumference of a wheel with diameter 65 cm.


b If this wheel rolls through a distance of 2 km, how many revolutions has

4A
A

it made?

500

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

CM9 Diagnostic Test Final

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Page 501

Calculate the perimeter of each sector, giving your answers correct to 2 decimal places:
a

9.8 cm
150

5 cm

60

71

Which has the greater perimeter, the semicircle or the quadrant? By how much?
a

4B
A
4B
A

12 cm

4B
A

12 cm

72

Find the area of each shape.


a

33.8 cm

12.5 cm

20.4 cm

21.6 cm

73

4C
A

76.9 cm

Use Pythagoras theorem to find the missing


length (marked x) and then find the area of the
triangle correct to 1 decimal place.

18.5 cm

6.8 cm

4C
A

74

The area of an ellipse is given by A  ab,


where a and b are the semimajor and
semiminor axes. Calculate the area of this
ellipse correct to 1 decimal place.

a
3.4 m
b

4C
A

10.6 m

75

Calculate the area of each sector:


a

b
8 cm
240
60

4D
A

7 cm

D I A G N O S T I C

T E S T

501

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Page 502

Calculate the shaded area:

4D
A

25 cm

77

Find each shaded area correct to 2 decimal places:


a

b
8m
3.2 cm

6 cm

4E
A

20 m

78

A rhombus has diagonals 16 cm and 24 cm.


a What is its area?
b What is its perimeter?

4E
A

79

A rectangular patio measures 8.2 m by 4.5 m. Find the cost of tiling the patio,
given that tiles cost $40.6/m2 and labour costs are $45/m2.

4F
A

80

Surrounding a 15 m by 12.5 m rectangular garden


is a 2.1 m wide path. Pavers measure 20 cm by
20 cm, and cost $4.25 each.
a How many pavers are needed for the path?
b What is the minimum cost for the pavers?

2.1 m
2.1 m
2.1 m

12.5 m

16.7 m

15 m

81

19.2 m

Between which two consecutive integers is each surd?


a 11

b 37


82


5A
A

82

Arrange in ascending order:


a 5
, 23
, 11
, 2

b 5, 10
, 23
, 7

5A
A

83

Write in simplest form:


a 5108


b 3288


5B
A

84

Express as an entire surd:


a 512


b 315


5B
A

85

Simplify:
a 27
  5m
  37
  2m


b 24
  54
  96


5C
A

86

Simplify:
b 72
  162
  50


5C
A

502

4F
A


a 4  
a 3  25a


C O N N E C T I O N S

M A T H S

S T A G E

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CM9 Diagnostic Test Final

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Page 503

87

Simplify:
a 512
  42


b 32
  23
  22


5D
A

88

Expand and simplify (where possible):


a 2
(52
  3
)

b x
(2x
  x)

5D
A

89

Expand and simplify:


a (35
  6)(3
  25
)

b (5  3
)(5  3
)

5E
A

90

Expand and simplify:


a (7
  2
)2

b (32
  5
)

5E
A

91

Multiply each pair of conjugate surds:


a (35
  4)(35
  4)

b (52
  3
)(52
  3
)

5F
A

92

Multiply each expression by its conjugate:


a 7
  3


b 35
2

5F
A

93

Rationalise the denominator in:


7

a 
3


2
11

5

5G
A

3
  35

2


5G
A

94

95

96

97

98

Express with a rational denominator:


3
1
a 

5

b 

5G
A

Express with a rational denominator:


3
a 
23
1

5H
A

2
3
3
2  
3

b 

Rationalise each denominator and then simplify:


1
1
5
2
a   
b   
2  3

2  3

3
  2

3
  2


5H
A

Express in surd form:


1


1

2

5I
A

b 25

Without using a calculator, simplify:


1 3
 

a 5  (64 3 )2
0

100

101

102

103

b 

Rationalise each denominator and write each expression as a single fraction:


2
3
5
1
a   
b   
5

2

2
3
3
3

a 1212
99

1


1


b 28 2  28 2

P is an even integer. Write down the next 3 even integers.


Is the sum of 5 odd numbers odd or even?
What are the possible outcomes from tossing a coin?
What are the possible outcomes from rolling a dice?

D I A G N O S T I C

5I
A
5J
A
5J
A
6A
A
6A
A

T E S T

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Page 504

A light-bulb manufacturer found that in every 100 light bulbs, 8 failed the test and
were discarded.
a What is the experimental probability that the next light bulb tested will be
discarded?
b What is the experimental probability that the next light bulb tested will pass
the test?
c If the manufacturer makes 12 000 light bulbs a day, how many are likely to fail
each day?

6B
A

105

A single dice is rolled. What is the probability of rolling:


a an even number?
b a number between 0 and 7?

6C
A

106

The letters in the word woolloomooloo are written on cards and mixed. They are
placed in a bag and one is drawn out. What is the probability of drawing an o ?

6C
A

107

A standard pack of playing cards consists of 52 cards. One of the cards is drawn out at
random. What is the probability that it is:
a heart?
b a King of diamonds?
6C
A

108

A 4-digit number is made using the digits 2, 3, 4 and 5. What is the probability that the
number formed will:
a start with an even digit?
b be greater than 5000?
6C
A

109

Two coins are tossed at the same time. There are three possible outcomes:
both heads, both tails or one head and one tail. Is the probability of getting
1
two heads 3 ?

6D
A

110

A single letter is chosen at random from the word chance. What is the
probability of choosing a c or an e ?

6E
A

111

Name each polygon and state whether it is a regular or an irregular polygon:


a

7A
A
112

Name each polygon and state whether it is a convex or a non-convex polygon:


a

113

504

What is the special name given to a 3-sided regular polygon?

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

7A
A
7A
A

CM9 Diagnostic Test Final

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Page 505

Find the value of each pronumeral:


a

b
50

115

75

Find the value of each pronumeral:


a

b
x

50

a
c
2x

116

7B
A

3x

7B
A

Find the value of the pronumeral:


a

2a

120
a

117

7B
A

Find the value of x:


a

55

120

x
115

118

105

120

7C
A

Find the value of each pronumeral:


a

115

135

110

7C
A

119

Use the formula for the sum of the interior angles of a polygon to find the
angle sum of a polygon with 19 sides.

7D
A

120

A pentagon has 4 equal angles. The fifth angle is 88. What is the size of
each equal angle?

7D
A

121

Find the size of each interior angle of a regular polygon with:


a 8 sides
b 15 sides

7E
A

D I A G N O S T I C

T E S T

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Page 506

122

How many sides does a regular polygon have if each interior angle is:
a 108?
b 144?

123

124

Find the size of each exterior angle of a regular decagon.

7E
A
7F
A

Each exterior angle of a regular polygon is 30. Find the number of sides of
this polygon.

7F
A

125

Each exterior angle of a regular polygon is 20. Find:


a the number of sides of the polygon
b the size of each interior angle
c the sum of the interior angles

7F
A

126

a How many sides does a regular decagon have?


b How many vertices does it have?
c Find the size of the angle at the centre that is needed to draw a

7G
A

regular decagon.
127

Which congruence test (SSS, SAS, AAS or RHS) would you use to prove that each pair of
triangles is congruent?
a

O
D

D
C

128

129

For each of the following, write the third condition needed to prove that the two
triangles are congruent:
a Two angles of one triangle are equal to two angles of the other triangle.
b Two sides of one triangle are equal to two sides of the other triangle.
a Prove that ADB  BCA.
b Prove that ADE  BCE.

7H
A

C
E

130

7H
A

7I
A

O is the centre of the circle and AC  CB.


Prove that ACO  BCO
O

7I
A

506

C O N N E C T I O N S

M A T H S

S T A G E

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Page 507

In ABC, B  C and AD is
the bisector of BAC.

Prove that AB  AC.

B
132

7J
A

C
A

The diagonals of a quadrilateral ABCD bisect


each other. Prove that the quadrilateral ABCD
is a parallelogram.

B
E

133

C
A

In ABC, AB  AC, DE || BC, and C  75.


Prove that ADE is an isosceles triangle.
Also find the size of ADE.
D

134

7J
A

7J
A

For this pair of similar triangles, write the corresponding sides and the
corresponding angles.
D
A

30
B

135

110
C

30

Prove that ABC ||| ADE.

Prove that LMN ||| PQN.

7K
A

136

110
F

7K
A

C
L

Q
M

7K
A
P

D I A G N O S T I C

T E S T

507

CM9 Diagnostic Test Final

137

12/8/04

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Page 508

Find the value of each pronumeral in this pair if similar triangles.

7L
A

138

Find the value of x in this pair of similar triangles. All lengths are in centimetres.

18

7L
A

15

139

Prove that these two triangles are similar and then find the value of each pronumeral.
All lengths are in centimetres.
P
15

18

140

508

5
R

7L
A

A survey of the test results obtained by a class of 30 students gave the following data.
Construct a frequency distribution table for the data.
5

10 6

8A
A

141

Add a cumulative frequency column to the frequency distribution table in


question 140 to make a cumulative frequency table.

142

Fifty families were surveyed to find how many children each family has and the
following set of data was obtained. Draw a frequency distribution table, a frequency
histogram and a frequency polygon to show this information.

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

8A
A

CM9 Diagnostic Test Final

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Page 509

8B
A

The masses of 30 students in a class are given below. Construct a cumulative frequency
distribution table for the data and then draw a cumulative frequency histogram and a
cumulative frequency polygon.
52 48 46 53 50 47
50 49 48 51 52 46
48 48 46 49 48 48
54 50 46 48 46 49
8B
A

50 46 52 46 47 51
144

145

Find the mean, median, mode and range for each set of scores:
a 3, 5, 3, 3, 7, 3, 6, 5, 4, 3
b 8, 9, 9, 10, 11, 12, 12, 12, 14, 18, 20

8C
A

The percentage results in mathematics for 50 students are given below.


85 86 72 65 78 68 74 75 80 80
75 71 66 86 56 81 64 83 77 61
71 83 84 77 72 74 82 84 65 76
60 87 88 65 55 82 64 78 83 79
83 57 58 82 83 66 77 55 76 73
a Construct a frequency distribution table for this set of data and draw a grouped

frequency histogram and polygon.


146

b Draw a cumulative frequency histogram and polygon for the data.

8D
A

For ABC, name:


a the hypotenuse
b the side opposite A
c the side adjacent to A
d the side opposite B
e the side adjacent to B

9A
A

D I A G N O S T I C

T E S T

509

CM9 Diagnostic Test Final

147

12/8/04

12:44 PM

Page 510

Use Pythagoras theorem to calculate the length of the unknown side in each triangle:
a

y cm

b
6 mm

8 mm
9 cm

15 cm

x mm

148

9A
A

Name the sides in the following right-angled triangles with reference to the angle
marked as:
i
 (theta)
ii (alpha)
a

a
13

5
u

9A
A

12

149

150

For this triangle, find the value of each ratio in its simplest form:
a

side opposite angle 



hypotenuse

side adjacent to angle 



hypotenuse

side opposite angle 



side adjacent to angle 

10
u
8

9B
A

Using the triangles below, answer the following questions without measuring.
F

40

40
C

BC
AB

AC
AB
AC
c Which ratio is equivalent to  ?
BC

a Which ratio is equivalent to   ?

151

b Which ratio is equivalent to  ?

9B
A

a Explain why ABC and AB1C1 are similar.


b Find a ratio equal to:
i

BC

AC

ii

AB

AC

iii

C1
C

BC

AB
A

510

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

B1

9B
A

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Page 511

a Use Pythagoras theorem to find the length of side BC.


b Find the ratio:

cos 
iii tan 
B
sin 
c Show that tan   .
cos 
153
The
sum
of
complementary
angles is 90. In ABC, angles A

and B are complementary. So if A  , B  (90  ).


a Find the ratio:
i
sin 
ii cos 
iii sin (90  )
iv cos (90  )
B
b Show that:
i
sin (90  )  cos 
ii cos (90  )  sin 
i

154

sin 

A
41

ii

In PQR, find:
a i sin 30
iii sin 60
b Show that:
i
sin 30  cos 60

u
C

9C
A

A
u

17

90  u
C

15

9C
A
P

iv

cos 30
cos 60

ii

cos 30  sin 60

ii

60
1

30
3

9C
A

155

Find correct to 3 significant figures:


a 3.5 sin 68

b 30.8 cos 4316

9D
A

156

 is an acute angle. Find its size to the nearest degree.


a sin   0.6328
b tan   1.6529

9D
A

157

Find correct to 4 decimal places:


9.63
a 
tan 6532

9D
A

158

b 9.83 sin 5836

A piece of wood 3 m long leans against a wall,


making an angle of 63 with the floor. How far up
the wall, to the nearest centimetre, is the top of the
wooden piece?

3m

9E
A

63

159

The diagonal of a rectangle is 26.3 cm long and it


makes an angle of 25 with the longer side. Find the
length of the rectangle to the nearest centimetre.

26.3 cm
25

160

A tree casts a shadow 20 m long. If the suns rays


meet the ground at 50, what is the height of the
tree to the nearest metre?

9E
A

9E
A

50
20 m

D I A G N O S T I C

T E S T

511

CM9 Diagnostic Test Final

161

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Page 512

Find the length of the hypotenuse correct to


1 decimal place.

h
35

9F
A

14 cm

162

In ABC, A  58, B  90 and BC  64 mm.


Find the value of AC to the nearest millimetre.

64 mm

58
A

163

164

An aircraft climbs at an angle of 19 to the horizontal.


Find to the nearest metre the distance travelled
along its flight path while rising 800 m.
ABCD is a rectangle with AC  32 cm and
AD  14 cm. Find ACD correct to the
nearest minute.

800 m

9F
A

19

B
32 cm

14 cm

165

9F
A

9G
A

Calculate the size of angle  to the


nearest minute.
3.4
u

9G
A

7.2

166

A 6.4 m ladder reaches a window 3.2 m above


the ground. What angle does the ladder make
with the ground?

6.4 m
3.2 m
u

167

9G
A

A tree is 25 m tall and casts a horizontal shadow


30.6 m long. Find the angle of elevation of the
sun to the nearest degree.

25 m

u
30.6 m

512

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

9H
A

CM9 Diagnostic Test Final

168

169

170

12/8/04

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Page 513

A railway track rises uniformly 8.9 m for


every 300 m along the track. Find the angle
of elevation of this track to the nearest degree.

300 m
8.9 m
u

9H
A

Find the angle of depression from the top of a


vertical cliff 80 m high to a boat 250 m from the
foot of the cliff. Give your answer correct to
the nearest degree.

u
80 m
250 m

Write the true bearing and the compass bearing of P from O:


N

b
80

P
E

20

171

9H
A

9I
A

A small aircraft takes off due north, than turns and flies 60 km due west.
The aircraft is then N63W of its starting point. How many kilometres did it
fly due north? Give your answer correct to 3 decimal places.

9I
A

172

A ship sails 48 nautical miles from Sydney on a bearing of S40E. How far
(to the nearest nautical mile) is the ship south of Sydney?

9I
A

173

Find the distance between each pair of points. Leave your answers in surd form.
a A(0, 3) and B(6, 2)
b A(7, 3) and B(2, 5)

10A
A

174

Find the distance between each pair of points. Give your answers correct to
1 decimal place.
a (3, 5) and (4, 6)
b (2, 5) and (1, 7)

10A
A

175

Find the length of a diagonal of a 6 cm by 6 cm square


(correct to 1 decimal place).
d

6 cm

Which of the points P(2, 4) and Q(1, 5) is closer to C(0, 0)?

10A
A
10B
A
10B
A
10B
A

Find the midpoint of the interval joining:


a (1, 7) and (6, 3)

10C
A

6 cm

176

177

178

179

Find the distance between the points A(2, 5) and B(3, 6) and then square it.
Find the exact distance between the origin and the point (1, 6).

b (0, 10) and (8, 8)

D I A G N O S T I C

T E S T

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Page 514

180

The coordinates of the midpoint of AB are (2, 8). If A is the point (3, 6),
what are the coordinates of B ?

181

182

183

184

Prove that the midpoint of (6, 10) and (6, 10) is the origin.

Show that (3, 9), (0, 3) and (2, 1) are collinear.

10C
A
10C
A
10D
A
10D
A

Find the gradient of a line that is inclined to the positive direction of the
x-axis at an angle of 45.

10D
A

185

Write 4y  8x  20 in gradientintercept form and then find its gradient


and y-intercept.

10E
A

186

Write in general form:


a 3x  2y  7

10E
A

187

State whether the point given after each linear equation lies on that line:
a 2x  5y  10
(10, 2)
b 3y  x  8
(2, 2)

188

189

190

What is the gradient of a line parallel to the straight line 2x  7y  14?

191

Complete the table of values and draw the graph of the equation on a number plane.

Find the gradient of the line that passes through the points A(3, 5) and B(7, 9).

b 3y  4x  12

What is the value of m if the lines y  5x  6 and y  mx  9 are parallel?

10E
A
10F
A
10F
A

Write in general form the equation of the line that has y-intercept 3 and is
parallel to the line y  5x  2.

10F
A

y  2x  3
x

192

11A
A

a Draw the graphs of these equations on the same number plane:


i

y  2x

ii

y  2x  2

iii

y  2x  3

b What can you say about these lines?


c What is the gradient and y-intercept in each case?
193

11A
A

For the equation given below:


a Copy and complete the table of values.
b Draw the graph of the equation.
xy40
x

194

11B
A

a Draw the graphs of these equations on the same number plane:


i

x  2y  0

ii

x  2y  3  0
11B
A

b What can you say about these lines?

514

C O N N E C T I O N S

M A T H S

S T A G E

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Page 515

195

196

197

Does the point (2, 3) lie on the line 4x  y  5  0?


A straight line y  mx  9 passes through the point (2, 5). Find the value of m.

11C
A
11C
A

Find the equation of the line that passes through the point (2, 3) and is
parallel to the x-axis.

11D
A

198

Find the equation of the line that passes through the point (2, 5) and is
perpendicular to the y-axis.

11D
A

199

For the equation y  2x  3, find the x-intercept and the y-intercept and then
draw its graph.

200

201

Draw the graph of the equation 2x  3y  6 by using the intercept method.

11E
A
11E
A

Write the equation 3x  4y  12  0 in the form y  mx  b and then find


its gradient (m) and y-intercept (b).

11F
A

202

Write the equation in the form y  mx  b of the line that passes through
the point (2, 3) and has gradient 2.

11F
A

203

a Copy and complete the table of values below for the equation y  x .
2

y  x2
x

3

2

1

b
c
d
e
f
g
h
204

Draw the graph of y  x2.


What is the concavity of the parabola?
What is the vertex of the parabola?
Which axis is the axis of symmetry of the parabola?
What is the equation of the axis of symmetry?
Does y ever have a negative value?
What is the minimum value of y?

11G
A

1
For the equation y  :
x
a Copy and complete the table of values.
b Draw the graph of the equation.
1
y  
x
x

4

3

2

1

11H
A

205

Complete a table of values from x  3 to x  3 for y  2x and then draw the


graph of this exponential relationship.

11I
A

206

Solve:
a x  3  12

12A
A

b x97

D I A G N O S T I C

T E S T

515

CM9 Diagnostic Test Final

207

12:44 PM

Page 516

Solve:
x
a   6
3

b 2x  14  20

12A
A

208

Solve:
a 5x  6  4x  3

b 8x  18  24  2x

12B
A

209

Solve:
a 5x  8  x  4x  24

b 9y  12  2  5y

12B
A

210

Solve:
a 3(x  5)  21

b 7(2x  3)  35

12C
A

211

Solve:
a 8(3x  4)  4(x  2)

b 3(2x  1)  x  25  0

12C
A

212

Find the value of the pronumeral:


m
a   2  5
3

b   5

Solve:
x
a   x  6
2

b   15  2y

Solve:
x
x
a     6
2
3

b     2

Solve:
x1
x3
a   
4
5

b     

213

214

215

2y  7
3

12D
A

7y
6

12D
A

2m
3

m
2

p
2

p
3

5
6

216

217

218

When 9 is added to twice a certain number, the result is 33. Find the number.

12E
A

12E
A

The angles of a triangle are in the ratio 2 : 3 : 4. Find the size of each angle.

12F
A
12F
A

Solve:
2
a x  25

b 9x  16  0

12G
A

219

Solve:
2
a 2x  50

b 25x  49  0

220

221

Given that P  2(l  b), find the value of P when l  9 and b  5.

12G
A
12H
A

222

223

224

516

12/8/04

The formula for the volume of a cone is V  3 r 2h. Find V correct to
2 decimal places) when r  14 and h  9.

Given that l  a  (n  1)d, find a when l  108, n  16 and d  3.

12H
A
12I
A
12I
A

Solve each inequality and graph the solution on a number line:


a x  8 12
b m  2 5

12J
A

Given that v  u  at, find u when v  28.9, a  3 and t  4.

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

CM9 Diagnostic Test Final

12/8/04

12:44 PM

Page 517

225

Solve:
a 3x 15

b  5

12J
A

226

Solve:
a 3(x  2) 5

b 2(7 x) 22

12K
A

227

Solve and graph:


3a  8
a  2
2

b 5y  2(1  y) 6

12K
A

228

229

230

231

232

233

234

235

x
2

Solve the following pair of simultaneous equations by setting up tables of values:


2x  3y  12
x  3y  3

12L
A

The length of a rectangle is 4 cm more than its width. The perimeter of the
rectangle is 20 cm. Use the guess and check method to find the length and
width of the rectangle.

12L
A

Use the graphical method to solve the following pair of simultaneous equations:
x  2y  10
x  2y  8

12M
A

Use the substitution method to solve this pair of simultaneous equations:


2x  y  12
3x  y  8

12N
A

Solve by substitution:
x  3y  17
yx7

12N
A

Solve by substitution:
2x  3y  18
3x  3y  7

12N
A

Solve using the elimination method:


x  y  18
3x  y  6

12O
A

Use the elimination method to solve:


6x  3y  18
4x  y  36

236

237

The sum of two numbers is 21 and their difference is 13. Find the numbers.

12O
A
12P
A

The difference between the length and width of a room is 4 m and the
perimeter is 52 m. find the length and width of the room.

12P
A

238

Holly is 6 years older than her brother Dylan. If the sum of their ages is
28 years, what are their ages?

12P
A

D I A G N O S T I C

T E S T

517

CM9 Diagnostic Test Final

239

240

241

12/8/04

12:44 PM

Page 518

13A
A

Find the surface area of a cube of side length 5.8 cm.


For this closed cylinder, find correct
to 2 decimal places:
a the area of the circular base
b the area of the curved surface
c the total surface area

12.2 cm

6.4 cm

13B
A

Find the total surface area of this


square pyramid.
24 cm

13C
A

12 cm

242

Find the surface area of each cone, leaving your answers in terms of :
a

16 cm

1.6 m
1.1 m

15 cm

13D
A
243

Find the surface area of a sphere of radius 3.2 m. (Answer correct to


2 decimal places.)

244

Find the volume of each solid:


a

13E
A

b
10 cm
8 cm

12 cm

18 cm

24 cm2

245

13F
A

Find the volume of this pyramid.


12 cm

8 cm
10 cm

518

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

13G
A

CM9 Diagnostic Test Final

246

12/8/04

12:44 PM

Page 519

Find the volume of this cone correct to


2 decimal places.
15.6 cm

3.4 cm

247

248

Find the volume (correct to 1 decimal place) of a sphere of radius 6.5 cm.

13H
A
13I
A

a What is the volume (correct to 2 decimal places) of

this cylindrical water storage tank?


b A farm household used 220 L of water, on average,
3.6 m

each day. How long would a full tank of water last?


(Answer to the nearest day.)

2.4 m

249

13J
A

The figures below are similar. Find the length marked x (correct to 1 decimal place).

7.2 cm2

5 cm2
x

13K
A

2.5 cm

250

The following solids are similar. Find, correct to 1 decimal place, the length marked x,
given their surface areas.

5 cm
A 1  84 cm2

x
A 2  200 cm2

13L
A

D I A G N O S T I C

T E S T

519

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 520

Answers

CHAPTER 1 Rational numbers

a A engine rotation speed (revolutions

Exercise 1A
1

a
e
i
m

2
2
4
5

b
f
j
n

2
3
3
4

c
g
k
o

b 4

4
2
2
3

d
h
l
p

b
c
d

a 1

a 6
e 3

a 2500
b 1900
e 41 900 f 600

c 32 700 d 11 700
g 7800
h 300

a 6.78
e 2.46

b 2.01
f 5.24

c 0.20
g 2.20

d 0.65
h 4.00

a 16.5
e 10.8

b 2.8
f 8.1

c 3.8
g 2.2

d 18.0
h 4.0

a 2 000 000
d 20
g 8

c 3

4
1
4
2

d 2

bullet 5, rocket 2
b 13
f 3

c 14
g 8

d 7
h 38

b 2
e 300
h 0.002

c 10
f 30

10 a 1 630 000
d 18.8
g 8.10

b 2.46
e 321
h 0.002 15

c 12.0
f 34.2

11 a 13

b 14

12 a i
b i

4.3
4.25

ii
ii

not between them.


numbers, not exactly on 9.
c The scale around the face is not equally

divided.
6

13 Any value between 245 000 and 254 999


14 a $327.50  9  $36.39. Each person should

pay a little more than this to cover the bill.


b This involves rounding up; the amount is a
personal choice depending on how much you
wish to leave as a tip.
15 Jims estimate is based on the assumption that

the tiles will be exactly the correct size (no


offcuts), which is very unlikely. Alyces estimate
is too low. Demeters estimate allows for offcuts
and breakages, so it is the best.

$800 000

b The actual diameters are 5c 19.4 mm,

Strategies may vary.

10c 23.6 mm and 20c 28.5 mm. (These are


measurements supplied by the Royal
Australian Mint.)

C O N N E C T I O N S

M A T H S

S T A G E

c 10:15
b 16 cm

d 1:45
2

a 19 cm

This information can aid police in determining


the height of the robber.

Estimates vary but should be close to A  45,


B  130, C  25, D  100 and E  60.

10 Answers will vary.


11 d 8.9 cm

Exercise 1C
1

Estimates will vary. Your estimates should be


close to these calculator answers.
a 8753
b 13.51
c 0.6031
d 20.58
e 100.8315 f 16.81
g  57.94
h  10.69
i  41.78
j  1.11
k 975
l  20.25
m 2.59

The following are calculator answers rounded


to the nearest whole number:
a 1
b 49
c 142
d 15
e 11
f 2283

16

p
p
p

Exercise 1B
1

b 7:30
2

17 a Any number between 465 and 475


b Any number between 469.5 and 470.5

a 5:00

16 22.9 cm (3 significant figures)

520

a The hour hand should be exactly on 3 or 4,


b The hour hand should be between two

4.3
4.34

per minute)
B speed (kilometres per hour)
C fuel level
D time
E temperature of oil in engine
C and E
B; possibly to indicate excessive speed.
i
2500 rpm
ii No; the instrument is not precise enough.
iii A relative indication (comparison) is what
most drivers look for. Also, the pointer
continually moves with the speed of the
car and many cars do not even have
engine speed gauges because it is not vital
for safe driving.
i
No
ii It indicates when it is is time to refill
the tank.

Subtract the first digits: 6000  2000  4000


Subtract the next digits: 400  800  400
Add: 4000  (400)  3600

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 521

So 3600 is a reasonable estimate. Front-end


estimation works in this case if Penny was
prepared to work with negative numbers.
5

Roughly 300  5  1500 m

a 3.82 million tonnes

11 A

12 B

b 68 million trees

10 D

13 C

14 C

14 a 38.5 L
15 $220
16 a
c
e
g
i

15 a 81
  9, 100
  10; exact values
b i 9.5
ii 9.2
iii 9.7
4

4.3

4.4

16 a 2  16, 2  32 b 2  19.7, 2
4.32
4.33
c 2
 19.97, 2
 20.11
17 a n  5.644

b n  3.727

5 m/s
13.9 km/L
4.56 runs/over
2
7.1 m /L
31.3 kB/s

b
d
f
h
j

$11/h
19.4 L/min
111 beats/min
0.0493%/day
$0.22/min

Exercise 1F
 21.1

c n  2.699

Exercise 1D

a 3% per half-year
c 0.5% per month

b 1.5% per quarter

18%

365

18.25% pa (using 1 year  365 days)

a 25 cm/s
2
c 46 500 m /day
e 42 cm/h

b $8.42/L
d 18 400 kg/week
f 0.63 kL/min

a 900 mm/min
c 24 kg/min
e 5313 L/s

b 1.14 c/mL
d 2400 km/day
f 2040 kB/min
b 7.2 L/km
d 21.6 km/h
f 1000 m/min

 0.0493%

a 639.7
d 2.7

No; she is unlikely to have a measuring


instrument that could measure this accurately.
Also, imperfections along the edges of the table
would make many of these digits meaningless.

a 90 m/min
c $200/kg
e 0.28 ha/week

0.1 mm

a 707 mm , 804 mm
2
2
b about 700 mm and 800 mm
2
2
c 755 mm , 750 mm

No. The radius 5.3 cm is a rounding from any



number between 5.25 and 5.349. She should
2
give the area as, say, 88 cm .

a
c
e
g
i

a 11.1 m/s

b 33.3 m

a 20.108 m

b 72.4 km/h

a 106.459
b 111.09
c 106.329
d Accuracy is lost as you round off during a

10 a 13.3 m/s

c 0.48
f 10.1

b 2.1
e 3.0

b $34.27

169.3 m

calculation. Do not round off until you reach


the end of the calculation.
9

Chriss calculation is more accurate. He left the


rounding until the end.

