A

Mathematics
Formulary
Study Guide
This Guide is intended for use with the book.
Its use without that will be limited.

The work contained herein has various purposes which

can broadly be described as
• gaining familiarity with the book
• learning how to find and use formulas
• exploring numbers and their relationships

David Hobbs Frank Tapson

 A Mathematics Formulary Study Guide (SG) ~ Notes ~ 1
These notes are written in support of the various worksheets which follow, providing
an overview of what is available and some suggestions as to how they might be
used.
Familiarisation (SG ~ 1)
In order to derive the greatest benefit from any work of reference the user needs to have some
familiarity with it. The sole purpose of this sheet is to provide that familiarity. The work involved is
mainly a matter of finding the page, and then copying out the specific piece of information asked for.
Some help is provided in the earlier questions by highlighting the words which need to be found in
the Contents List to locate the correct page. After working through this sheet, any user should have
a very good idea of what the book contains and where (or how) it is to be found.

Conversions (SG ~ 2)
Currently we live in a world that is in the course of changing from a mixture of widely-varying
systems of units to one universal coherent system (the SI System or, le Système International
d'Unités, as it is known in full) and that means we have to be able to change measures given in one
sort of units into their equivalent values using another sort of units. The book contains much of the
necessary information needed to do that, and this sheet provides some practice in finding and using
the information.
Tests A and B see later note for details on all tests

The ability to be able to use a formula is an important practical skill in many

professions, and the following sheets are intended to help develop that skill by
beginning with some explanation of what is happening, and then by using examples
from the book.
All the sheets have work to be done. This is in two forms:
• CheckOuts where users can make sure they have understood the preceding
explanation. Answers are given in a random order at the foot of the sheet.
• Exercises where answers are not immediately available. But, as an additional
check on correctness of working, in the early stages (Exercises 4 to 7) all
answers are exact. A calculator answer with a full display of digits after a
decimal point must be wrong.

Order (SG ~ 3)
This is an introduction to the idea that, just as in ordinary language we have a need for a grammatical
structure, so also in mathematics we must have some rules so that any mathematical statement
(such as a formula) will mean the same thing to all who read or use it. This sheet uses numbers only
(no letters yet) to illustrate how the order in which operations are done can produce different answers.
Some rules are given, including the first concerning the idea of precedence of some operations over
others. This latter idea is the dominant thread in all that follows.
(A demonstration that simple left to right working is not possible in all cases has not
been offered, but a look at something like Example 6 should convey some idea of the
problem.)

Brackets (SG ~ 4)
These are not operators, but signs that show how one group of things must be treated before others.
That is, they have the highest precedence throughout this work, and the need to see (and deal with)
that is of paramount importance.

© Frank Tapson 2004 [trolMF:2]

 A Mathematics Formulary Study Guide (SG) ~ Notes ~ 2
Lines (SG ~ 5)
These make their appearance in three different ways and each with a different meaning. Their
kinship with brackets is made clear.

Tests C and D see later note for details on all tests

Calculators
Whilst it is expected that calculators will be used throughout this work, considerable
care needs to be taken. A basic 4-function model means that all the rules will have to
be followed. However, a more sophisticated model (where brackets can be inserted)
will deal with some of the exercises just by keying them in as they are written. The
square-root key always calls for some care in its use. Understanding of, and familiarity
with, one particular model, supported by regular practice, is the best way forward.

From here on, while the explanations can be followed, the Exercises
cannot be done without access to the book A Mathematics Formulary.

Letters (SG ~ 6)
How letters are used to represent numbers.
No units are used or mentioned at this stage. The focus is solely on finding and using formulas which
require the explanations and rules given so far. After finding the correct shape it is necessary to pick
the correct formula, when several are on offer, making sure it contains the letters given in the
question.
Exercise 7A requires π to be used. Now, most of the answers do not work out exactly. No accuracy
has been specified for the answers. It is left for the teacher to indicate what should be done. On the
lines of "3 or 4 decimal places" or "3 or 4 significant figures" or "use your own judgement" or "same
number of significant figures as the largest value in the given data" or …

Contractions (SG ~ 7)
The disappearing multiplication sign.
All remarks from the previous paragraph still apply. It is reasonable to assume that users at this level
will have met indices before, and the one-line reference to them is merely a reminder to show how
they fit into the idea of a contraction. Only positive integer indices are used and they are the ones
most commonly met with in working with formulas. Fractional and negative indices come much
later.
Just how solutions are to be written out will need some thought by, and direction from, the teacher.
It is easier to find mistakes if something like the format of Example 8 is followed (especially in early
work) but everyone soon develops their own shortcuts.
For many, it will be necessary to record intermediate values anyway as using the calculator becomes
increasingly demanding.
After gaining some familiarity with the ideas on this sheet it is instructive to look at the various styles
used in the Formulary to see where simplifications have been made and where they haven't, and
how, certainly in the earlier pages, formulas have been made as explicit as possible.

Summary (SG ~ 8)
A one-sheet summary (of sheets SG ~ 3 to SG ~ 7) of the rules and conventions governing the use
of formulas, with a few additional notes and reminders. But now they are placed in their order of
priority rather than the order in which they were encountered in sheets SG 3 to 7 – which was a
teaching order. It was that final order which gave rise to the famous BODMAS which can raise
more questions than it answers.
Here the equivalent would be the unpronounceable BLCM. If it is to be made memorable it needs a
mnemonic in the form of a sentence. Try “Best Look Cool Man!” or invent your own.
© Frank Tapson 2004 [trolMF:3]
 A Mathematics Formulary Study Guide (SG) ~ Notes ~ 3
Summary (SG ~ 8)
A one-sheet summary (of sheets SG ~ 3 to SG ~ 7) of the rules and conventions governing the use
of formulas, with a few additional notes and reminders. But now they are placed in their order of
priority rather than the order in which they were encountered in sheets SG 3 to 7 – which was a
teaching order. It was that final order which gave rise to the famous BODMAS which can raise
more questions than it answers.
Here the equivalent would be the unpronounceable BLCM. If it is to be made memorable it needs a
mnemonic in the form of a sentence. Try “Best Look Cool Man!” or invent your own.

Formulas for Mensuration (SG ~ 9)

Using the principles covered on the previous pages in the context of problems.
Units are introduced, as well as the need to match words to the letters used in the formulas.
Making sure the units of the answer match what is being found might need reinforcement. For
example, if the lengths are given and a volume is being found, then the answer must be in a cubic
version of the units of length: cm must lead to cubic cm ([Link] or cm 3 as preferred).
In Example 9, the reference to the given formula having a slightly shorter form (in fact, it is the one
most likely to be found in general use) could be a very good starting point for a discussion on how
many of the given formulas have a shorter form, and even why they have been made so explicit.
In Exercise 9 the last two, (j) and (k), might be a little more difficult. The former involves a change
of units, the latter a cube root.
Further exercises on mensuration can be found from the TRoL menu under Exercises and Practice,
but they will need looking at carefully, bearing in mind they were all produced for a different purpose.
Calculator Exercises offers much that would be suitable. Sheets 2 to 7, 10 and 11, are the best.
Mensuration has work on the square, circle, sector, cube, cylinder, and sphere.

A scientific calculator will be required, in many places, to get trigonometric ratios.

