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Copyright © Clive Meyers, Graham Barnsley, Lloyd Dawe, Lindsay Grimison 2004

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National Library of Australia

cataloguing in publication data
Meyers, Clive.
Mathscape 9 extension : working mathematically.
For secondary school students.
ISBN 0 7329 8085 2.
1. Mathematics – Textbooks. I. Grimison, Lindsay. II.
Barnsley, Graham J. III. Dawe, Lloyd. IV. Title.
510

Publisher: Ben Dawe

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 iii

Contents
Green indicates material is exclusively Stage 4. All other material is Stage 5.1/5.2/5.3.

Preface vi Focus of working mathematically:

A number pattern from Blaise Pascal
How to use this book vii 1654 71
Language link with Macquarie 74
Chapter 1 Rational numbers 1 Chapter review 74
1.1 Significant figures 2
1.2 The calculator 4
Chapter 3 Consumer
1.3 Estimation 8 arithmetic 78
Try this: Fermi problem 10 3.1 Salaries and wages 79
1.4 Recurring decimals 10 3.2 Other methods of payment 83
1.5 Rates 13 3.3 Overtime and other payments 87
Try this: Desert walk 15 3.4 Wage deductions 90
1.6 Solving problems with rates 15 3.5 Taxation 93
Try this: Passing trains 19 3.6 Budgeting 98
Focus on working mathematically: Try this: Telephone charges 101
A number pattern from Galileo 1615 20 3.7 Best buys 102
Language link with Macquarie 22 3.8 Discounts 104
Chapter review 23 Try this: Progressive discounting 107
3.9 Profit and loss 108
Chapter 2 Algebra 25 Focus on working mathematically:
2.1 Describing simple patterns 26 Sydney market prices in 1831 111
Try this: Flags 31 Language link with Macquarie 113
2.2 Substitution 32 Chapter review 114
2.3 Adding and subtracting algebraic
Chapter 4 Equations, inequations
expressions 33
2.4 Multiplying and dividing algebraic and formulae 117
expressions 36 4.1 One- and two-step equations 118
Try this: Overhanging the overhang 38 4.2 Equations with pronumerals on both
2.5 The order of operations 38 sides 121
2.6 The distributive law 40 4.3 Equations with grouping symbols 123
2.7 The highest common factor 42 4.4 Equations with one fraction 124
2.8 Adding and subtracting algebraic 4.5 Equations with more than one fraction 126
fractions 44 4.6 Inequations 129
2.9 Multiplying and dividing algebraic 4.7 Solving worded problems 134
fractions 47 Try this: A prince and a king 137
2.10 Generalised arithmetic 49 4.8 Evaluating the subject of a formula 138
Try this: Railway tickets 53 4.9 Equations arising from substitution 141
2.11 Properties of numbers 54 Try this: Floodlighting by formula 143
2.12 Generalising solutions to problems 4.10 Changing the subject of a formula 144
using patterns 56 Focus on working mathematically:
2.13 Binomial products 60 Splitting the atom 149
2.14 Perfect squares 63 Language link with Macquarie 151
Try this: Proof 66 Chapter review 152
2.15 Difference of two squares 67
2.16 Miscellaneous expansions 69
iv Mathscape 9 Extension

Chapter 5 Measurement 155 Chapter 8 Surds 282

5.1 Length, mass, capacity and time 156 8.1 Rational and irrational numbers 283
5.2 Accuracy and precision 162 8.2 Simplifying surds 288
5.3 Pythagoras’ theorem 165 Try this: Greater number 291
Try this: Pythagorean proof 8.3 Addition and subtraction of surds 291
by Perigal 170 8.4 Multiplication and division of surds 294
5.4 Perimeter 170 Try this: Imaginary numbers 297
5.5 Circumference 175 8.5 Binomial products with surds 298
Try this: Command module 180 8.6 Rationalising the denominator 301
5.6 Converting units of area 181 Try this: Exact values 304
5.7 Calculating area 183 Focus on working mathematically:
Try this: The area of a circle 191 Fibonacci numbers and the
5.8 Area of a circle 192 golden mean 305
5.9 Composite areas 195 Language link with Macquarie 308
Try this: Area 200 Chapter review 309
5.10 Problems involving area 200
Focus on working mathematically: Chapter 9 Indices 311
The solar system 203 9.1 Index notation 312
Language link with Macquarie 206 9.2 Simplifying numerical expressions
Chapter review 206 using the index laws 313
9.3 The index laws 315
Chapter 6 Data representation 9.4 Miscellaneous questions on the
and analysis 211 index laws 320
9.5 The zero index 322
6.1 Graphs 212
Try this: Smallest to largest 323
6.2 Organising data 219
9.6 The negative index 323
6.3 Analysing data 225
9.7 Products and quotients with negative
6.4 Problems involving the mean 233
indices 326
Try this: The English language 236
Try this: Digit patterns 328
6.5 Cumulative frequency 236
9.8 The fraction index 329
6.6 Grouped data 242
9.9 Scientific notation 333
Focus on working mathematically:
9.10 Scientific notation on the calculator 335
World health 248
Focus on working mathematically:
Language link with Macquarie 251
Mathematics is at the heart of science 338
Chapter review 252
Language link with Macquarie 340
Chapter review 340
Chapter 7 Probability 256
7.1 Probability and its language 257 Chapter 10 Geometry 343
7.2 Experimental probability 260 10.1 Angles 344
Try this: Two-up 266 10.2 Parallel lines 350
7.3 Computer simulations 266 10.3 Triangles 356
Try this: The game of craps 271 Try this: The badge of the
7.4 Theoretical probability 272 Pythagoreans 363
Try this: Winning chances 275 10.4 Angle sum of a quadrilateral 363
Focus on working mathematically: 10.5 Special quadrilaterals 367
A party game 276 Try this: Five shapes 374
Language link with Macquarie 278 10.6 Polygons 374
Chapter review 279
 Contents v