10 a  3.141 592 654, 272  3.142 857 143;

3 significant figures
b 0.00126
c ii 23
  3  0.4641, 317  31701  0.0020;
the second inequality

Exercise 1E
1

a 2:5
d 1:8

b 3 : 10
e 1 : 10

a 35

George gets $1400, Kerry gets $600

36, 72, 144, 108

$56 000

2.13 g of A, 2.67 g of B

Bill is heavier, 95 kg

20 copies per minute

5:4

b 63

10 1.7 km

12 37 800 parts

c 8:1
f 8:5

5:4

c i

ii 5 : 9

11 195 km
13 55c

0.25 L/s
192 pages/min
60 cm/s
252 m/min
0.675 c/mL

b
d
f
h
j

5040 cm/min
400 g/L
150 000 cm/min
90 km/h
43.2 L/h

b 48 km/h

11 24C

12 $644

13 a 1500 kg/ha

b 360 t

14 20.16 L

15 6 h 56 min 40 s

16 a 28.7 L

c $162 000

b $47.85

17 a 88.9c

b 35.64 L

c about $63.70

18 6 min 51 s
19 a 0.3 kg/m

20 a 4 cups
c about 333 days

b 30 g
b 250 L
d 0.85c

21 a 2.4 cans/day
b 6.2 teaspoons
c 1.8 cans/day
d Some drinkers consume far more than the

average.
22 a 180 g

b 333 m

23 a i $0.70
ii $0.73
b about $690
c about $1750
d about June to Dec. 1997
24 a 385 000 km
c 3700 km/h

b 2 419 000 km

25 a 1.852 km/h

b 25.9 h

26 a 50.7 L

b $47.61

A N S W E R S

521

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 522

1

5

6

25

1

500

1

40

a 0.9
d 0.62

b 0.6
e 0.5125

c 0.45
f 0.672

a 0.833
d 0.135

b 0.583
e 0.866

c 0.364

a 0.429
d 0.0809

b 0.0667
e 0.0171

c 0.0638

a 5.070
d 20.15

b 3.733
e 15.00

c 12.01

6
7

0.3 
a 1
e 3

1

81

20 b 
11  13  15  17  19 ; yes.
c 5  7  (1  3  5  7)  (1  3)
d 9  11  13  15  (1  3  5  7  9 
2

11  13  15)  (1  3  5  7)  8  4
2
8
2 
2
e 
16  8
f 731 (2  365  1). Look at the relationship
between the last terms in the numerator and
denominator.


but 0.3  0.333, which is 13.
b 3
c 2
d 1
f 2
g 1

Chapter review 1
1

a 2

0.011 111  0.001 111 1  0.000 111 11


  0.012 345
(which gives the same pattern)

It has 2 significant figures because each student


was counted and the last digit in the number
just happened to be 0.

a 0.01  0.0001  0.000 001  

a 368

b 86

a 78 600

b 381 000

0.002 mg/L

Estimates will vary, but should be close to:


a 60
b 45

Estimates will vary, but should be close to:


a 15 600
b 11
c 52
d 1.2
e 2.3

a Yes

About $100. The calculation is $150  0.6882,


which is approximately $150  32  $100.

b
c
d

e
10 a
f
11 a
f

on the calculator is 0.012 345 67

0.010 101 01
0.01  0.0002  0.000 004  
0.010 204 08
0.01  0.0003  0.000 009  
0.010 309 27
The difference between 100 and the
denominator of the fraction is the number of
times each successive decimal must be
multiplied.
0.01  0.0005  0.000 025   0.010 526
2

9
26

33

11

90
491

990

7

9
5

37

5

18
56

825

7

90
82

333

11

225
503

1110

25

99
21

37

e
j

4

11
623

1111

13

36
19

74

637

990

14 a
f
k
15 a
f
k
16 a
f
17 a
b
18 a
19 a

5

9
2263

3333
1709

3333

b
g

1

30

1

180
31

4950

11

15
2023

2475

80

99
794

1111

c
h

7

90
2

275
17

166 500

893

3300
214

825

7

11
8

99

26

111
125

333

13

495
1

45

8

165

1

66

713

9990
149

1665

19

55
11 863

33 300

757

900

37

180


0.16


0.16  0.5  0.6 , so 12 must be added.

0.36
b 130


1
1
  0.03,   0.003
30
300

C O N N E C T I O N S

M A T H S

d 1

10 B

e 4

f 3

c 9

b No

c Yes

11 C

12 a All the figures are not significant. The angle

c 4

13 5000 million

490

999
8

11

b 2

was measured to the nearest degree, and the


shadow to 1 decimal place.
b 17.9 m or 18 m




12 a i 0.1
ii 0.2
iii 0.3



b i 0.4
ii 0.7
iii 0.8



13 13  0.3, so 3  13  3  0.3  0.9 .

1
Since 3  3  1, 0.9 must also equal 1.

522


 2  310  0.06
13579

1

50

3

10

49

200

1

15

Exercise 1G

S T A G E



14 a 0.583

b 0.5 0

15 a 19.99

b 1.75

16 0.3125% per month

17 $707.50

18 Rounding to the nearest whole number

involves increasing or decreasing.


Truncating always decreases a number.
19 a 2.1 (possibly), 3.7 b 2.1 (possibly), 16.7
c To obtain convenient numbers for division.
d 2.15
e It should be reasonably close.
2

9

20 a

23

99

7

30

21 2170 km

22 0.13 L

23 27.8 m/s

24 5148 km/h

25 a 5 min 17 s
b No; the values are averages. A lot will depend
5

26 26

on the ink cover per page.


27 9 min 23 s

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 523

28 2 half buckets have a mass of 932  2 = 1864 g.

This is 1 whole bucket of water plus the mass of


another empty bucket. Therefore the mass of 1
bucket is 1864  1465 = 399 g.
29 a m  any negative integer
c m  any positive integer

k 2  x  y  y  z
l 4xxxy
a
b
c
d
e
f
g
h
i
j
k
l

a 2
7
e 6 5
1



i
3

a
c
e
g
i
k

2 3
5
2
4 2
2
4
5 8
3
4
4 9
3
2
3
2 3 5
3
2
3
4 5 6

a
d
g
j

a b
2 3 4
a b c
2
5
2 m
3
2
2 m

a 81
e 125
i 64

b m0

30 (Several methods possible).

Draw a square 1cm  1cm on the golf ball and


count the dimples in that area. Estimate or
calculate the surface area of the golf ball and
use your count to estimate the total number.

CHAPTER 2 Indices and algebraic


expressions
Exercise 2A
1

a
c
e
g
i
k

33
333
444
44444
5555
999

a
b
c
d
e
f
g
h
i
j
k
l

3333333
44444444
55555
666666
1
1
1
    
2
2
2
3  3  3  3  3
14  14  14  14
7  7  7
11  11  11  11  11
10  10  10  10
999999
88888

a
b
c
d
e
f
g
h
i
j
k
l

222xxxx
33yyy
aabbbbb
1.3  1.3  1.3  1.3
555
5555
33344
33333
2
2
2
2
      
3
3
3
3
22222222
3333333
12  12  12

a
b
c
d
e
g
h
i
j

5555555
xxx
222222
88888
aaaa
f bbbcc
5xxxyyyy
3annnn
aabbbcccc
1  m  n  n  n  n  n

b
d
f
h
j
l

2222
222222
333333
55
88
777

22222222
333333333
4444444
9kkkmmmm
3xxxxyy
aabbbcccc
12  a  a  a  b
5  5  5
9  9  9  9
1.2  1.2  1.2
 25   25   25
7  7  7  7

b 3
5
f 4 3

j 25

b
d
f
h
j
l

d 7
5
h (2)
5
l (2.9)
3

3 5
3
3
2
2 3 4
3
4
6 7
4
3
3  11
3
4
(3)  2
3
4
2 x

2 3

x y
4
3
l m
3 2
x y
3 3
a b

b
e
h
k

c 5
7
g 8
4
k (1.6)

c
f
i
l

mn
3
4
3 a
4
3
3 p
3
5
5 x

b 32
f 256
j 343

c 10 000 d 100 000


g 36
h 9
k 8
l 625

10 a 243
e 512
1

i 
100

b 1
f 27
1

j 
1000

c 64
g 25
k 811

d 1 000 000
h 81
l 312

11 a 72
e 280
i 1861

b 500
f 30
27

j 
125

c 108
g 99
k 1

d 133
h 79
l 593

12 a 1728
e 2401
i 65

b 225
f 1024
j 243

c 128
g 1331
k 469

d 243
h 4913
l 800

13 a
d
g
j

2, 6, 64
5, 4, 625
4, 3, 64
2, 7, 128

14 a
d
g
j

2 3
3
2
2 3
4
5
4
5
2 3

15 a 10
3
e 10

b
e
h
k

3, 6, 729
6, 3, 216
5, 5, 3125
6, 4, 1296

b
e
h
k

2
c
6
2
f
2
3
2
5 2 3 i
3
3
2 3
l
1

4, 2, 16
7, 4, 2401
6, 4, 1296
4, 5, 1024
237
5
2 3
3
4
2 5
6
2
2 3

d 10
6
h 10

c 2
12
g 2

d 2
10
h 2

c 5
6
g 5

d 5
8
h 5

c 3

d 3

b 2
8
f 2

b 5
4
f 5

b 3

18 a 3

b 10
4
f 10

16 a 2
9
e 2
17 a 5
2
e 5

c
f
i
l

c 10
7
g 10

11

A N S W E R S

523

CM9 Answers 5.3_5.2 Final

e 3

12/8/04

h 3

b 2
n
f m

20 a 2  3

e 16a
3
i 6t

c 6
p
g q

Page 524

10

g 3

19 a 3
8
e 2

1:00 PM

d 4
9
h 2

b 18

21 a n  7
d n  15

b n4
e n9

c n4
f n4

22 a 2  3  2  9  18; (2  3)  6  36
2
2
2
2
b 4  5  16  25  41; (4  5)  9  81
2

2
9
3
9
3
 2  
4
4
16
2
d 3
2  
4  3  4  7;



3
4

c     214; 4

2
2

3  4  
9  16  25
5

23 p  8, q  4

f
j

xy

12 a
d
g
j
m
p

3
x6
7
5m
x
7y
x
4 5
2a
5
8
(x  y)

13 a
e
i
m

f
5h
3
2.5k
2 4
3q r

12t
4
30y

g x
h 2x
5
3
k 56a l 15t

ab

2
a  7b
5
14x
a
a  2b  3
7
5k  1
7
9x  1
a

b
e
h
k
n
q

c
f
i
l
o
5

b p
f 3
2
j 3pq

c w
6
g g
3
k 2m

d 4g
2
h 3i
3
l 2mp

14 The bases remain the same: 3

24 m  4 and n  2, so 2

3

 324

y1

5
m9
a
8x
e
3x  1
a
4m  1
3

16 No; the bases are different.

26 x  4.19

Exercise 2C
Exercise 2B
1

14

a 2
10
e 5
17
i 3

b 3
11
f 6
10
j 9

11

c 4
16
g 7
13
k 10

12

d 8
15
h 2
15
l 4

b 3
11
f 7
12
j 10

c 4
17
g 2
15
k 9

d 5
21
h 3
17
l 8

a 8
e 16
i 625

b 243
f 216
j 2401

c 625
g 128
k 512

d 256
h 81
l 512

a
d
g
j

72
10
74
15
8
3 4
10
6 7

53
12
9
2 3
12
10
3 5
16
3

b
e
h
k

14

b m
6
f r
26
j k

a 3
b 2
18
8
e 3
f 7
6
11
14
i 3 6 j 2

a n
3
e p
12
i t

a
e
i
m

3x
10
35a
7
40a
9
24g

a
e
i
m

m n
7 7
ab
7
a b
5 7
pq

3m n
5 3
15x y
5 3
18a b
4 8
12a b

11 a 2x

b
f
j
n

6a
10
24x
4
45t
17
42v

b
f
j
n

a b
5 8
mn
23
ax
8 16
ab

b
f
j
n

5x y
4 6
28a b
3 7
30p q
6 8
54s t

b 6a

C O N N E C T I O N S

c
f
i
l

17

2
12
7
2 5
7
11
6 7
5
8
5 8

d 2
11
10
h 3 5
23
l 3

d p
6
h w
12
l n

10

c a
12
g t
15
k m
8

14

c 4m
5
g 50a
6
k 72x
3

d 6n
5
h 45m
8
l 24x

5 8

c
g
k
o

pq
5 9
ab
8 8
mn
21 11
x b

c
g
k
o

8a b
d 8p q
6
3 5
56t w h 20a b
5 10
3 6
16x y l 21x y
3 3
30a b

d
h
l
p

xy
5 12
xy
3 9
ab
16 16
k l

c 15t

M A T H S

d t

10

S T A G E

c 4
7
g 7
5
k 10

d 8
3
h 2
3
l 3

b 3
3
f 7
3
j 10

c 4
4
g 3
2
k 11

d 5
4
h 8
1
l 12

a 2
7
e 6
9
i 9

a
e
i
m

a 2
6
e 6
4
i 2

a
e
i
m

a 7a
2
e 3m
2
i 3a

b 3x
2
f 4n
7
j 4x

c 3y
4
g 2a
k 4y

a x
3
e 3a
7
i 4a

b y
4
f 7a
5
j 4x

c a
3
g 3a
8
k 8y

a
d
g
j
m
p

19

c 2
18
g 2
10
k 5

b 3
3
f 6
7
j 9

a 2
4
e 5
5
i 3

12

a 2
9
e 6
17
i 5

1
12

10 a
e
i
m

524

10

16
25
64
243

b
f
j
n

x
2
y
7
y
4
g

b
f
j
n

ab

a b
7
a
2
a b
4xy
4 2
3v w

5.3 / 5.2 / 5.1

64
343
256
128

d
h
l
p

a
4
m
7
x
2
h

c
g
k
o

d 4
6
h 9
7
l 6

b
6
n
4
a
5
x

d
h
l
p
3

x2

3
m7
a
2x
e
3
(3x  8)
2
5
m 2
4

b
e
h
k
n

m n
9 8
x y
2 5
p q
2 2
4x y
2
6a b

p
4
a
3
m
4
k
2

d 2p
h 2y
3
l 3a

b
e
h
k
n
q

729
512
625
36
6

c 3
8
g 8
8
k 5

2
xy
9
2x
a
4
(x  y)
2  3a
w
i j
a
4

c
g
k
o

b 5
11
f 7
7
j 3

10 a
d
g
j
m

81
216
27
125

d m
h 3q
l 11m
y3

c
f
i
l
o
r

5
2a
y
5m
21
5
(x  3)
k 3
7
2q
m

c
f
i
l
o

xy
3 3
c d
2
4a y
2 3
3m n
2 4
8m n

7 2

CM9 Answers 5.3_5.2 Final

11 a 2m
4
e 3a
3
i 2a b
12 a
e
i
m

f
8
i
2
5j
5 2
2c d

12/8/04

1:00 PM

b 3x
c 4a
4
2
f 6x
g 9a
4 3
3
j 3x y k 3mn
8

d 4n
5
h 2x
2 4 4
l 4a b c

b e
5
f 6n
j 3pq

Page 525

c k
d i
6
5
g 4c
h 6p
5 6
3 7
k 50a b l 18v w

3 2

4 2

15 (3 )  3
2

4 2

12

b 3
20
f 6
42
j 5

20

c 4
12
g 7
45
k 2

d 4
20
h 9
35
l 3

a 3
49
e 5
48
i 2

35

b 4
27
f 6
15
j 3

18

c 2
40
g 8
42
k 4

72

d 7
28
h 9
32
l 5

a 64
e 81
i 256

b 9
f 512
j 729

c 256
d 625
g 625
h 1296
k 15 625 l 4096

56

80

15

a a
63
e m
24
i y
a
d
g
j
a
d
g
j

10 a
d
g
j

25x
21
729p
8
256p
48
10 000x
4 6

xy
28 35
p q
10 14
x y
9 21
1000x y
3 9

216a x
9
216m
20 35
32m n
12 15
a b
2x

11 a 5
3p
e 8
2x
i 7
12 a
e
i
m
q

xy

15

14

c
f
i
l

25a b
14
25m
8 6
9l k
10 15
32x y

b
e
h
k
3a

mt

5
tn
m
3xy
6
6a  2
f
pqr
a
2

b 2p
2
f 7m n

d p
30
h b
128
l a
c
f
i
l

ab
12 28
m n
36 12
a b
16 20
625a b

b
e
h
k

b 9
7t
f 5
5y
j 5

3
b
bc
a
f
2tm
8
j
6xy
3 2
n
x  2xy
w
r

13 a 2m
3
e 5i

c
f
i
l

7y

c 6
3y
g 8
3t
k 3
c
g
k
o

ax

c 1
g 8
k 1

d 1
h 6
l 1

a 36
e 3
i 8

b 27
f 3
j 1

c 5
g 2
k 2

d 18
h 1
l 6

a 0
e 4
i 1

b 13
3
f 9a
j 9

c 9
5
g 15n
k 1

d 19
h x
l 1

a 3
3
e 7
5
i 8

b 9
4
f 5
3
j 6

c 2
5
g 4
3
k 10

d 12
2
h 15
5
l 18

a 6
9
e 7
6
i 8

b 9
3
f 5
6
j 2

c 10
4
g 12
5
k 4

d 3
3
h 14
5
l 17

3x  (3x)  3  1  1  2

(4a b )  (2a b)  16a b  16a b  1

1, 2, 4, 8, 16, 32, 64
1, 3, 9, 27, 81, 243, 729
1, 10, 100, 1000, 10 000, 100 000, 1 000 000
1, 5, 25, 125, 625, 3125, 15 625
b The basic numeral is multiplied by the base.

y
yb
x
30xy
y
8x  12
g

14

64y
40
32a
27
27a
28
625a
5

18 9

27x y
21
216a
2 6
9x y
9
343m

2 2

a i

b 4m

c 8q

5 2
 e
8

e 6

b It does not apply for a  0.

Exercise 2F

xz

t
xa
p 2
10a
7
3x  3y
p

c 3r
d 3d
5 4
2 5
g 10w z h 2p q r

12 a 5y  5  1  5; (5y)  1; 5  y  1  y  y
0
0
b 5y and (5y)

11 a No

2
3

10 a 9

14m

d 5
9a
h 6
8a
l 5

ii
iii
iv

10

l m
30 15
a b
21 6
27a b
50 60
32m n

d
h
l
p

3 5

b 1
f 6
j 1

30

c a
35
g a
27
k x

216y
15
27y
36
125x
27
216x

b
e
h
k

d 8
24
h 18
105
l 3

36

b x
48
f n
45
j k

15

a 1
e 1
i a

27

c 6
21
g 21
25
k 6

5 3

63

d 4
36
h 6
60
l 7

49

b 9
24
f 15
56
j 4

2 4

Exercise 2E

24

c 3
45
g 8
24
k 9

27

a 5
80
e 9
108
i 3

72

27

b 2
24
f 7
60
j 6

x8

ii

(3 )  3  (3 ) ii (2 )  2  (2 )
8 10
80
10 8
iii (7 )  7  (7 )
b When multiplying numbers (in this case
indices), the order is not important.

a 2
27
e 5
28
i 8

15

17 a 4  2  64
b i x6

a 2
20
e 6
72
i 5

but 3  3  3 and 2  2  2  2

Exercise 2D

3

18 a i

4  2

16 a 4  2  16
b No
2
4
c 4 4422222
3

13 2  2  2

3 2

14 a 5  (x )  320; (5x )  1600


3 2
6
6
3 2
6
b 5  (x )  5  x  5x ; (5x )  25x

1
3
1
e 2
a
1
i 2
(6)
a 4

1
9
1
f 5
m
b 1

1
3
1
g 4
10
c 3

1

4

b
f
j

1

9
1

8

1

10 000

e
i 32

27

g
k

43
1

64
1

9
8

27

1
4
7
h 3
x

d 2

1

25
27

8
25

16

h
l

A N S W E R S

525

CM9 Answers 5.3_5.2 Final

1

a 7
2
e 3x

1
m

b 3

e a

1
i 5
m
a 0.25
e 0.02
i 16.00

4

c x
1
g 6p
3

1 3
x
4

1
c
x
40
3
f 
g
x
9
j 6
k
x
b 0.13
c
f 0.03
g
j 1000.00 k

6
2
p
4
2
a
1
6
9x
0.33
4.00
0.69

52

a 13
b 172
e 1
f 144
9
1


i 144 
16
144 j

a x  2
d x  1
g x3

a
e
i

1

49
5

27
1

25
2

10 a 2
35
e 2
13
h 8

1

16
1
18

1
109

11 a

12 a F
e T
i T
13

7

12

1:00 PM

1

b 2
5
f 7n

5 2
x
4

a 1

12/8/04

b x5
e x  2
h x3
b
f
j

1

125
1

7
1

24
3

b 3
3
f 7
12
i x
b
f
j

1

64
1
89
1

72

b F
f T
j F
14

c
g

3

5

d
h
l
d
h
l

2n


1
m
9
5
y
1
6
x
3
3
a
0.04
1.50
0.29

c x4
f x8
i x  11
1

32
1

216

d
h
l

1

12
9

1000
1

8

9

g
k

1

5

24
325
5

64

c T
g F
k T

1

36

h
l

10

1

216
5

6
5

8

c y
10
g 40a
9
k a

b x
2
f 81x
1
j x

a a
4
e 50y
6
i 4p

a 16x

e 99y

b 25a

12x

10

54x
5
125x
8
m 10a
n 
4
a F
b F
c F
g F
h T i F
a
d
g
j

4a b

amn

2
x9
4
2y
9
6x
5

b F
h T

11 a T
f T
k F
l x

c 5
1
g 7
14
k 6

b 2
11
f 5
21
j 6

10 a T
g F

10

c 4
d 3
6
10
g 5 7
9
21
j x
k 5

15

a 3
36
e 3
1
i 5

o a
8
s y

n y
11
r x

36

m m
19
q y

d 12
h 1
l 6247

k 5

35

d m
5
h 9a
l

c 419
g 48
k 36

Page 526

13 a
d
f
h
j

d F
h F
l F

15 1

8c

c F
i T

18

d 8
9
h 8
3
l 5

d 36a
5
h 7a
18 4
l m a

27

c 27p

d 56a

g 21a

h 7y

11

k x

526

a
e
i
m
q

2
6
37

a
e
i
m
q

2
8
3
8
2
3
x
2
y

12
8

x
7 9
35a b
6

a 2
35
e 7
20
i 11

10

b
f
j
n
r

3
15
2
10
(3.5)
7
30m
3 2
75a b

d F
j T

e T
k F
c
f
i
l

d F
j F

b
f
j
n
r

3
6
9
4
m
2
3p
3 2
x y

10

b 3
72
f 2
28
j 9

C O N N E C T I O N S

14

4
7
5
12
x
5 11
xy
7 3
45m n

2x  3y

d F
i F
n F

c
g
k
o
s

8
2
5
2
a
6
5a
7 6
a b

18

c 4
36
g 5
14
k b

M A T H S

d
h
l
p
t

2
5
4
3
y
12
2a
6
2xy

d 6
8
h 10
56
l p

S T A G E

f
l

T
T

e F
j F
o F
2

c 2p
9
g 54k

d k
11
h 4m

b a
f

5
15
3
11
7a
8 2
ap
9 9
18a b

F
F

3
5x
a
abc
3
6a
4

e T
k F

d
h
l
p
t

f
l

9a b

4

e x
c
g
k
o
s

c m

d a b

9a b

3  27
b 5  625
c 2  64
3
24
4  64
e 2  16 777 216
4
15
5  625 g 2  32 768
8
3
2  256 i 3  27
25
2  33 554 432

14 a x

Exercise 2G

o 16a

c F
h F
m T

b 12m
5
f 10m
j

18

x  2y

p x
14
t n

5
mn
7
x
e
6y
9

b
e
h
k

b F
g F
l F

12 a 30a
e 4

14

10

12

a
9
b

x
y
3
4b
7 5
10
192x y k 
27a
10

15 a x

b x y

10m

e 5

1

g 5

x y
3

16 a 2
5
e 2

b 2
6
f 2

13

c 576x
5

g a b
4

c 2
8
g 2

1
p
3
20b

8
a

h 
l

d a b
4

h a

14
3 4

b c

2

d 2
12
h 2

12

17 a 81x

2m  17

e 2

a
25

b 
f

1 y

b
9
a
18 a F
b F

c x

16

ab
g 
5

d a

12

h n m

5.3 / 5.2 / 5.1

c F

d F

e T

CM9 Answers 5.3_5.2 Final

g F
19 a

12/8/04

h T

1

4

b 36

20 a 1 b 4

1
42

c 1

1:00 PM

1
66

Page 527

k F

4

9

5

d 1 e 3 f

Exercise 2I
a
c
e
g
i

6a  42
14m  21
9x
3
2
2x  3x y
2
4
15p  3p

b
d
f
h

15x  10xy
8  3t
10xy  15y
4
3
4m  4m

a
c
e
g
i

5a  4
2
3x  29x  40
17y  15
8y  7
30  12m

b
d
f
h

2x  5x  9
5a  2
6m  2
17  7a

a 8x  13
c 7x  17
e 33  14x

a
c
e
g
i

6(x  2)
ab(a  1)
lmn(1  mn)
2
xy(xy  x  z)
2
m(m  5  mn )

a
c
e
g
i

a  5a
10  14x
10x  15
21  14m
3
2m  2m

a
c
e
g

3a  4a
5
2
m  2m
2
3
3m  5m
3
4
21n  15n

a
c
e
g
i
k
m
o

5a  2a
5
2
x x
6
8
5m  m
5
3
30x  15x
2
2
a b
5
3
2
x  3x  x  3
2
9a  30a  25
3
6
40p  30p

Exercise 2H
1

4

m


32


1


8

81


x

1

7

x

3y


1


1


94
1


1


73

345

h 120 3

1


k 157

1
2

1


10n
1
4

a 2
e 5

b 3
f 9

c 3
g 3

d 4
h 6

k 7

n 5

a 4
b 27
e 100 000 f 125
7


x2

a
d
g
j
m

5


y3
1


n 8x 4

9.386
2.710
9.337
6.178
181.019

a 125

32

b
e
h
k
n

1


x2

c 54
i

b y
f

10 a 11
g 4

j
b 8
h

c
f
i
l
o

1

4

5.552
73.878
5.569
2.066
0.246

8

21
449

1

4

e 225
3


c m6

d 15x 4

g 32

h 10y 6

j
l

h 8

ab
3

5


b 3

p 81y

a 8


5
6

o 16

h 24

g 24

g 7

e 6a

k 1

i 3a  3ab
5
3
k x  3x

a x

d 125
h 125

c 5

7

10

1

2
1

4

c 8
g 9

b 81
2


1


1

4

18.655
6.025
7.483
1.648
0.231

b x3

a y
e n6

8x


p 26

1


g 28 3
1


1


36

d 39 2

1


27


1


c 10 2

1


m 625x

1


o 11

n yn

m 1

25


m xp

i
4

x

b 32

e 53

16


1


a 22

4
m 
16


9

d 4
j

7


2a b  2b
2
6x  4xy
e 30
1

15

c p

1

2

1

2

d x

1

9

13 j

38 k

1

6

12(2x  3y)
3x(3x  y)
5x(x  2y  z)
2a(5  2b  3a)

b
d
f
h

6x  10x
4
y  3y
3
2
12x  15x
32x  12

b
d
f
h

15y  5y
4
4
a b  ab
3
2
9p  9p q
5
3
5a  25a

b
d
f
h
j
l
n

12y  3y
3
3
a b  ab
5
3
a a
3
2
8a  8a b
4
4
a b
4
2 2
4
x  2x y  y
5
3
6x  12x

1

16

a 10
5
d 10
5
g 10

b 10
7
e 10
6
h 10

c 10
6
f 10
7
i 10

a 3.16
d 1.23
g 2.136

b 8.7
e 5.69
h 7.63

c 4.5
f 8.9
i 1.47

a 10
d 2.3
5
g 10

a 6  10
5
d 1  10
6
g 8  10

1
1
x

2 
3x 2y
g x y2
h y6
3
y
3

2
k x 2y
l a
x
c 12 d 24 e 6
f 4

b
d
f
h

b 2x  13
d 10x  14
f 3  2x

Exercise 2J

8

15

b 10
e 2.8
h 3.562
2

c 5.1
f 3.61
i 3.75
3

b 5  10
5
e 5  10
6
h 1.2  10

c 1.2  10
6
f 1  10
7
i 1.25  10

A N S W E R S

527

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 528

a 4.9  10
b 7.0  10
c 3.94  10
0
0
0
d 6.8  10
e 2  10
f 5.1  10
0
0
0
g 7.92  10 h 8.14  10 i 9.25  10

a 8  10
b 5.2  10
c 3.15  10
4
5
13
d 8.9  10
e 7  10
f 1.53  10
5
8
5
g 8.294  10 h 1.638  10 i 9.295  10

a
c
e
g
i
k
m
o
q

3.4  10
4
2.5  10
5
5  10
4
6.29  10
2
5.619  10
3
6.9385  10
7
4.39  10
5
1.702  10
5
2  10

a 50 000
d 64 380
g 7 290 000

10 a
d
g
j

b
d
f
h
j
l
n
p
r

b
e
h
k

8.967  10
5
8.37  10
8
9.52  10
2
7.29  10

c
f
i
l

a
c
e
g
i
k
m
o
q

1.5  10
5
3.9003  10
9
8.35  10
4
7.8125  10
5

13 a 1.5  10 km
5
c 2.592  10 s

b 3.84  10 km
5
d 8.415  10 h

3

4

c 8.3
h 5.93

d 3.85
i 8.2

3

2

7

3

a 10
b 10
c 10
d 10
e 10
4
5
3
6
f 10
g 10
h 10
i 10
1

680 000
b 0.005
c 0.000 000 1
3 000 000 000 000
e 0.26
6 000 000 000 000
485
h 0.003 98
i 0.0532
6.05
k 50 000
l 854 000
6
4
4.9  10 cm
5 4.0075  10 km
12
152 100 000 km
7 9.5  10 km
13
13
5.28  10 km
9 4.16  10 km
9
2.773  10 km
11 0.0001 mm
9
0.000 000 029 7 cm
13 1.3  10 cm
11
7
1.5  10 m
15 1.4  10 mm
6
6
a 5  10 cm
b 6  10 g
6
2
8
c 1.2  10 m
d 3.8  10 mL
4
3
a 9.15  10
b 2.21  10
11
5
c 1.546 24  10
d 2.665 625  10