Formulas for Trigonometry (SG ~ 10)

This involves only two pages of A Mathematics Formulary:
Exercise 10. The questions offered cover the six different types of problem usually associated
with the right-angled triangle. It is assumed that anyone doing this work will be familiar with finding
an angle from a trigonometric ratio and vice-versa. The real purpose of having such a table (of
formulas) is to help those who are often uncertain about which formula to use. It is all too common
to see pupils who can write out the basic formula (from SOHCAHTOA), but then re-order it incorrectly
when trying evaluate the component asked for.
Exercise 11. Much the harder one. Qn.1 is structured to give help in finding the correct formulas
and and also in gaining a more detailed idea of what is on the page and where it is to be found. Qn.12
is the ambiguous case.
Further suitable exercises can be found from the TRoL menu under Exercises and Practice, but
they will need looking at carefully, bearing in mind they were all produced for a different purpose.
Trigonometry is an obvious place to look. Sheets 6, 7, 15, 21, 27, 28, 31 to 37, are probably the best.
Calculator exercises is a less obvious place to look but also contains a wide range of problems.

Formulas for Poly-shapes (SG ~ 11)

Here the required formula is not immediately on offer, but has to be assembled by using the data
provided in the table.
These are often needed when working with polygons and polyhedrons. For instance, finding the
radius of the circumcircle that has to be drawn in order to construct a polygon with a specific length
of edge. The more difficult task of constructing a polygon (or polyhedron) with a specific area (or
volume) has not been asked as it requires the ability to manipulate a formula. However, if it is
suitable, then it is easy to make up a few questions on that theme.
In Exercise 12 the last four questions are not quite so straight-forward as the others.

© Frank Tapson 2004 [trolMF:4]

 A Mathematics Formulary Study Guide (SG) ~ Notes ~ 4
Tests E and F see later note for details on all tests

Formulas for Professionals (SG ~ 12)

Note that sheet SG~12A is needed to do the work given here.
This is intended to give some idea of the variety of formulas available to, and used by, those doing
many different types of work.

Formula Cross Puzzle (SG ~ 13)

Further practice in a different form. While much of the puzzle can be done without it, the Mathematics
Formulary would be a great help for most pupils.

Tests
The tests, and their answers, are contained in the Answers document (see later note).
All the tests exist in two parallel versions. This allows them to be used in a conventional classroom
situation where those taking the test are sitting side by side. If each is doing a different (but parallel)
test simple copying is not possible, and almost any other form of cheating should be easily observed.
Tests A, B cover the work on sheets SG1 and 2.
Tests C, D cover the work on sheets SG3, 4, and 5. Only in these tests is the Formulary not
needed.
Also, the use of a scientific calculator makes these tests very easy. As a check on working, ALL
the questions have exact answers though this is only really of help in the last section.
Tests E, F cover the work on sheets SG9, 10, and 11.
It is not anticipated that all the tests would be done and in some circumstances instructions on
questions to be left out might well be given.

The foregoing work is concerned with the practical (utilitarian) use of mathematics.
That which follows deals with the most basic ingredient, the numbers needed to
enable mathematics to be explored and their many relationships. This is the beginnings
of the topic sometimes referred to as The Higher Arithmetic or, more formally, Number
Theory.
The work is presented in as informal manner as possible, merely looking at the
numbers, observing and conjecturing without any proving.
There is an answer section for this work also together with some hints that might
help in looking for relationships that are not obvious and, where suitable, suggestions
are given for extending some of this work.

© Frank Tapson 2004 [trolMF:5]

 A Mathematics Formulary Study Guide (SG) ~ Notes ~ 5

Prime Numbers (SG ~ 14)

The building blocks.

Fibonacci Numbers (SG ~ 15)

How one of the simplest sequences to derive provides unexpected uses and relationships.

The Power of 2 (SG ~ 16)

An important sequence of growth that never fails to fascinate. How does it get to be so big?
The beginnings of logarithms.
A more general account of this can be found in the TRoL menu under Miscellaneous Papers.
n
It is intended that solutions are sought by noting the relevant relationships and using the tables for 2
in the Formulary rather than engaging in any long (and boring) calculations.

Powers of N (SG ~ 17)

Looking at some of the identifying characteristics of numbers.

Factors (SG ~ 18)

An introduction to one of the topics of mathematics that continues to be a continual fascination and,
as yet, an unsolvable problem – the factorisation of numbers.

More about formulas

Some additional thoughts and ideas about formulas can be found on the TRoL site under the heading
Miscellaneous Papers where two relevant papers are listed:
BODMAS
&
A Formula Miscellany

Answers
can be found at
[Link] / trol /
=> A Mathematics Formulary
=> Answers
A password is needed to access the file, and this password is supplied to all those
purchasing a copy of the Formulary.
As well as direct answers to most of the questions, there are also some suggestions for
further work and Test Papers (with answers).

© Frank Tapson 2004 [trolMF:6]

 SG ~ 1
Familiarisation
The answers to all of these questions can be found by looking at the appropriate pages in
the Mathematics Formulary.
Each question contains a mention of the heading under which the information is to be
found and it is that heading which will need to be looked for in the List of Contents so as to
locate the number of the correct page. As a help, in the earlier questions, the heading that
is needed has been printed in bold.

1. What does the symbol ‰ mean?

2. Copy the formula for finding the area of a trapezium.
3. Give another name for a torus.
4. What is the particular name for a polyhedron having 20 faces?
5. Find the Fibonacci Number F20
6. In the English alphabet the symbol Z is called 'zed' and is the 26th letter.
What is its name and position in the Greek Alphabet?
7. What is the 'mole' used to measure in the SI System of Units?
8. Find another name for a segment of a sphere.
9. Give the value of factorial 12.
10. Write down the first term in the series for sin x
11. In working with a formula for sectors (of a circle), what does l stand for?
12. Give the A-factor for a regular polygon having 5 edges.
13. What is another name for the numbers given in the nCr table?
14. What conversion factor should be used to change pounds into kilograms?
15. How many faces does a parallelepiped have?
16. What is the meaning of the abbreviation RMS?
17. Find another expression for the term 'percentage profit'.
18. Write out the prime factors of 282.
19. Give the exact value of, and the abbreviation for, the prefix known as 'kibi'.
20. In the US System of Measurement, what is the exact size, in litres, of a gallon?
21. Among the formulas for cylinders, what does the symbol T represent?
22. What is 1 radian, in degrees, to 9 decimal places?
23. In temperatures, what is absolute zero on the Fahrenheit scale?
24. Find 2 30
25. How many escribed circles does a general triangle have?
26. On the 'standard' compass how many directions are named without using quarter-points?
27. What is the 21st prime number?
28. Find the 5th power of N when N = 45
29. In trigonometry, in which quadrant (other than the first) is the tangent positive?
30. Give the full name of, and symbol for, the correlation coefficient in statistics.

© Frank Tapson 2004 [trolMF:7]

 SG ~ 2
Conversions
It is often necessary to be able to change units of measurement in one system into
those in another (like feet into inches). Of course it can only be done for units of the same
type (such as length in the previous example). We cannot change units of length into units
of volume (like feet into gallons!). There are various ways in which possible changes can
be done and the following sections show how The Formulary can help in some cases.
In each section an example of the conversion is given, followed by a CheckOut for
self-testing. The answers to the CheckOuts are given at the bottom but not in the same
order as the questions are presented. Answers to the exercises are not given here.

Common Measures (page 41)

On this page can be found a set of conversion factors which allow some of the more commonly used units to
be changed from one system to another.
Example 1: Given an area of 14 hectares which is needed to be known in acres, it can be seen that the
conversion factor is × 2.471 and we can work out that
14 hectares is the same size as (14 × 2.471 =) 34.594 acres.

CheckOut 1 Try the following conversions.