Try this: How many diagonals in Chapter 13 Simultaneous

a polygon? 379 equations 488
Try this: An investigation of 13.1 Equations with two unknowns 489
triangles 380 13.2 The graphical method 492
10.7 Tests for congruent triangles 381 13.3 The substitution method 496
10.8 Congruent proofs 387 Try this: Find the values 498
Try this: Triangle angles 392 13.4 The elimination method 499
10.9 Deductive reasoning and congruent Try this: A Pythagorean problem 502
triangles 392 13.5 Solving problems using simultaneous
Focus on working mathematically: equations 502
Does a triangle have a centre? 397 Focus on working mathematically:
Language link with Macquarie 401
Exploring for water, oil and gas—
Chapter review 402
the density of air-filled porous rock 506
Chapter 11 The linear Language link with Macquarie 508
function 408 Chapter review 509
11.1 The number plane 409 Chapter 14 Co-ordinate
11.2 Graphing straight lines (1) 412 geometry 511
Try this: Size 8 417
14.1 The distance between two points 512
11.3 Graphing straight lines (2) 417
14.2 The midpoint of an interval 516
11.4 Gradient of a line 422
14.3 The gradient formula 520
Try this: Hanging around 427
Try this: A line with no integer
11.5 The linear equation y = mx + b 427
co-ordinates 525
Try this: Latitude and temperature 433
14.4 General form of the equation of a line 525
Focus on working mathematically:
14.5 The equation of a line given the
Television advertising 433
gradient and a point 530
Language link with Macquarie 436
14.6 The equation of a line given
Chapter review 436
two points 533
Chapter 12 Trigonometry 440 Try this: Car hire 536
12.1 Side ratios in right-angled triangles 441 14.7 Parallel lines 536
12.2 The trigonometric ratios 444 Try this: Temperature rising 540
Try this: Height to base ratio 448 14.8 Perpendicular lines 540
12.3 Trigonometric ratios using a 14.9 Regions in the number plane 544
calculator 448 14.10 Co-ordinate geometry problems 549
12.4 Finding the length of a side 451 Focus on working mathematically:
12.5 Problems involving finding sides 456 Finding the gradient of a ski run 554
Try this: Make a hypsometer 460 Language link with Macquarie 558
12.6 Finding the size of an angle 461 Chapter review 559
12.7 Problems involving finding angles 464 Answers 563
12.8 Angles of elevation and depression 467
Try this: Pilot instructions 470
12.9 Bearings 471
Try this: The sine rule 478
Focus on working mathematically:
Finding your latitude from the Sun 479
Language link with Macquarie 483
Chapter review 484
vi Mathscape 9 Extension

Preface
Mathscape 9 Extension is a comprehensive teaching and learning resource that has been written to address the
new Stage 5.1/5.2/5.3 Mathematics syllabus in NSW. Our aim was to write a book that would allow more able
students to grow in confidence, to improve their understanding of Mathematics and to develop a genuine
appreciation of its inherent beauty. Teachers who wish to inspire their students will find this an exciting, yet
very practical resource. The text encourages a deeper exploration of mathematical ideas through substantial,
well-graded exercises that consolidate students’ knowledge, understanding and skills. It also provides
opportunities for students to explore the history of Mathematics and to address many practical applications in
contexts that are both familiar and relevant.
From a teaching perspective, we sought to produce a book that would adhere as strictly as possible to both the
content and spirit of the new syllabus. Together with Mathscape 10 Extension, this book allows teachers to
confidently teach the Stage 5.1/5.2/5.3 courses knowing that they are covering all of the mandatory outcomes.
Content from Stage 4 has been included in each chapter, where appropriate. This will allow teachers to
diagnose significant misconceptions and identify any content gaps. For those students who have achieved the
relevant Stage 4 outcomes, this material could be used as a review to introduce the Stage 5.1/5.2/5.3 topics, or
to revise important concepts when they occur. However, for those students who have not achieved these
outcomes by the start of Year 9, this material will be new work. All content is clearly listed as either Stage 4
or Stage 5.1/5.2/5.3 in the contents section at the front of the book. A detailed syllabus correlation grid has
been provided for teachers on the Mathscape 9/9 Extension School CD-ROM.
Mathscape 9 Extension has embedded cross-curriculum content, which will support students in achieving the
broad learning outcomes defined by the Board of Studies. The content also addresses the important key
competencies of the Curriculum Framework, which requires students to collect, analyse and organise
information; to communicate mathematical ideas; to plan and organise activities; to work with others in
groups; to use mathematical ideas and techniques; to solve problems; and to use technology.
A feature of each chapter which teachers will find both challenging and interesting for their students is the
‘Focus on working mathematically’ section. Although the processes of working mathematically are embedded
throughout the book, these activities are specifically designed to provoke curiosity and deepen mathematical
insight. Most begin with a motivating real-life context, such as television advertising, or the gradient of a ski
run, but on occasion they begin with a purely mathematical question. (These activities can also be used for
assessment purposes.)
In our view, there are many legitimate, time-proven ways to teach Mathematics successfully. However, if
students are to develop a deep appreciation of the subject, they will need more than traditional methods. We
believe that all students should be given the opportunity to appreciate Mathematics as an essential and relevant
part of life. They need to be given the opportunity to begin a Mathematical exploration from a real-life context
that is meaningful to them. To show interest and enjoyment in enquiry and the pursuit of mathematical
knowledge, students need activities where they can work with others and listen to their arguments, as well as
work individually. To demonstrate confidence in applying their mathematical knowledge and skills to the
solution of everyday problems, they will need experience of this in the classroom. If they are to learn to
persevere with difficult and challenging problems, they will need to experience these sorts of problems as well.
Finally, to recognise that mathematics has been developed in many cultures in response to human needs,
students will need experiences of what other cultures have achieved mathematically.
We have tried to address these values and attitudes in this series of books. Our best wishes to all teachers and
students who are part of this great endeavour.