1

c 7  10
1
f 9  10
6
i 3  10

3

4

a 3.5  10
b 7.2  10
c 6.1  10
4
5
2
d 3.9  10
e 6.38  10 f 6.29  10
3
3
7
g 8.15  10 h 2.18  10 i 5  10

a 5.5  10
b 8.37  10 c 2.82  10
3
3
4
d 4.8  10
e 9  10
f 3  10
1
4
9
g 7.6  10
h 8.62  10 i 7  10

1

a
c
e
g
i
k

0.000 04
0.000 008
0.000 000 405
0.069
0.0222
0.000 769
6

a 1  10
6
c 8.23  10
10
e 3.5  10

C O N N E C T I O N S

5

b
d
f
h
j
l

6
10
12
16

17

2

0.0005
0.0093
0.000 040 2
0.000 089 6
0.0063
0.3257

M A T H S

S T A G E

2

Exercise 2M
9

10

a
c
e
g

6.3  10
2
6.75  10
9
3.25  10
9
1.152  10

a
c
e
f
h

3  10
b 2  10
2
4
2  10
d 6  10
1
4.083  10 (to 4 significant figures)
8
3
7  10
g 2  10
7
6.631  10 (to 4 significant figures)

a 2  10

3

b 5.1  10
3
d 6.003  10
2
f 2.9  10

a
d
f
g
j

14

3

a 1  10
b 3  10
1
6
d 1.7  10
e 5  10
2
3
g 6  10
h 5  10

8  10
3
7.0  10
3
2.95  10
7
6.50  10
6
6.7  10
5
6.7  10

2

b
d
f
h
j
l

9

6.71  10
2
3.7  10
15
5.7  10
0
3.9  10
2
5.9  10
4
3.25  10

a 3.1
f 5.79

5

2  10
18
7.0  10
3
2.08  10
4
2.9  10
4
5.63  10
27
8.4  10

a
c
e
g
i
k

e 3.3

4

b
d
f
h
j
l

mg

8.15  10
7
5.8  10
11
5.832  10
3
3.609  10
1
6.7  10
6
3.58  10

a 10
b 10
c 10
d 10
e 10
6
4
2
5
f 10
g 10
h 10
i 10
b 7.9
g 7

5  10
4
7  10
7
8  10
5
1.2567  10
2
2.3  10
1
5  10
1
6.31  10
6
9.2  10
2
6.9001  10

a
c
e
g
i
k

528

5

20

3

b
d
f
h
j
l
n
p
r

Exercise 2K
3

2

Exercise 2L

12 1.27  10 km

h 8.3  10

2  10
2
1.9  10
6
9  10
3
4.005  10
5
9.3  10
4
7.93  10
10
1  10
4
1.23  10
5
7  10

10 2.6559  10

11 1.08  10 km

4

g 3.61  10
6
i 2  10

6.57  10
4
8  10
2
7.89  10
6
3.452  10
1
3.657  10
5
7.63  10
10
6.5  10
5
6.3051  10
4
6.17  10

b 830 000
c 927 000 000
e 60 900 000 f 813 000
h 8300
i 9 250 000 000

5.2  10
6
6  10
6
5.3  10
1
3.2  10

3

a 3.6  10
b 4  10
c 5.6  10
6
6
2
d 2.32  10 e 5  10
f 3.897  10
5
11
6
g 4.95  10 h 7.58  10 i 3  10

5.3 / 5.2 / 5.1

b
d
f
h

1.785  10
6
3.9936  10
6
7.56  10
6
1.512  10
3

b 9  10

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 529

11

c
e
g
i
j

5  10
d 1.575  10
10
2
5.76  10
f 3.264  10
8
9
8.16  10
h 4.2225  10
10
7.989  10 (to 4 significant figures)
4
1.440  10 (to 4 significant figures)

a
c
e
g
i

3.869  10
10
1.250  10
10
1.777  10
6
2.638  10
35
8.900  10

a
c
e
g
i
k

2.7  10
7
2.646  10
10
2  10
12
4.8  10
4
4.472  10
0
2  10

a
c
e
g
i

2.688  10
4
5.510  10
17
4.930  10
3
5.12  10
4
4.589  10

a
c
e
g
i

1.133  10
5
6  10
8
3.803  10
8
5.603  10
3
3  10

a
c
e
g
i

9.365  10
2
3.6  10
2
1  10
2
8.1  10
5
9.32  10

10

19

11

3

4.527  10
7
5.163  10
3
1.066  10
31
3.764  10
2
7.192  10

b
d
f
h
j
l

2.5  10
18
1.62  10
18
4  10
12
1.009  10
1
2  10
12
7.521  10

b
d
f
h
j

1.35  10
3
2.704  10
1
4  10
4
2.522  10
8
1.382  10

b
d
f
h
j

9.12  10
3
2.793  10
4
1.950  10
3
4.9  10
5
2.62  10

b
d
f
h
j

5  10
1
6.315  10
5
6.2  10
6
7  10
0
9  10

5

1

2

3

d
e
f
g
h

5.4  10 , 6.4  10 , 6.2  10


2
5
6
9.6  10 , 8.35  10 , 7.69  10
3
3
3
9.2  10 , 8.5  10 , 7.9  10
6
5
3
3.5  10 , 6.2  10 , 5.4  10
3
4
6
3.17  10 , 5.17  10 , 8.15  10

a
c
e
g

8.6  10
3
8.6  10
6
5.79  10
7
3.71  10

a
b
c
d
e
f
g
h

8  10 , 8  10 , 8  10 , 8  10
5
5
5
5
3.8  10 , 5.2  10 , 7.6  10 , 8.2  10
5
4
3
2
6.3  10 , 5.4  10 , 3.8  10 , 9.1  10
3
3
3
3
4.8  10 , 7  10 , 8.1  10 , 9.2  10
6
5
3
2
4.3  10 , 4.3  10 , 4.3  10 , 4.3  10
4
2
0
4
3.6  10 , 4.9  10 , 3.7  10 , 5.7  10
2
2
3
4
5.9  10 , 9.2  10 , 6.8  10 , 8.6  10
3
2
2
8.31  10 , 4.56  10 , 5.12  10 ,
3
3.42  10

a
d
g
j

3.6  10
8
9.25  10
5
8  10
2
4.5  10

b
d
f
h
j

a 7  10 , 5  10 , 8  10
5
5
5
b 6.7  10 , 5.3  10 , 3.2  10
4
3
2
c 2.5  10 , 8.5  10 , 3.7  10

b
d
f
h

2

5.04  10
6
3.2  10
7
5  10
6
8.6  10

3.2
4.8
1.7
9.3

b
e
h
k

2

 10
2
 10
7
 10
7
 10

8.6
6.2
5.6
2.7

c
f
i
l

14

 10
9
 10
3
 10
1
 10

Chapter review 2

Exercise 2N
3

a 5  10
b 8  10
c 1.5  10
6
2
2
d 2.1  10
e 3  10
f 6.3  10
5
3
g 6.3  10
h 8.3  10

a
b
c
d
e
f
g
h

3.5  10 , 3.5  10 , 3.5  10


9
6
4
8  10 , 8  10 , 8  10
5
3
4
2.5  10 , 1.86  10 , 3.1  10
2
4
6
8  10 , 8  10 , 8  10
7
7
7
2.1  10 , 3.8  10 , 5.4  10
5
4
2
6  10 , 6  10 , 6  10
3
3
3
3.5  10 , 3.9  10 , 5.6  10
2
0
5
5.7  10 , 8.9  10 , 3.6  10

a
b
c
d
e
f
g
h

3.2  10 , 2.8  10 , 1.5  10


3
3
3
9  10 , 8  10 , 5  10
9
9
9
3.5  10 , 3  10 , 2.5  10
3
5
6
4  10 , 4  10 , 4  10
6
6
6
5.1  10 , 3.7  10 , 2.5  10
3
2
4
4.6  10 , 3.8  10 , 3.9  10
1
2
7
4.9  10 , 3.6  10 , 2.5  10
6
4
3
8.2  10 , 5.4  10 , 3.5  10

3

a
b
c
d

a 2.5  2.5  2.5  2.5


b 78  78  78
c 5  5  5  5  5
d aabbbb

a
b
c
d

a 3

5555
3  3  3  3  3  3
12  12  12
222aaaaa

5aabbbbb
7axxx
3  x  x  y  y  y  z
4  a  a  a  b  c
4
3

25

a 3 8
3
3
c (5)  2

a 169

a 224

b 177

a 2 5

a 7

6
2

16

10 a 2

c (3.7)

d (4)
3

b 2 7
2
2
5
d 3 4 7
1

1000

c 144

d 29

c 2

d 81

b 200
3

b 7

17

b 3

c 7

c 7

d 7
d

1 6

3



A N S W E R S

529

CM9 Answers 5.3_5.2 Final

10 2

12/8/04

11 a x y

b 72a b

12 a 256

b 27

13 a 7
3
e x

b 9
2
f 7x
2

14 a 7x y

b 6m n

m n

5x  3

1:00 PM

x  2y

Page 530

9x

c 3

d e

c 32

d 81

c 8
2
g 5y

d 5
3
h m

47 a 0.005
c 0.000 333 4
2

d 4y

3y

d (a  b)

40

d 3

2t

18 a a
b 64y
c 7
12
9 6
2nx
e 625p
f 27a b g m

d 8
12
h 216y

19 a 1

b 7

d 6

20 a 12

b t

21 a 9

b 49

15 a 5

b a

15

17 a 8

b 6

25 a

72
5x

c 2
2

c q

d 1

c 216

1
2

b 7

1

4

1

27

1
b 
a

22 a 5

c 9

36

23 a

c 7

1
10

c 3

1

729

d 81

1

216

1
c 2
n

1

8

25

g 179

26 a

1

4

1

27

65

1

128
11

b T

c F

36


 125
 c y
1

5

32 a (12)

b (32)

33 a 2

b 15x

 x

d s

1

n

d 3a b

c 6

d 7

b 144

c 25

d 9a

37 a n
38 a

1
3
2

or

c 10a b
3

b 25p
1

8

b 250

40 a 40x

b 8y

41 a 7x  3x
4
4
c a b  ab
0

42 a 5.7  10
0
c 2.56  10
3

c 3a

d p

6

64

125

b 6  10
5
d 5.94  10

13

55 a 4.9  10 , 4.9  10 , 4.9  10


4
3
2
b 3.5  10 , 5.7  10 , 8.36  10
3

56 a 8.5  10 , 7  10 , 2.4  10
5
6
9
b 3.7  10 , 2.5  10 , 1.8  10

6

59 1.49  10 km
5

61 6.048  10 s

25

62 8 min 20 s

63 3.346  10

64 81 times

65 3.63  10 km

67 0.024 km

68 299 000 000 m/s 69 3.407  10

d 125x
2

b 3.132  10
5
d 2.979  10

9

cm

b 1.1  10 g
d 4.316  106
14
f 1.7  10

71 32 h

d 5

1
64
1

45

3

53 a 4.273  10
8
c 6.052  10

70 a 2.9  10 cm
6
2
c 3.6  10 m
10
e 1.632  10

17

c 3

b 5 or 25 c

39 a 9

b 243

b 3  10
25
d 7.683  10

b 512

2

b 0.003 51
d 495

66 3.84  10 m

35 a 60
2


51 a 230 000
c 0.0008

c 3

b 6.39  10
4
d 5.12  10

60 7  10

34 a 9
36 a m 3

d 16m
3

72 a 2.075  10
17
c 9.7188  10

14

b 2.65  10
13
d 4.648  10

CHAPTER 3 Consumer arithmetic

b x  8x
7
3
d 7m  21m

Exercise 3A

b 8.0  10
0
d 9.6  10
4

$43.50
a $807.85

b $1615.70
b $668.50

$575.75

$14 600

43 a 9  10
5
c 3.65  10

b 5.4  10
7
d 1.92  10

4
5

a $693.75

44 a 6000
c 810 000 000

b 315 000
d 36 800

a $20.38 b $25.45 c $30.05 d $27.08

45 a 8.5  10
6
c 1  10

1

530

c r

2

50 a 8.35  10
5
c 7  10

58 0.000 058 m

1

3

6800
30 000
0.15
0.008
0.0593
515.7

c
f
i
l
o
r

57 12 000 000 000 years

b 30 367
d 32
b

1

2

b 3 5
4
3
d 2 5

30 a 17 812
c 1640.25
31 a

d T

29 a 2  3
2
3
2
c 2 3 5

35.67
1056
0.0036
0.0103
0.000 08
20 100 000

1

81

27 a x  3 b x  8 c x  2 d x  7
28 a T

b
e
h
k
n
q

54 a 6.853  10
4
c 9.3  10

125
h 
x6
d

150
39 600
900
0.000 854
0.96
102.6

d 25p

1

125

49 a
d
g
j
m
p

b 1.5  10
0
d 9.87  10

52 a 6.72  10
4
c 2.993  10

2

48 a 4.83  10
4
c 5.7  10

11

c 3a

b 0.000 060 7
d 0.089

b 2.3  10
8
d 5.46  10
3

46 a 6.3  10
5
c 8  10

b 8.34  10
3
d 3.561  10

C O N N E C T I O N S

M A T H S

a $32.50

$130.50

a $89.65

10 $1831.81

S T A G E

5.3 / 5.2 / 5.1

c Chris, by $25.25

b $25.94

c $34.76

b $97.80

c $65.20

CM9 Answers 5.3_5.2 Final

11

12/8/04

1:00 PM

Page 531

a $81.25

b $120.90

c $212.55

Hours
worked

Hourly
pay rate

Weekly
pay

Brett

35

$17.95

$628.25

Ellen

33

$14.90

$491.70

Nicola

3712

$22.50

$843.75

11 $195

Louisa

42.5

$16.95

$720.38

13 5%

Spiro

34

$18.15

$617.10

14 a $33.95

b $451.05

Ling

45

$35.20

$1584.00

15 a $5425

b $10 800

12 a $887.40

10 a $198.75
b 4 h 41 min c $42.40
d No; the amount paid is per piece, not per

hour. His hourly rate will vary depending on


how fast he works.

13 Chee is correct: 15 hours double time earns him

14 $493.75
b $37.80

16 6%
17 a $5840 each month  $70 080 pa

$1415 each week  $73 833.29


b Her pay increased.
c 5.4%

$625.28

a $547.40
d $476.53

$813.55

a Rick earns $713.89; Mick earns $528.50. Rick

c $1022.97

$1059

gets $185.39 more.

b $1479.27

Daily
total

Normal
rate

Time and
a half

912
712
8
812
912
5
4

7
7
7
7
7

212

Total

35

13

Mon.
Tues.
Wed.
Thurs.
Fri.
Sat.
Sun.

b $536.34

b $158.55  $142.78  $15.77

21 a
Day

b 53.5c

Exercise 3C

19 $59 548

20 a $18 per hour

c $1771.48

17 $66 per hour

18 a $10 700

the same as 30 hours at normal rate. This is 10


hours more than he works during the week.

18 $48 037.50

12 Option A is the higher rate.

16 6.5%

b 51 hours

15 a $18.90

d $330.20

Double
time

$1600.90

a $14.50

1
112
212
5

Mon.
Tues.
Wed.
Thurs.
Fri.
Sat.
Sun.

4
4

b $718.75
22 The weekly amounts are A $1157.07, B $1100,

normal time and


rate
a half

7
7

1
212

3
5

double
time

Daily
pay

$143.65
$181.68

1
4

Total for week

b $914.58

C $1034.90 and D $1198.80. D is the highest


weekly wage.

c 3 hours

Number of hours at
Day

1
2

b $87

$194.35
$160.55
$135.20
$815.43

Exercise 3D

23 42 hours
24 a $27.15

$21.50

a $380.30

b $405.12

c 27.4%

a $928.19
d $37.20

b $287.74
e $519.71

c $83.54

a $50 530.90 b $4210.91

b $2857

a $44 162.60 b $2778.56

$146.25

a $2398.98

$10.50

a $65 963
b 65 963  52.179 (weeks in a year)  35

25 $29.90

Exercise 3B
1

a $249.38

$924.25

3
2

$15.48/m

a $475
c $1375.02

Option A  $900 per week; option B  $850 per


week. Choose option A.

$412.80

b
d

$1028.50
$1665.61

b $651.04

c About 11 years
c $2379.02

(hours in a working week) [Actually, his


employer used a slightly more accurate figure
of 52.178 52.]
c i In the left-hand column, Rec for
recreation indicates leave.
ii 70.00  $36.1194

A N S W E R S

531

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 532

d $748
e 29.6%
f Sum of superannuation ($213.27),

b A fixed expense is one for which a regular

payment is made each period. Sometimes


fixed expenses might vary by a small amount
each period. Variable expenses can vary quite
a lot between periods.
c $1334
d No; he has only saved $10 672.

health fund ($25.41) and union fees ($16.78).


g Net pay  gross pay  tax  deductions
7

a A  $385.56, B  $432.28, C  $8772.69,

D  $363.28

b 16.0%

c Deductions are listed as 0.00.

Exercise 3G

Exercise 3E
1

a nil
b $1466.93 c $6546.00
d $13 132.80 e $22 057.00 f $57 307.00

a $354.75
d $678.10

a nil
d $828.60

$9860

b $164.40
e $1125

c $518.70
f $2250

c $1525.50
f $871.60
c 10%

a $80

b 11.1%

Dylan pays $5172 tax and Carla pays $15 132.


No; Carla pays almost 3 times as much as Dylan.

a $8125

b $19 500

a $70 800

b $365 800

$2900

a $52 035

b $11 786.70 c $780.53

a Latest releases
b Latest releases $25; Popular music $20;

a $947.65
d $741.71

b $49 447.43 c $11 006.23

a $49 070
b $10 893
c $736.05
d He will receive a refund of $3535.85.

10 a $16.20

b $52.20

a $40 094.34 b $40 102.94 c $8202.88

He will receive a refund of $228.64.

11 a $1.05
c $11.45

b 5
d 1090.5%

12 a $42

b $33.60

10 a $43 646
c i $9793.92

b $45 406.40

11 a $205 944.84
c $92 563.03

b $225 012.84

12 a $53 414.10

b $12 365.92

ii

Country and western $16; Old-time favourites


$12.50; Classical $11.

Exercise 3F
a $241

b 24.3%

c 49.8  50 weeks

a $881.76

b $96.76

c $77.07

$126

a 100

b $62.50

a $2178.33

b Yes

a
c
e
f

c $900

$21 330
b $11 731.50
$4018.43 d $8758.53
$39 413.38  $21 330  $60 743.38
The more she can save, the less interest she
will have to pay in servicing the loan.
$3620
iii $1008

C O N N E C T I O N S

ii
iv

$9.50 to $10
c $44.37

14 Cost price $20, loss $3

17 a $946 each
b $3.24 per sprayer
c at least 926 sprayers

a 0.225c/g
c 0.6104c/g

b 0.3 c/g
d 0.636c/g

a 0.15c/mL
c 0.342c/mL

b 1.07c/mL
d 0.701c/mL

a 600 mL
d 114 L

$3.40

a 400 g

a Fionas tyres
b The comparison is not fair. Tyres of the same

b 1 kg
e 5L
5

c 200 tea bags

b They only need this much.

brand are not always identical. Different cars


wear out tyres differently. Different driving
habits wear tyres differently.
8

two 2 L cans and two 5 L cans

a One 100-book bundle; two 40-book bundles

and a 10-book bundle; four 20-book bundles


and a 10-book bundle, etc.
b one 100-book bundle

$1278
$2286

M A T H S

16 $51.90

15 A $6850, B $5737.60, C $5150

a i

$287.50

Exercise 3H

14 a Nicholas $8172, Yiota $24 407


b Nicholas 20.43%, Yiota 30.51%
c The statement is not true.

15 a brand A $38.50, brand B $50


b brand A $35, brand B $40
c Chris $33.50, Karen $44

$13 785.40)
c She will have a refund of $261.19.

0%

13 100%

$681.10

13 a $54 835.40
b Tax $12 962.87, Medicare levy $822.53 (total

532

b ($46.20)
e $1513.80

S T A G E

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

10 a 72 m
b $1800
e Buy a 100 m roll.

1:00 PM

c $1500

Page 533

d $1620

24

Exercise 3I
1

a $5400
c $30 600

b $21 600
d $3600

a $2163
d $10 958

b $4028
e $28 260

$240

a 14 days

c $3085

$53.10
5 $100.35
18%
b   0.0493% per day
365 days

c $26.11

Annual
income

Tax paid

$35
$45
$55
$65
$75

$6 672
$9 672
$13 032
$17 357
$22 057

000
000
000
000
000

25 a $214.60

a $575

b $4025

c $188.55

a $8535
b Do not overextend when buying. Wendell

might have been better off renting a yacht on


those few occasions she wanted it.
10 a $64.80

b $439.38

26 $10 654.50
27 a $490

b $2590

c $140

d 5.7%

29 $24.50

30 C

31 a Student response
b $22 057  $20 962  $1095
c $22 087

CHAPTER 4 Perimeter and area

c $2010.25

11 $75 discount, 1623%

19.1%
21.5%
23.7%
26.7%
29.4%

b $59.20 c $40.65 d $425.55

28 $8510

Tax as a percentage
of income

Exercise 4A
1

a 43.2 cm
d 44.0 cm

b 46.6 cm
e 73.8 cm

c 45.1 cm
f 46.8 cm

a 126.4 cm

c Yes

a 3.75 m
d 170.4 cm

b 69.7 cm

c 92.5 mm

19 a $375
b $380
c $380
d A single discount percentage is not the sum of

a 434.5 m
d 272 cm

b 72 cm

c 88 cm

2 separate percentages. However, the order in


which 2 separate percentage discounts are
made (given that the percentage values
remain the same) does not matter.

44.56 m

a 235.6 cm

6032 m

12 25%

13 $54

14 $8358.54

15 $25.40

16 The final price is $28.80, so Connie is correct.


17 13.7%
18 a $225
b $213.75
c No; the total discount is 14.5%.
d 23.5%

20 a 24%
d 17.1%

b 17.2%
e 30.9%

27.8%

a 101 cm

Yes

10 a 58.0 cm
d 119.4 cm
g 301.6 cm

Chapter review 3

b 424.4 revolutions
b 84 cm

c 57 cm

b 81.1 cm
e 71.5 cm
h 49.4 cm

c 243.6 cm
f 75.4 cm
i 95.0 cm

11 40 087 km
1

$2000

$59.50

$31

12 942 million km

$14.40

$771

$468.75

12.5%

$71.10

13 a 38.74 mm
b 6.17 mm
c i D
ii 6.56 mm

10 $1597

11 $877.50

13 $14 854.80 14 81%


16 $18.33

17 $18 000

d E

12 $566.44

14 a 1885 m

b 2314 m

15 $120

15 a 54.4 cm

b 66 cm

18 $8.25

16 A is 62.8 cm, B is 50 cm and C is 60 cm. A has

c 58.8 cm

the largest perimeter.

19 a $547.50
b $540
c Cameron, by $7.50

17 31.4 cm

20 a $60.90

18 a 24 342 m

b $17 647.95  $17 650

21 $2950

19 a 6283.2 m

b 6.3 m longer

22 a $23

20 a 88.9 cm

b 7.9 m

21 a 3 cm

b 13 cm

23 a $99

b $809.10
b i

$7

b $99

c $9709.20
ii

30.4%

c 32 cm

A N S W E R S

533

CM9 Answers 5.3_5.2 Final

12/8/04

22 a 10 cm

1:00 PM

Page 534

b 40 cm

23 78.5 m, 25 m

e square centimetres
f square metres or square kilometres
g square metres
h square millimetres

24 2 times

25 176.8 revolutions (about 177 revolutions)

11 a 1 ha  10 000 m
2
c i 3 545 520 m

26 31.8 cm

ii 354.55 ha
3.55 km
2
2
d 1 km e 1 km  1 000 000 m  100 ha

Exercise 4B

a
e

1

4
1

6

1

2
1

8

b
f

3

4
5

12

c
g

Central angles are:


a 90
b 60

12 a 100 cm
2
c 16 cm

1

3
5

8

d
h

14 a 4047 m
c 240

d 72

a 35.7 cm
d 74.1 cm
g 45.4 m

b 72.0 cm
e 8.7 m
h 69.7 m

c 36.9 cm
f 28.2 m

a 43.61 cm
d 67.13 cm

b 12.19 cm

c 35.21 cm

a 72.0 cm

b 92.55 mm c 36.51 m

The quadrant, by exactly 10 cm


a 10 cm

42.4 cm

b 6 cm and 4 cm

c Yes

71.4 cm

ii

c No

12 122 m
13 a T

b T

c T

d F

Exercise 4C
1

c 12 784 mm
2
f 1330.2 cm
2

a 271.7 cm b 10 140 cm c 17 800 cm


2
2
2
d 19 240 cm e 2720 cm
f 7420 cm
2
2
g 1000 cm
h 4400 cm
a
b
c
d
e

x  27 cm, A  486 cm
2
x  12.7 cm, A  53.3 cm
2
x  22.4 cm, A  114.2 cm
2
x  9.9 cm, A  56.4 cm
2
x  6.2 cm, A  88.0 cm

Perpendicular distance between 2 parallel sides

a 6.9 cm

a 0.66 m
2
d 15.9 m

a 1m
b 10 000 cm
2
2
c 1 m  10 000 cm

Student answers

1 000 000 m

b 93.6 m

c 107.26 cm

f, e, a, d, g, b, h, c

a 79 cm
b 310 cm
2
2
d 310 cm
e 490 m
2
2
g 6300 mm h 3.5 cm

a 506.25 cm

M A T H S

S T A G E

c 84 cm
2
f 6700 mm

8
3
2
d 24 cm
2
b  m

The quadrant has the larger area. It is twice


as large.

a Estimates should be close to 57.


2

b 57 cm

a 157.08 cm
2
c 75.40 cm

4 cm

a 6.6 cm
d 7.5 cm

b 6.2 mm

a 5.66 cm

b 14.55 cm

b 56.55 cm , 25.13 cm

10 d  10 cm, A  39.3 cm

c 1.9 m

11 4 times larger
2

12 a 314.2 cm
13 191 cm

b 85.8 cm

14 3.4 cm

15 a 18.1 cm

b 12.4 cm

16 a F

b T

Exercise 4E
2

a 520 cm
2

348 m
2
235.6 cm
2
325.58 m
2
308.5 cm

b 1947 cm

600 m
2
1131.0 m
2
447.6 m
2
50.3 cm

a
d
g
j

a 88.2 cm
b 164.4 cm
2
2
d 27 500 cm e 13.1 m
2
2
g 508.9 cm h 19.3 cm

a 216 cm

b
e
h
k

C O N N E C T I O N S

c 24 mm

10 a square centimetres or millimetres


b square millimetres
c square kilometres
d square metres

534

b 34.5 m

b 165.6 cm
2

16 a 75.4 cm

a 41.5 m
b 340.8 cm
2
2
d 678.9 m
e 5.8 m
2
g 320.3 cm

b 2.47 acres c 1349 m

Exercise 4D

10 1.9 cm

11 a i 71.4 cm
b Yes

15 5.64 cm

10

b 225 cm
2
d 4 m

13 The area increases by 4 times.

a 5 cm b 10 cm c 3 cm d 2.5 cm

b 54 ha

iii

198.4 cm

5.3 / 5.2 / 5.1

b 60 cm

c 24 cm
c
f
i
l

2
2

1028.3 cm
2
850 cm
2
168.3 cm
2
100.5 m
2

c 34.4 cm
2
f 25.2 cm

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 535

CHAPTER 5 Surds

Exercise 4F
1

$1762

a $824.44

a 19 tiles
b 13 tiles
c 247 tiles
2
d $214  $270  $484 (assuming 10 m of tiles

Exercise 5A
b 60 windows

are needed)

a R
g R

a 1.41
e 3.32

a 2 and 3
d 7 and 8
g 8 and 9

a 5520 m
b 1380 kg
c i 69 bags
ii $3312

a 67.77 m

b $4879.12

a 47.54 m

b 8 L (2 cans) c $75

a 15.6 m
d $1872

b 19.6 m

a 7830

b 156.4 m

a
b
d
f
g

c across
2

c 50

d $9396

width  210 mm, height  297 mm


1

16

about 2.5 kg
n
2
An  2 m
i A0

ii

100 mm

201 m

47 cm

a 158 m

216.4 m

1913.4 m

a iii 51
 and iv 27

b For a real square root, the number under the
square root should always be greater than or
equal to zero (x 0).
c x
0

53
 cm

b 7.20 cm
c 1.44 m
2
2
e 52.36 cm f 182.20 cm

b 2.882 t

b 28.3 cm

19 Both are 100 cm


2

24 a
c
d
e

e 5

10 34
 cm

a 3
g 45

a
e
i
m
q

a 28

e 250

i 144


b 45

f 99

j 63


c 75


a 62

e 302

i 282


b 62

f 403

j 242


c 255


a
e
i
m
q

152

126

163

255

65


b 102


c 242

g 123


c same area

b 18
 cm

22 48 cm (Hint: Areas remain the same.)