4 feet into metres 17 acres to hectares 7 miles to kilometres 132 grams to ounces

Exercise 1: Do each of the following conversions.

(a) 6 inches to centimetres (b) 3 pounds to kilograms (c) 750 hectares to square miles
(d) 100 metres to yards (e) 10 gallons(UK) to litres (f) 10 gallons(US) to gallons(UK)

Temperatures (page 42)

On this page is a dual scale, showing both Celsius (ºC) and Fahrenheit (ºF) temperatures. This can be used to
convert temperatures between these two systems with sufficient accuracy for most purposes. Note carefully
how the scales are graduated. The ºC scale is divided into 2's and the ºF scale into 5's.
Example 2: Convert 160 ºF into ºC. We can see that 160 ºF corresponds approximately to 71 ºC.

CheckOut 2 Read off each of these temperature on the 'other'scale.

140 ºF 10 ºC 75 ºF 74 ºC

Exercise 2: Convert these temperatures in ºF or ºC into ºC or ºF as appropriate.

(a) 100 ºF (b) 46 ºC (c) 55 ºF (d) 96 ºC
(e) 70 ºF (f) 22 ºC (g) 10 ºF (h) – 2 ºC

Measures of Angle (page 11)

This page also contains a dual scale, but it is now circular rather than linear and shows how angles measured
in either degrees or radians correspond. The graduations on the two scales are considerably different. On the
outer scale marks are 2 degrees apart, while the divisions on the inner scale represent 0.05 radians.
Example 3: Change 152º into radians. We see that 152º on the outer scale closely matches 2.65 on the inner.
So 152º ≅ 2.65 rad ( ≅ means 'is approximately equivalent to')

CheckOut 3 Change these angles in degrees (or radians) into radians (or degrees).
86 º 4.8 rad 195 º 3.7 rad 43 º 4.05 rad

Exercise 3: Convert each of the following angles as appropriate.

(a) 252º (b) 189º (c) 60º (d) 134º
(e) 0.4 rad (f) 1.1 rad (g) 3.35 rad (h) 5.58 rad

Answers
CheckOut 1: 11.263 1.2192 4.656 6.8799
CheckOut 2: 50 165 60 24
CheckOut 3: 212 275 232 1.5 0.75 3.4

© Frank Tapson 2004 [trolMF:8]

 SG ~ 3
ORDER
When working out 2 + 7 – 3 + 1, say, the answer we get depends upon the order in which we do
the different operations + and –
To see that we shall work it out using two different methods (or orders of working).
Method 1 (left to right) 2 + 7 – 3 + 1 Method 2 (right to left) 2 + 7 – 3 + 1
First do 2 + 7 to get 9 – 3 + 1 First do 3 + 1 to get 2 + 7 – 4
Next do 9 – 3 to get 6 + 1 Next do 7 – 4 to get 2 + 3
Finally 6 + 1 to get =7 Finally 2 + 3 to get =5

We have two different answers, clearly an undesirable and unacceptable state of affairs.
This leads to the first rule
WORK FROM LEFT TO RIGHT UNLESS TOLD OTHERWISE
The correct answer is 7
The meaning of 'told otherwise' will become clear later, as we meet other rules.
That was using only + and – so now we bring in × (multiplication).
For this we shall work out 2 + 7 × 3 – 1 using four different methods.
Method 3 (+ × –) 2 + 7 × 3 – 1 Method 4 (+ – ×) 2 + 7 × 3 – 1
First do 2 + 7 to get 9 × 3 – 1 First do 2 + 7 to get 9 × 3 – 1
Next do 9 × 3 to get 27 – 1 Next do 3 – 1 to get 9 × 2
–
Finally 27 1 to get = 26 Finally 9 × 2 to get = 18

Method 5 (– × +) 2 + 7 × 3 – 1 Method 6 (× + –) 2 + 7 × 3 – 1
First do 3 – 1 to get 2 + 7 × 2 First do 7 × 3 to get 2 + 21 – 1
Next do 7 × 2 to get 2 + 14 Next do 2 + 21 to get 23 – 1
Finally 2 + 14 to get = 16 Finally 23 – 1 to get = 22

This time we have four different answers.

It might seem that the simple way to resolve this would be to always work from left to right,
but that is not possible with our present mathematical notation, and we have another rule.
MULTIPLICATION MUST BE DONE BEFORE ADDITION AND SUBTRACTION
So Method 6 is the correct way and the final answer is 22
This is an instance of where we are 'told otherwise'.
Notice that after the × was done, the remaining + and – must be done from left to right.

Example 4: Evaluate 4.8 – 2.1 + 6.5 × 1.3

The × is a 'told otherwise' so we do that first: 6.5 × 1.3 = 8.45
This gives 4.8 – 2.1 + 8.45 (which we work left to right) to get 11.15
CheckOut 4 Evaluate the following:
5.8 + 1.7 – 2.3 + 4.75 2.1 + 1.3 × 6.5 – 4.8
15.6 – 2.18 × 4.75 27.8 + 3.4 – 2.6 × 9

Exercise 4: Evaluate each of the following:

(a) 2.38 + 7.3 × 1.6 – 8.4 (b) 5.4 – 5.4 × 0.7
(c) 6.8 × 3.7 – 15.6 + 3.94 (d) 4.81 × 2.6 – 1.7 × 3.6
(e) 5.6 – 2.94 + 1.05 × 4.47 (f) 2.39 + 1.7 × 2.8 × 3.4

Answers CheckOut 4: 7.8 9.95 5.75 5.245

© Frank Tapson 2004 [trolMF:9]

 SG ~ 4
BRACKETS
After establishing the previous two rules we pause to wonder if we ever need to make an exception.
For instance in 2 + 7 × 3 there might be a reason for wanting the 2 + 7 to be done first rather than
the 7 × 3 which the previous rules demand.
In fact it does happen and, so that our intentions can be made clear, we use
brackets.
These are always used in pairs and come in various shapes. The different varieties with their most
commonly used descriptors are
() [] {} <>
brackets square brackets curly brackets angle brackets
or braces
The most usual are (brackets), the rest have other more specialised uses.
The first one of the pair is known as the opening bracket, and the second as the closing bracket.
Now we need another rule to make our purpose clear.
CONTENTS OF BRACKETS MUST BE WORKED OUT FIRST
So, using the example at the top, if instead of 2 + 7 × 3 we write (2 + 7) × 3
then we get 9 × 3 = 27. Without the brackets it is 2 + 21 = 23

Example 5: Evaluate 9.6 + (3.2 – 1.5) × 4.1

First we must evaluate (3.2 – 1.5) which makes it read 9.6 + 1.7 × 4.1
The order is then × followed by + to get 16.57
Without the brackets it would have been 5.72
CheckOut 5 Evaluate the following:
5.8 + (3.2 – 1.7) + 4.75 (2.1 + 1.3) × 6.5 – 4.8
2.18 × (21.8 – 15.6) (9.6 + 2.18) × (6.5 – 4.7)

Exercise 5: Evaluate each of the following

(a) (2.38 + 7.3) × 1.6 – 8.4 (b) 15.4 – 1.6 × (2.7 + 1.8)
(c) 6.8 × (15.6 – 3.7) + 3.94 (d) 4.81 × 3.6 – (1.7 + 3.6)
(e) (5.6 – 2.94 + 1.05) × 4.47 (f) (2.39 + 1.7) × 2.8 – 3.4

Exercise 5A: Evaluate:

(a) 4.7 + 2.5 × 1.9 – 5.6 (b) 6.5 – 1.3 + 4.1 × 2.5
(c) (3.8 + 5.3) – 1.7 × 2.9 (d) (7.4 – 2.5) × (1.2 + 3.8)
(e) 17.4 – 2.4 + 3.8 + 5.12 (f) 17.4 – (2.4 + 3.8) + 5.12
(g) 3 × (8.2 – 4.7) – 7.09 (h) 2.6 + 9.37 – 1.65 × 3.1
(j) 14.3 + 2.2 × 1.06 × 5.8 (k) 7.3 × 1.51 + 4.6 × 2.8

Answers CheckOut 5: 17.3 21.204 12.05 13.516

© Frank Tapson 2004 [trolMF:10]

 SG ~ 5
LINES
There are three different types of line to be aware of in this work and they all do something similar in
the way that they group things together, rather like brackets.
7+5
The first type is shown in × and indicates a fraction. It means that the groups on the top and the
20 3
bottom must be evaluated separately first, and then the top value is divided by the bottom value.
This is the same as (7 + 5) ÷ (20 × 3)
The second type is shown in 10 / 4 and means the first value must be divided by the second value, so
it is the same as 10 ÷ 4 or as (10 ÷ 4)
Note that if this second type of line (called a solidus) is used in the
previous expression, it would need to be put in the form (7 + 5) / (20 × 3)
and NOT 7 + 5 / 20 × 3 which is something much different.

The third type is shown in 7 + 2 × 9 and is an old way of grouping things together. It is the same as
using brackets and today we would write (7 + 2 × 9). However, this line (called a vinculum) still has one
very particular use in today's mathematics where it is used to indicate that the root of an expression
has to be found, without using brackets to make it clear.
We could write √(7 + 2 × 9) but prefer √ 7 + 2 × 9 which is usually written 7 + 2 × 9
Evaluation of 7 + 2 × 9 produces 25 which is 5

This leads to the observation that LINES NEED TO BE TREATED LIKE BRACKETS
5.4 × 10.15
Example 6: Evaluate 28.5 − 3.7 × 4.2 – 1.7 + 13.92 / 1.6 × 3.8 –
1.6 + 1.9
After evaluating each of the three groups containing a line we have
3.6 – 1.7 + 8.7 × 3.8 – 15.66
Then the multiplication, followed by working left to right gives 19.3

CheckOut 6 Evaluate:
24.3 – 18.72 / 7.8 35.72 − 3.1× 2.8

+ 16.51 8.8 × 6.2 + 5.69

7.46 + 13.94
2.1× 5.8 13.4 + 20.7

Exercise 6: Evaluate:
3.3 × 5.4
(a) 3.37 + 2.7 × 4.1 (b) 15.7 – 4.2 − 1.7
+ 17.31
(c) 11.6 + 12.04 / 4.3 × 5.9 (d) 13.97
12.4 − 7.8
+ 15.17 + 5.08

30 − 8.108 + 181.883 37.8 × 9.61

(e) 4.79 + 2.18 + 4.58
(f) 873.925
20.8 × 3.6
– 10.06 − 5.86

Exercise 6A: Evaluate:

(a) 71.1 + 14.3 × 16.2 – 5.6 (b) (7.2 – 4.8) × 2.1× (12.5 + 6.4)
22.13 17.6 + 84.76 + 90.68 + 19.527/ 2.3
(c) (5.78 + 13.12) × 20.5 − 17.6 (d) 51.7 − 38.8

(e) (21.3 + 11.8) × (21.3 − 11.8) + 24.11 (f) (8.03 + 5.621) / 8.03 + 5.621

Answers CheckOut 6: 5.2 2.7 9.96 21.9

© Frank Tapson 2004 [trolMF:11]

 SG ~ 6
LETTERS
So far we have only looked at work in which the numbers were already in place. However, this is of
very limited use when a more general statement needs to be made which can be applied to a whole
range of numbers, and this is most easily seen in the case of formulas.
Consider these instructions on how to find the length of the perimeter (P) of an oblong, when the
lengths of its two different edges a and b are known. The formula is
P = 2 × (a + b)
From that, whenever we are given values for a and b we can find P
So when a = 3.4 and b = 2.75 we can write
P = 2 × (3.4 + 2.75)
The rules we have met previously say that what is in the brackets must be worked out before doing
the multiplication. This leads to:
P = 2 × 6.15 = 12.3
The references and examples of formulas which follow
are all to be found on the relevant pages of the Formulary.
Example 7: For a trapezium, find A when a = 7.4 b = 9.8 p = 2.5
Looking under trapezium we see that A = p × (a + b) ÷ 2
Re-writing this with the known values in place of the letters gives
A = 2.5 × (7.4 + 9.8) ÷ 2
(Treating brackets first)
= 2.5 × 17.2 ÷2
(Working left to right)
= 43 ÷ 2 and so A = 21.5
CheckOut 7
For a square: (i) find e when P = 13.8 (ii) find P when A = 5.29
For an oblong: (i) find P when a = 5.7 b = 2.4 (ii) find a when P = 9.3 b = 1.87

Exercise 7
(a) For a square: find P when e = 7.6
(b) For an oblong: find a when A = 9.43 b = 2.3
(c) For a parallelogram: find A when p = 5.4 e = 3.7
(d) For a triangle: find A when b = 4.6 p = 3.9
(e) For a square: find d when A = 5.78
(f) For an ellipse: find d when a = 6.4 e = 0.8
(g) For a frustum of a pyramid: find V when A = 8 B = 2 h = 3.6

Where needed the value used for π may be 3.14 or that of the π-key on the calculator.
Exercise 7A
(a) For a circle: find d when C = 17.3
(b) For a circle: find C when A = 11.5
(c) For a cylinder: find C when V = 15.04 r = 4.7
(d) For a cylinder: find T when r = 2.6 h = 8.5
(e) For a cone: find r when V = 45 h = 7.3
(f) For a cone: find s when r = 3.4 l = 8.16
(g) For a pyramid: find b when V = 76.7 h = 9.4
(h) For a sphere: find C when A = 25.3
(j) For a sector of a circle: find r when A = 17.604 l = 3.26

Answers CheckOut 7: 16.2 9.2 3.45 2.78

© Frank Tapson 2004 [trolMF:12]

 SG ~ 7
CONTRACTIONS
It is strange that one of the most used operations in formulas is multiplication and yet the × sign is rarely
seen. The reason for this is because the use of letters to represent numbers allows a contraction to be
made that is not possible with numbers alone.
Consider a case where a = 3.1 b = 2.64 P = 17.8 Q = 51.95 and all have to be multiplied together.
It could be written as a × b × P × Q which is clear enough, but it is usual to omit the × signs and simply
write abPQ only putting the signs back when needing to use the numbers:
3.1 × 2.64 × 17.8 × 51.95
(Imagine the difficulty of working out what 3.12.6417.851.95 meant!)
Here we will refer to this idea of leaving out × signs as a contraction.
Another contraction is using a 2 to mean a × a and d 3 to mean d × d × d and so on.
Then we can see that something like 4 a 2brs 3V is a contraction for 4 × a × a × b × r × s × s × s × V
Yet another contraction is when a letter or letters or a number is written next to a bracket like:
a(x + y) r 2h(l – r) 8 (m + n) (a + b)(x – y)
meaning
a × (x + y) r × r × h × (l – r) 8 × (m + n) (a + b) × (x – y)