Clive Meyers
Lloyd Dawe
Graham Barnsley
Lindsay Grimison
 vii

How to use this book

Mathscape 9 Extension is a practical resource that can be used by teachers to supplement their teaching
program. The exercises in this book and the companion text (Mathscape 10 Extension) provide a complete and
thorough coverage of all content and skills in the Stage 5.1/5.2/5.3 course. The great number and variety of
questions allow for the effective teaching of more able students. Each chapter contains:
• a set of chapter outcomes directed to the student
• all relevant theory and explanations, with important definitions and formulae boxed and coloured
• step-by-step instructions for standard questions
• a large number of fully worked examples preceding each exercise
• extensive, thorough and well-graded exercises that cover each concept in detail
• chapter-related, problem-solving activities called ‘Try this’ integrated throughout
• a language skills section linked to the Macquarie Learners Dictionary
• novel learning activities focusing on the process of working mathematically
• a thorough chapter review.

Explanations and examples

The content and skills required to complete each exercise have been introduced in a manner and at a level that
is appropriate to the students in this course. Important definitions and formulae have been boxed and coloured
for easy reference. For those techniques that require a number of steps, the steps have been listed in point form,
boxed and coloured. Each exercise is preceded by several fully worked examples. This should enable the
average student to independently complete the majority of relevant exercises if necessary.

The exercises
The exercises have been carefully graded into three distinct sections:
• Introduction. The questions in this section are designed to introduce students to the most basic concepts
and skills associated with the outcome(s) being covered in the exercise. Students need to have mastered
these ideas before attempting the questions in the next section.
• Consolidation. This is a major part of the exercise. It allows students to consolidate their understanding of
the basic ideas and apply them in a variety of situations. Students may need to use content learned or skills
acquired in previous exercises or topics to answer some of these questions. The average student should be
able to complete most of the questions in this section, although the last few questions may be a little more
difficult.
• Further applications. Some questions presented in this section will be accessible to the average student;
however, the majority of questions are difficult. They might require a reverse procedure, the use of algebra,
more sophisticated techniques, a proof, or simply time-consuming research. The questions can be
open-ended, requiring an answer with a justification. They may also involve extension or off-syllabus
material. In some questions, alternative techniques and methods of solution other than the standard
method(s) may be introduced, which may confuse some students.
Teachers need to be selective in the questions they choose for their students. Some students may not need to
complete all of the questions in the Introduction or Consolidations sections of each exercise, while only the
most able students should usually be expected to attempt the questions in the Further applications section.
Those questions not completed in class might be set as homework at the teacher’s discretion. It is not intended
that any student would attempt to answer every possible question in each exercise.

Focus on working mathematically

The Working Mathematically strand of the syllabus requires a deeper understanding of Mathematics than do
the other strands. As such, it will be the most challenging strand for students to engage with and for teachers
to assess. The Working Mathematically outcomes listed in the syllabus have been carefully integrated into
each chapter of the book; however, we also decided to include learning activities in each chapter that will
viii Mathscape 9 Extension

enable teachers to focus sharply on the processes of working mathematically. Each activity begins with a real-
life context and the Mathematics emerges naturally. Teachers are advised to work through them before using
them in class. Answers have not been provided, but notes for teachers have been included on the Mathscape
9/9 Extension School CD-ROM, with suggested weblinks. Teachers may wish to select and use the Learning
activities in ‘Focus on working mathematically’ for purposes of assessment. This too is encouraged. The
Extension activities will test the brightest students. Suggestions are also provided to assess the outcomes
regarding Communication and Reflection.