23 a 235.6 cm

6 and 6

d 13

20 Greater than
21 a 3 cm, 9 cm
2
c 18 cm

c 10

a 6

e 8
i 10


c $2070
2

18 a 28.3 cm

36

c 28 cm
f 57.6 cm

16 29.1 m
2

ii

b 9

a T

15 573 ha
17 a 7205 m

36

b 8
, 3, 17
, 6
d 7, 60
, 80
, 9

13 21 300 km
2

c 6 and 7
f 5 and 6

a 7

b 212.0 cm
b 13 cm
e 25.7 cm

14 a 53.98 cm
2
d 13.85 m

e 9 and 10
h 14 and 15

d 2.65
h 6.40

a i

11 $105 700

12 a 33.6 cm
d 25.1 cm

b 4 and 5

I
I

8 $6808
10 1428.3 m

c 2.45
g 5.39

f
l

b 31.4 cm

e I
k R

Exercise 5B

100 000

a 367.7 cm

b 1.73
f 4.12

d R
j I

a 2
, 3
, 2, 5
c 3
, 8
, 3, 15


A1

c I
i R

Chapter review 4

b R
h R

b 446.9 cm

148 m
b 839 m
$28 950 (to the nearest $50)
2
43 724 m
about $369 900

b F

b 15

f 21

j 20

b 7
h 24

22

27

47

105

43


c F

b
f
j
n
r

c 9
i 90

32

310

82

83

92


f 282

j 910

n 215

r 206


a 23

e 211

i 156


b 26


a 8

e 48

i 108


b 12

f 56

j 98


d F

e F

c 30

g 6

k 3


d 6
h 2
l 2

d 5
e 10 f
j 176 k 175 l
c
g
k
o
s

25

53

55

113

42

d
h
l
p
t

8
32

62

72

92

93

84

d 72

g 96

h 48

k 125
 l 640

d 163

g 96

h 166

k 242
 l 215

d 153

h 153

l 303


k 413

o 277
 p 814

s 365
 t 842


c 42

d 210

f 35

g 46

h 226

j 242
 k 2015
 l 315

c 20


d 45

g 48

h 175

k 243
 l 320


A N S W E R S

535

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 536

e 25

i 9
m 215


f 35

j 27

n 8

g 32


a 206

e 303

i 90

b 303

f 242

j 212


c 60

a 2
e 5

i 1

b 3
f 6
j 2

c 3

g 2
k 13


d 2
h 2
l 3

a 8
e 2

i 22


b 5
f 3

j 33


c 50

d 9
h 4
l 53


a 106

e 12
i 8
m 1515


b
f
j
n

a 123

e 302

i 363


b 8

a 12
e 3
i 426


b 123

f 27
j 60

Exercise 5C
1

a 23
, 33

c 2a
, a

e 83
, 63


b 35
, 25


d 55
, 75

f 5m
, 6m


g 52
, 32

h 37
, 77
 and 73
, 53

i 5a
, 3a
 and a5
, 35

j 211
, 511
 and 11m
, 6m

2

a
e
i
l

87

b 610
 c 14
 d 55

23p
 f 192
 g 6
 h 102

83

j 83
  52

k 13

152
  17

a 52


e 3

i 72

62

55

25

267


b 83

f 73

j 7

b 82


c 76

f 26

g 83

j 422
 k 53

n 263


a
e
i
m

a 3
  32

c 43


b
d
f
h
j
l
n
p

e 143
  35

g 192
  53

i 6

k 95

m 47

o (m  2)m

6

a 62

c 53

f 27


b
d
g
j

d 82

h 22

l 7

d 75

h 32

l 185


7

56

715
  43

56

142

582
  153

(a  2)a
  3a
2
x  (x  4)x


23
  22

102

e 55
  22

33

h 46

72

k 33


62

85


a
c
g
k

32
  36

b 23
  2

82

d 186
 e 93

f 102

96

h 442
 i 23

j 33

85

l 42


i
7

c 95

g 75

k 6


a T

10 a 11

b T

c T

d F

e T

b 143


536

b 23

f 12
j 75

c 5

a 5
e 2


b 3

f 2

c 3

b 21


C O N N E C T I O N S

g 6
k 43

c
g
k
o

452

30
166

20

d 23

g 6
h 66

k 1510
 l 1221


g 3


d 1
h 10

2


k 5

c 33


d 8

M A T H S

635

72
123

12a

c 40
g 5
k 12

d 24
h 3
l 542


10 a 6
  10

c 6  23

e 4
g 26
  210

i 12  415

k 6  92


b
d
f
h
j
l

22
  23

6
3
10  15

310
  315

14  221

95
  25

  12
11 a 210
c 24  122

e 515
  75
g x  3x

i 9y  15xy

k 6x  4x


b
d
f
h
j
l

21
36
  27
60  1210

4a
43x
  24
axa
  ax

Exercise 5E
1

a 15
  35
  43
  12
b 10
  6
  15
3

e 6
  53
  2
5
f

29  137


g 66
  92
  23
3
h 35
  25
  21
  23

i

14  21
  27
  3


12  310


k 12  63
  215
  35

l

S T A G E

d
h
l
p

c 182
 d 2410

f 362
 g 806
 h 6015

2
j 48x

d 6
  6  15
  310


a 10

e 6

i 48

5

i 
2
a 10


d 365

g 607
 h 243

k 72
l 3010


c 35
  10
  21
  6


Exercise 5D
1

815

830

246

54

h 210

k 5
l 43

o 221
 p 16

8  22
  214
  7


5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 537

a 5  35
  15
  21

b 221
6
c 55
  24
d 9  53

e 18  105

f 12  26
  230
  25


g 15
  6  210
  46

h 14
  21
  22
  33

i 15
  210
  6  46

j 36
  17
k 53
  62
  256
  60
l 35
  221
  15  615

3

a 35
  314
  215
  66

b 30  615
  610
  66

c 15
  10
  32
  23


a 7  43

c 5  26

e 7  210


g 69  2011

i 43  302

k 179  566

5

a 120  3015

c 27  435

e 9x  12x
4

g 16  83


i 76  103

k 47  610


b 29  125

d 16  67

f 9  214

h 7  43

j 61  283

l 25  614


b 30  202

d a  2ab
b
f 4x  12xy
  9y
h 43  302

j 12  235

l 66  246


2

2
30

e 
6

b 3
f 22
j 79

c 10

a 59
e 4
i 43

b 13
f 17
j 103

c 445

a 11
e 44
i 19

b 41
f 171
j 26

c 2

a 47
e 178
i 227

b 167
f 58
j 626

c 95

a 1
e 146
i 108

b 4
f 5
j 9

c 7

g 1
k 56
g 5
k 145

g 117
k 141

g 138
k 317

g 22
k 144

d 2
h 5
l 41
d 172
h 90
l 13
d 37
h 58
l 44

g 119
k 38

d 36
h 171
l 89

3
2

10
d 
2
2
5
21
2
3
g   h 
7
3
3
7
k 82

l 
7
7
5
2
21
o  p  
5
3
c 

2
21
7
2  2

e  f
2
9
5
i  j
25

7
10
15

3

d 
5
5
5
3
35
5
2
7
3
  g  h 
35
4
9
4
14
10
  5

3
k  l 
21
5

a   b   c 

3  23

3
310
  35


5
5  5


5
6
  215


3
14
  6


2
21
  15


6

35
  21

7
3  3

d 
6
3
6
f 
2
5  10

h 
5
15
  10

j 
5
21
  14
l 
7

52
  25

10
103
  95


15
13
2

4
3


6
72
  27


14
314
  26


6

76
  67

42
310
  45

d 
10

a 

k
5

b 

11
2
21


33

10
c  d 
2
7
11
5
2
6
3
35
5
6
8
21
e  f   g  h  
3
7
3
7
3
10
4
15
3
14
6
10
i  j  k  l 
10
3
35
5

d 4
h 5
l 87
d 223
h 43
l 343

c 13

a   b 

a 47
e 2
i 5

b 198
f 172
j 46

2
3
3
7
2
f 
2
9
x
i 32

j 
x
2
15
5
11
m  n 
5
11
a 

Exercise 5F
1

a 87
e 71
i 5

Exercise 5G
1

d 25  53
  52
  6

e 915
  36
  1510
  10
f 188  527

g 5  235
  310
  614

h 630
  83
  910
  12
i 35
  14
  15
  6

j 10
  15
  43
  62

k 310
  314
  235
  14
l 6  6
  221
  14

4

a 
c
e

g
i
k

b 

b 

0
30
  26

6
17
2

15
21
  7


7

h 

j
l

A N S W E R S

537

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 538

Exercise 5H
1

a 2
1

5
1
4
e 55
  10
g 5
  2

c 

k 3
  5


a
c
e

g
i
k
3

f 7
  5

h 27
  23

j

3
4

26
12  6


46
37
  3


12
125
  83


33
187
  123


51
152
  63


38

d 32
3

5  3


11

3
1
2

b 

d
f
h

j
l

49  125

g 
41
92  157

i 
83
1711
  173

k 
8
4

635
  1410

73

a 

5  7


6
7  27


3
15
2 5

17
67
  35


23
23
  2


5
247
  165


43
352
  153


71
1211
  87


71

a 

21  610
  5
  2


3

5

11

25
  16

a 

d 4  15

5  21

f 
2
13  43

h 
11
20  43

j 
11
103
  55

l 
7

e 169

i



25
1

r 9x


1

2

S T A G E

3  2

42

c 

1


1

y


1

9

k 8

5



16

27


s 5x


1

2

1


263

413

1

1


1


g 1153
1


k 114

1


h 343
l

1


o 1239

1

m

1

2

1


375
1


p xn
1

4

s 15

c 8
g 5

d 4
h 9
l 12

b 3

a
e
i
m
q

16
1000
2
7
81

b 243

a
e
i
m
q

8.07
5.95
4.55
7.44
5.57

b 17.89

c 4.47
g 4.41

a
e
i
m
q

216

b 16

3

4

f 49
j 32
n 25
r 16

f 2
j 2
n 5
r 2

8m

1


n 197
r k

d 382

c 14

3
3
6
1
2

5.3 / 5.2 / 5.1

p y

a
e
i
m
q

8
16
923

d 144


o x


b 7

613

c 121


1

2

a 5

q p




1


1

4
1

36

n 16


m 826
3

b 100


9  65

4

32
2
14

b 

m 64

q 3p


b 

M A T H S

a 64


1


66
  215
  310
5

13

C O N N E C T I O N S


2
6

e 462

35
  215
  3  23

g 
3
37  203

23  415

h 
i 
13
17

538

45
  22

3

Exercise 5I

510
  15
  102
  23

c 
47
33  193

d 32  212

e 
3
f

  33
  45
  42

37

12

35
  93

2

  43
  20  215

85
b 
17

e 7  43


6

7

157
  103

51

k 

c 

a 9  45


c 2

152
  103


6
63
  35


14

k 7

38

o 14
s 5

1

4

f 125

c 8
g 512

j 9
n 9
r 2

k 1
o 81
s 3

d 4
h 216
l 3

f 22.58
j 9.90
n 3.87
r 4.48

k 7.46
o 7.68
s 1.84
c 4
g 256

k 9
o 8
s 27

p 32
729

d 2.80
h 18.71
l 9.38

p 3.19
3.00

d 38
h 64
l 9

p 49
25

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 539

b 85

Exercise 5J
1

c 129

d 45th

21 a

22 squares

a Doubling any integer will make an even

number.
b Adding 1 to an even integer will make an odd
number.
c odd
2

a b (There are only 3 possibilities: a


b,
a  b or a b.)

No. Any number cannot be less than itself.


However, you can write a a, since means
less than or equal to.

m  1, m  2, m  3

p  2, p  4, p  6

q  2, q  4, q  6

Example: 3, 4, 5. Now 4  16 and 3  5  15.


The middle number squared is always 1 more
than the product of the first and third numbers.

a even

b even
e odd
h even

d odd
g even

Take any odd number.


ii Slice off an even number.
iii Remove that even number to leave an odd
number.
b odd integer  even integer  odd integer

End digit of
second number

End digit of first number

__1

__3

__5

__7

__9

__2

11

__4

11

13

__6

11

13

15

__8

11

13

15

17

__0

11

13

15

17

19

13 odd

16 The sum of an odd number of consecutive

integers is odd.

20 a

14 squares

15 squares

Tens
digit

Units
digit

5 possibilities

8 possibilities

7 possibilities

5 possibilities

Sum of 2
consecutive
numbers

Sum of 3
consecutive
numbers

Sum of 4
consecutive
numbers

Sum of 5
consecutive
numbers

Sum of 6
consecutive
numbers

Sum of 7
consecutive
numbers

10

15

21

28

14

20

27

35

12

18

25

33

42

15

22

30

39

49

11

18

26

35

45

56

13

21

30

40

51

63

15

24

34

45

57

70

17

27

38

50

63

77

19

30

42

55

69

84

21

33

46

60

75

91

23

36

50

65

81

98

e Yes. For example, 9  4  5  2  3  4 and


33  16  17  10  11  12

Chapter review 5
1

a R

b R

c I

d I

a 62

e 72


b 75

f 511


c 46


d 83


3
3
2
a 5

11
2
5
b 7
c 12

a 

b  c 23


a 20

e 45


b 99

f 175


a 72

c 93

e 125


a 221


b 36


c 215


d 21  321


a 6


b 23


c 6

d 14

a 21
  27
  43
8
b 40  223

c 29  152

d 9  214


3
4

18 Odd. Every pair of odds gives an even.

You have 5 odds, the sum is therefore


even ( odd  odd)  even ( odd  odd) 
odd  even  odd.

Hundreds
digit

23 a 36 is the sum of 3 consecutive integers:


11  12  13
c

17 Even (for example 10  5  5).

Only odd  odd  even.

Thousands
digit

5  8  7  5  1400

14 odd
b Yes

d 63rd

solution:

All end digits of the sums are odd.


15 a even

c 186

22 Student responses may vary. Here is one

c even
f even
i odd

10 a i

11

b 114

10 a 2

d 22

d 50

c 112


d 150


b 23
  42

d 155
  36

f 102
  105


b 3

c 25

d 11

A N S W E R S

539

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 540

11 a 6  521

c 14  46

e 2

b 66
  103


3
2
12 a 
2

5
11
b 
11
221
  57

d 
7
157
  153

f 
4

d 32  107

f 48  615


c 22


e 9  62

g

13 a
c
e
g

253
  15

22
5
7

7
2
5

5
73
  14

1
5  21


2

h 9  45


3
5
10
3
10
d 
70
27  815

f 
7
47  610

h 
43
b 

14 a 410
 b 153
 c 63


c N, U, M, B, E, R

equally. He has no basis for telling the


two pens apart.
b No. Now he can distinguish one pen from the
other and the choice is no longer random.
c No; he can visually distinguish them.
5

a, c, d, e

Being the same size, each envelope has the


same chance of being selected.

a even chance
c impossible

b certain

a even chance
c not likely

b not likely
d certain

Student discussion. Do not confuse chance


with correct/incorrect.

11 Student discussion

d 1030


b 163
  182

d 65
  142
  57


16 a 215
  335

c 108

b 46
  215

d 36

12 a i
b i

16 A driver using a phone is involved in a crash

4 times more frequently than a driver who is not.

Exercise 6B
a 268
b
c 67
d The schools surveyed are representative of

28

46

67

38

100

19

 50 , 38%

2

25

have 49 or more matches.


4

definite

most likely

more likely

C O N N E C T I O N S

c 400

c Yes; the survey shows that 90% of all boxes

possible

more unlikely

540

a head, tail

19

20
18

67

all schools.

1
most unlikely

not possible

1

20

definite
more unlikely
definite
more unlikely
possible

No

14 No; there are 2 Cs, so C has double the chance

Exercise 6A

a
c
e
g
i

ii

13 (other answers possible)


a 3 red, 1 green, 1 blue
b 2 green, 2 yellow, 1 blue
c 2 blue, 2 red, 1 green (no pink)

15 No; each toss is independent (probability  12).

CHAPTER 6 Probability

0 (miss), 4, 6, 10 ii No
0, 4, 6, 8, 10, 12, 14, 16, 20

of the other letters.

17 a 35
  10
b 9  45

c 25

d 18
35  76

18 
19 x  80
19
8  10

7
20 22
21 
3
2
15
23

4
22 a 3
b   c  d 4
3
3
33
1
23 
3
24 t  5
25 a  14, b  4

a He can select or not select a certain pen

10 a, b, d, f

15 a 82
  23

c 142


d red, blue, green, yellow

most unlikely
most unlikely
possible
not possible
most likely

65

1

4


iii 
124

sold and so assist the florist in ordering for


the shop.

a The total number of days (70) is 10 weeks.


b i

2

7

ii

3

35

iii 70

a i

1

6

ii

1

10

iii 3

11

iv 7

iv 30

13

b It is unlikely that the results would be

the same.

b 1, 2, 3, 4, 5, 6

M A T H S

b 124
ii

d It could indicate which flowers are likely to be

5
b
d
f
h
j

a roses
5
c i 62

S T A G E

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 541

a Some students take both languages.


b Language A only 30%; Both languages 30%;

c
e
g
i

Language B only 40%

Exercise 6C
1

1

2

c P(6) 

1

6

a
b P(Y )  7 c P(R) 
5
4

d P(R or G )  7
e P(G )  7

2

7

b P(odd) 

e P(07)  1

f
3

1

6
5
P(6 )  6
3
P(G )  7

a P(3) 

P(Y )  7

b P(vowel) 

e
5

5

P(E )  

a P(5) 

6
1

20

d P(vowel ) 

1

2

d P(even ) 
2

5

e P(prime) 

1

4

P( 5) 

h P(3) 

15 a

a P(p) 

c P(vowel) 

4

11

17 a i
iii

2

11

18 a

d P(a, b, c, d, e) 

3

11

Sarah: There are 8 os out of 13 letters.


Her statement is true. In fact, the chance of
8
selecting o is 13 .
Marty: This is true. There is one m and one w.
ii
vi

26
13

iii
vii

13
4

iv 13
viii 4

12 x 1
1
1
P(red)  2
ii P(red )  2
1
1
iii P(diamond)  4
iv P(5)  13
2
1
v P(2 or 3)  13
vi P(red 9)  26
1
vii P(black jack)  26
1
viii P(queen of hearts)  52

ix

b i

10 a P(large) 

1

3

20 a

b P(small) 

P(red)  23

13

P(yellow )  23

2
v P(6)  23
1
P(red 5)  5
19

19
b 
100

ii

P(green)  23

iv

P(3)  23

vi

P(even)  23

11

c 98

19

98

1

8

1

2

1

2

1

4

1

8

7

8

21 a E

b i consonant ii first half


(other answers possible) rolling an E
ii rolling a T or an S
iii rolling a letter from the word STALE

c i

22 a

2

13

23 a 0

b
b

1

12

1

13

1

3

24 Peta; chance of winning is

1

6

e 0

7
.
12

Exercise 6D
1

2

3

d P(- - - 8)  4
3
f P(
8000)  4

19 a Just because there are 5 school days in a week


and one of these is Wednesday, it does not
necessarily make the probability 15.
b If there is a Science class on each day and a
test is equally likely on any one of those days,
it would be true.
c If there is no Science class on a Wednesday, it
would be false.

51

P(queen of hearts)  52


5
x P(even spade)  52
ix

1

2

the same.

1

2

3

4
3

10

Malcolm: If the cards are identical in shape,


size and feel, and randomly selected, the
statement is true.

a i 26
v 13

b P(odd) 

16 a i 39%
ii 71%
iii 43%
b No. Liking animals and having pets are not

1

10

b P(b) 

65%

c
e P( 5000)  1
g P(3)  0

1

11

13
 or
20
1
P(even)  2
1
P(7 - - -)  4

c P(red) 

P(not rain)  20% or 5

14 a red, amber, green


b No; the time for each colour is different.

P(end 2)  10

before have no influence on whether the coin


comes down heads or tails the next time it is
tossed.

1

3
2

3

b P(10 or 20) 

c P(even) 
g P( 5) 

2

3

13

15

13 Bill is correct. Events that have happened

alphabet
c P(consonant) 

3 vowels.

or red)

1

6

P(ma)  5
2
P(small ma)  3
P(small sc)  0
13
P(small or sc)  15

12 125

a choosing a girl at random from the class


b getting a head when a coin is tossed
c not getting a green light (that is, amber

a P(H) 

d
f
h
j

11 a Yes; there are 3 consonants and 3 vowels.


1
b It is 3 because we now know he has 1 of the

d losing or drawing the cricket match


e rolling a number of 3 or more
f choosing a vowel from the letters of the
4

k P(large ma) 

5

7

g P(R ) 

P(ma)  5
P(geo)  0
2
P(large ma)  15
P(large or ma)  1

Past events have no influence on the sex of the


next child.

A N S W E R S

541

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 542

While there are 3 outcomes, each is not


necessarily equally likely.

1 of each can happen in 2 ways: HT or TH.


There are 4 equally likely outcomes:
1
1
HH, HT, TH and TT. P(HH )  4, P(TT )  4,
1
P(1 of each)  2.

22 a
23 a
e

2

7
1

4
4

13

b 1
b
f

2

13
7

13

c
g

1

7
3

26
12

13

d
d
h

5

7
1

13
3

4

24 a red, yellow, black


b 0
c 1
d same size, same weight, same feel

No. Much depends on her ability and the


abilities of the other swimmers.

Again, all 4 outcomes are not equally likely.

25 a 50
b Not necessarily. The results will vary, but

There are 2 outcomes, but the likelihood of each


is not necessarily the same. Much depends on
my application and those of other candidates.

26 a 8%
b 39%
c 46%
d Yes; 28% contain less than 23 lollies.

The outcomes are not equally likely. The


running abilities of the horses will vary.

27 a 8
b 22.2 %
c The sentence is short and is deliberately

No. There are 6 ways of getting a 7 (1, 6; 2, 5; 3,


4; 4, 3; 5, 2; 6, 1) but only 1 way for a 12 (6, 6).

Amber stays on the least. Either red or green


stays on the longest. The probabilities are
not equal.

should be close.


biased towards the letter s.


28 40
29 No. The more he studies, the better is his

chance of passing.
30 a

1

2

1

5

1

2

1

5

1

10

10 The chance does not change from week to

week. However, you cannot win the weekly


prize if you do not buy a ticket.

CHAPTER 7 Properties of
geometrical figures

Exercise 6E
1

b, d, f

a
d

9

27
4

27

2

5

a
f

11

30
1

12

 3

b
b
g

12

27
10

27

1

5

1

5
9

20
7

15

Exercise 7A

c
h

 9

17

30
9

10

d
d
i

2

5
1

3
8

15

2

27

e 1
e
j

1

10
11

60

a 0.838
b at least 4 times
c at least 17 times

C, E

A polygon is a many-sided closed figure. No, it


is not closed by straight lines.

a
c
e
g

A, quadrilateral; D, (non-convex) hexagon;


E, pentagon

a
c
d
f
g
h

hexagon, regular b triangle, irregular


square (or quadrilateral), regular
triangle, regular
e octagon, regular
pentagon, regular
parallelogram (or quadrilateral), irregular
trapezium (or quadrilateral), irregular

a
b
d
e
f

quadrilateral, convex
hexagon, convex c pentagon, non-convex
quadrilateral, non-convex
hexagon, non-convex
octagon, non-convex

Chapter review 6
1
6
11

2

7
1

2
12

13

2
7

3

5
3

4

3
8

1

3
2

3

4
9

1

2
7

10

10

4

13

12 0

13 a Example: A number less than 8 will be spun.


b Example: The number 10 will be spun.
14

2

5

15

12

17

16 1, 2, 3, 4, 5, 6

triangle
pentagon
heptagon
decagon

a equilateral triangle

A, C

b
d
f
h

quadrilateral
hexagon
octagon
dodecagon

b square
b

17 No. The chance remains the same.


18

542

2

5

19

(other
solutions
possible)

1

37

20 a

1

6

1

4

5

12

21 a

22

27

1

3

5

27

C O N N E C T I O N S

M A T H S

7

12
17

27

10 a decagon

S T A G E

5.3 / 5.2 / 5.1

b nonagon

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 543

Exercise 7B

a 2700

b 3780

c 8460

b 28

c 16

a 33

a a  35

b x  60

c y  35

112

10 135

a 22

b 98

c 66

11 100

12 141

a x  60
c a  25

b x  75, y  30

a x  138
c a  27

b a  30, b  82

a y  55

b y  72

a x  30

b x  120

13 55, 110, 165, 130, 130, 130

Exercise 7E

c y  95

a 108

b 120

c 135

c x  90

a x  72

b x  60

c x  45

a 150

b 140

c 144

a m  94
b p  115
c a  65, b  65, c  115

3
4

a 5

b 12

c 18

a a  70, b  70, c  140, d  40, e  140


b x  32, y  58, z  32

a 20

b 30

c 15

a 120

b 129

c 147

a 160

b 164

c 165

a 15

b 156

165

a x  30

b x  30

10 a x  40

b a  20

c x  30

Exercise 7C

10 a 90

a y  80

a x  123, y  83
c a  90

b m  90

b x  70

a a  65

b a  71

c a  36

a x  107

b x  45

c x  45

a y  45
c x  60

b a  65, b  113

a 105

b 50

a x  106

c x  140

c x  245

a a  36
b x  59
c a  120, x  90, y  60

a x  50

10 a m  36

b x  50

c x  110, y  70

b m  38

c m  40

a 72

120

b 60

15

a 40

b 120

a 9

b 140

c 1260

a 15

b 156

c 2340

a 20

b 160

c 2880

60
45

c 45

90

30

ii
ii

120
135

iii
iii

Exercise 7G

D
E

B
E

a 5
b 6
c 1080

a 14

b 17

c 23

d 28

a 900

b 3420

c 2880

d 1260

a 142

b 158

c 155

4680

60
60 60
60 60
60

90 90
90 90

a 10

b 10

c 36

a 9

b 9

c 40

d
36

36

36
36

720
1080

Note: The diagrams in these answers are reduced.