So we see MULTIPLICATIONS HIDDEN IN CONTRACTIONS MUST BE IDENTIFIED

Example 8: For a segment of a sphere, find V when d = 9.4 h = 1.7

Looking under segment of a sphere we see that V = π h 2 (3 d – 2h) ÷ 6
meaning V = π × h × h × (3 × d – 2 × h) ÷ 6
putting in the values: V = π × 1.7 × 1.7 × (3 × 9.4 – 2 × 1.7) ÷ 6
(Dealing with the first two × signs and the two inside the brackets)
= 9.079 × (28.2 – 3.4) ÷ 6
(Evaluating what is inside the brackets)
= 9.079 × 24.8 ÷ 6
(Working left to right)
V = 37.53

CheckOut 8
For a frustum of a cone: (i) find C when D = 6.9 d = 3.5 l = 8.4
(ii) find V when D = 6.9 d = 3.5 h = 10.3

Exercise 8
(a) For a zone of a sphere: find A when d = 4.7 h = 1.2

(b) For a torus: find S when D = 18.4 d = 2.35

(c) For a barrel: find V when D = 1.7 d = 1.4 h = 2.3

(d) For a sector of a circle: find s° when l = 21.3 r = 14.6

(e) For a cuboid: find S when a = 5.7 b = 4.6 c = 2.8

(f) For an ellipse: find e when a = 9.3 b = 7.4

(g) For a sector of a sphere: find V when d = 22.8 h = 3.1

(h) For a cuboid: find c when V = 420 a = 3.8 b = 7.7

Answers CheckOut 8: 226.5 184.3 137.2 113.8

© Frank Tapson 2004 [trolMF:13]

 SG ~ 8
SUMMARY
of the rules and conventions governing the evaluation of formulas

CONTENTS OF BRACKETS MUST BE WORKED OUT FIRST

Remember that brackets always come in pairs.
Sometimes they are 'nested'. That is one or more pairs might be inside another.
In this case, find the innermost pair and work outwards.
For instance something like a(b + 3 (c – x)) would need (c – x) to be done, then
multiplied by 3, then b added before, finally, multiplying by a.

LINES NEED TO BE TREATED LIKE BRACKETS

2 requires the top and bottom values to be found separately, and
3a + b
5 c(a – d) then the top value is divided by the bottom value.
a + b/c – d means b ÷ c must be done before working from left to right
(a + b)/c – d means (a + b) must be done before dividing by c
(a + b)/(c – d) means (a + b) must be done before dividing by (c – d)
√ requires the expression following (under an attached horizontal line) to be
evaluated as one complete unit before being used by the rest of the formula.

MULTIPLICATIONS HIDDEN IN CONTRACTIONS MUST BE IDENTIFIED

Something like 4 a 2bxs 3 represents 4 × a × a × b × x × s × s × s
and 7a(p + q)(x – 2y) is shorthand for 7 × a × (p + q) × (x – 2 × y)

MULTIPLICATION MUST BE DONE BEFORE ADDITION AND SUBTRACTION

and so also must division if any remains after all the above items have been
cleared away.
In some (older) formulas an ‘of’ might be found. Replace it with ×

WORK FROM LEFT TO RIGHT UNLESS TOLD OTHERWISE

This will only apply when all
• brackets have been removed, and replaced by the value of their contents,
• lines have been dealt with as appropriate,
• contractions have either been written out in full or worked out,
• the operations left are all of the same priority;
usually this will mean they are all either + and – or × and ÷

REGARDLESS of ALL the RULES

When constructing a formula, if there might be any possibility of a
misunderstanding, always put in brackets. Too many is better than too few.

© Frank Tapson 2004 [trolMF:14]

 SG ~ 9
Formulas for Mensuration
Apart from being able to follow the instructions contained in a formula, put in the relevant numbers, and
produce a final numerical solution, there are two other elements needed in practical work.
1. Find the correct formula. This means linking the descriptive language of
what has to be found and what is given, to the letters (or symbols) by which it
is identified, and then selecting the formula that connects those letters.
2. Use the correct units. This means not only working with the correct units
in the formula, but also giving the answer in the units in which it is required.

Example 9: A pyramid has slant edges of length 17.3 cm and a perpendicular height of 14.6 cm.
Find the length of its base edge.
Solution
Looking under pyramid we find 'slant edge' is represented by s,
'perpendicular height' by h, and 'base edge' by b.
It is good practice when identifying the letters to write them down with their values.
s = 17.3 cm h = 14.6 cm b = ?
Now we need a formula giving b in terms of s and h.
It is 2 × ( s 2 − h 2 ) – note it could have been written as 2 ( s 2 − h2 )
Evaluation, using the given values, produces 13.124786 and the final answer is:
The length of its base edge is 13.12 cm (to 2 decimal places)
Example 9a: An oil-drum is in the shape of a cylinder having a diameter of 40 cm and a height
of 127 cm. Calculate its volume and then find how many litres of oil it will hold.
Solution
Following the procedure outlined above, under cylinder we find that we have
d = 40 cm, h = 127 cm, and V = π × d 2 × h ÷ 4
this leads to the first answer:
The volume of the container is 159 592 [Link] (160 000 to 3 significant figures)
and, since there are 1 000 [Link] in a litre, the final answer is :
The container will hold 160 litres of oil.
Exercise 9 (Give answers to an appropriate degree of accuracy.)
(a) A pyramid has base edges of length 9.4 cm and slant edges of length 12.7 cm.
Find its perpendicular height.
(b) What is the volume of a torus which has an inside diameter of 15.2 cm and a
cross-sectional diameter of 2.5 cm?
(c) Find the volume of a cone having a base diameter of 24.3 cm and a
perpendicular height of 36.8 cm.
(d) The edges of a cuboid are of length 3.2 cm, 5.8 cm, and 10.4 cm.
Find the length of its internal diagonal.
(e) What is the volume of a cube whose surface area is 86.64 [Link]?
(f) Find the area of a sector which has been cut from a circle of radius 8.5 cm
and has an angle of 75 degrees.
(g) The diagonal of a square is 10 cm long. What is its edge-length?
(h) A frustum of a cone has a base circle diameter of 34 cm, a top circle diameter
of 19 cm, and a perpendicular height of 28 cm. What is its slant height?
(j) The shape in the preceding question was actually that of a bucket.
What is its capacity in gallons?
(k) Calculate the surface area of a cube whose volume is 10.648 [Link].

© Frank Tapson 2004 [trolMF:15]

 SG ~ 10
Formulas for Trigonometry

All of these exercises concern triangles, and the symbols/letters used

match those defined on the relevant pages of A Mathematics Formulary.
(Give all answers to an appropriate degree of accuracy.)

Exercise 10 Right-angled Triangle

1. Given a = 3.4 cm and b = 5.8 cm, find c.
2. Given b = 5.1 cm and c = 9.3 cm, find a.
3. Given a = 4.7 cm and ∠A = 36°, find c.
4. Given b = 6.3 cm and ∠A = 43°, find a.
5. Given c = 12.2 cm and ∠A = 51°, find ∠B.
6. Given c = 8.5 cm and ∠ B = 62°, find a.
7. Given b = 9.4 cm and c = 15.7 cm, find ∠B.
8. Given a = 7.6 cm and ∠B = 54°, find b.
9. Given a = 5.9 cm and c = 14.3 cm, find b.
10. Given b = 4.3 cm and ∠A = 48°, find c.
11. Given b = 7.1 cm and ∠ B = 68°, find c.
12. Given a = 2.8 cm and c = 3.1 cm, find ∠B.