Problem solving
Each chapter contains a number of small, chapter-related, problem-solving activities called ‘Try this’. They
may be of some historical significance, or require an area outside the classroom, or require students to conduct
research, or involve the use of algebra, while others relate the chapter content to real-life context. Teachers are
advised to work through these exercises before using them in class.

Technology
The use of technology is a clear emphasis in the new syllabus. Innovative technology for supporting the growth
of understanding of mathematical ideas is provided on the Mathscape 9/9 Extension School CD-ROM, which
is fully networkable and comes free-of-charge to schools adopting Mathscape 9 Extension for student use.
Key features of the CD-ROM include:
• spreadsheet activities
• dynamic geometry
• animations
• executables
• student worksheets
• weblinks for ‘Focus on working mathematically’.

Language
The consistent use of correct mathematical terms, symbols and conventions is emphasised strongly in this
book, while being mindful of the students’ average reading age. Students will only learn to use and spell
correct mathematical terms if they are required to use them frequently in appropriate contexts. A language
section has also been included at the end of each chapter titled ‘Language link with Macquarie’, where students
can demonstrate their understanding of important mathematical terms. This might, for example, include
explaining the difference between the mathematical meaning and the everyday meaning of a word. Most
chapters include a large number of worded problems. Students are challenged to read and interpret the
problem, translate it into mathematical language and symbols, solve the problem, then give the answer in an
appropriate context.

Clive Meyers
Lloyd Dawe
Graham Barnsley
Lindsay Grimison
 Rational
numbers
1
This chapter at a glance
Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

evaluate numerical expressions using a calculator

Rational numbers

estimate the result of a calculation

state the number of significant figures in a number

round off a number correct to a given number of significant figures

determine the effect of rounding during calculations on the accuracy
of the results

convert fractions to recurring decimals

convert recurring decimals to fractions

express a rate in its simplest form

convert rates from one set of units to another

solve problems involving rates.

1
2 Mathscape 9 Extension

1.1 Significant figures

No quantity, such as length, mass or time, can be measured exactly. For a measurement to be
of use, we need to know how accurate it is. That is, we must be confident that each digit in the
measurement is significant.

A significant figure is a number that is correct within

some stated degree of accuracy.

The rules for significant figures are:

All non-zero digits are significant.

Zeros between non-zero digits are significant.

Zeros at the end of a decimal are significant.

Zeros before the first non-zero digit in a decimal are not significant.

Zeros after the last non-zero digit in a whole number may or may not be
significant.

When rounding off correct to a specified number of significant figures, choose the number that
is closest in value to the given number and which also contains the required number of
significant figures.

Example 1
EG State the number of significant figures in each number.
+S
a 4.009 b 137.20 c 0.001 64 d 5000

Solutions
a In 4.009, the two non-zero digits (i.e. 4 and 9) are significant and the two zeros between
these digits are significant. ∴ The number has 4 significant figures.
b In 137.20, the four non-zero digits (i.e. 1, 3, 7 and 2) are significant and the zero at the end
of the decimal is significant. ∴ The number has 5 significant figures.
c In 0.001 64, the three non-zero digits (i.e. 1, 6 and 4) are significant; however, the zeros
at the beginning of the decimal are not significant. ∴ The number has 3 significant figures.
d In 5000, the non-zero digit (i.e. 5) is significant. Either some, all or none of the final zeros
could possibly be significant. This would need to be determined from the context in which
the number occurs. If we knew that the number had been rounded off correct to:
i 1 significant figure, then only the 5 would be significant
ii 2 significant figures, then only the 5 and the first zero would be significant
iii 3 significant figures, then only the 5 and the first two zeros would be significant
iv 4 significant figures, then all of the digits would be significant.
 Chapter 1: Rat io n al n u mbers 3

Example 2
EG Round off 47.503 correct to:
+S
a 4 significant figures b 3 significant figures
c 2 significant figures d 1 significant figure

Solutions
a 47.503 = 47.50 (4 significant figures) b 47.503 = 47.5 (3 significant figures)
c 47.503 = 48 (2 significant figures) d 47.503 = 50 (1 significant figure)

Example 3
EG Round off 39.99 correct to:
+S
a 3 significant figures b 2 significant figures c 1 significant figure

Solutions
a 39.99 = 40.0 (3 significant figures)
b 39.99 = 40 (2 significant figures; both the 4 and the 0 are significant figures)
c 39.99 = 40 (1 significant figure; only the 4 is significant)

Exercise 1.1

1 State the number of significant figures in each of the following.

a 45 b 7281 c 859 d 132 494
e 607 f 3012 g 4001 h 20 809

2 State the number of significant figures in each decimal.

a 5.28 b 7.152 c 38.5 d 254.883
e 0.4 f 0.005 g 0.0371 h 0.003 469
i 5.062 j 13.007 k 58.0208 l 0.001 09
m 9.30 n 0.10 o 1.4700 p 0.004 080
q 3.030 r 32.0040 s 409.010 00 t 0.010 203 00