10 a i
b i

Exercise 7D
1

c square

Exercise 7F

c 90

b x  65

b 4

45 45
45
45
45
45
45 45

36

36
36
36

36

36

A N S W E R S

543

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 544

6
30 30
30

30

30
30

30
30

30

In COM and DON :


M  N  90 (given)
COM  DON (vertically opposite
angles)
OC  OD
(radii)
 COM  DON
(AAS)

In AOC and BOD:


OA  OD
(radii)
AOC  BOD
(vertically opposite
angles)
OC  OB
(radii)
 AOC  BOD
(SAS)

In PSR and PQR:


PQ  SR
PS  QR
PR  PR
 PSR  PQR

30
30 30

a 15

b 24

a 7

b 7

a 11

b 11

10 a 20

5137
32 181

b 18

11 a 150
b, c and d Student work
e A number of approaches are possible. Discuss.
f about 16 mm

Exercise 7H
a SSS
e AAS
i AAS

b AAS
f RHS
j SSS

c SSS
g SAS
k AAS

d SAS
h RHS
l SAS

a SSS
e SSS

b SSS
f SSS

c RHS

d SAS

a i and ii; SAS


c i and iii; SSS
e ii and iii; SAS

a side
c side

b i and iii; AAS


d i and iii; RHS
f i and ii; AAS

In ADE and BCE:


AE  EC
(given)
AED  BEC
(vertically opposite
angles)
DE  EB
(given)
 ADE  BCE
(SAS)

In OCA and OCB:


OA  OB
AC  BC
OC  OC
 OCA  OCB

b included angle or third side


d hypotenuse or other side

Exercise 7I
1

AB  BA
AD  BC
D  C  90
 ADB  BCA
b In ADE and BCE:
AD  BC
D  C  90
DEA  CEB
 ADE  BCE

(given)
(given)
(vertically opposite
angles)
(AAS)

In PQR and PSR:


PQ  PS
(given)
RQ  RS
(given)
PR  PR
(common)
 PQR  PSR (SSS)

a BAC  DCA
(alternate angles)
b BCA  CDA
(alternate angles)
c In ABC and CDA:

C O N N E C T I O N S

(alternate angles)
(alternate angles)
(common)
(AAS)

M A T H S

S T A G E

(radii)
(given)
(common)
(SSS)

a In ABD and CDB:

AB  DC  12 cm (given)
AD  BC  5.6 cm (given)
BD  BD
(common)
 ABD  CDB
(SSS)
b x  65 (corresponding angles of congruent
triangles)
c y  25 (corresponding angles of congruent
triangles)

(common hypotenuse)
(given)
(given)
(RHS)

BAC  DCA
BCA  DAC
AC  AC
 ABC  CDA

544

a In ADB and BCA:

(given)
(given)
(common)
(SSS)

10 In BMD and CME:

BM  MC
DBM  EMC
DMB  ECM
 BMD  CME

(given)
(corresponding angles)
(corresponding angles)
(AAS)

Exercise 7J
1

In right-angled triangles ADB and ADC:


AB  AC
(hypotenuse, given)
AD  AD
(common)
 ABD  ACD
(RHS)
 B  C
(corresponding angles of
congruent triangles)

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

In ABD and ACD:


AB  AC
BD  DC
AD  AD
 ABD  ACD
 B  C
In ABD and ACD :
AB  AC
BAD  CAD
 AD  AD
 ABD  ACD
 B  C (1)

1:00 PM

Page 545

 P  R
(given)
(given)
(common)
(SSS)
(corresponding angles of
congruent triangles)
(given)
(given)
(common)
(SAS)
(corresponding angles of
congruent triangles)

Similarly, by drawing the bisector of ABC, we


can prove that A  C (2).
From (1) and (2):
A  B  C
But A  B  C  180
 A  B  C  60
4

In ABD and ACD:


B  C
BAD  CAD
AD  AD
 ABD  ACD
 AB  AC

(given)
(given)
(common)
(AAS)
(corresponding sides of
congruent triangles)

In PQR and RSP:


PQ  SR
QR  PS
PR  PR
PQR  RSP
 QPR  SRP

(given)
(given)
(common)
(SSS)
(corresponding angles of
congruent triangles)
However, these are alternate angles,
 PQ  SR
Also: PRQ  SPR (corresponding angles of
congruent triangles)
However, these are alternate angles,
 QR  PS
 PQRS is a parallelogram.
6

In CDE and EFC :


CD  FE
DCE  CEF
CE  CE
 CDE  EFC
 CED  FCE

(given)
(alternate angles)
(common)
(SAS)
(corresponding angles of
congruent triangles)

However, these are alternate angles,


 DE || CF
 CDEF is a parallelogram.
7

In PQS and RQS:


PQ  QR
PS  RS
QS  QS
 PQS  RQS

(given)
(given)
(common)
(SSS)

In ABD and CDB:


BD  BD
ABD  CDB
ADB  CBD
 ABD  CDB
 AB  DC
and AD  BC

(corresponding angles of
congruent triangles)
(common)
(alternate angles)
(alternate angles)
(AAS)

(corresponding sides of
congruent triangles)
and A  C
(corresponding angles of
congruent triangles)
Similarly, by joining AC we can prove that
B  D. Hence the opposite angles of a
parallelogram are equal.

In AEB and CED:


AB  DC
ABE  CDE
BAE  DCE
 AEB  CED
 AE  EC and BE  ED

(given)
(alternate angles)
(alternate angles)
(AAS)
(corresponding
sides of congruent
triangles)
Now again in DAE and BAE:
DA  BA
(given)
AE  AE
(common)
DE  EB
(proved)
DAE  BAE
(SSS)
 AED  AEB
(corresponding angles of
congruent triangles)
But AED  AEB  180 (supplementary
angles)
 AED  AEB  90
Hence the diagonals of a rhombus bisect each
other at 90.

10 In right-angled triangles ADB and ADC:

AB  AC
AD  AD
 ADB  ADC
 BD  DC

(hypotenuse, given)
(common)
(RHS)
(corresponding sides of
congruent triangles)

11 In AED and CEB:

AE  CE
AED  BEC
DE  BE
 AED  CEB
 AD  BC

(given)
(vertically opposite angles)
(given)
(SAS)
(corresponding sides of
congruent triangles)

and DAE  BCE (corresponding angles of


congruent triangles)
However, these are alternate angles,
 AD  BC
Similarly, we can prove that AB  DC.
 ABCD is a parallelogram.

A N S W E R S

545

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 546

12 In ABC :

AB  AC
(given)
 ABC is isosceles
(2 equal sides)
B  C  65 (equal angles opposite
equal sides)
DE  BC (given)
 ADE  B  65 (corresponding angles)
and AED  C  65 (corresponding angles)
So ADE  AED
(already proved)
 ADE is an isosceles triangle (2 equal angles).

13 a ABD  30 (alternate angles)

DBC  52 (alternate angles)


b In ABD and CDB:
ABD  BDC  30 (alternate angles)
ADB  CBD  52 (alternate angles)
BD  BD
(common)
 ABD  CDB
(AAS)
c
 AB  10.0 cm
and AD  6.3 cm (corresponding sides of
congruent triangles)

Exercise 7K
1

 PQR PST
7

Exercise 7L
1

a x8
c x  28

b x  8.75
d x  18

a x  4, y  15
c x  412, y  12

b x  8, y  25
d x  16, y  12.5

a x  9, y  1123
c x  20, y  18

b x  4, y  12
d x  5, y  6

a x  15, y  53
c x  12, y  5

b x  26
d x  10, y  2313

a
b
c
d

a Yes (corresponding angles equal and

corresponding sides in same ratio)


b Yes (corresponding angles equal and

corresponding sides in same ratio)


c Yes (corresponding angles equal and

corresponding sides in same ratio)


d Yes (corresponding angles equal and
corresponding sides in same ratio)
2

a
b
c
d

Yes (corresponding sides in same ratio)


Yes (equiangular)
Yes (equiangular)
Yes (corresponding sides in same ratio and
included angles equal)

546

Chapter review 7
1

A polygon is a closed figure with many sides.


a heptagon b nonagon c undecagon

b GH and JK; GI and JL; HI and KL; G and J;

B, regular pentagon; C, regular hexagon

H and K; I and L


c LM and OP; MN and PQ; LN and OQ; L and
O; M and P ; N and Q
d AB and DE ; AC and DF; BC and EF; A and
D; B and E; C and F

a
b
c
d
e

a ABC DFE (corresponding sides in same

a nonagon

b octagon

a x  75

b x  25

a x  60

b b  40, a  65

a x  77

b x  110

ratio and included angles equal)


b ABC DEF (corresponding sides in same
ratio and included angles equal)
c ABC DEF (equiangular)
d ABC DEF (equiangular)
5

ABC EDC (equiangular), x  49, y  18


PQR PST (equiangular), x  9, y  24
ABC AED (equiangular), x  5, y  18
ABC EDC (equiangular), x  13, y  12

a AB and DE ; AC and DF; BC and EF; A and

D; B and E; C and F

(equiangular)

AB
  162  21
DE
BC
  150  21
EF
CA
  186  21
FD
 ABC DEF (corresponding sides in
same ratio)
M  N  90
(given)
LNM  PNQ
(vertically opposite angles)
L  P
(angle sum of triangle)
 LMN PQN
(equiangular)

B  D
C  E
A  A
 ABC ADE

(corresponding angles)
(corresponding angles)
(common)
(equiangular)

Q  S
R  T
P  P

(corresponding angles)
(corresponding angles)
(common)

C O N N E C T I O N S

M A T H S

S T A G E

octagon, convex
quadrilateral, non-convex
hexagon, non-convex
rectangle (quadrilateral), convex
square (quadrilateral), convex

a x  28, y  62, z  28

a 75

b x  30

b 115

10 a x  32.5

b x  90

11 a 110

b 57

12 a x  237

b y  67

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

13

12/8/04

1:00 PM

Page 547

a 3
b 4
c 720

CHAPTER 8 Data analysis and


evaluation

Exercise 8A
1
A

14 a x  145

Score
(x)

b x  105

15 1440

16 26
b 108

18 a 1260

b 140

19 a 18

b 160

20 a 24

b 3960

21 a 18

b 162

c 3240

22 a 12

b 150

c 1800

23 a 45

b 8

24 a x  40
25 8

26 6

b 40
2

c 4

Score (x)

28 a BCD  BAD (SSS)


b PTQ  STR (SAS)
29 In LNM and QNP :

LM  QP
(given)
LNM  QNP
(vertically opposite angles)
L  Q  50 (angle sum of triangle)
 LNM  QNP
(AAS)
 MN  NP
(corresponding sides of
congruent triangles)

D  B  90
DQ  BM
PDQ  NBM
 PQ  MN

ABD  ACD
BAD  CAD
AD  AD
 ABD  ACD

32 a x  7.5
34 S  Q

T  R
P  P
 PST PQR

35 a T

b F

a i
c

2
3

b x  1.5

c F

d T

6
7
9

e F

14

14

28

12

40

e 26
Cumulative
frequency (cf )

Frequency ( f )

13

19

22

Score
(x)

(corresponding angles)
(corresponding angles)
(common)
(equiangular)

d 14

c 22
f T

(given)
(given)
(common)
(AAS)

33 ABC AED; x  9

b 4
e 18.2%

31 In ABD and ACD:

f  22

30 In PDQ and NBM:

(P and N are midpoints of


opposite sides of square)
(angles of square)
(Q and M are midpoints of
opposite sides of square)
(SAS)
(corresponding sides of
congruent triangles)

27 12

PD  NB

Cumulative
frequency
(cf )

f  40

c 1080
b x  36

Tally

1
2
4
52
554
552

17 a 60

Frequency
(f )

ii

Tally

3
3
51
52
3
3
1
4

d 6

b 7 years
Frequency
(f )

Cumulative
frequency
(cf )

12

19

22

25

26

30

f  30
d the ages of children
e the number of children of that age
f 12
g 6
h 8, 26.7%

A N S W E R S

547

1:00 PM

a
Score (x)

Cumulative
frequency (cf )

Frequency ( f )

2
3
4
5
6
7
8
9

Page 548

2
5
9
14
10
6
0
4

2
7
16
30
40
46
46
50

Score (x)

c 2

any of 8, 9 and 10

Cumulative frequency values can only increase


or remain stationary. They cannot become less
as you go down the column.

7
Score (x)

10
11
12
13
14
15
16
17
18

2
3
3
7
0
5
6
4
2

Score (x)

16

17

18

19

20

21

22

b i
9

9

22

ii

Marble colour

Number of marbles

10

20

40

14

10

12

16
26

12

38

47

53

58

10

60

f  60

Tally

1
3
52
53
4
2

Cumulative
frequency
(cf )

Frequency
(f )

1
3
7
8
4
2

1
4
11
19
23
25

C O N N E C T I O N S

M A T H S

S T A G E

10

f  25

548

Cumulative frequency

3
4
5
6
7
8

2
4

Exercise 8B

Score
(x)

Cumulative
frequency (cf )

Frequency ( f )

c 60

a highest  8, lowest  3
b

4
11
23
44
61
78
86

a and b

21

22

b green

Cumulative
frequency (cf )

4
7
12
21
17
17
8

Age of car
(years)

15

Frequency ( f )

3 4 5 6 7 8
Mark

f  86

2
5
8
15
15
20
26
30
32

f  32
8

Science test marks


27
24
21
18
15
12
9
6
3
0

Frequency ( f )

18
19
20
21
22
23
24

Cumulative
frequency (cf )

Frequency ( f )

f  50
b 20

Science test marks


8
histogram
7
polygon
6
5
4
3
2
1
0
3 4 5 6 7 8
Mark

Cumulative frequency

12/8/04

Frequency

CM9 Answers 5.3_5.2 Final

60
55
50
45
40
35
30
25
20
15
10
5
0

d 38

e 7

Ages of teachers cars

1 2 3 4 5 6 7 8 9 10
Age of car (years)

a Subtract the number of heads from 7.


b 9
c 6

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 549

d and e
Number
of heads

Height
(cm)

Cumulative
frequency (cf )

Frequency ( f )

0
1
2
3
4
5
6
7

2
4
5
7
8
6
6
3

61
64
67
70
73
76
79
82
85
88
91

2
6
11
18
26
32
38
41

f  41
g Yes

Tossing 7 coins

45
40
35
30
25
20
15
10
5
0

a f  47; cumulative frequencies

are 16, 27, 35, 41, 46, 47


Cumulative frequency

50
45
40
35
30
25
20
15
10
5
0

Cumulative frequency

25
20
15
10
5

61 64 67 70 73 76 79 82 85 88 91
Height (cm)

c about 68%

Exercise 8C
1

a mean  26.2, median  26, mode  26,

range  6

b mean  16.2, median  14, mode  14,

50
45
40
35
30
25
20
15
10
5
0

range  27

c mean  7.4, median  7, mode  4 and 8,

range  17

d mean  129.5, median  129.5, no mode,

range  16

e mean  33.7, median  33.5, mode  32, 33

and 34, range  9


mean  14.77 14.8, median  14.8,
mode  14.8, range  0.9
g mean  3.5, median  3.4, no mode,
range  4.4
h mean  14.9, median  14, mode  13, 14
and 22, range  14
f

0 1 2 3 4 5 6 7
Score

Adult height of wallabies

0 1 2 3 4 5 6 7
Score

1
1
3
7
12
18
24
26
29
30
31

30

0 1 2 3 4 5 6 7
Number of heads

1
0
2
4
5
6
6
2
3
1
1
f  31

Cumulative frequency

41

Cumulative frequency

Cumulative
frequency (cf )

Frequency ( f )

b 26
a 30
d 4
e 3
g No; there are

actually about
double that
figure.

c 1
f

Class size

Frequency ( f )

23
24
25
26
27
28
29
30

1
3
7
7
0
4
3
1

a 62.4

a range  15, mean  15.8, median  16.5


b The mean and median would both increase

b 51.12

by 3.
The range is unaffected; the mean and
median increase by 10.

c i

A N S W E R S

549

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 550

The range is unaffected; the mean and


median increase by 19.
iii The range is unaffected; the mean and
median increase by 22.
iv The range is unaffected; the mean and
median increase by 25.
d The range, mean and median would all
double.

The median is a truer indication of the middle.


The mean is unduly affected by one extreme
score ($98 000). There is no mode.

The mode is the size that is sold most often, so


it would be important to have this size shoe
available in a variety of styles and colours.

a 5.3
d 20.02

a
b
c
d
e

b 16.85
e 6.57

92%

a The last column reaches a height of 41 units.


b i 20
ii 20
c When the scores are in order, the 18th score

is 5. Then there are 9 scores of 6. One of these


is the median.
b 8

c 7.0

Frequency ( f )

11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

d 19
e Yes; count to the 13th score along.
f The medians are the same.
12 Student work; median  11
13 Student response
14 a 37
b i 31
c 62

to the mean.
16 a decrease

b no change c increase

17 a increase

b no change c decrease

have a fraction of a student?) and a number


within reasonable limits (can you have
3275 students in a class?).
19 27

1
2
2
3
5
8
12
12
14
16
17
20
22
24
25

20 6

Exercise 8D
1

a 15

M A T H S

S T A G E

c 9

d 20.5

Class
centre Frequency
(x)
(f )

2630
3135
3640
4145
4650

C O N N E C T I O N S

b 27.5

Class

f  25

550

30

15 a 6.74
b 6 will have the least effect because it is closest

Cumulative
frequency (cf )

1
1
0
1
2
3
4
0
2
2
1
3
2
2
1

ii

18 a 18 students
b It must be a positive whole number (can you

11 a and b

Score (x)

Geography test scores

26
24
22
20
18
16
14
12
10
8
6
4
2
0

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Score

c 53.58

mode  5, range  4, median  5


mode  16, range  6, median  17
mode  54, range  5, median  54
mode  20, range  4, median  20
mode  6.5, range  0.8, median  6.55

10 a 4

Cumulative frequency

ii

28
33
38
43
48

Cumulative
frequency
(cf )

fx

4
8
11
9
5

112
264
418
387
240

f  37

fx  1421

b i

3640

ii

38.4

a i

83 km/h

ii

120 km/h

5.3 / 5.2 / 5.1

e 37.45

iii

38

4
12
23
32
37

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 551

b and c
Class
centre
(x)

Class

8185

83

8690

88

9195

93

96100

98

101105

103

106110

108

111115

113

116120

118

d
e
i
j
4

Class

612

Tally

Frequency
(f )

4
51
52
51
1
54
5
2

Cumulative
frequency
(cf )

fx

332

528

10

651

17

588

23

103

24

972

33

565

38

236

40

f  40

fx  3975

Pulse
(beats/
min)

4150 5160 6170 7180 8190

Class
centre (x)

45.5

Frequency
(f )
Cumulative
frequency
(cf )

59
1014
1519
2024
2529
3034
3539

9
16

2026

23

2733

30

3440

37

4147

44

4854

51

Tally

Frequency
(f )

52
5552
55
53
4
3
1

Cumulative
frequency
(cf )

fx

63

17

272

24

10

230

34

240

42

148

46

132

49

51

50

f  50 fx  1136
b 50
d Student work
f i
1

c 22.72
e 2026
ii

84%

a and b

Class

Class
centre Frequency
(x)
(f )

Cumulative
frequency
(cf )

fx

2937

33

99

3846

42

252

4755

51

12

612

21

5664

60

16

960

37

6573

69

13

897

50

7482

78

702

59

8391

87

435

64

f  64

fx  3957

c 61.8

d 5664

65.5

75.5

14

25

13

22

47

60

65

85.5

c 64.4 beats/min

Class
Duration centre Frequency
(Class)
(x)
(f )

106110 km/h
ii 99.4 km/h
23
f 7
g 40%
h 410
Student work
median class  96100 km/h; estimate of
median speed  98 km/h

Class
centre
(x)

55.5

b 6170 beats/min

1319

7
12
17
22
27
32
37

Cumulative
frequency
(cf )

fx

25
55
31
18
8
2
1

175
660
527
396
216
64
37

f  140

fx  2075

25
80
111
129
137
139
140

b and c Student work

d x  14.8 days, median  12 to 13 days,

modal class  1014

e The median is a better measure.


129

f 19 days
g Yes
h 
140  92%
8

a 262
c 44 years
d i
70
ii

b 25.5, 35.5, 45.5, 55.5, 65.5

No; this age is one of several in the


6170 year age group.

a Not always, in fact possibly rarely. However,

the results calculated using the class centres


should be close to the actual results. Some
may be above, some below.
b We assume this so that we can use the class
centres in calculations.
c The mean estimate would be lower than the
exact mean.
10 a 25 babies
c i
Number
of babies

1517
1820
2123
2426
2729
3032
3335
3638
3941

b 26.4 babies
Class
Frequency
centre (x)
(f )

16
19
22
25
28
31
34
37
40

fx

2
3
5
6
5
4
2
2
1

32
57
110
150
140
124
68
74
40

f  30

fx  795

A N S W E R S

551

CM9 Answers 5.3_5.2 Final

ii

12/8/04

Number
of babies

1:00 PM

16.5
20.5
24.5
28.5
32.5
36.5
40.5

Class
centre (x)

1115
1620
2125
2630
3135
3640

fx

3
6
7
7
4
2
1
f  30

Number
of babies

Class
Frequency
centre (x)
(f )

1518
1922
2326
2730
3134
3538
3942

iii

Page 552

49.5
123
171.5
199.5
130
73
40.5
fx  787

Frequency
(f )

13
18
23
28
33
38

fx

1
4
9
9
4
3

13
72
207
252
132
114

f  30

fx  790

a 3.8 mg/L
b and c

Class
Score centre
(mg/L)
(x)

1.01.4

1.2

1.51.9

1.7

2.02.4

2.2

2.52.9

2.7

3.03.4

3.2

3.53.9

3.7

4.04.4

4.2

4.54.9

4.7

5.05.4

5.2

a 19.5
e to 15
g  25

b 165
28
f

552

Cumulative frequency

c 643

a and b
c 42
d 181187 cm

C O N N E C T I O N S

40.8

28

11

24.2

39

10.8

43

12.8

47

47

4.2

48

4.7

49

5.2

50

1
1
1

Chemical in drinking water

50
45
40
35
30
25
20
15
10
5
0

a No
b 89
c 19
d 70
e Add the scores and divide by the number
f 20%
g
Score
(class)

Class
centre
(x)

1120

15.5

2130

25.5

15.5 23.5 31.5


19.5 27.5 35.5
Class centre

31 40

35.5

41 50

45.5

Heights of US presidents
18
16
histogram
14
12
10
8
polygon
6
4
2
0
163 177 191
170 184
Height (cm)

51 60

55.5

6170

65.5

M A T H S

S T A G E

7180

75.5

8190

85.5

1
1
3
4
51
5
2
3

h 5160
10 a 35

5.3 / 5.2 / 5.1

Frequency
(f )

Tally

fx

i
b 16

15.5

25.5

106.5

182

333

327.5

151

256.5

f  25

fx  1397.5

55.9

c 11

24

of scores.

d 24.7

24
20
16
12
8
4
0

Frequency

4.8

1.2 1.7 2.2 2.7 3.2 3.7 4.2 4.7 5.2


Chemical concentration (mg/L)

b 20 hours

Cumulative frequency

mean  2.15 mg/L

Chapter review 8

fx

d modal class  1.51.9 mg/L,

mean of 26.4. The mean estimates will vary


depending on the classes the scores are
grouped into.

a 41

4
555
54
551
4
4

Cumulative
frequency
(cf )

f  50 fx  107.5

d i 2426 ii 2326, 2730 iii 2125, 2630


e i 26.5
ii 26.2
iii 26.3
f All these means are close to the actual

Tally

Frequency
(f )

d 48

CM9 Answers 5.3_5.2 Final

Frequency

11 a and b

Cumulative frequency

12/8/04

1:00 PM

Page 553

14 a

Television viewing habits


of Year 9 students
35
30
25
20
15
10
5
0
1 4 7 10 13 16
Hours per week

Television viewing habits


of Year 9 students
100
90
80
70
60
50
40
30
20
10
0
1 4 7 10 13 16
Hours per week

d about 10 hours

13 a

281285
286290
291295
296300
301305
306310
311315

283
288
293
298
303
308
313

10.511.4
11.512.4
12.513.4
13.514.4
14.515.4
15.516.4
16.517.4

10.95
11.95
12.95
13.95
14.95
15.95
16.95

b
c
d
e

example, a very small dam nearly 100% full


may add very little water to the total.
d The values were calculated differently. The
value in the table (49.8%) was calculated by
finding the total amount of water present in
these dams and dividing by the total holding
capacity when the dams are full.

Class
centre
(x)

Class
centre
(x)

Frequency
(f )

5
8
11
18
12
10
6
f  70

12 a 2
b 55.4%
c No; the dams are of different capacities. For

Mass of
calcium
(mg)

Mass
(kg)

Frequency
(f )

fx

7
11
18
16
14
11
3
f  80

1981
3168
5274
4768
4242
3388
939
fx  23 760

Cumulative
frequency
(c f )

7
18
36
52
66
77
80

b modal class  291295 mg; mean  297 mg;

median class  296300 mg


c 35%

Cumulative
frequency
(cf )

fx

54.75
95.6
142.45
251.1
179.4
159.5
101.7

5
13
24
42
54
64
70

fx  984.5

14.0 kg
modal class  13.514.4 kg; mean  14.1 kg
65.7%
A class interval of 2.0 would have resulted in
only 4 classes, and the pattern of clusters and
spread in the data would be more difficult to
distinguish.

CHAPTER 9 Trigonometry
Exercise 9A
1

a BC

a x  O, y  A, z  H
c x  O, y  A, z  H
e x  A, y  H, z  O

b x  H, y  A, z  O
d x  O, y  A, z  H
f x  H, y  O, z  A

a p  O, q  A, r  H
c d  O, e  H, f  A
e p  O, q  H, r  A

b a  A, b  O, c  H
d a  O, b  A, c  H
f l  A, m  O, n  H

a AB

a 13 cm
d 12 cm

b 5 cm
e 5 cm

c 12 cm

a 17 mm

b 4 cm

c 24 cm

a i
ii

b i
ii

c i
ii

d i
ii

e i
ii

b EF

b BC

c AC

c PQ

d AC

e BC

opposite  AC, adjacent  BC,


hypotenuse  AB
opposite  BC, adjacent  AC,
hypotenuse  AB
opposite  QR, adjacent  PR,
hypotenuse  PQ
opposite  PR, adjacent  QR,
hypotenuse  PQ
opposite  3 or NL, adjacent  4 or NM,
hypotenuse  5 or LM
opposite  4 or NM, adjacent  3 or NL,
hypotenuse  5 or LM
opposite  5, adjacent  12,
hypotenuse  13
opposite  12, adjacent  5,
hypotenuse  13
opposite  8, adjacent  6,
hypotenuse  10
opposite  6, adjacent  8,
hypotenuse  10

A N S W E R S

553

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 554

opposite  24, adjacent  10,


hypotenuse  26
ii opposite  10, adjacent  24,
hypotenuse  26

c
e
4

Exercise 9B
1

They are equiangular.


i AD
ii AF
i BC
ii DE
i 50 mm, 70 mm, 90 mm
ii 15 mm, 22 mm, 28 mm
iii 53 mm, 75 mm, 95 mm
e i 0.9
ii 0.9
iii 0.9
iv 0.3
v 0.3
vi 0.3
vii 0.3
viii 0.3
ix 0.3
f i 0.9, 0.9, 0.9
ii 0.3, 0.3, 0.3
iii 0.3, 0.3, 0.3
a
b
c
d

8

17

3

5

8

15

4

5

15

17

QR
PR
b 
PQ
PQ
DF
EF

e 
DE
DE
They are equiangular.
Q1R1
PQ1
i 
ii 
PR1
PR1
They are equiangular.
e
d
i 
ii 
f
f
1

2

8

17

3

4

PR
QR
DF
f 
EF

Q R1
1
PQ1

1

2

5 12 5
, , 
13 13 12
2
3
2
  ,   , 
13
 13
 3

15 8 15
, , 
17 17 8
1
3
1
  ,   , 
10
 
10 3

Exercise 9C
1

d
2

4 3 4
, , 
5 5 3
2
1
, ,

5 
5

a i
b i
c i
d i
e i
f

554

x y x
, , 
10 10 y
a 5 a
, , 
c c 5
8 p 8
, ,  
m m p
7 a 7
, , 
b b a
m 4 m
, , 
l l 4
m 3 m
,   , 
n n 3

C O N N E C T I O N S

ii
ii
ii
ii
ii
ii

y x y
 , 
10, 10 x
5 a 5
, , 
c c a
p 8 p
, ,  
m m 8
a 7 a
, , 
b b 7
4 m 4
, , 
l l m
3 m 3
  , , 
n n m

M A T H S

d 25; 275 , 2245 , 274


f

15; 45, 35, 43

a 17 cm
b i 187

ii

15

8

iii

8

17

a 15 units
b i 45

ii

4

5

iii

4

3

iv

8

15

ii

5

13

iii

12

5

a i

40

41

ii

9

41

iii

9

41

iv

40

41

a i

1

2

ii


27

6

iii

27


6

iv

1

2

a x  40

b x  55

10 a 60 units
b i

11

61

ii

60

61

iii

11

60

Exercise 9D
1

a 0.934 b 0.500 c 0.384 d 0.139 e 0.532


f 0.848 g 0.601 h 0.574 i 0.731 j 0.799

a 1.87 b 1.60 c 0.458 d 7.56 e 0.803


f 0.878 g 0.861 h 12.8 i 0.620 j 0.991

a 0.27 b 0.09
f 23.37 g 0.06

c 17.68 d 0.14 e 0.33


h 0.09 i 92.18 j 0.11

a 35
f 56

c 36
h 73

a 300 b 696 c 5259 d 615


e 3836 f 2856

a 600 b 4614 c 5042 d 3417


e 4425 f 300

a 29
e 39
i 58

a 6126 b 2640 c 749 d 3411


e 5621 f 5337 g 6946 h 4438
i 6639 j 5727 k 6842 l 6454

a 6337 b 4958 c 5615 d 590


e 6437 f 221 g 5045 h 600
i 4842 j 3515 k 5517 l 373

e
iii 
d

1

2

12

13

c 

iii

3
5
3
 ,   , 
34
; 
34
 34
 5
15 8 15
17; 17 , 17 , 8

a i

15

8

AB1
AB2
AB3
b     
AC1
AC2
AC3

a 

b
8

B1C1
B2C 2
B3C3
AC1
AC 2
AC3
B1C1
B2C2
B3C3
c     
AB1
AB2
AB3

b
7

15

17

a     

d
6

5
 ,   , 
b 29
; 
29
 
29 2

a 20; 35, 45, 34

b 38
g 69

b 71
f 61
j 25

d 53
i 84

c 13
g 26
k 47

e 49

d 61
h 52
l 27

10 a 0.9848 b 0.5551 c 0.3421 d 0.2039


e 2.1445 f 0.9802 g 0.9144 h 2.3559
i 0.8638 j 9.3060 k 0.5944 l 0.8621
11 a 0.2310 b 55.1600 c 6.4511 d 4.4040
e 5.1311 f 2.3142 g 0.0201 h 0.0731
i 0.0293 j 3.9661 k 21.9387 l 141.9270