Exercise 11 General Triangle

1. Given a = 6.7 cm, b = 5.2 cm, and c = 3.8 cm,
(a) find s,
(b) using the values of a, b, c, and s, find the area ∆,
(c) find the radius of the inscribed circle,
(d) find the radius of the circumscribed circle,
(e) find the radius of the escribed circle drawn on edge a,
(f) find the size of angle A.
2. Find the area of the triangle when a = 3.6 cm, b = 7.4 cm, and c = 5.5 cm.
3. Find the area of the triangle when a = 18.3 cm, b = 15.6 cm, and C = 38°.
4. Given a = 12.4 cm, A = 47°, and B = 55° , find b.
5. Given a = 15.3 cm, b = 13.7 cm, and C = 49°, find c.
6. Given a = 23.1 cm, b = 34.5 cm, and c = 28.6 cm, find A.
7. Given a = 7.26 cm, b = 9.4 cm, and c = 10.3 cm, find C.
8. Given a = 14.8 cm, b = 12.3 cm, and c = 11.5 cm, find R and r.
9. Find the area of the triangle when a = 5.24 cm, b = 6.17 cm, and B = 63°.
10. Given a = 24.3 cm, c = 37.8 cm, and B = 126°, find b.
11. Given a = 8.47 cm, c = 10.2 cm, and C = 137°, find A.
12. Given a = 7.4 cm, b = 6.1 cm, and B = 42°, find A and c.

© Frank Tapson 2004 [trolMF:16]

 SG ~ 11
Formulas for Poly-shapes

Many of the calculations needed in working with either polygons or polyhedrons

(but only regular ones) can be handled by means of formulas, but in this case
the formula has to be 'assembled' first.

Example 12: Find the area of a regular octagon whose edge length is 5 cm.
Solution
Looking under regular polygons we find 'edge length' is represented by e and
“area of the polygon is given by A = e 2 × A-factor”
The table following gives the A-factor for an octagon as 4.8284
So the area of the regular octagon is e 2 × 4.8284 (usually written 4.8284e 2 )
In this case e = 5 and the final answer is:
The area of the octagon is 120.71 cm 2

Example 12a: A regular polygon having 30 edges, each 2.5 cm long, has to be drawn.
Find the radius of the circumcircle needed to make the drawing.
Solution
As before, we find the formula needed is R = e × C-factor
But the C-factor for 30 edges is not given in the table.
1 180 °
Looking below the table we see C-factor = and s° = n
2 sin s°
Since n = 30 this leads to s° = 6 ° and then 2 × sin 6 ° = 0.2090569
Dividing that into 1 gives a C-factor of 4.7833861
which has to be multiplied by e so the final answer is:
The radius of the circumcircle of the 30-gon is 11.96 cm (to 4 [Link].)

Exercise 12 (Give answers to an appropriate degree of accuracy) All named shapes are regular.
1. How many edges does a heptagon have?
2. What is the interior vertex angle of a nonagon?
3. Give the I-factor for a hexagon.
4. Calculate the area of a pentagon having 6.5 cm edges.
5. Find the incircle radius of a dodecagon with edges of length 3.7 cm.
6. An icosagon is a polygon having 20 edges (it is also known as a 20-gon).
What would be the area of one having all its edges of length 3.8 cm?
7. What is the V-factor for a tetrahedron?
8. Find the surface area of a tetrahedron with an edge length of 8.5 cm.
9. Calculate the volume of an octahedron whose edges are all 6.9 cm in length
10. A dodecahedron has edges 3.4 cm in length. What will be the radius of its insphere?
11. An icosahedron has 4.6 cm edges.
(a) What is its surface area?
(b) What is the radius of its circumsphere?
(c) How much bigger is the circumsphere (in volume) than the icosahedron?
12. Compare the volume of a cube with the volume of its circumsphere.
13. Find the perimeter of a decagon whose edges are each 5.8 cm long.
14. Compare the perimeter of a 100-gon with the circumference of its circumcircle.

© Frank Tapson 2004 [trolMF:17]

 SG ~ 12
Formulas for Professionals
Sheet SG ~12A will be needed to do these exercises.
(Give all answers to an appropriate degree of accuracy.)

Exercise 13
1. An observer standing on a cliff estimates he is about 300 feet above sea-level. What
would be the distance of his observed horizon in miles?
2. A mother and child are standing on a beach at the water’s edge. Their eye-levels are
1.6 and 1 metre respectively above sea-level.
Looking seaward, how many miles further can the mother see than the child?
3. The navigator on the bridge of a ship knows his eye-level to be 17.4 metres above
the sea. How many kilometres away will the navigator’s horizon be?
4. The navigator (in the previous question) can just see the top of a lighthouse over the
horizon. On the chart the lighthouse is marked as having a height of 34 metres.
How far is the navigator from the lighthouse?
5. The wind of a hurricane can blow with a speed of 35 metres/second (which is nearly
80 m.p.h). Calculate the pressure generated by such a wind.
6. Find the force on the end of a house having an area of 120 m2 when the wind (in the
previous question) is blowing directly on it, given
Force (in newtons) = Pressure (in bars) × Area (in m 2 ) × 100 000
7. Find the power transmitted by a shaft turning at 170 revolutions/minute under a torque
of one million newton metres.
8. Analysis of a sample of one particular coal produced these results:
Carbon 85% Hydrogen 6% Oxygen 5%
Calculate the (theoretical) calorific value of that coal.
(Note that the percentages do not add up to 100 since other things are present
in the fuel which contribute little, or nothing, to the calorific value.)
9. Calculate the rate of discharge of water flowing through a triangular notch in a weir
when the height of the water is measured as 17.5 mm.

Exercise 14
1. During a test for air-pollution, the technician got a reading of 1.3 on the reflectometer
while using a clamp size of 25 mm. The volume was estimated to be 150 m 3.
What was the smoke density?
2. A steel pipe of radius 37.5 mm has a wall-thickness of 6 mm.
What will be its bursting pressure?
For steel, Young’s modulus is 210 000 MPa and Poisson’s ratio is 0.29
3. During a hardness test on a piece of steel, the load was 1000 kg, the diameter of the
ball was 25.4 mm and the diameter of the indentation was 4.25 mm.
What was the hardness of that sample of steel as measured on the Brinell scale?
4. Calculate the value of K and the expected deflection of an aluminium beam given:
Load is 1500 newtons; Modulus of elasticity is 70 000 newtons/mm2;
Length is 5000 mm; Moment of inertia is 520 000 mm 4; a is 0.1
5. An air-compressor has a discharge pressure of 40 bars and is pumping to a receiver
whose pressure is 8 bars. For those conditions, C = 0.03 and b = 0.01
Find the expected mass flow rate.