■ Consolidation
3 Round off each of the following correct to 1 significant figure.
a 83 b 27 c 65 d 94
e 136 f 415 g 250 h 3810
i 9450 j 26 449 k 539 499 l 850 000

4 Round off each of these numbers correct to 2 significant figures.

a 128 b 171 c 234 d 675
e 1459 f 4026 g 8350 h 12 042
i 45 718 j 76 285 k 285 195 l 644 003
4 Mathscape 9 Extension

5 Round off each of the following decimals correct to the number of significant figures
indicated in the brackets.
a 3.67 [1] b 0.484 [1] c 0.0731 [2] d 6.2085 [4]
e 11.784 [2] f 0.3 [2] g 25.156 [3] h 49.066 28 [5]
i 91.045 [3] j 144.387 [2] k 7.3855 [4] l 10.9367 [2]
m 2018.68 [3] n 3693.21 [2] o 4002.142 [5] p 9187.549 [6]
6 Round off the following correct to:
i 1 significant figure ii 2 significant figures iii 3 significant figures
a 99.35 b 194.97 c 998.763 d 499.861

■ Further applications
7 Write down a possible number that is approximately equal to:
a 130, correct to 2 significant figures b 2.47, correct to 3 significant figures

1.2 The calculator

As a wide variety of calculators is available, there are differences in the way they operate.
The examples here have been worked with the use of a direct logic calculator. That is, the
calculations are performed in the logical order in which they appear. For example, to evaluate
9 on a direct logic calculator, we press the square root key followed by the 9, then
press = . For models that do not use direct logic, we enter the 9, then press the square root key.
You will need to familiarise yourself with how your calculator works.

Example 1
EG Evaluate each of the following.
+S
6 2
a --- + 5 --- b −78 − 96 c 15.982 d 69.4
7 3
3 41 5 1
e f 3.524 g 117.3 h -------------
0.274
Solutions
Calculator steps: Answer:
a 6 a b--c- 7 + 5 a b--c- 2 a b--c- 3 = 6 11
------
21

b + − 78 − 96 =
/ –174
c 15.98 x2 = 255.3604
d 69.4 = 8.330 666 24
e 3
41 = 3.448 217 24
f 3.52 xy 4 = 153.522 012 2
g 5 x 117.3 = 2.593 340 858
h 0.274 x−1 = 3.649 635 036
 Chapter 1: Rat io n al n u mbers 5

Example 2
EG Evaluate each of these, correct to 2 decimal places, using the grouping symbols keys
+S ( and ) .
86.9 + 213.7
a ------------------------------ b 342.5 – 114.8
5.6 × 8.3
Solutions
Calculator steps: Answer
a 86.9 + 213.7 = ÷ ( 5.6 × 8.3 ) = 6.47
b ( 342.5 − 114.8 ) = 15.09

Example 3
EG 72.6 + 153.9
Use the memory function on the calculator to evaluate -----------------------------
- , correct to 3 decimal
+S places. 12.5 × 0.98
2

Solution
i Evaluate the denominator first and store the answer in the memory.
12.5 x2 × 0.98 = Min
ii Evaluate the numerator, then divide the answer by the number stored in the memory.
72.6 + 153.9 = ÷ MR =
Answer: 1.479 (3 decimal places)

Exercise 1.2

1 a Evaluate 72 × 12.43 correct to 3 decimal places, without rounding off during the
calculation.
b Round off 72 to the nearest integer, then multiply by 12.43.
c Round off 72 to 1, 2 and 3 decimal places then multiply by 12.43. What do you
notice?
d What effect does rounding off too early have on the accuracy of an answer?

2 Evaluate each of these using the fraction key a b--c- , then give the answers as decimals,
correct to 2 decimal places.
3 1
a --- + ------ b 8 7--9- – 3 4--5- c 2 5--6- × 4 2--7-
8 11

3 Evaluate each of the following using the sign change key + − . /

a −98 − 156 b −49 + 32 − 77 c −156 ÷ −12

4 Evaluate each of these correct to 4 significant figures using the square key x2 .
2
a 7.82 b (–12.7)2 c ( 4 7--8- )
6 Mathscape 9 Extension

5 Evaluate each of these correct to the nearest tenth using the square root key and cube
root key 3 .
a 23 b 85 + 72.6 c 90 × 16.45
d 3 70 e 3 110.4 ÷ 2.96 f 3 36.7 + 152.6

6 Evaluate each of the following correct to 1 decimal place using the power key x y .
a 6.53 b 3.724 c 4.085
6
d ( 2 -----
11
3
-) e 1.857 × 4.3 f 8.94 − 3.15

7 Evaluate each of these correct to the nearest hundredth using the root key x .
a 4 11 b 5 68.2 c 7 212.9
d 5 96 × 12.5 e 3 – 6 2.4 f 4
7 1--5-

8 Evaluate each of the following correct to 3 significant figures using the reciprocal key x−1
1
or ---
x .
1 1 1
a --- b ------------- c ---------------2
7 0.245 0.065
1 1 1
d ------- e --------------- f ------------4
3 3 51.4 1.98