Exercise 9E

S T A G E

a x  7.5 cm
c m  15.5 cm
e x  11.3 cm

b a  5.3 cm
d x  6.5 cm
f x  12.8 cm

a a  2.12 cm
c m  9.76 cm

b y  17.38 cm

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

a m  33 cm
c n  36 cm

1:00 PM

Page 555

b l  25 cm

h  1.34 m

x  5.06 m

x  10.5 cm

l  18 cm

d  1080 m

h  24.29 m

12 x  12.9 cm

13 x  26 cm, y  77 cm

14 h  10 m

15 PR  45.8 m

80

210

Exercise 9F

20

a 11.8 cm
d 4.7 cm

b 9.2 cm
e 20.5 cm

c 15.2 cm
f 11.4 cm

a 31.3 cm
d 18.2 cm

b 35.0 cm
e 21.9 cm

c 15.7 cm
f 50.8 cm

26.15 cm 4

32.2 cm

5.51 m

9.1 cm

45.1 cm

2.15 m

86 mm

10 44 cm

12 43 m

50

11 AC  9.8 m

335
W

10 AC  9 m

25

55

260

40
S

11 1491 m

13 5 m

30
W

Exercise 9G

N
28

35

a 23
e 18

b 53
f 64

c 24

d 26

a 72
e 52

b 27
f 64

c 49

d 14

47
4 31
5 2523 6 3835
2224 8 4043 9 580 10 30
11 543 12 284 13 553

52
4 398 m
7 18
10 92 m
13 9.09 m
16 44 m
17 a

62.50 m
5 2
8 92.30 m
11 2.52 m
14 130.89 m
2

35
6 562
9 130 m
12 2237
15 166 m
3

23.3 km

4.95 nautical miles

a 0.9 km

146T or S34E

a 636 m

i 121T

ii
50 km

S59E

E
30 km

10 a 8 km
18

020T, N20E
200T, S20W
330T, N30W
056T, N56E

b 397 m
N

h
14

b 4.9 km

b
d
f
h

a
c
e
g
i

070T, N70E
105T, S75E
140T, S40E
298T, N62W
285T, N75W

Exercise 9H

b 13 km

11 39 nautical miles

500 m

12 520 nautical miles


b 162 m

c 152 m

Chapter review 9

Exercise 9I
1

a 90
e 45

b 180
f 45

c 45
g 45

d 2212
h 135

a p  O, q  A, r  H
b a  A, b  O, c  H

c d  O, e  A, f  H

n
n
a cos  , tan  
10
m

A N S W E R S

555

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 556

q
q
p
r
d
d
c cos   , tan  
f
e
b cos  , tan  

3 3

c m  12,

b y  37, 37 , 12

12 12
, 
13 5

a 0.55

b 22.42

c 175.90

a 26

b 41

c 51

a m  15.69 m
c l  6.90 mm

b p  6.59 cm

a 64.61

b 105.36

a 20

b 30

AB  296.5 m, AC  357.7 m

10 60.6 m

a
d
g
j

50
 units b
61
 units e

117 units h
34
 units k

32
 units c
97
 units f

80 units i

145 units l

32
 units
89
 units

41 units

146 units

a
d
g
j

7.1 units
7.1 units
3.2 units
12.4 units

5.7 units
10.4 units
10.3 units
7.1 units

3.2 units
5.8 units
9.2 units
12.8 units

a AB  3 units, BC  4 units,

35 35

a x  5, 5, 4

11 43

13 a PS  20 cm

CD  3 units, DA  4 units

12 259

14 6056

15 4.0 m

16 26 cm

17 587

18 3341

19 94 m

a 15 units

a 80
  265
 units  45
  265
 units
b isosceles

24 4135

25 57.5 m
b   14.6

27 a 161T or S19E

b 90 km

28

12 a D(3, 3)

a
d
g
j

c
f
i
l

50
 units
10
 units

5 units

68 units

a 5 units
b 10 units
c
d 
80 units e 5 units
f
g 41
 units h 
18 units i

40
 units
20
 units

34 units

a 4.47 units
d 1.41 units
g 11 units

a AB  5 units, BC  12 units, AC  13 units;

170
E
d

10
300 km
S

295 km

31 357 m
2

b 430 cm

c 97.1 cm

33 a 5 cm

b 538'

34 60

Exercise 10A

556

a 4 units
d 4 units
g 7 units
a
d
g

c 5 units
f 7 units

85
 units b 50
 units c 41
 units
52
 units e 65
 units f 53
 units

52 units h 
41 units i 5 units
50
 units c 53
 units
98
 units f 85
 units

53 units i 74
 units

C O N N E C T I O N S

b 4.47 units c 2.83 units


e 10.30 units f 5.83 units
h 7.07 units i 8.06 units

41

(15  29
) units

29
 units
AC  26
 units, BC  4 units; B is closer.
9 34
 units
10 PC  20
 units, QC  10
 units;
8

Q is closer to C.

b 5 units
e 4 units
h 5 units

a 5 units
b
d 
72 units e
g 65
 units h

50
 units
13
 units

34 units

10 units

CHAPTER 10 Coordinate geometry


1

b
e
h
k

b AB 

b PQ  9602 mm

32 a 22.6 cm

45
 units
10
 units

37 units

10 units

it is a right-angled triangle.

20 units, BC  
50 units,
AC  
34 units; it is not a right-angled
triangle.

29 930 km
30 a RQ  5661 mm

c No; all 4 sides are not equal.

Exercise 10B

8 Q

11 All 4 sides are equal (10


 units).

23 3058

26 a d  79.4 m

b B

10 a 65
 units

20 m  408 m, n  221 m
22 6240

c
f
i
l

b AC  5 units, BD  5 units

b QS  30 cm

21 37 cm

b
e
h
k

M A T H S

S T A G E

11 5 units
12 a i 4 units ii 3 units
iii 5 units
b It is a right-angled triangle.
13 PQ  RS  5 units; QR  PS 
14 a 34
 units
c Yes
15 a i 32
 units
b i 32
 units
c Yes

5.3 / 5.2 / 5.1

29
 units

b 34
 units
d Yes; distances are the same.
ii
ii

65
 units
65
 units

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 557

The diagonals of a square are equal


in length.
ii The diagonals of a rectangle are equal
in length.

d i

Exercise 10C
1

a (0, 2)
b (1, 2) c (0, 0)
e (1, 3) f (2, 2)
g (1, 1)
i (1, 2) j (1, 3) k (1, 3)

a (4, 3)
d (4, 3)
g (4, 1)

a (0, 6)
e (4, 0)
i (3, 7)

(6, 9) b (4, 9)
(0, 1) f (4, 4)
(14, 14)
(5, 9)

a
e
i
k

(2, 6), (42, 2), (2, 1)

a (5, 12), (9, 42)

(3, 2)

(4, 6)

c
g
j
l

(2, 6) d (3, 3)
(0, 0) h (5, 3)
1
1
(102, 6 2)
(4, 1)

(4, 4)

5  5

2

8  8

14 p  7, q  14

15 E (2, 7)

7

9

c 1.73
g 2.61

d 1.73
h 3.73

12 a 45
e 27

b 72
f 37

c 60
g 50

d 30
h 38

14 x  2
15 5
16 a
17 a

a i 2
b i DF
v

OF

a 12
1
e  6
2
i 5
a 2

ii
ii
vi

CD
ED
3

b 2
1
f  2
j 1
b

4

3

1

2

c The points are collinear.

2x  3y  7  0
3x  2y  6  0
5x  y  8  0
4x  y  10  0
3x  y  4  0
x  y  14  0

a y  2x  4
c
e
g
i

10

7

a m  2, b  1
c m  1, b  5
g m

7

5
9

8

d
f
h
j

y

y  7x  14
y  3x  8
y  2x  7

y  3x

b  4

m  4, b  1

h m  1, b  0

a y  2x  1
c y  x  4

b y  7x  2
1
d y  2x  3

e y  3x  3
5

3
x
8

b m  7, b  3
d m  2, b  3

1
,
2

xy90
3x  8y  5  0
2x  y  1  0
8x  5y  7  0
x  3y  3  0
9x  8y  3  0

b y  5x 

y  6x  9
y  3x
y  x  1
y  3x  6

k y  7x 
3

b
d
f
h
j
l

3
x
4

3
,
4

y  2x  9

a y
 6, m  b  6
b y  x  5, m  1, b  5
c y  5x  9, m  5, b  9
d y  5x  2, m  5, b  2

c negative
f positive
i negative

2
iii 11

iii

b 5

a
c
e
g
i
k

1
)
2

b negative
e positive
h negative

3

5
1

2

Exercise 10D
a positive
d negative
g positive

5

3

b 1
f 0.58

b (3, 212)

10

e m  2, b  2

17 a S(4, 2) b (1,


c (1,
d The diagonals of a parallelogram bisect
each other.
18 a 212 units

8

3

11 a 0.58
e 1

1
)
2

h  3

k 0

The diagonals of a rectangle bisect


each other.
13 (p, q)

g  2

B and C

(412, 5)

12 a  5, b  9

2
 5

 0, 2  0

1
b i (4, 4)
ii (42, 5)
c Yes
d i The diagonals of a square bisect each other.

ii

 8

x4

b (5, 2)
ii

Exercise 10E

b 5 units
8

80
 units

11 a i

c (2, 1) d (4, 4)
g (2, 3) h (6, 2)
k (0, 0)
l (0, 0)

2

3
9

4

10 a

c (3, 1)
f (5, 4)
i (3, 1)

b (2, 1)
e (1, 3)
h (4, 7)

b (2, 6)
f (0, 4)
j (4, 6)

d (1, 1)
h (1, 2)
l (2, 3)

iv

AF

iv
2

c  3
7
g 2
2
k  5
c 1

 12

FC or AB
1

d 3
h 3
3
l 2
d

1

a Yes
e Yes

b Yes
f Yes

(0, 2), (1, 1), (4, 10)

A, D, G, H

a y  2x  7; m  2, b  7
b y  x  6; m  1, b  6
1
1
c y  2x; m  2, b  0
3

c No
g Yes

d y  2x  2; m  2, b 

d No
h Yes

5

2

10 x  3y  2  0

14
 3

A N S W E R S

557

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 558

29 x  4, y  7

Exercise 10F
1

a Yes
e Yes

b No
f Yes

4

3

m  2 for both

3

2

2x  y  7  0

m  2 for both

AB || CD, BC || AD

c Yes
g Yes

10 a i 6
ii 3
iii
b It is a parallelogram.

d Yes
h No

1

6

iv

c y
d y

32 a

Yes

33 a b  2
34 a

8

7

c (0, 3)

Yes

b y  2x  5
1

y  2x  5

34
 units b (2, 62)

35 a y  2x 

1

3

7
3
7
 and y  x  ; No
2
2
2
5
9
5
4x  4 and y  4x  3; Yes
1
1
1
5
x   and y  x  ; Yes
3
2
3
3
2
2
17
3x  6 and y  3x  3; Yes

3

5

Exercise 11A
1

a i

yx

e y  x  3 and y  x  6; No
f

CHAPTER 11 Linear and


non-linear relationships

11 a y  2x 
b y

30 5 units
b 2

31 a 2

y  2x  2 and y  2x  9; Yes


3

12 a 7

y
4

ii

2

3

13 y  2x  1, y  2x, 4x  2y  6  0

14 y  x  2 and x  y  2
15 a y  3x  2
c yx8

y  5x  3

yx

4 x

2
4

Chapter review 10

b i

45
 units b 50
 units c 10
 units
2 P  (23  45
) units
1

a (4, 0)

(8, 10)

a 2

a 3x  5y  8  0 b x  2y  14  0
c 7x  3y  11  0

a y  x  3; m  1, b  3
4
7
4
7
b y  3x  3; m  3, b  3
c y  2x  8; m  2, b  8

yx1

b (3, 3)
1

b  8

12 y  5x  3

c (3, 3)
c

8

3

c i

b m  4, b  3

y  2x  1

13 3x  7y  28  0

16 (2, 6)
18
20

68
 units
52
 units

24 x  3
27

c 4

17 (6, 7)
19 AB  AC  AD  5 units
d i

23 (5, 4)

y  x

25 x  2, y  4
b (5, 4)

C O N N E C T I O N S

y  2x  1

4 x

61
 units

28 a (5, 4)

558

b (1, 3)

4 x

y
6

ii

11 y  5x  3

164
 units

14 y  3x  1 and y  3x  0
15 a

yx1

a m  3, b  5
c m  2, b  3

10 m  3

y
4

ii

c Yes

M A T H S

S T A G E

5.3 / 5.2 / 5.1

1

2

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 559

y
4

ii
y  x

d i

y  12x

y
4

1
2

4 x

ii

right

_1_
2x

4 x

y  3x  2

e i

y
8

ii

y

e i

y  3x

y
6

y  3x

ii

right

4 x

4
2

y  3x  2

4 x

y  2x  1

1

3

y  13x  1

y
4

2
3

1
3

x
4

ii

y  13 x  1

left

2
4

y
4

ii

y  2x  1

a i

y  2x  5

2
0

4 x

y
8

2

1

6
4

ii

a i

y
4

4

1

b i

2
0

right

4 x

y  3  5x
y  3  5x

ii

2

7

y
8

c i

ii

left

8 x

y  2  3x

y
4

1

4

ii

left

d i
y  2  3x
2

4 x

ii
4

1

1

3

4 x

m  2
b  1

0
2

2
4 x
y  2x  1

y  5x  4

y
8

4

m5
b  4

y  5x  4
4

8 x

4 x

4
8

yx4

y
4

2

1

m1
b  4

0
y
4

y  2x  1

ii

c i

y  3x  4

b i

m2
b5
4

y  3x  4

ii

y  2x  5

0
2
4

yx4

A N S W E R S

559

CM9 Answers 5.3_5.2 Final

e i

12/8/04

1:00 PM

y  3x  2

2

g i

h i

y  3x  2

ii

c i

d i

y
4

2

1

2

m2
b2

ii

e i

y
2

m2
b7

m  3
b1

4 x

1

2

1

ii

a i

2
0

1
1

y  3x  4

m1
b2

C O N N E C T I O N S

g i

2

1

2

m3
b4

ii

S T A G E

2

1

4 x

y  3x  4

4 x

yx3

m1
b3

4 x

2
4

y  2x  7

y
8

3

1

m2
b  7

4
8 x
y  2x  7

y
4

3

2

1

m1
b  3

0
4

yx3

5.3 / 5.2 / 5.1

y
4

4 x

M A T H S

yx3

yx2

y
6

2
2

y  2x  3

ii

y
4

4 x

4 x

560

m  2
b3

yx2

yx2

y
ii

m1
b  2

y
4

ii

yx2

0
y
4

ii

y  2x  3

y  3x  1

2 5

y  2x  7

4 x

y  3x  1

y  2x  2

1

ii

2

6 x

y  2x  2

3

y5x

m  1
b5

y
4

y
8

y5x

y  2x  7

4 x

ii

m3
b  2

ii

b i

y
4

ii

Page 560

0
2
4

yx3
2

4 x

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

y  4x  1

h i

y
8

1

3

5
8

y  5x  2

2

m5
b  2

8 x

2

1

1

3

1

y  12 x

2
0

4 x

2
4

b The gradients have the same numerical

values but different signs. Just as much as the


line with the positive gradient leans to the
right, so the line with the negative gradient
leans to the left.

4 x

y  2x  3

a y  2x
c yx2
e y  2x  2

b y  4x  4
d y  12x
f y  x  3

Exercise 11B
1

a i

gradient.
y
4

4 x

y
4
y  12 x

b The lines are parallel and have the same


a

y  2x

y  2x

4 x

y
4

ii
y  5x  2

yx

2
0

8 x

y  2x

y
4
y  2x  3

iii

y  2x  3

ii

y  2x  3

ii

y  x

y  2x

a i

y
4

ii

a i

y
8

7
y  4x  1

m4
b1

ii

Page 561

y  3x y  2x

xy30

y
4

ii

yx

0
2

4 x

xy 30

y  2 x
4

4 x

2
4

b Each line has a positive gradient and leans to

the right. The greater the gradient, the greater


is the slope of the line. All lines pass through
the origin.
c The y-intercept is 0.

b i

xy10

y
xy 10
4

ii

1

4 x

2
4

A N S W E R S

561

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

xy50

c i

Page 562

ii

3

2 1

2

3 4

c 4x  y  3  0

y
2

2 x

y
8

3

2
xy 50

xy0

d i

y
4

ii

2x  y  1  0

e i

d xy10

1
2

e 2x  5y  0

3x  2y  0

5

2

2x  y  1  0

2

3

3x  2y  0
4

a 2x  y  5  0

4 x

3

1

2 1
1

1

y
0

4 x

a x  2y  3  0

4 x

1

1

2 3

4 x

b xy40

3

4 x

y
4

2 1
2

0
2

5.3 / 5.2 / 5.1

4 x

x  2y  3  0

xy 40

S T A G E

3x  y  1  0

xy 30

y
4

M A T H S

8 x

1 2

1 4

C O N N E C T I O N S

562

3 2 1

y
4

y
4

xy30
x

b 3x  y  1  0
x

3
4

2x  5y  0

y
4

2x  y  5  0

4 x

y
4

ii

y
8

8 x

xy 10
4

4x  y  3  0

y
4

4 x

xy 0

y
6

ii

4 x

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

c 2x  y  3  0

y
4

2 1

1

Page 563

d 3x  y  1  0

1

2

4
2

4 x

4
3x  y  1  0
2

a x  4y  6  0

0
2

2

4 x

1 4
4

4x  3y  6  0
x

3

3x  y  2  0
2

y
4

4

3

4 x

c x  2y  0
2

4 x

4x  3y  6  0

2

2

1

d 2x  y  3  0
2x  3y  2  0

1

4 x

1

1
2

0
2
4

4 x

2x  y  3  0

4 x

x  2y  0

y
xy 10
4

4 x

y
4

h xy10

3x  4y  0

y
4

2

6 x

y
4

0
2

g 2x  3y  2  0

x  4y  6  0

b 3x  4y  0

3
4

2x  y  6  0

y
2

2 6

4 x

y
4

y
4

e 3x  y  2  0

y
4

y
4

2x  y  6  0

2x  y  3  0

4 x

e 3x  2y  1  0

y
4

1

2

3x  2y  1  0
2
4 x

2
4

A N S W E R S

563

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

2x  3y  5  0

Page 564

y
4

2

3

1

Exercise 11C
2x  3y  5  0

4 x

2
4

g x  4y  8  0

y
4

4

x  4y  8  0

B, C, D, E

B, C, E

Yes

A, B, D, E, F

a (0, 3)
d (1, 5)

c (3, 3)
f (4, 5)

a Yes b No c Yes d No e Yes f

m  2

a3

11 a C
b

No

10 b No

y
6

4 x

b (1, 1)
e (2, 1)

2
D (2, 1)

2x  y  5
C (2, 1)

h xy60
x

3

4
2 0
2
A (2, 1)
B (2, 1)
2

y
4

12 b Concurrent lines pass through the same point.

2 1

13 b Collinear points lie on the same line.


0

6 x

Exercise 11D

xy 60

xy40

3

2 1

1

2 3

4
0

y
8

xy 40

4 x

4 x

2
0

8 x

y
4

2x  3y  4  0

2x  3y  0

y
4

2x  3y  6  0

x  1

x2

y
4

y
4

4 x

4 x

4 x

y
4

y3

2
4 x

y  2

y
4

2x  3y  0

3

2

3

iii

2x  3y  6  0

4 x

2x  3y  4  0

1

2

x  3

gradient.
i
C O N N E C T I O N S

M A T H S

S T A G E

y
4

5.3 / 5.2 / 5.1

4 x

2
y
4

b The lines are parallel and have the same

564

y5

ii

y
6

x1

4 x

y2
2

4 x

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 565

10 a

y
4

y
4

x4
y2

4 x

y  2

x  2 x  3
y
8
x  5
x4

x  3

4 x

d
y3
x2

x1

0
2

y
4
x  4

y4

y
4

x3

b
x0

y  3

y
4
2

x1 x3

y0

8 x

4 x

4
2
y  1

y  4

4 x

4 x

2
4

y
4

b These are all vertical lines (parallel to the

y-axis).
3

y
4

y
4

x2

y3

4 x

4 x
y  1

x  3
4

11 a

4 x

y  2
x1

y
4

y3

y
4

y
4

x6

2
x  2

6 x

4 x

y
4
2

y 2
y 0

0
2
4

b These are all horizontal lines (parallel to the

x3

a (1, 4)
b (3, 2) c (2, 5) d (4, 1)
e (3, 7) f (1, 0) g (0, 2) h (4, 3)

a x3

b y2

a y0

b x0

a (2, 0)

b (0, 5)

c x  1 d y  4

4 x
y  1
x2

12 a x  5

b y  1

13 a y  5

b x  3

14 a x  2

b y2

Exercise 11E
1

a x5
d x4

b x6
e x2

c x  12
f x6

a y  2
d y  9

b y  5
e y  4

c y  3
f y  3

a
b
c
d
e
f

x-axis).
5

b (2, 3), (2, 3), (2, 1), (2, 1)


c square
2
d P  16 units, A  16 units

2
4 x
y  1
y  4

y2

i
i
i
i
i
i

x6
x4
x5
x3
x6
x4

ii
ii
ii
ii
ii
ii

y  4
y  1
y5
y  3
y  9
y3

A N S W E R S

565

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 566

y
4
2

4 x

4 x

e 4x  3y  12

y
4
2

4 x

4

4 x

y
2

4 x

4 x

x  4y  8
x

x  4y  8

0
4

2

b x  3y  6
x

2

6
2x  5y  10

112

3

6 x

b xy50

1

c x  3y  6  0

y
4
2

3x  4y  6

0
4

C O N N E C T I O N S

4 x

2x  y  3  0

xy50

6 x

2
1
2

4
6 x
x  3y  6
2

c 3x  4y  6

y
6

8 x

y
4

a 2x  y  3  0

y
4

4 x

y
4

y
8

a 2x  5y  10

4 x

4x  3y  12

y
4

566

2x  3y  6

y
4

y
4

y
4

d 2x  3y  6

y
4

4 x

y
4
2

M A T H S

S T A G E

5.3 / 5.2 / 5.1

x  3y  6  0

6 x

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

d 2x  5y  10  0
x

2

Page 567

d y  3x  6

y
4
2

0
2

y
2

2

6

1
2

6 x
y  3x  6

2x  5y  10  0

0
4

2x  5y  5  0
x

212

a yx1

e y  3x  5

3x  4y  6  0
2

5

y  3  2x

4 x

0
2

y  3  12 x

g y  8  4x
yx1
2

4 x

1

0
4

h y  3x  9

y  2x  1
2

9

72

0
4

4 x

8 x

8 x

y  3x  9

8
12

y
8

y
4

y  8  4x

c y  3x  5

6 x

y
4
1
2

y
8

y  43 x  5

y
4

2x  5y  5  0

b y  2x  1

0
2

4 x

y
4

1

4 x

y
2
3

4

y
4

4 x

y
4

2

e 3x  4y  6  0

y  23 x  5

y  2x  3

y
4

12

8 x

y  2x  3
2

4 x

Exercise 11F
1

a m  5, b  4
c m  3, b  8
e m  53, b  1

b m  7, b  9
d m  8, b  11
f m  3, b  0

A N S W E R S

567

CM9 Answers 5.3_5.2 Final

g m  2, b 
i

12/8/04

Page 568

h m  12, b  3

5

6

m  6, b  5

k m  12, b  9
2

1:00 PM

12,

m

m  37, b  27

y
4

b  4

b y  3x  92, m  3, b 


c y  54x  34, m  54, b  34
d y  38x  58, m  38, b 

5

8

g y
h y
i

y

y

k y
l
3

y

y  3x  4
y  7x  5
y  34x  3
y  47x  3
y  4x  12
k y  x  7
a
c
e
g
i

b
d
f
h

j
l

b  2, y 

y  5x  2
yx3
y  2x  6
y  2x  56
y  8x  35
y  35x

y  2x  2

4 x

4 x

y
4

y
4
2

3
4

3
2

2
4

0
2
2

y
4

4 x

2
2

4 x

y  23 x  4

2

y  2  12 x

y  12x  1

4 x

y
4
1

12

y
8

2x

m  47, b  4, y  47x  4
6

m  25, b  2, y  25x  2

m  12, b  3, y  12x  3

k m  45, b  4, y  45x  4
m  23, b  4, y  23x  4

y
4
(1, 3)
2

4
2
y  2x  1

4 x

y
4

y  2x  1

0
2

4 x

3

2

1

18

18

y
20

2 4
1
2

2
2

4 x

j
l

y  2x 2

d (0, 0)
e y-axis

12

C O N N E C T I O N S

h 0

4 x

M A T H S

S T A G E

5.3 / 5.2 / 5.1

x0

g No

8
y  3  2x

c concave upwards

16

y  2x  1
y  2x
y  3x  14
y  5x  14
y  25x  154
y  7x  9

y
6

b
d
f
h

Exercise 11G

y
4
y  12 x  3

y  3x  1
yx5
y  2x  1
y  23x  73
y  3x  5
k y  x  3
a
c
e
g
i

568

h m  1, b  3, y  x  3

4 x

g m  53, b  5, y  53x  5

d m  34, b  3, y  34x  3


e m

4 x

y
4

y  3x  1

c m  34, b  3, y  34x  3
2
x
5

b m  13, b  1, y  13x  1

y
4

a m  1, b  2, y  x  2

2
,
5

y  47x  97, m  47, b  97


2
2
x  2, m  , b  2
3
3
5
7




 2 x  2 , m  52, b  72
67x  175 , m  67, b  175
34x  3, m  34, b  3
2
2
x  4, m  , b  4
3
3
1
3
1
3
x  , m  , b  
2
8
2
8

4 x

e y  25x  2, m  25, b  2

2
2

y  3 x  2

9

2

y
4

a y  73x  53, m  73, b  53

y  2 x  2

8 x

CM9 Answers 5.3_5.2 Final

y  3x
y
16

12/8/04

yx

1:00 PM

Page 569

c yx 1

3 2 1

12

1

8
y  12 x 2

12

8
8

y  x2  1

8 x

b
d
f
g
3

(0, 0)
c concave upwards
x  0 (the y-axis) e 0
concave upwards
2
narrower than y  x and concave upwards

8 x

d yx 3

y
8

8 x

4
y  12 x 2

3 2 1

12

12

16

y
16

12
12
2
yx 3

16
y  x

d 0
b (0, 0) c concave downwards
e concave downwards and narrower than
2

y  x

a y  3x

3

e y  (x  1)
1

27 12 3

x
y

2

3 12 27

y
16

8 x

4
8

8 x

3 2 1

y
8

12
y  3x 2

12

y  (x  1)2

16
8
20

y  (x  1)

24
28

8 x

3 2 1

16

b yx 1
x

3 2 1

10

10

y
16
12
8

y
16

y  (x  1)

12
8
8

8 x

2
yx 1

8 x

A N S W E R S

569

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 570

y
16

6 4 2 1

3

b i

c iv

1

2

3

1

2

1

3

8 x

12

4

1
2

b y  x

a y  x

12 6

2

y x

d ii

Exercise 11H

1

2

y
8

4
8 x
y  x2  1

a iii

y  x2  3
2
yx 1

2
yx 3

a y  x

12

y  x2  2
2
yx
8

3

2

4

1

6 12

0


1
12

12 6 3 1

12

4

2

y
8

y
12
8

1 3

12
y 
x

12

1

2

1

4

y x

12

12 x

4
12

12 x

c y  x

8
12

No
d No
undefined
f undefined
1st and 3rd
h continues decreasing
continues increasing
12
a y  x

c
e
g
i
2

4 3 2 1
1

4

1

3

12 6
1

4

3

2

1

12

12 6

12

3

2

1

4

1

3

8 x

1

3

12 x

1

2

y
8

y-axis. This graph lies in quadrants 2 and 4;


12
it is a reflection of y  x.

M A T H S

S T A G E

0
4

c Both graphs do not cut the x-axis or the

C O N N E C T I O N S

1

2

y  1

6 4 2 1

12

570

2 1

y
4

d y  x

4

12

12

1

2

y
12
y 
x

y
8

1

2

2

5.3 / 5.2 / 5.1

4
2
y  
x

8 x

2 1

2
1

3
1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 571

a y  x

e xy  16

3 1

3 1

8 4 2

2 4 8

y
8

y
8

8 x

8 x

3
y  
x

b y  x

xy  6
6 3 1

4 2 1

1 2 4

y
8

xy  16

6 2 1

y
8
4
y 
x

4
8
8

8 x

8 x

4
8

xy  6

c xy  6

Exercise 11I

6 3 1

1 2 6

1

a y2

y
8
4

xy  6

3

2

1

1

8

1

4

1

2

y
16

8 x

y  2x

12

4
(0, 1)

d xy  4
x

4 2 1
1

y
8

4 2 1

a y2
x
y

0
4

8 x

d 16, 32
c 116 , 312
f It becomes steeper.
g No
h (0, 1)

e 512

x

3 2 1
8

1

2

1

4

1

8

8 x

xy  4

A N S W E R S

571

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 572

y
16

y  2x

a y2

3 2 1

12

2x

1

64

y
8

y
16

8 x

16

64

1

4

1

16

1

64

y  22x

8 x

2x

b y2

3

2

1

1
27

1
9

1
3

27

3 2 1

64

y
28

y  22x

y  3x

24

16

8
8

8 x

c y2

8 x

c No

3 2 1

1
512

64 512

d (0, 1)
y
16

3x

12
8

16

y
16

20

12

1
4

(y decreases).
g No
h (0, 1)

0
1

1

d
e 
c 16, 32
512
f It keeps on getting closer to the x-axis

a y3

1

4

12

1 1
, 
16 32

1

16

y5

y
16

1
64

1
8

y  23x

12

12
8
8
4
4
8
8

8 x

1
 x
2

a y2
x

3

2

1

0.35 0.5

0.7

1.4

2.8

b and c
1

y  2 2x

y
16

8 x

d y3

b (0, 1)
5

4
x

3 2 1

27

1
3

1
9

1
27

y
28
y  3x 24

y  2 2x

20

12
16
8
12
4
8
8

8 x

572

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

8 x

CM9 Answers 5.3_5.2 Final

e y

 12

12/8/04

1:00 PM

Page 573

3 2 1

y  2x  3

a i

1
2

1
4

1
8

y
4

1 2
1

m  2, b  3

ii

y
16

y  3x  7

b i

8 x

2

y3
x

3 2 1

0.19 0.3 0.58

1.7

5.2

1
x

y  32

1

2

8 x

Chapter review 11

x
y

3 1

0
2

1

3

y  3x  1

2

4 x

y  2x  3

y
4

3

3 2 1

0
2

x
y

y
2

4 x

b 2x  5y  20

4 x

x  3y  6

y
8

5

6 4 2

5 4 3

2
4 x
y  3x  2

a x  3y  6

b xy5

0
2

b The lines are parallel.