© Frank Tapson 2004 [trolMF:18]

 SG ~ 12A
Formulas for Professionals

Distance of Observed Horizon Pendulum

m = height (of eye) of observer in metres L = Length of pendulum in mm
f = height (of eye) of observer in feet g = gravitational acceleration in mm/sec 2
K = distance to horizon in kilometres T = Time of one swing in seconds
M = distance to horizon in miles T =π L gT 2
g L =
K = 3.56959 m K = 1.97073 f π2

M = 2.21804 m M = 1.22455 f Aerodynamics

S = Surface area under test in m 2
Discharge through a Triangular Notch C = Cross-sectional area of wind tunnel in m 2
To measure the flow of water when it is running CL = Coefficient of lift
through a triangular notch cut in a weir. CD = Coefficient of drag
D = discharge rate in litres/minute SCL2
CD =
H = height of water above bottom of notch in mm 8C
H5
D = 360 Air Pollution
S = Smoke density in µ g/m 3 (micrograms/m3)
Flow Rate through a Pipe R = Reflectometer reading
d = diameter of pipe in mm C = Clamp size in mm
V = velocity of flow in metres/sec V = Volume of air in m 3
F = rate of flow in litres/minute S = 1.39 C ( 91672 – 3332 R + 49.62 R 2
15 Vπ d 2 – 0.3533 R 3 + 0.000986 R 4 ) ÷ V
F = 1000
Bursting Pressure of a Cylindrical Pipe
Specific Energy of a Fuel
p = pressure to burst pipe in MPa (megapascals)
Also known as Calorific Value E = Young’s modulus for material of pipe in MPa
C = % Carbon content µ = Poisson’s ratio for material of pipe
H = % Hydrogen content R = Radius of pipe in mm
O = % Oxygen content t = thickness of pipe in mm
S = Specific Energy in kilojoules/kilogram p= Et 3
S = 324 C + 1442 (H – O ) ( )
4 1- µ 2 R 3
8
Deflection of a Beam
Power transmitted by a Shaft
d = deflection (maximum) of beam in mm
T = Torque in newton metres
W= Load on beam in newtons
R = Rate of turn in revs/minute
Ε = Modulus of elasticity of beam in newtons/mm 2
P = Power in watts
I = Moment of inertia of beam-section in mm 4
πTR
P = 22370 L = Length between supports in mm
a = Fraction of length of beam not loaded
K= 5 – 24a 2 + 16a 4
Wind Pressure
V = Velocity of wind in metres/sec d= WL3K
P = Pressure in bars 584 EI (1- 2a )
P = 0.0016609 V 2
Compressed Air Flow
Hardness of Material M = Mass flow in kg/sec
P0 = Pressure of discharge in bars
P = load in kilograms
P1 = Pressure in receiver in bars (P0 > P1 )
D = Diameter of ball in mm
C = Constant determined from experiments
d = diameter of indentation in mm
b = value taken from appropriate tables
H = Hardness measured on the Brinell scale
H= P 2
 P /P −b
2 (
π D D − D2 − d 2
) M = P0 C 1 −  1 0
 1− b 


© Frank Tapson 2004 [trolMF:19]

 SG ~ 13
Formulary Cross Puzzle 1 2 3 4 5 6 7

8
The grid is to be filled in, using the clues
provided below, with the value of ? which
has to be found.
Clues are provided in the briefest
possible form and, where letters/symbols 9 10 11 12 13 14
are given, they are the same as those in
the Mathematics Formulary.
15 16 17 18
Where necessary, answers have to be
truncated (with correct rounding) to fit
the grid. 19 20
Unnecessary zeros are not written.
For example: 0.46 is entered as .46
21 22 23 24
A decimal point occupies a single cell.
One entry has been made. 25 26 27 28 29
3
•
30 31
1
32 33
4
Across Down
1. Square: edge = 2.8 20. Segment of a circle: 1. Circle: area = 430 14. Sphere: V = 57364
Area = ? r = 47.7 s = 86 A = ? Circumference = ? d=?

5. Oblong: area = 450 21. Cube: Volume = 4.7 2. Sphere: d = 5.36 16. Frustum of cone: d = 126
a = 36 b=? S=? Volume = ? D = 276 h = 308 l = ?

8. Cube: S = 37 22. Tetrahedron: 3. Ellipse: a = 30.47 18. ESE by S = ? degrees

Volume = ? V-factor = ? e = 0.75 d = ?

9. Cylinder: C = 14.8 24. Ellipse: a = 4.5 4. Cube: V = 12246 23. 26 3 = ?

r=7 Volume = ? b = 3.4 A = ? e=?

11. F25 = ? 25. Segment of a circle: 5. Cone: d = 20.8 25. π = ? !

r = 27 h=8 c=? h = 11.7 Volume = ?
18
14. Cuboid: a = 16.3 26. C8 = ? 6. Pyramid: b = 13 26. Torus: D = 4.06
b = 21.5 c = 33.4 d=? s = 27 h=? d = 0.605 V=?

15. Sphere: r = 0.4 28. Cone: l = 77 7. 1 radian = ? degrees 27. Segment of a circle:
Volume = ? h = 51 r=? s = 53.7r = 82.61
h=?
17. Torus: D = 8.2 30. 4486 miles = ? km 10. e = ? 29. Segment of a sphere:
d=5 S=? h = 1.94 d = 15.8
V=?
18. Sector of a circle: 32. Pyramid: b = 4.7 12. 569 270 MW = ? GW 30. 165º F = ?º C
A = 102 l = 12 r=? l=5 h=?

19. Barrel: h = 12.7 33. 99-gon: C-factor = ? 13. Dodecahedron: e = 32.289 31. Frustum of a pyramid:
D = 10.8 d = 7.2 V=? surface area = ? A = 7.3 B = 9.9
h = 8.75 V=?

© Frank Tapson 2004 [trolMF:20]

 SG ~ 14
Prime Numbers

If the natural numbers (1, 2, 3, 4, 5, . . . . . ) are written out in order and every prime number is then
marked in some way, perhaps like this
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
it is soon clear that they are very unevenly scattered, and this can be confirmed by looking at the tables
on pages 30 to 33. This observation leads to all sorts of questions and conjectures, and some starting
points are suggested here.

1. What is the largest gap to be found between two consecutive prime numbers up to 360?
2. What is the largest gap to be found between two consecutive prime numbers up to 7000?
3. Christian Goldbach (1690-1764) conjectured that every even number (greater than 2)
can be written as the sum of two prime numbers. For example 26 = 3 + 23.
Show that this is true for the even numbers from 10 to 30.
Note that this conjecture has not yet been proved to be true for all even numbers.
4. Another conjecture is that all prime numbers greater than 3 are either 1 less, or 1 more,
than a multiple of 6. For example: 17 = 18 – 1 and 19 = 18 + 1.
Show that this is true for all the prime numbers up to 100.
Does it then follow, that any multiple of 6 must have a prime number either preceding it or
following it?
5. Every even number can be written as the difference of two primes in more than one way.
For example: 4 = 11 – 7 or 17 – 3 or 23 – 19 and so on.
Using only the first 25 primes (that is all those less than 100) –
Find all the ways of writing 4 as the difference of two primes.
How many ways are there of writing 6 as the difference of two primes?
What is the smallest even number that cannot be written under these rules?
6. The prime numbers 107, 113, 149, are of some interest since, even when written in
reverse order, 701, 311, 941, they are still prime numbers. These are reversible primes.
Find some other reversible primes.
7. The set of digits 1, 1, and 3, are of interest in relation to prime numbers because, no
matter in what order they are written 113, 131, or 311, they are always prime.
Find some other sets of digits with that property.

8. What is the next prime number after 6997 ?

The smallest prime number is 2

The largest known prime number
(in November 2003) is
213 466 917 – 1
Written out in full it would be
4 053 946
digits long.
Make an estimate of how much time
it would take to write it out in full,
or how much space it would need.