9 Evaluate each of these correct to 2 decimal places using the pi key π .

9π
a π + 16.82 b 7π c ------
2
1
d π2 e --- f 5π
π

10 Evaluate each of the following correct to the nearest tenth using the grouping symbols keys
( and ) where necessary.
73 + 115 172 19.3 × 54.7
a --------------------- b --------------------- c ---------------------------
14 8.5 × 3.1 6.4 + 9.8
3
12 × 11 × 10 9.4 135 + 18.7
d ------------------------------ e ------------------------ f ------------------------------
7×8×9 5.1 × 7.25 11 – π

■ Consolidation
11 Find the value of each expression, correct to 2 decimal places.
83 101
a 10.652 × 8.3 b ---------4 c ---------
2.6 7
 Chapter 1: Rat io n al n u mbers 7

28
d 42 × 7.5 e ------- f 34 − 4.13
5
6
3 5 3 16.8
g 74.9 + 87.2 h 7.9 i ------------4
13.9
10 + 20 3 1
j -------------------------- k 25 + 50.3 – 19.6 l ------------------------
15 0.06 × 7
30 – 250
m -------------------- n ---------------
2
-
2
o 4 82.6 × 16.1
2+ 3 5 –8
2 2 3
24 + 23 1 116.7 + 99.8
p ----------------------
2
-
2
q ------------------
5 5
r ----------------------------------
2
16 – 15 2 – 2 2.1
2 3 4 3
s (1.7 +1.16)6 t 18 + 7 u 5 + 8 1--8-
3
10 + 3 1 ( – 8.4 )
v ------------------- w ---------------------------2- x ----------------------------
10 – 3 3 0.1 + 0.2 – 6.3 + 11.4

12 Evaluate, correct to the nearest tenth.

3 1 7
a π × 14 b ---------------- c ( 13.6 )
3– 5
0.92 18.9 1 1 1 – 40.6 + 15.35
d ---------- + ---------- e ------- + ------- + ------- f ----------------------------------
2.3 5.14 2 3 5 6.2 × 7.7
17 + 18 1
g --------------------------- h 4.6(19.83 − 7.12)3 i ---------------------------------
3 17 + 3 18 2
0.86 – 0.29
3 7
j ⎛ 9 2---⎞ ÷ ⎛ 1 1---⎞ k
100
------------------------------------------- l
124.37 – 19.66
------------------------------------
⎝ 3⎠ ⎝ 2⎠ 9.7 + 11.75
10 + 3 10 + 4 10

■ Further applications
13 Use the memory function on the calculator to evaluate each of these, correct to 1 decimal
place.
3 2 5 3
a
7.6 + 39
----------------------------
- b ⎛ 11.6
----------⎞ ÷ ⎛ ----------⎞
9.47
c
8.1 13.4
------------------------ + ---------------------2-
3
1.4 × 0.995 ⎝ 2.3 ⎠ ⎝ 1.02⎠ 1.9 + 2.64 7 × 0.16
3 4
3.9 × 15.6 21.4 57.5 – 13.6 1 4 17.5 × 5.3 3 1
d -------------------------------3- + ---------- e ------------------------------- × ------------2 f ------------------------ – ---------------2
10.58 – 1.33 6.09 15 × 98.2 12.4 6.7 0.075
8 Mathscape 9 Extension

1.3 Estimation
Calculators do not make arithmetic errors. But sometimes we get incorrect answers when we
use a calculator. This is because we may have:
• left out a decimal point
• pressed the wrong key by mistake
• not pressed the equals key at the right time
• not understood the question
• set the calculator in the wrong mode
• not pressed the second function key.
By estimating the answer before using a calculator, we can work out whether the calculator
answer is reasonable. An estimate is more than a guess. It is an approximate answer that is
worked out logically. It does not have to be very close to the correct answer but it should be of
the same order of magnitude. That is, if the estimate is in the tens, the correct answer should
not be in the hundreds or the thousands.
For example, before evaluating 19.855 × 4.84 with a calculator, we could estimate that the
answer would be close to 20 × 5, that is, 100. If the calculator gives the answer as 9609.82, we
might have made an error when entering the data. In fact, a decimal point was omitted, since
the correct answer is 96.0982. It is also possible, of course, that our estimate is incorrect.
NOTE: Many different estimates can be given to calculations depending on the way that each
individual number is rounded off.

Example
EG Estimate the answer to each of these calculations.
+S 41.68 × 21.19
a 386 × 19 b 154.5 ÷ 11.2 c 17.74 × 0.493 d ---------------------------------
6.904
Solutions
41.68 × 21.19
a 386 × 19 b 154.5 ÷ 11.2 c 17.74 × 0.493 d ---------------------------------
6.904
⯐ 400 × 20 ⯐ 150 ÷ 10 ⯐ 18 × 1
---
2 42 × 20
= 8000 = 15 ⯐ ------------------
=9 7
= 6 × 20
= 120

Exercise 1.3

1 Round off each number correct to 1 significant figure and hence estimate the value of:
a 48 × 33 b 385 × 11 c 69 × 114 d 19 952 × 9
e 223 ÷ 52 f 642 ÷ 22 g 38 840 ÷ 375 h 8445 ÷ 23
i 54 × 186 j 2751 ÷ 63 k 297 × 42 l 96 959 ÷ 4367
 Chapter 1: Rat io n al n u mbers 9