1
4

y  3x  2

iii

y
4

y
4

y  3x

ii

a y  2x  3

4 x

y  3x

4
0

0
2

y  3x  1

a i

12

y  3x  7

m  3, b  7

ii

y
16

y
4

1
x
2

4 x

12
8

0
2

1 x

y  ( 2 )

y  2x  3

xy5

0
4

8 x

2x  5y  20

A N S W E R S

573

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

a x  2y  3  0

Page 574

y
x  2y  3  0
4

1

15 a

y
6
4

4 x

b xy20

2 1

4 x

xy30

2 1
1

2x  2y  8  0

ii

4 2
0

4 x

a i

4 x

y
4

1 2
4

y
4
xy20

0
3

16 a 3x  7y  21
x

3

y
8
4

4
8 x
3x  7y  21

yx6

iii

y
y
8
2x  2y  8  0

3 2 1

xy30

b x  2y  6
x

3

8 x

6 x

x  2y  6

yx6

17 a y  2x

b The lines are parallel.


7

(0, 9), (3, 3), (3, 15), (5, 1)

No

2 1 0.5 0

8 2 0.5 0 0.5 2 8

0.5

10 p  3

11
x  3

x1
y
8

8 x

4
y  2x

x5

12

y
4

16

8 x

b yx 2

12 (2, 5)

13 y  5
14 a i
b i

574

(4, 0)
(10, 0)

C O N N E C T I O N S

ii
ii

(0, 3)
(0,  4)

M A T H S

S T A G E

5.3 / 5.2 / 5.1

3 2 1
7

1 2 1

CM9 Answers 5.3_5.2 Final

12/8/04

Page 575

y
12

y
28

24

1:00 PM

20

y  x2  2

y  3x

16

8 x

12
8

c y  (x  2)

3 2 1

25

16

8 x

18 a y  x  1

y
16
12

y
4

1

8
y  (x  2)2

4 x

yx1

8 x

b yx1

d y  x
x

3 2 1

2 3 6

y
4

1

2

1

yx1

4 x

2
y
8

y x

c y  4x
8 x

y
4

1

4

y  4x
2

4 x

x

e y2

3 2 1

1
2

1
4

1
8

y
16

y  2x

d y2x

y
4

1

12

y2x
2

4 x

2
8
4
4

e y  3x

8 x

y3
x
y

3 2 1
1

27

1

9

1

3

0
1

1
3

2
9

3
27

y
4

1

13

1
3

y  13 x

4 x

2
4

A N S W E R S

575

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

x3
y  
2

y
4

1

112

Page 576

19 a iv
d vi

x3
y 
2

20 a i

b iii
e ii

y  2x  5

ii

1

213 2 123

1
2

0
2

1

1

2

4

iii y  2x

4 x
x

y 2
3

y  2x

y
6

h y  2  3x

y
8

4
2

4
y  2x  3

y  2  3x
2

4 x

y
4

1

112 1

12

c These are parallel lines.


x
1
y2
2

4 x

2
4

4
8 x
y  2x  5

x
y    1
2

21 a m  6, b  5
3
c m  2, b  4
22 a i
b i
c i

3
1
2

ii

1

ii

1

2

ii

 12

y  x  3
y  12x  1
1
iii y  2x  2
iii

iii

1

123 113 1

b y

4
x
5

7
;
5

2
4 x
x  3y  4

1

2 2 2

1
2

0
2

4 x

c
3

y  2

1

634

514

3x  4y  24

C O N N E C T I O N S

M A T H S

y = 13x + 2

26 a y  7x  11
27 a i

a 1y 

7x 
2
4 x
11
by 
2x  3
cy
3x 
1
27
ai

b y  2x  3

c y  3x  1

x
4

4 x

y
4
2

y
8

1
x + 1
y = 26
2

3x  4y  24

y
4

yx 3

y
4

b y  2x  6

5

9

c y  7x 

b  5

24 a y  4x  7
25 a

k y  2

m

4
,
5

c y  3x  8; m  3, b  8

23 a y  3x  4; m  3, b  4

y
4

576

b m  8, b  0

x  3y  4

y  2x  3

y
4

3 1

x
g y    2
3

4 x

c v
f i

b iii
5

c iv
5

28 a m  6, y  6x 
2

4 x

S T A G E

b i

(0, 33)

5.3 / 5.2 / 5.1

d iv

e ii

10

3

ii

(4, 0)

iii

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 577

CHAPTER 12 Equations and


inequalities
Exercise 12A

a
d
g
j

x2
x6
x  17
x7

b
e
h
k

x  6
a6
x2
m3

c
f
i
l

x8
x  10
m  1
x7

a
d
g
j

x7
x  10
x8
x  33

b
e
h
k

x9
x  30
x  14
x  23

c
f
i
l

x  14
x  19
x  11
x2

a
d
g
j

x4
x2
x  15
m3

b
e
h
k

a  46
x9
y  27
x2

c
f
i
l

m  2
x3
t  13
n4

a
d
g
j

x  14
x  36
x5
x5

b
e
h
k

x  27
x  42
x9
x4

c
f
i
l

x  20
x  24
x7
x7

a
d
g
j

t1
a6
x  7
x3

b
e
h
k

a8
x6
y4
t5

c
f
i
l

x6
x  2
x  5
x5

a
d
g
j

x  14
m  20
x  2
x3

b
e
h
k

p  9
y  7
a  42
a  24

c
f
i
l

a  12
a  4.4
m  5
x  11

a
d
g
j

correct
incorrect
correct
correct

b correct
e incorrect
h correct

k correct

c
f
i
l

correct
correct
incorrect
correct

a
d
g
j

x  12
m  40
x  14
y  7

b
e
h
k

x3
x  56
x  4
x  7

c
f
i
l

x  18
x4
x  4
x  14

a
d
g
j

y  8
y1
x  1
t8

b
e
h
k

x1
x5
y  8
t2

c
f
i
l

t  1
t  2
m5
x  9

a
d
g
j

x1
m  712
m  90
x7

b
e
h
k

x4
x  15
x5
y6

c
f
i
l

y4
a4
x  27
k  10

a
d
g
j

x  5
x1
t  22
m  9

b
e
h
k

y2
x4
a  4
y7

c
f
i
l

x  11
a8
x  7
a  4

a
d
g
j

a  72
a  1.8
a2
a4

b
e
h
k

p3
a1
x2
y  112

c
f
i
l

x  22
a  77
x  64
y3

a
d
g
j

x6
a3
x  2
y1

b
e
h
k

m  13
x  5
a  31
x4

c
f
i
l

x4
x8
m  21
y  1

a
d
g
j

x  20
x4
y2
x  1023

b
e
h
k

x8
x4
m  512
x  12

c
f
i
l

x  712
m  3
p5
x5

a
d
g
j

x5
y  1
t6
m8

b
e
h
k

m  24
x3
x4
m  49

c
f
i
l

x7
x7
x4
k5

a
d
g
j

x0
a3
x6
x  10

b
e
h
k

a1
m8
m3
x6

c
f
i
l

m9
a  14
x1
m1

a
d
g
j

x4
a  112
x  60
x  29

b
e
h
k

x1
x  31
x1
x  10

c
f
i
l

a  32
x  7
x  5
a  12

a
d
g
j

x  17
x  8
x  10
t  15

b
e
h
k

x  312
x  17
x  4
m  21

c
f
i
l

m  6
x  12
y3
x0

a
d
g
j

t3
x6
x  38
m  15

b
e
h
k

m1
t  4
x  6
a4

c
f
i
l

x  5
y  3
x3
p4

a
d
g
j

a  418
x  3
m  512
x6

b
e
h
k

x  11
n  3
x9
a  117

c
f
i
l

p6
x  10
y  40
x6

a
d
g
j

x  5
y6
x  14
a  32

b
e
h
k

x  3
x5
n  212
x  65

c
f
i
l

m  35
x  26
x  20
m3

a x  238 b x  9
e z0
i x6

f
j

c y  234 d m  35

k  13 g p  313 h n  20
x  4 k x  4

x  29
ii x  35
2x  3
b In   11, all of 2x  3 is divided by 5.
5
2x
In   3  22, only 2x is divided by 5 and
5
3 is subtracted from the result.

Exercise 12C

10 a i

Exercise 12B
1

a
d
g
j

m2
x2
x6
x4

b
e
h
k

x  12
x  16
a  11
x4

c
f
i
l

x3
x6
y8
m  9

A N S W E R S

577

CM9 Answers 5.3_5.2 Final

a x  113
d a1
g a  37

12/8/04

b a  219
e a  29
h a  156

a  23

k x

a
d
g
j

t  2
x1
a2
m  17

b
e
h
k

a x5
d x  31
g t  23

10 a a  56
d t4
g x2

6

7

a1
a  6
x6
x0

1:00 PM

Page 578

c y  15
f a  20
i a  46
l

a  823

c
f
i
l

t  12
m  4
m  7
y  8

b x4
e x  23
h a  19

c x4
f m  30

b x2
e a1
h m4

c x1
f y1

Exercise 12E
1

a
d
g
j

a  12
x  10
m  12
t  36

b
e
h
k

m  15
x  23
x  12
p  28

c
f
i
l

a  96
x  108
y  60
x  270

a
d
g
j

p  4123
x6
x  71137
x7

b
e
h
k

y  223
x  140
m  445
x5

c
f
i
l

a  36
y  43
x  1114
x6

a
d
g
j

x  1131
a  1
x  36
x  70

b
e
h
k

x  24
m  21
x7
p6

c
f
i
l

x  275
x  20
x  30
b1

a
d
g
j

t  10
x  312
x  12
x  878

b
e
h
k

p  11173
x  61123
p  10131
y  912

c
f
i
l

m  445
k7
x  725
x  1214

a a  335
d x  1113
g x7

Exercise 12D
1

a
d
g
j

a  35
a  57
a  12
x4

b
e
h
k

a  1312
y6
a  313
a  12

c
f
i
l

x  34
x  10
x  28
x  16

a
d
g
j

a  30
m  17
p  24
x1

b
e
h
k

x2
a  19
x  425
x  1412

c
f
i
l

m  1014
p  823
x1
x5

a
d
g
j

p7
a8
x  126
x  16

b
e
h
k

p  18
a  17
a1
x  14

c
f
i
l

a  325
k  38
y  15
x  338

a x  12
d a  30
g m  23

c y  514
f y7
i x  614
l

a  415

c
f
i
l

y  25
x  612
x  18
x  334

x  52

k x  7

a
d
g
j

x  18
a  27
x  6
x  69

b
e
h
k

p  22
m  1813
x  2
x  20

a x2

b a  212

c m7

d x  10

e x  2523

x  634

g x9

h x

m6

x  1191

c
f
i
l

m3
m  16
a  52
x  16

x  1614

k x

a
d
g
j

x
a  45
x  12
a  278

b
e
h
k

157

1

2
1

6

p  37
x  10
y  4
x1

a x  10

b a  33

c x  556

d m  15

e x

a  241

g y1

h x  113

x  112

578

b a  12
e x  15
h x6

x  313

5

8

k m  1712 l

C O N N E C T I O N S

k x

5

17

x  11169

a m  67
d x  337

b t  116
e x  10

c x  13
f x  40

g x  215

h p  217

a  234

x  5

j
7

p  657

c x  158
f x  3
i x  1512

x3

k m

1712

a x7
d y  1271

b x5
e a  1190

c x  2110
f x5

g a  1534
j t  31

h x  214
k x  7

i
l

a y  12
d x  23
g x  156

b x  112
e m  137
h x  3

c x  556
f x  3
i m  13

x5

k x  123

x  1159
a  7171

x  412

Exercise 12F

y  35

M A T H S

b a  14
e x9
h x  16

S T A G E

a 4
d 8 cm

b 18
e 37

a 36, 72, 108, 144 b 36, 72, 72


c $38, $21
d 30
e 61

a 12
d 3

a 14 years, 17 years b 16 years, 48 years


c 28 years
d 12 years
e 12 years, 36 years

a
d
g
i

b 8
c 10
e 35, 70, 75

x5
b x7
a8
e x  21
m  32, n  32
x  39, y  31

5.3 / 5.2 / 5.1

c $9, $18

c m9
f x  17
h x  32

CM9 Answers 5.3_5.2 Final

a
b
d
e
f
g

12/8/04

1:00 PM

Page 579

body 5 cm, tail 10 cm, head 20 cm


2700 L
c 10 pm
coffee A $60, coffee B $64
2 h later, 8 km from Ps start
18 10c coins, 32 20c coins
m  11

a 14
b 188
c 70 cm, 140 cm, 120 cm
e 6 pages/min, 12 pages/min

a A  271.75
c V  1161.00
e A  363.73

a V  102
b F  107.6
d C  53.41 e V  615.75
g S  214.5

d 80 km
f $200

a
d
g
j

x  2
x  5
x  9
x  5


b
e
h
k

a
d
g
j

x  35

x  22

m  23
t  23

b x  25
c x  6

e x  23
 f y  15

2

h x  
i x  35

3
5

k x  3
l x  
2

a m 42
 b x  34
d a  1
e x  45
5


g x  2
h x  58

x  15

k x  1

a
d
g
j

x  37

x  11

x  23

x  4

b
e
h
k

a x  72
d x  5

g y  9

j
6

b
e
h
x  19
 k

c
f
i
l

c
f
i
l

x  3
x  8
x  11
x  17


x  12
x  5
x  32
x  74

no solution c
x  2
 f
x  10
 i
x  14
 l

x  2
no solution
x  2
no solution

x  53
x  15

x  2
x  4

x  52
a  6
m  94
x  72

c
f
i
l

a a  7
 b m  14
 c y  73
d y  6
 e x  6
 f y  7
g a  65
h x  97
i x  152

j
7

x  1
x  6
x  10
x  11


p  181

k x  12

a b8
d r  14.66

b h8
e a  56

c A  39

a a3
d l  70.06

b u  24
e h8

c p  10 000

a a  42.48
d b  18.4

b l  72
e l  14

c d  96

a m  3.2
d r6

b m  1.15
e d  114

c h3

a m4
d h9

b b8
e r4

c l4

a a  14
d A  32

b h  1.27
e a  15

c r  4.5

a d  400
d a  12

b r  9.90
e h4

c r  6.25

a F  113
b R  5.48
d P  15 000 e l  127.9

a C  50.24 b P  12
d E  100
e V  36
g A  616
h V  729
a
c
e
g

c  10
s3
D  23
S  4408

a
c
e

m  85

g
i
k

Exercise 12H

a
c
e
g
i

a A  60
d S  342
g V  576

b P  50
e V  280
h P  64

c S  820
f A  100
c F  165
f C  100.48
i A  252

b S  2352
d x  2, x 
f V  616

2

7

c s  176

Exercise 12J

a x  2.65 b m  6.71 c k  3.46


d p  3.54 e d  1.15 f p  2.40
g a  1.29 h d  1.41

c A  90
f S6

Exercise 12I

Exercise 12G
1

b V  297.80
d A  356.90

o
3

x 1
x 3
x 4
2
x 3
x
1 and x 5
1 0 1 2 3 4 5
1 0 1 2 3 4 5
3 2 1 0 1 2 3
1 0 1 2 3 4 5
3 2 1 0 1 2 3
3 2 1 0 1 2 3
1 0 1 2 3 4 5
1 2 3 4 5 6 7

a x
7

b
d
f
h

x 2
x 7
x 3
6 x 1
x 1 and x 5
b
d
f
h
j
l
n
p

1 2 3 4 5 6 7

3 2 1 0 1 2 3
4 3 2 1 0 1 2 3
1 2 3 4 5 6 7
3 2 1 0 1 2 3
3 2 1 0 1 2 3
3 2 1 0 1 2 3

1 2 3 4 5 6 7

d n 7

6 7 8 9 10 11 12

e y 4

2 3 4 5 6 7 8

b a 4

3 4 5 6 7 8 9

c m
9

1 0 1 2 3 4 5

2 3 4 5 6 7 8

x 5
2 3 4 5 6 7 8

A N S W E R S

579

CM9 Answers 5.3_5.2 Final

12/8/04

g m 5

1:00 PM

h m 4

2 3 4 5 6 7 8

y
2

a 1

y 1

3 2 1 0 1 2 3

x 5
y 8
x
14
x 6

b
e
h
k

a 4
x
8
y 4
x 15

c
f
i
l

y
3
y 6
x
10
x
6

a
d
g
j

x
212
x 4
x 7
x 3

b
e
h
k

x 4
x
2
x 4
x 3

c
f
i
l

p 3
x 2
x 6
y 10

a
d
g
j

x
2
n
7
x
6
m 3

b
e
h
k

y 2
p 9
p 3
m
8

c
f
i
l

m
2
x 18
x 3
x 4

a
d
g
j

p 2
x
1
y 5
y 7

b
e
h
k

a 7
p 4
p
3
p 3

c
f
i
l

x 7
m 8
x 6
m
7

a
d
g
j

x 5
m 6
a 5
x 3

b
e
h
k

y
3
x 2
x
6
x 2

c
f
i
l

p 2
x 7
x 28
p 1

a
d
g
j

a 8
x
1212
x 7
x 634

b
e
h
k

x 6
y 4
t 1
a 10

c
f
i
l

x
6
a
12
x 8
m 6

b x

d x

212

3 2 1 0 1

e m
1 2

3 32

f
5 6 7

g a 3

h m 1

y 2

3 2 1 0 1 2 3

3 2 1 0 1 2 3

k y 6
8 7 6 5 4 3 2

580

C O N N E C T I O N S

18 17 16 15 14 13 12

3 2 1 0 1 2 3

3 2 1 0 1 2 3

115

x 8
5 6 7 8 9 10 11

3 2 1 0 115 2 3

x 313
1 2

33 4 5 6 7

a x 6
b 78
w
90
c 13
x
19, so integer values could be 14,

15, 16, 17, 18

d 4
x
8 e x 135
f
g x 18, at least 18 trips
h between 5 cm and 25 cm

y  723 cm

Exercise 12L
1

a No
e No

(answers may vary)


b 6, 3; 7, 6; 8, 9

a 0, 8; 1, 7; 2, 6
c 5, 30; 20, 20; 8, 28

a Yes

c No

a x  10, y  5
c p  18, q  9

a
c
e
g
i
k

x  1, y  2
x  2, y  3
x  2, y  2
x  2, y  1
x  4, y  2
x  2, y  0

b
d
f
h
j
l

x  2, y  2
x  1, y  2
x  3, y  2
x  1, y  2
x  1, y  1
x  1, y  4

a
c
e
g
i
k

x  2, y  7
x  1, y  5
x  1, y  2
x  2, y  4
x  1, y  6
x  4, y  2

b
d
f
h
j
l

x  3, y  1
x  2, y  5
x  2, y  3
x  3, y  4
x  3, y  1
x  2, y  0

b Yes
f Yes

b Yes

a 7, 4

11 cm, 8 cm

b 16, 9

12 boys, 17 girls

c Yes
g Yes

d Yes

d Yes

b a  8, b  4

c 4, 3

d 5, 10

a
1

Exercise 12M

3 2 1 0 1 2 3

x 3

k x

y
15

h x 2

1 2 3 4 5 6 7

131 2 3

9 8 7 6 5 4 3

3 2 1 0 1 2 3

x 1
3 2 1 0 1 2 3

1 2 3 4 5 6 7

1

2

3 2 1 0

d t
6

g x 3

3 2 1 0 21 1 2 3

2 12

323

2 3

3 2 1 0 1 2 3

2

5

3 2 1 0 25 1 2 3

1 2 3 4 5 6 7

e x 1

a
d
g
j

c y

3 2 1 0

3 2 1 0 1 2 3

a a 3

b y 113

8

9

c a
2

Exercise 12K
1

a x

3 2 1 0 1 2 3

6 5 4 3 2 1 0

2 3 4 5 6 7 8

k x 2

Page 580

a
2
6 5 4 3 2 1 0

M A T H S

S T A G E

a x  3, y  1
b x  2, y  2
c x  1, y  2
d x  3, y  1
e no solution (parallel lines)

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

f
g
h
i

12/8/04

1:00 PM

Page 581

no solution (parallel lines)


x  1, y  0
no solution (parallel lines)
x  1, y  0
j x  0, y  2

a x  3.5, y  0.5 b x  1.5, y  0.5


c x  2.3, y  0.7
d x  2.5, y  1.5

a
c
e
g
i
k

x  2, y  1
x  2, y  1
x  1, y  3
x  1, y  6
x  2, y  1
x  3, y  1

b
d
f
h
j
l

x  1, y  4
x  2, y  1
x  1, y  2
x  2, y  1
x  1, y  3
x  2, y  5

a x  2, y  3
c x  1, y  2
e x  9, y  15

x  22.5, y  47.5

a A: C  5d; B: C  200  3d

e
g
i
k
2

i x  9, y  1
k x  8, y  34
3

b x  1, y  1
d x  2, y  1
f x  5, y  8

where C  cost ($) and d  distance (km)

b 100 km
c On distances less than 100 km it is cheaper to

hire bus company A. For longer distances it is


cheaper to hire company B.

Exercise 12N
a
c
e
g
i

x  11, y  1
a  7, b  3
m  4, n  3
x  2, y  3
x  3, y  4

b
d
f
h

m  3, n  14
a  3, b  1
x  1, y  5
x  4, y  2

a
c
e
g
i

x  4, y  3
x  3, y  12
x  3, y  5
x  3, y  2
m  13, n  6

b
d
f
h

p  0, q  6
x  4, y  112
x  3, y  4
a  5, b  2

a
c
e
g
i

x  25, y  14
m  2, n  3
x  2, y  1
a  5, b  1
x  6, y  2

b
d
f
h

x  1, y  1
x  5, y  1
x  4, y  2
x  1, y  3

a
c
e
g
i

x  3, y  4
x  7, y  1
x  2, y  1
a  2, b  2
a  1, b  3

b
d
f
h

x  2, y  12
x  3, y  7
x  9, y  1
x  9, y  3

a
c
e
g
i

x  3, y  2
m  2, n  3
x  4, y  4
x  1, y  4
m  5, n  1

b
d
f
h

a  2, b  1
x  6, y  3
m  1, n  6
x  4, y  2

a x  6, y  4
c x  5, y  113

b x  3, y  4
d x  0, y  3

f x  6, y  3
h x  5, y  2

j
l
b
d
f
h

j
l

x  5, y  4
x  5, y  12
x  1, y  4
x  3, y  4
x  3, y  15
x  2, y  1

b
d
f
h

x  2, y  5
x  4, y  0
x  1, y  3
x  6, y  4
x  0, y  2
x  1, y  4
m x  3, y  1
o x  6, y  5
q x  1, y  2

b
d
f
h

a
c
e
g
i
k
a
c
e
g
i
k

j
l

x  3, y  2
x  3, y  2
x  2, y  1
x  2, y  5
x  6, y  2
x  112, y  1
x  412, y  3
x  1, y  23
x  6, y  13
x  8, y  1
x  2, y  4
x  7, y  13
x  2, y  8
x  10, y  2

x  1, y  5
x  28, y  18
x  2, y  2
x  4, y  0
j x  3, y  1
l x  5, y  2
n x  6, y  5
p x  19, y  46
r a  9, b  5

Exercise 12P
1

a 15, 8
d 12, 24

a
b
c
d
e

a x  4, y  2
c x  26, y  39
e x  12, y  2

a
b
c
d
e

Kate 16 years, Peter 11 years


Jill 54 years, Jessica 18 years
18 years, 14 years
Jordan 20 years, Michael 10 years
30 years, 10 years

a
b
c
d
e
f
g
h

18 5c coins, 17 10c coins


107 adults, 56 children

Exercise 12O
1

a
c
e
g

x  1, y  4
x  3, y  1
x  2, y  8
a  9, b  5
x  3, y  113
x  12, y  2
x  6, y  4
x  513, y  2

b 61, 19
e 17, 2

c 27, 29

270 boys, 350 girls


length 14 m, width 10 m
m  3, b  2
Maths 75, English 55
apple 30c, orange 40c
b x  5, y  1
d x  15, y  15
f x  30, y  60

7

15

crate A 150 kg, crate B 200 kg


15  20  35 rows
Con $90, Fiona $45
9
a  5, b  32
5 skilled, 20 unskilled

a 30 questions
b 5 questions

A N S W E R S

581

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 582

CHAPTER 13 Surface area and


volume

Chapter review 12
1

a x  15
d x  16

b x  17
e x9

c x7
f x4

a x4
d m  12

b x4
e x4

c x  8
f x7

a m  16
d x  2

b x2
e x  2

c y  4
f a  12

a a  8
d x  16

b x  16

c x  212

a t

a x7

b x  10

a p8

b a5

a x  412

b m  15

a x

b y  24

1

2

10 a y  4630

b x

11 a 6

b 20

12 a x  13

b x  15

13 a x  5

b x  52

14 a v  12

a 294 cm

a 97.92 m

a 81.72 m

c r  2.31

16 l  142.98
b x 9

19 a a 2135

b x 14

18 19 20 2135 23 24

11 12 13 14 15 16 17

c 2
x 2
3 2 1 0 1 2 3

b 423.36 cm

c 4.86 m

b 395.2 cm

b 2408.98 mm
2

b 589.8 cm

b 1300.2 m

a 267.2 cm

a 863.6 cm

52 241.45 cm

a 336 cm
b 720 cm
2
d 4697.4 cm

a 864 m
b 5212 cm
2
d 4602.6 cm

c 1195.8 cm
2

c 8999.5 m

78.54 cm
2
415.48 cm
2
4.52 m
2
47.78 mm

a
b
c
d

a 26.88 cm
2
c 96 m

a
b
c
d

23.6 m

i
i
i
i

ii
ii
ii
ii

i
i
i
i

439.82 cm
2
2456.73 cm
2
27.90 m
2
480.29 mm
2

b 2.97 m
2
d 702 mm

20.4 cm
2
42.5 m
2
14.1 m
2
3620 mm
2

ii
ii
ii
ii

5
2

a 326.7 cm
2
c 63 774.3 cm

a 1600 cm
2
c 38 m

29.4 cm
iii
2
35.9 m
iii
2
70.7 m
iii
2
14 600 mm iii
29 900 cm

49.8 cm
2
78.4 m
2
84.8 m
2
18 200 mm

b 500 644.2 cm
2
d 3554.8 cm

b 510 cm
2
d 2200 cm

20 x  2, y  1

21 x  1, y  2

22 x  1, y  3

23 x  1, y  2

a 4.2 cm

24 x  5, y  0

25 7, 21

Doubling the radius increases the area of


every surface.

26 a x  1

b  12

27 a a 

x  21123

28 a x  30

m6

29 a x
3

x 10

30 a x  12

m  245

31 a y 

1

5

x

32 a x
8

x 9

33 a x 16

34 a x 715
35 a n 

623

278

36 a x  2, y  2

10 355 cm

b 346 cm

2
2

11 a 408.4 cm

b 1633.6 cm c 4 times
2

12 a 28 328 cm  2.83 m

C O N N E C T I O N S

b 6 bins

Exercise 13C

835

a 256 cm
b 114.07 cm c 1779.84 cm
2
2
d 408.82 cm e 89.76 m

x 6

a 5090.8 cm

x  11

a Yes
b Yes
c i 11.31 cm
ii 5.66 cm
2
d 11.49 cm e 10.77 cm f 236.32 cm

m  2, n  3

a 10.6 m

a w  19.47 cm, x  19.47 cm, y  18.63 cm,

2

3

b 11.2 m

M A T H S

S T A G E

5.3 / 5.2 / 5.1

b 954 cm

z  18.63 cm

582

c 138.24 m

b u0

18 a m 3

b 2649.92 cm

Exercise 13B

b h  2.73
b x
10

11

18

17 a x 3

a 1032 cm

b m  12

4

5

15 a V  1099.56

Exercise 13A

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 583

b 910 cm
6

173.2 cm

a Each triangle face is equilateral, so the side

lengths are the same and PQ  QR  RS 


SP. (Note: Could PQRS be a rhombus? Would
this make any difference to the answer to c?)
2
b 1.39 cm
c 9 cm
8

a 18 cm

a 302 cm
2
d 24.0 m

b 424 cm

c 296 cm

a 3.36 m
b 89.05 cm c 127.02 cm
2
d 1.3125 m

a 407.2 cm

a 6 cm
b i 2

4 times

b 282.7 cm

0.25 m

The canister with the larger radius. The one


with the smaller radius will not hold the volume
3
( 5900 cm ) of cornflour.