© Frank Tapson 2004 [trolMF:21]

 SG ~ 15
Fibonacci Numbers

1. Consider three consecutive Fibonacci numbers, say . . . 3 5 8 . . .

We see that 3 × 8 (first times the last) is equal to 5 2 – 1 (middle squared take 1)
Is this always true? What about another three say, . . . 5 8 13 . . .
Now we have 5 × 13 = 8 2 + 1 and the sign is different.
What about other sets of three? Are there any rules that cover the various possibilities?
2. Consider four consecutive Fibonacci numbers, say . . . 3 5 8 13 . . .
We see that 5 × 8 – 3 × 13 = 1
Is that always true for sets of four consecutive Fibonacci numbers?
3. Take two consecutive Fibonacci numbers, say . . . 5 8 . . .
and note that 5 2 + 8 2 = 89 which is also a Fibonacci number.
What is the connection between 5, 8, and 89?
4. Writing O for odd and E for even, the Fibonacci sequence starts off
O O E O O E ...
Does it continue like that? If so, why?
Will the 958th number be odd or even?
5. Looking at only the last digits of the Fibonacci numbers we read
1 1 2 3 5 8 3 1 4 5 9 4 3 7 0 7 7 ...
How long is it before a pattern becomes apparent and the cycle is repeated?
Is there any pattern in the first digits?
6. Which of the Fibonacci numbers are divisible by 5?
and which by 2?
and which by 3?
and which by 4?
7. Take the first four numbers of the Fibonacci sequence and add them. The total is 7
For the first five numbers it is 12
For the first six numbers it is 20
For the first seven numbers it is 33
What is the connection between the amount of numbers being added, and the total?
Then, what will be the total of the first fifty numbers?

8. Start with the first number of the Fibonacci sequence, take every other number and list
them to make a new sequence like this
1 2 5 13 34 89 233 610 . . .
Now, add the first three, the first four, the first five, and so on.
The answers are all Fibonacci numbers, but which ones?
Start with the second number and take every other number, what happens then?

9. Choose any two consecutive numbers of the Fibonacci sequence and divide the larger
one of the two by the smaller. Do this for several different pairs starting with 3 ÷ 2
Can any conclusions be drawn from the results?

10. Choose any Fibonacci number (other than 1), then find a second Fibonacci number into
which the first will divide exactly. Find a rule that links the two numbers.
List at least three other Fibonacci numbers into which the Fibonacci number nearest to
half-a-million goes exactly.

© Frank Tapson 2004 [trolMF:22]

 SG ~ 16
The Power of 2

1. There is an old story that the person who invented chess asked to be rewarded with a gift
of corn, and that the quantity of corn was to be decided by using the 64 squares of the
chess-board itself, in this way:
1 grain for the 1st square
2 grains for the 2nd square
4 grains for the 3rd square
8 grains for the 4th square
16 grains for the 5th square
and so on …
So, simply doubling the quantity to be given for each square means that, by the 5th square,
the reward would have totalled 31 grains of corn. That’s not many so far, but there is still
a long way to go to cover all 64 squares.
Exactly how many grains of corn was the inventor asking for?

2. A piece of paper is torn in half and one piece is placed on top of the other to make a small
pile. This pile (of 2 sheets) is then torn in half and the results of that tearing are placed in
a new pile.
This is continued, tearing each pile in half and making a new pile with all the pieces, until a
total of 50 ‘tearings’ have been done. Assuming 100 sheets of the paper have a thickness
of 10 mm (or 1 cm) …
… what will be the height of the final pile?

3. Kim has a secret. Kim shares this secret with two friends. Each of these shares Kim’s
secret with another two friends who each share it with another two friends, and so on.
Assuming that this pattern is continued, that each sharing takes one hour to happen, and
that no one receives the secret twice …
… how long will it be before the entire world knows Kim’s secret?
(Assume the population of the world to be about 6.5 billion.)

4. Access to a table giving exact values of 2 n allows us to do accurate multiplication very

quickly. It is based upon one of the laws of indices which states that
am × an = am+ n
Suppose we wish to work out 2048 × 65536
n
Reference to a table of 2 allows this to be re-written as
2 11 × 2 16
The law quoted above then gives the answer as
2 11 + 16 or 2 27
which the same table shows to be 134 217 728

Find the exact values of

(a) 8 388 608 × 134 217 728 (b) 1 073 741 824 × 549 755 813 888

© Frank Tapson 2004 [trolMF:23]

 SG ~ 17
Numbers and their Digits

1. The last digit of any number can obviously be anything from 0 to 9. But when we look at
the last digits of the different powers of N we can notice two things. One is the regularity of
the order in which the various digits appear, and the other is that some digits do not appear
at all.
Which four digits never appear at the end of N 2 ?
What power of N has only four possibilities for its last digit?
For which power of N does the last digit match that of N itself ?
If the last digit of N 3 is 3, what do you know about the last digit of N ?

2. The digital root of a positive whole number is found by adding together all its digits to
make a new number, then adding the digits of that, and so on, until only a single digit
remains. That single digit is known as the digital root of the number.
Example: 8579 → 8 + 5 + 7 + 9 = 29 → 2 + 9 = 11 → 1 + 1 = 2
So the digital root of 8579 is 2
Note that the digital root will always be a single digit from 1 to 9
List the digital roots of N 2 for various values of N, continuing the list until a
clear pattern can be seen.
Do the same for N 4 and then work out the digital root of 137 4
Find a power of N which has a digital root of 6

3. Investigate the sequence of remainders when N 2 is divided by 8.

4. Is N 3 – N always exactly divisible by 3?

Investigate a similar possibility for N 5 – N and N 7 – N.

5. Looking at a table of factorials we see that from 5! onwards they all end in zero. More
than that, the number of zeros at the end is steadily increasing so that 40! ends in 9 zeros.
At the end of 100! how many zeros must there be?

© Frank Tapson 2004 [trolMF:24]

 SG ~ 18
Factors

A factor is a number which divides exactly into another number.

(Note here we are only talking about whole numbers.)
Examples: 1 is a factor of 5 3 is a factor of 6 4 is a factor of 12
7 is a factor of 7 2 and 17 are factors of 68 and so on …
Every number (with the exception of 1) must have at least two factors: 1 and the number itself.
This leads to the definition of a prime number being
a number which has two, and only two, factors.

Mathematicians have always been interested in numbers and their factorisation, and part of this interest
has been concerned with how many factors there are in any number. For instance, here are the numbers
20 to 40 and underneath each is the number of factors each one has:
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
6 4 4 2 8 3 4 4 6 2 8 2 6 4 4 4 7 2 4 4 8
We know what it means when a number has only two factors but,
noticing that nearly all the numbers have an even number of factors,
what does it mean when a number has an odd number of factors?

A prime factor is a factor which is itself prime.

Example: 1, 2, 3, 4, 6, 12 are all factors of 12
but the only prime factors of 12 are 2 and 3
There is considerable interest in prime factorisation since it shows just how a number is made up.
For instance, knowing that 12 = 2 × 2 × 3 (usually written 2 2 × 3 ) shows that
both 4 (= 2 × 2 ) and 6 (= 2 × 3) must be factors of 12 and that,
together with 1, 12 and 2, 3, there can be no other factors of 12
In short, 12 has 3 prime factors but 6 factors in total.
(Trivial with small numbers, but a very important tool when working with large numbers.)

So, is there any connection between how many prime factors are needed to make a number, and how
many factors that number has altogether?
For instance, 30 has 3 prime factors (2 × 3 × 5) and 8 factors in total.
40 has 4 prime factors (2 × 2 × 2 × 5) and 8 factors in total.

How many factors, in total, will each of these numbers have?

1. 79 235 (= 5 × 13 × 23 × 53) 2. 24 156 (= 2 2 × 3 2 × 11 × 61)
3. 3960 (= 2 3 × 3 2 × 5 × 11) 4. 2592 (= 2 5 × 3 4)
Work out, and list in size order (smallest to largest), all the factors for each.

© Frank Tapson 2004 [trolMF:25]