2 Estimate the answer, as an integer, to each of the following calculations.

a 8.7 + 19.4 + 12.1 b 96.5 − 27.3 + 15.046 c 24.2 × 3.75 × 5.3
d 24.8 × 3.88 e 32.42 ÷ 7.93 f 126.7 ÷ 9.82
g 5.34 × 11.92 × 8.15 h 53.5 ÷ 6.12 × 8.046 i 189.4 − 47.75 − 283.19

■ Consolidation
3 Estimate the answer to each of these.
a (14.797 + 32.88) ÷ 8.1 b (348.5 − 102.7) × 4.193 c 495.13 ÷ (9.96 × 10.02)

4 Find the approximate value of:

a 18.8 + 6.84 × 3.125 b 183.4 − 31.2 ÷ 5.17
c 20.4 ÷ 3.95 + 19.87 × 5.02 d 2117 − 12.13 × 8.4 × 4.96

5 Estimate:
a 16.45 × 0.482 b 43.65 × 0.252 c 13.82 × 1.55 d 8.094 × 1.26

6 Estimate the answer for each of these, giving the answer as an integer.
a 23.67 b 84.77 c 3 29.1 d 3 119.8
7 Estimate the value of each calculation.
4.76 × 9.27 73.4 × 15.2 50.6 + 73.1 106.2
a --------------------------- b --------------------------- c ------------------------------ d ----------------2-
2.89 4.57 15.8 – 4.593 7.046

8 The crowds at each day of a test cricket match played at the SCG between Australia and
England were as follows:
• Day 1—34 356 • Day 2—29 875 • Day 3—26 234
• Day 4—18 558 • Day 5—9063
Round off each day’s crowd to the nearest 5000 spectators and hence estimate the total
match attendance.
9 A group of 4 people having dinner in a restaurant ordered the following meals from the
menu:
• Tamara: spaghetti bolognaise $18.75
• Luke: steak Diane $21.75
• Amanda: fettuccine boscaiola $19.20
• Barry: veal parmigiana $20.60
They also ordered 2 bottles of wine at $11.45 each and 4 coffees at $3.25 each.
a Estimate the total cost of the meal, allowing for a small tip.
b Approximately how much would each person expect to pay if they shared the bill
equally?
10 Therese decided to re-carpet her lounge room using carpet squares of side length 50 cm.
The lounge room is rectangular in shape and measures 5.2 m by 6.8 m.
a Estimate the area of the room in square metres.
b How many carpet squares are needed to cover an area of 1 m2?
10 Mathscape 9 Extension

c Estimate the number of carpet squares that are needed to cover the entire lounge room
floor.
d If the carpet squares are sold in packs of 40 at $385 per pack, estimate the total cost of
the re-carpeting.
e Should re-carpeting decisions be based on estimates or accurate measurements?
Explain.

■ Further applications
11 a Evaluate 4 and 9 . Hence, find estimates for 5 and 7 , correct to 1 decimal place.
b Evaluate 100 and 121 . Hence, find estimates for 110 , 105 and 115 , correct
to 1 decimal place.
12 Consider the statement 2n = 12.
a Show by substitution that:
i 3⬍n⬍4 ii 3.5 ⬍ n ⬍ 3.6
iii 3.58 ⬍ n ⬍ 3.59 iv 3.584 ⬍ n ⬍ 3.585
b Hence, estimate the value of n, correct to 3 decimal places.

13 By substituting and then refining estimates, find the approximate value of n in each of the
following, correct to 3 decimal places.
a 2n = 20 b 3n = 36 c 5n = 100

TRY THIS Fermi problem

A Fermi problem is a problem solved by making a good estimation.
Try these problems:
1 How many telephone calls are made in one day in Australia?
2 What would be the total value of all the books in every library in Australia?

1.4 Recurring decimals

A recurring decimal has an infinite number of decimal places, with one or more of the digits
repeating themselves indefinitely. Recurring decimals are written with a dot above the first and
last digits in the repeating sequence.
For example: 0.444 444 … = 0.4̇ 0.616 161 … = 0.6̇1̇
0.329 329 … = 0.3̇29̇ 1.288 888 … = 1.28̇
a
A rational number is a number that can be written in the form --- , where a and b are integers
b
(whole numbers) and b ≠ 0. Every recurring decimal can be expressed as a fraction, so recurring
decimals are rational numbers.
 Chapter 1: Rat io n al n u mbers 11

To convert a fraction to a recurring decimal

divide the numerator by the denominator.

To convert a recurring decimal to a fraction:

let the decimal be x

multiply both sides by the smallest power of 10 so that the recurring part of the
decimal becomes a whole number

subtract the first equation from the second

solve the resulting equation.