A, C

ii

c 147.8 cm

b 710 cm

b 49

a 728 cm
a 204 cm

a h  4.9 m, d  3.4 m
c about $343.50

All pyramids have volume 80 m .

Double the height

a 9.075 m

b 13 736 cm c 13.6 m
2

a 52 000 m

b 228 m

3.2 m

a altitude  9.2 cm; V  424 cm


3
b altitude  5.0 m; V  15.9 m
3
c altitude  10.0 cm; V  213 cm

c 2.54 million m

a It comprises 2 pyramids back-to-back.


3
b 0.47 cm
c 9.1 g

10 a 72.24 m
11 522.7 cm

c 164.2 cm

b 3222.95 cm

Exercise 13H

a 4 cm
2
c 33.64 m

a 10.86 m

9.5 m

a 115.5 cm

The dimensions of the cone would also need to


be doubled.

b 1.5%
7
2
d 3.22  10 km

229 cm (approx.)

a 3190 cm

It quadruples.

10 a 23.56 cm
3
c 48.7 cm

a 2513 m
b 4
c about 10 052 panels

a 5.15  10 km
8
2
c 3.65  10 km

14.47 cm

a 291 cm

8
2

75.27 m

a h  2.02 m; V  3.57 m
3
b h  19.79 cm; V  1460 cm
3
c r  2.24 cm; V  20.5 cm

c 380.1 cm
2
f 17.1 m

b 461.8 cm

a doubles

181.4 million cubic metres  1.814  10 m ;


Paricutin is not exactly a cone.

129.2 cm

b 519.01 cm c 2037.37 cm

a 452.4 cm b 72.4 m
2
2
d 153.9 cm e 66.5 cm

1
4

b 60.84 cm
2
d 14.0625 m

b 25.9 m

10 2.82 cm

b quadruples c multiplied by 8
8

b 7841 cm

b r  3.75 cm; h  3.31 cm

Exercise 13I

Exercise 13F

b 64.5 cm

c 589 cm
b 27.7 m

a 12 160 cm b 3617 cm
c 52 500 cm
3
3
d 1334 cm
e 58 480 cm

Exercise 13E

10 13 : 24

a 32 m

iii

Exercise 13G

Going directly across the base is 32 cm.


Going the long way around via the apex is
15  15  30 cm. The long way is shorter
than the direct route. Impossible!

a 56 400 cm b 11.2 m
c 4770 cm
3
3
3
d 369 m
e 56 700 cm f 213 m

b 17 cm

Exercise 13D
1

a 108 m
3
c 1512 cm
3

a 13.824 m

b 2852 mm
3
d 73.32 m
3

b 10.2 m
3

a 33.5 cm
3
d 65.4 cm

a 57.9 m

c 1160 cm

3
3

a 137 344 cm b 40.32 m


c 1525.6 cm
2
3
d 95.2 m
e 13 356.9 mm

b 1436.8 cm c 1150.3 cm
3
3
e 288.7 cm f 24.9 m
3

b 950.8 cm

c 11.2 m

624 m

a 6400 km

b 1.10  10

a 9 cm and 10 cm

b 1 cm

12

km

A N S W E R S

583

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 584

c 1135 cm

a 1590 cm

149.7 L

a 3.35 cm
b 50.13 cm c 225.57 cm
3
d 75.18 cm e 33.3%

b i

d 8.17 kg

iv

b 1.94 m

124 mL

a 89 250 mL  89.25 L

a 9.425 L

4
5

b 78 days
b 565.5 L

a 348.3 m
b About $1141.78
c 52 containers
2

a 93.03 m
b $316.30
d 65 h 15 min

c 78.3 kL

i
i
i
i
i
i

a 1750 L

b $1.14

a 1440 cm
b 27 792 g  27.79 kg
c The gold is heavy and would slow the

a x  7.7 cm b x  1.0 m c x  8.2 cm


d x  9.4 cm e x  3.7 m f x  6.3 cm

672 L

260 kg

22.7 cm

37.5 cm

a 160 g

a 4.08 m tall, 9.25 m long

b 7.5 cm

b 3456 t

b 18 700 kg  18.7 t

10 a 300 cm

ii
ii
ii
ii
ii
ii

c A1  4.4 m , V1  3.1 m
2
3
d A2  41.6 cm , V2  35.7 cm
2
3
e A2  151.5 cm , V1  61.4 cm
2
3
f A1  5.2 m , V2  4.9 m

b 11 fish

1:1
3:4

64 : 125
64 : 343
216 : 343
8 : 27
27 : 64
8 : 27

a A2  54.0 cm , V1  8.0 cm
2
3
b A2  23.4 cm , V1  10.2 cm

Exercise 13J
a 14.14 m

16 : 25
16 : 49
36 : 49
4:9
9 : 16
4:9

iii
vi

a
b
c
d
e
f

11 a 113.1 cm
b 113.1 cm
c same numerical value

the sphere. The sum of all base areas is the


surface area of the sphere.
c Student response and class discussion

1:2
1:3

10 8

13 a square pyramid
b The height of each wedge is the radius of

ii
v

Exercise 13L

1:2
1:4

c 8.5 L

11 a 4.2 L
b 4.2 kg
c No; its mass is 524 kg (over half a tonne!).

robbers down.
8

0.56 cm

a 53.4 cm

Chapter review 13
3

b 478.5 g

c 2090 m

b 952.5 kL
e 303 975 L

c 952.5 t
f 78 cm

10 a 952.5 m
d 28.6 kg

11 a 238.8 cm
3

12 a 3.744 m
d 175 mm

b 4188 labels
b 3744 L

b 14 units
2
e 68 units

c 2

a 9:1
d 9:4

b 9:1
e 25 : 16

c 4:1
f 16 : 9

a 1.77 cm
2
d 4.22 cm

b 0.81 m
c 5.18 cm
2
e 14.04 cm

a 3m
d 2.1 m

b 7.8 cm
e 5.4 cm

37.5 cm

a 2:3

540 cm

445.5 cm 5

380 cm

c 5.8 cm
f 18.2 cm

11 156 cm
2

4 times

2
2

c 1520 cm

b 936 cm

c 1242 cm

b 9.1 L

c $180.20

b 309 cm

2
3

15 a 0.619 m

b 10 400 m

16 3393 cm  3.393 L
17 16.6 cm
2

18 a 15 cm
2

19 a 54.4 m
2

20 a 57 m

620 cm

b 13.4 cm

22 a 336 cm
b 2656 g
c Place a beaker full of water inside a larger

corresponding sides are the same.


M A T H S

b 4.56 m

21 a 111.3 cm

11 33.9 cm

C O N N E C T I O N S

14 2354 cm

12 a Corresponding angles are equal; ratios of

584

a A  42.4 m , V  819.0 m
2
3
b A  264.2 cm , V  11 253.2 cm

b 475.2 cm

13 Both volumes are 36 m .

b 9 cm
2

10 about 1500 cm

a 432 cm

12 a 1260 cm

a It quadruples.
b It increases 9 fold ( 9).

10 0.6 m

a 7 units
2
d 17 units

1620 cm

c 98.5 cm

Exercise 13K

S T A G E

container. Immerse the solid, allowing the


water to overflow. Use the measuring cylinder

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

Page 585

to find how much water was displaced by


the solid.
3

23 a 7238.2 cm b 261.8 cm
2

c 33.7 m

25 a 283.2 cm
26 a
d
f
g

ii

28 a a b

b 12y

b 4
8

30 a 25a b

30 a 184.5 cm

b 3.0 m

31 a PE  13 cm

b 91 cm

5x

b 6

b 35

b 9

b 4

35 a a b

32 Volume doubles.

36 a a

33 a 1 : 3

b 1:2
3

34 a 9.0 cm

b 667.6 cm

c 408.4 cm

35 a V  179.6 cm , SA  153.9 cm
b i 4 times
ii 8 times
2

b
8

b 43.1 m

b 3219 s
54 min

39 a same

b same
41 7.2 cm

42 120 mL

6

2 1

1 7 5
a b
9

b 7
5

b 3x  3x  6

40 a 4(2x  3)
2

41 a x  y

b 7y(y  2z  3)

b 2x  3x y
6

38 a 138.4 m

(or 20

b a

38 a 40
3

b x

37 a 8x

6

5

b x  1

39 a 6x  18xy

36 a SA  1925.4 cm , V  6847.3 cm b 67.2 cm


37 a 5.4 m

6

33 a 2

34 a x  3

21

29 a 3

140 cm

4x  1

b a

31 a 1

225 cm

b i
3

32 a 8

29 a 5 cm

3

b 8x

b 1.13 m

10

b 32x

28 4 times

40 45 cm

b 2

27 a 5

1602 cm
b 409.1 cm c 17.01 m
3
3
27.59 m
e 395.7 cm
3
3
27 240 cm  0.027 24 m
3
3
358.1 cm h 2180 cm

27 a 5100 L

24 a 3

26 a 42a b

12

c 373.9 cm

b 2 35

11

c 13 171 cm

b 3.8 cm

10

25 a m

24 a 2092.7 cm b 55.4 m

23 a 2  3

2
3

42 a 7.632  10

b 8.9632  10

43 a 92 000 000

b 9 130 000

44 2.3568  10

20

mg

45 a 0.000 060 3

b 0.007 25

46 2.863  10 m
4

b 2.336  10

10

b 5.539  10

47 a 9.565  10

Diagnostic test

48 a 3.212  10
1

a 43 863 b 43 860 c 43 900 d 44 000

49 a 9.3854  10
50 8.32  10

36.4

a 600

b 640

c 636

$10

$150 000

52 $44/h

a 15 000, 15 089

b 12, 12.976

54 a $40.60

a 15

b 1

55 $824.92

a 84 or 83.8

57 a $46 886
59 a $1002.40
13 60c

61 a $330

14 $60 000

15 Geoff, 80 kg

62 C

16 11.1 m/s

17 $784

64 $132.90

18 30.24 L
20

7

9

23

99

4

15

21 a 2  2  2  2  2
b 3aabbbbb
c 5  x  y  y  y
5

22 a 2

53 $57 081
b $539.40

c $2111.20

56 $1001
b $3282.02
b $172.40

c $148.03

b 34.74%

c 25.78%

60 $480

b 6 : 11

12 30, 60, 90

19 a

58 a $39 239.20 b $39 337.80

b 1.32

11 a 3 : 14

b 7  10

4
3

10 208 m

25

51 8.25  10 , 8.56  10 , 8.62  10

b 5 8

63 B
65 $51.14

66 a 38.4 cm

b 17.1 cm

67 a 5.55 cm

b 67.5 cm

68 a 72.0 cm

b 173.3 cm

69 a 204.2 cm

b 979.4 revolutions

70 a 15.24 cm

b 45.26 cm

71 the quadrant by 12 cm

A N S W E R S

585

CM9 Answers 5.3_5.2 Final

12/8/04

Page 586

118 a x  70

72 a 270 cm

b 1129.14 cm

73 x  17.2 cm, 58.5 cm

74 28.3 cm

119 3060

b 134.04 mm

b 20.23 cm

123 36

b 57.69 cm

125 a 18

b 160

c 2880

126 a 10

b 10

c 36

127 a SSS

b SAS

121 a 135

78 a 192 cm

79 $3158.64
80 a 3329

b $14 148.25

81 a 3 and 4

b 6 and 7

c 9 and 10

82 a 2, 5
, 11
, 23
 b 10
, 23
, 5, 7
83 a 303


b 362


84 a 300


b 135


85 a 57
  3m


b 6


b 102


87 a 406


b 243


88 a 10  6


b 2x  xx


89 a 315
  30  63
  125


b 22

90 a 9  214


b 23  610


91 a 29

b 47

92 a 4

b 41

21


3

95 a

15
  5


5
45
  152


10

96 a

63
3

11

b
b
b
b

99 a 8

b 28

B  C
DAB  DAC
AD  AD
 ABD  ACD
 AB  AC

AE
BE
AEB
 AEB
 AB
and ABE

102 head, tail

103 1, 2, 3, 4, 5, 6
104 a
105 a
106

2

25
1

2

23

25

107 a
108 a

109 No;

b
1

4

 ABCD is a parallelogram.
133 In ABC :

1

52
1

4

110

111 a hexagon, regular

AB  AC (given)
C  75 (given)

 B  C  75 (equal sides opposite


equal angles)

1

2

b trapezium, irregular

112 a pentagon, convex b hexagon, non-convex


113 equilateral triangle

586

(given)
(given)
(vertically opposite angles)
(SAS)

 AB || DC

b 1
b

 CE
 DE
 DEC
 CED
 DC
 CDE

but these are alternate angles

c 960

8

13
1

4
1

2

(given)
(given)
(common)
(AAS)
(corresponding sides of
congruent triangles)

132 In AEB and CED:

1

25


100 P  2, P  4, P  6
101 odd

(given)
(radii of circle)
(common)
(SSS)

131 In ABD and ACD:

36
  3  62
  23


15

98 a 121


AB  AB
(common hypotenuse)
AD  BC
(given)
 ADB  BCA (RHS)
b In ADE and BCE:
D  C
(each 90)
AED  BEC (vertically opposite angles)
AD  BC
(given)
 ADE  BCE (AAS)
AC  BC
OA  OB
OC  OC
 ACO  BCO

6
  310


2
13
3

18

b 33
  72


128 a One side should be equal (AAS).


b Included angle should be equal (SAS) or (SSS).

130 In ACO and BCO:

2
55

5

97 a 4

b 10
124 12

129 a In right-angled triangles ADB and BCA:

86 a a  (a  5)a


94 a

b 156

122 a 5

77 a 198.94 m

93 a

b x  110, y  70
120 113

75 a 25.66 cm
76 134.13 cm

1:00 PM

Now:

DE || BC (given)

 ADE  B  75 (corresponding angles)


Similarly: AED  C  75

114 a x  60

b x  125

115 a x  30

b a  65, b  65, c  115

116 a x  60

b a  36

117 a x  85

b x  60

C O N N E C T I O N S

M A T H S

 ADE is an isosceles triangle.


134 AB and DE, AC and DF, BC and EF ;

A and D, B and E, C and F

S T A G E

5.3 / 5.2 / 5.1

12/8/04

1:00 PM

Page 587

135 In ABC and ADE:

A
ADE
AED
 ABC

143

 A
 ABC
 ACB
||| ADE

(common)
(corresponding angles)
(corresponding angles)
(equiangular)

136 In LMN and PQN:

M  Q
(each 90)
LNM  QNP (vertically opposite
angles)
 MLN  QPN (third angle of triangle)
LMN ||| PQN (equiangular)

137 x  4, y  10

138 x  6

139 In PST and PQR:

P
PST
PTS
 PST

 P
 PQR
 PRQ
||| PQR

(common)
(corresponding angles)
(corresponding angles)
(equiangular)

x  9, y  24
140, 141
Test
results(x)

1
1
3
53
52
4
5
1

3
4
5
6
7
8
9
10

142

Frequency
(f )

Tally

Number of
children (x)

1
1
3
8
7
4
5
1
f  30
Frequency
(f )

Tally

5
55
553
553
4
5

0
1
2
3
4
5

Cumulative
frequency (cf )

5
10
13
13
4
5
f  50

1
2
5
13
20
24
29
30

Mass (kg)

46
47
48
49
50
51
52
53
54

1
2
3
4
Number of children

7
2
7
3
4
2
3
1
1

7
9
16
19
23
25
28
29
30

range  4

b mean  12.27, median  12, mode  12,

range  12

145 a
Class
centre
(x)

Class

5559

57

6064

62

6569

67

7074

72

7579

77

8084

82

8589

87

Tally

Frequency
(f )

5
4
51
52
55
553
5

Cumulative
frequency
(cf )

fx

285

248

15

402

22

504

10

32

770

13

45

1066

50

f  50

Frequency

Frequency

52
2
52
3
4
2
3
1
1

Cumulative
frequency (cf )

144 a mean  4.2, median  3.5, mode  3,

Frequency
histogram
Frequency
polygon

Frequency
(f )

Masses of students
30
Cumulative
25
frequency
20
polygon
Cumulative
15
frequency
10
histogram
5
0
46 47 48 49 50 51 52 53 54
Mass (kg)

Number of children in families


13
12
11
10
9
8
7
6
5
4
3
2
1
0

Tally

f  30
Cumulative frequency

CM9 Answers 5.3_5.2 Final

435
fx  3710

Mathematics results
13
12
Grouped
11 frequency
polygon
10
9 Grouped
8 frequency
histogram
7
6
5
4
3
2
1
0
57 62 67 72 77 82 87
Percentage marks

A N S W E R S

587

CM9 Answers 5.3_5.2 Final

Cumulative frequency

12/8/04

1:00 PM

Page 588

183 same gradients

Mathematics results
50
Cumulative
45
frequency
40
histogram
35
Cumulative
30 frequency
25
polygon
20
15
10
5
0
57 62 67 72 77 82 87
Percentage marks

146 a AB

b BC

147 a 10 mm

184 1

185 y  2x  5, m  2, b  5
186 a 3x  2y  7  0

b 4x  3y  12  0

187 a Yes

b Yes

188 m 

189 m  5

2

7

190 5x  y  3  0
191 y  2x  3

c AC

d AC

e BC

b 12 cm

y
8

opposite  5, adjacent  12,


hypotenuse  13
ii opposite  12, adjacent  5,
hypotenuse  13
b i opposite  4, adjacent  3,
hypotenuse  5
ii opposite  3, adjacent  4,
hypotenuse  5

148 a i

149 a

3

5

4

5

6
y  2x  3

4
2

192 a

3

4

EF
DF
EF
b 
c 
DE
DE
DF
151 a In ABC and AB1C1:
A  A
(common)
(each is 90)
B  B1
(third angle of triangle)
 C  C1
 ABC ||| AB1C1 (equiangular)
B1C1
AB1
B1C1
b i 
ii  
iii 
AC1
AC1
AB1
152 a BC  40

y  2x
y
4

150 a 

b i

9

41

ii

153 a i

15

17

ii

8

17

154 a i

1

2

ii

3


2

40

41

iii

8

17

iv

15

17

iii

3


2

iv

1

2

155 a 3.25

b 22.4

156 a 39

b 59

157 a 4.3819

b 8.3904

2
y  2x  2
4

b The lines are parallel.


c i m  2, b  0
ii m  2, b  2

m  2, b  3

iii

193 a x  y  4  0
x

y x y4 0
4
2

159 24 cm

160 24 m

161 17.1 cm

162 75 mm

163 2457 m

164 2557

165 2517

166 30

167 39

168 2

169 18

171 30.572 km

177 37
 units

178 P(2, 4)

5)

4 x

4 x

2
x  2y  0
4

b The lines are parallel.

182 1

M A T H S

y x  2y  3  0
4

b (4, 9)

C O N N E C T I O N S

b 12.4 units
176 146

180 (7, 10)

194 a

b 145
 units

175 8.5 cm
179 a

172 37 n miles

174 a 13.0 units

(312,

b 110T, S70E

173 a 61
 units

2
4 x
y  2x  3

158 2.67 m

170 a 080T, N80E

588

iii

9

40

4 x

S T A G E

5.3 / 5.2 / 5.1

CM9 Answers 5.3_5.2 Final

12/8/04

1:00 PM

195 Yes

196 m  2

197 y  3

198 y  5

Page 589

y
16

y  2x

12

199 x-intercept  112, y-intercept  3


y
4

(0, 1)

8
4

4 x

206 a
207 a
208 a
209 a
210 a
211 a
212 a
213 a
214 a
215 a

y  2x  3

200 x-intercept  3

y
4

y-intercept  2

201 y 

 3, m 
b  3
3
x
4

3
,
4

4 x

202 y  2x  7
203 a y  x

2x  3y  6

8 x

x9
x  18
x9
x8
x  12
x2
m  21
x4
x  36
x  17

b
b
b
b
b
b
b
b
b
b

216 12

x  16
x3
x7
y  1
x1
x  4
y4
y  18
m  12
p1

217 40, 60, 80

3

2

1

218 a x  5

b x  43

219 a x  5

b x  75

y
10

y  x2

223 a  63
b m 3

2 1 0 1 2 3 4 x

221 V  1847.26

222 u  16.9
224 a x
4

220 P  28

3 2 1 0 1 2 3 x

225 a x 5

b x 10

226 a x
323

b x 4

227 a a

4 x

e y-axis

228 x  3, y  2

1
204 a y  
x
4

3

2

14

13

12

1

1

b y 113

0 1 2 3 x

3 13

c Concave upwards d (0, 0)


f x  0 g No
h 0

113

3 2 1 0

113

3 x

229 width  3 cm, length  7 cm

230 x  1, y  4 12

231 x  4, y  4

232 x  1, y  6

233 x  5, y  83
235 x  7, y  8

234 x  6, y  12

1
2

1
3

1
4

236 17, 4
237 length  15 m, width  11 m

y
4
2

238 Holly  17 years, Dylan  11 years


y

239 201.84 cm

2
2

240 a 116.90 cm b 245.30 cm c 479.10 cm


4

241 720 cm

4 x

2
2

243 128.68 m

245 320 cm

b 200 cm

244 a 288 cm
205 y  2

242 a 2.97 m

1440 cm

246 188.85 cm

3

2

1

247 1150.3 cm

1
8

1
4

1
2

248 a 16.29 m

249 x  2.1 cm

250 x  7.7 cm

74 days

A N S W E R S

589

CM9 5.3_5.2 Index Final

12/8/04

12:42 PM

Page 590

Index
adjacent sides 294
allowances 92
angle sum
of a polygon 2267
of a quadrilateral 223
of a triangle 220
angles
of depressions 316
of elevation 316
naming 127, 294
approximations 23
and levels of accuracy 15
and significant figures 2
arc length 127
area
of a regular polygon 324
of common shapes 1323
of composite shapes 143
solving practical problems 147
ascending order 76
asymptotes 376
award rates 86
axis of symmetry of parabolas 372

circumference 122
class centres 279
classes of data 279
coefficients 44
collinear points 346
commissions 90
compass bearings 320
complimentary angles 222
composite shapes 143
concave (non-convex) polygons 218, 220
concavity of parabolas 3723
congruent triangles 238
applying tests for 242
using to prove properties 2445
conjugate surds 170
continuous data 279
converting rates 20
convex polygons 218
cosine ratio (cos) 300
cost price 106
cube roots 178
cumulative frequency histograms 2689
cumulative frequency polygons 2689
cumulative frequency tables, 264
cyclic numbers 289
cyclic quadrilaterals 15

base, in index notation 38


basic numeral 38
bearings 320
binomial products 1678
expanding with the distributive law 167
binomials 167
bonuses 92
Brahmaguptas formula 1501
budgets and budgeting 101
buying on credit or terms 111

data
classes of 279
continuous 279
discrete 279
grouped 279
decimals
recurring 24
terminating 24
deductions
from gross income 95
tax 98
descending order 76
diagonals in a polygon 255
difference of two squares 170
discounts 111
discrete data 279
distance between two points 332
distance formula 335
distributive law 167
dividing indices 47

calculators
displaying scientific notation 72
evaluating with scientific notation 74
and key statistics 2867
using in trigonometry 304
casual work 90
catenary curves 383
centre of enlargement 247
chance of an event 190
circles
area of 132
circumference of 122

590

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

CM9 5.3_5.2 Index Final

12/8/04

12:42 PM

Page 591

elimination method of solving simultaneous


equations 426
empirical probability see experimental probability
estimation 6
and informal units 10
and reasonable estimates 9
front-end 12
strategies 12
using clustering 13
using compatible numbers 13
using rounding 12
expanded form 38, 66
and binomial products 167
experimental probability 193
exponent see index
exponential relationships 378
exterior angles
of any polygon 231
of a triangle 220, 232
of quadrilaterals 232
factorising 66
FOIL method 168
formulas 408
fractional indices 63, 178
frequency distribution tables 264
frequency histograms 2689
frequency polygons 2689
general form of a linear equation 348, 361
gradient formula 343
gradient
and graphing lines 369
and parallel lines 351
and the tangent ratio 344
of a line 3423, 350
gradientintercept form 347, 358
and horizontal lines 364
graphing lines 358, 361, 3645
using gradient and y-intercept 369
using the intercept method 367
graphing simultaneous equations 418
graphing inequalities 413
grouped data 279
holiday loading 92
horizontal lines 364
hyperbolas 376
hypotenuse 294, 310

income 8694
gross 95
net 95
taxable 98
income tax 95, 98
index 38
index form 38
index laws 44
combining 59
division 47
fractional indices 63
multiplication 44
and negative indices 56
powers of powers 50
zero index 53
index notation 38
inequalities (inequations) 412
graphing 413
solving 412
inscribed squares 151
intercept method of graphing lines 367
interior angles
of a triangle 220
of regular polygons 230
irrational numbers 24,158
irregular polygons 218
iteration 176
kites, area of 133, 139
levels of accuracy 15
likelihood of an event 190
linear equations 390
general form 348, 361
gradientintercept form 3478, 358
graphing 358, 361
solving 390
linear inequalities 412
linear relationships 358, 372
loss 106
mean 273
measures of central tendency 273
median 273
Medicare levy 98
midpoint formula 338
midpoint of an interval 338
mode 273
monomials 167
mutually exclusive events 2089

I N D E X

591

CM9 5.3_5.2 Index Final

12/8/04

12:42 PM

Page 592

negative gradient 342


negative indices 56
non-linear relationships 372
number lines 413
number properties 1801

exterior angles of 232


proving properties of 2445
random events 191
random numbers 198
range 273
rates 1819
converting 20
rational numbers 24, 158
rationalising the denominator
binomials 173
monomials 172
ratios 1819
and rational numbers 24
reciprocals 56
rectangles
area of 132
perimeter of 122
recurring decimals 24
regular polygons 218, 219, 230
area of 324
constructing in a circle 236
interior angles of 230
relative frequency 193
repeating decimals see recurring decimals
rhombuses
area of 132, 138
perimeter of 122
right-angled triangles 294
finding an unknown angle 313
finding an unknown side 306
finding the hypotenuse 310
ratios of sides 297
rise over run 3423
rounding off 3
rounding and estimation 12

ogives see cumulative frequency polygons


opposite sides of a triangle 294
outcome of an event 200
overtime rates 86
parabolas 3723
parallel lines and gradient 351
parallelograms
area of 132
perimeter of 122
penalty rates 86
perimeter
of common shapes 122
of sectors 127
period of repeating decimals 24
periodic decimals see recurring decimals
piecework 90
plane figures 122
points
distance between 332
lying on a line 362
polygons 218
angle sum of 2267
diagonals of 255
exterior angles of 231
regular 230
positive gradient 342
possible outcomes 191
power see index
powers of powers 50
prime factors 39
prime numbers 39
probability 190
experimental 193
theoretical 193, 200
problem-solving strategies 30
profit 106
pronumerals 220
Pythagoras theorem 306, 322, 335
and irrational numbers 158

salaries 86
sample space 200
scale factors 247
scientific notation 67
calculations 74
comparing numbers 76
displaying on the calculator 72
for numbers greater than 1 68
for numbers less than 1 70
scores 264
sectors
area of 139
perimeter of 127
selling price 106

quadrants 128, 131


quadratic equations 372, 406
quadrilaterals
angle sum of 223

592

C O N N E C T I O N S

M A T H S

S T A G E

5.3 / 5.2 / 5.1

CM9 5.3_5.2 Index Final

12/8/04

12:42 PM

Page 593

semicircles 128, 131


significant figures 23
and scientific notation 67
rules for finding 2
similar figures 2478
similar triangles 249, 252
similarity, applications of 252
simulations 193
simultaneous equations 417, 425, 432
sine ratio (sin) 300
SOHCAHTOA 300
solving equations
by substitution 410
finding the subject 408
solving inequalities 412, 415
solving linear equations
pronumerals on both sides 392
simple 390
with fractions 397, 399
with grouping symbols 395
worded problems 402
solving simultaneous equations
using the elimination method 426
using graphical methods 418
using guess-and-check 418
using a table of values 418
using substitution 423
spreadsheets
and Brahmaguptas formula 1501
and frequency distribution 2845
and square roots 176
exploring squares and cubes 42
making a budget 104
and rounding 5
simulating dice throws 198
square roots 176, 177, 178
squares
area of 132
perimeter of 122
standard form see scientific notation
statistics 264
subject of a formula 408
substitution, and simultaneous equations 423
subtended angles 127
superannuation 95
supplementary angles 222
surds 158
adding and subtracting 162
and fractional indices 178

conjugate 170
like and unlike 162
multiplying and dividing 165
simplifying 160
tally marks 265
tangent ratio (tan) 300
and gradient 344
tangents 382
tax brackets 98
tax deductions 98
tax refunds 98
taxable income 98
taxation see income tax
terminating decimals 24
theoretical probability 193, 200
trapeziums, area of 133, 138
triangles
angle sum of 220
area of 132
congruent 238
exterior angles of 232
naming 294
proving properties of 2445
similar 249, 252
trigonometric ratios 300
trigonometry 294
finding an unknown angle 313
finding an unknown side 306
finding the hypotenuse 310
using calculators 304
true bearings 320
turning points 3723
vertex of parabolas 372
vertical lines 365
vertically opposite angles 221
wages 86
worded problems
and linear equations 402
and simultaneous equations 429
x-intercept, and graphing vertical lines 365
y-intercept, and graphing horizontal lines 364
zero index 53

I N D E X

593

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