Example 1
EG Convert each of these fractions to a recurring decimal.
+S 5 7 1
a --- b ------ c ------
9 11 12
Solutions
a 0.5 5 5… b 0.6 3 6 3… c 0.08 3 3…
9 5.050505 11 7.04070407 12 1.0040404
5 7 1
∴ --- = 0. 5̇ ∴ ------ = 0. 6̇3̇ ∴ ------ = 0.08 3̇
9 11 12

Example 2
EG Convert each recurring decimal to a fraction in simplest form.
+S
a 0. 8̇ b 0. 1̇5̇ c 0.2 4̇

Solutions
a Let x = 0. 8̇ … Œ b Let x = 0. 1̇5̇ … Œ c Let x = 0.2 4̇ … Œ
∴ 10x = 8. 8̇ …  ∴ 100x = 15. 1̇5̇ …  ∴ 10x = 2. 4̇ … 
Subtract Œ from  Subtract Œ from  ∴ 100x = 24. 4̇ …Ž
∴ 9x = 8 ∴ 99x = 15 Subtract  from Ž
8 15 ∴ 90x = 22
∴ x = --- ∴ x = ------
9 99 22
∴ x = ------
5 90
= ------
33 11
= ------
45

Exercise 1.4

This exercise should be completed without the use of a calculator, unless otherwise indicated.

1 Write each of these as a recurring decimal.

a 0.222 … b 0.777 … c 0.6444 … d 0.3555 …
12 Mathscape 9 Extension

e 0.272 727 … f 0.919 191 … g 0.484 848 … h 0.030 303 …

i 0.146 146 … j 0.029 029 … k 0.152 152 … l 0.698 698 …
m 1.666 … n 3.818 181 … o 8.274 274 … p 13.955 555 …

■ Consolidation
2 Use short division to convert each of these fractions to a recurring decimal.
1 1 2 4
a --- b --- c --- d ---
3 9 3 9
1 3 1 2
e ------ f ------ g --- h ------
11 11 6 15
5 7 5 11
i ------ j ------ k --- l ------
12 22 6 12

3 a Convert 1 2--3- to a decimal using a calculator.

b Does the calculator round off the answer at the last digit?

4 Express each of the following as a recurring decimal.

1 5 1 4
a --- b --- c ------ d ------
7 7 13 13

5 a Write down the recurring decimal for 1--9- .

b Hence, write down recurring decimals for 2--9- , 5--9- , 7
---
9
and 8--9- .
c What meaning should be given to 0.9̇? Why?

6 Convert each of these recurring decimals to a fraction or mixed numeral, in simplest form.
a 0. 2̇ b 0. 7̇ c 0. 3̇ d 0. 6̇
e 0. 1̇9̇ f 0. 3̇5̇ g 0. 2̇7̇ h 0. 7̇5̇
i 0.1 5̇ j 0.4 8̇ k 0.7 3̇ l 0.9 4̇
m 2. 1̇ n 1. 6̇0̇ o 7.8 3̇ p 3.41 6̇

■ Further applications
7 a Write down the recurring decimal for 1--3- .
1 1
b Hence, express ------
30
and --------- as
300
recurring decimals.
11 1
8 a Express ------ and ---
30 6
as recurring decimals.
1 1 11
b Show that --- + --- = ------ by adding fractions.
6 5 30
1 1 11
c Show that --- + --- = ------ by adding decimals.
6 5 30
 Chapter 1: Rat io n al n u mbers 13

2
9 a Express ---
3
as a recurring decimal.
b Use the fact that 1
------
15
= 2
------
30
= 2
---
3
× 1
------
10
to express 1
------
15
as a recurring decimal.

1.5 Rates
A rate is a comparison of two unlike quantities. This is different from a ratio, in that a ratio
is a comparison of two or more like quantities. In particular, a rate is a measure of how one
quantity is changing with respect to another. In a ratio, units are not written, whereas in a rate,
the units must be written if the rate is to have any meaning.

A rate is a comparison of two unlike quantities.

Equivalent rates can be formed by changing the units in either or both quantities. For example,
a rate of 5 cm/s is equivalent to 50 mm/s since, in both cases, the object moves the same
distance (5 cm or 50 mm) in equal amounts of time (1 s).
To be in simplest form, a rate must be expressed as a quantity per 1 unit of another quantity.
For example, a rate of 60 km/h is in simplest form because it represents a change in distance of
60 km for every 1 hour of time.

Example 1
EG Express each of the following statements as a rate in simplest form.
+S
a $150 in 3 hours b 48 L in 12 min

Solutions
a $150 in 3 hours b 48 L in 12 min
÷3 ÷3 ÷ 12 ÷ 12
= $50 in 1 hour = 4 in 1 min
= $50/h = 4 L/min

Example 2
EG Convert:
+S
a 2.4 kg/day to g/day b 3.5 cm3/s to cm3/min c 18 m/s to km/h

Solutions
a 2.4 kg in 1 day b 3.5 cm3 in 1 s c 18 m in 1 s
= 2400 g in 1 day × 60 × 60 × 60 × 60
= 2400 g/day = 210 cm3 in 1 min = 1080 m in 1 min
= 210 cm3/min × 60 × 60
= 64 800 m in 1 h
= 64.8 km/h
14 Mathscape 9 Extension

Exercise 1.5

1 Express each statement as a rate in simplest form.

a 30 m in 3 s b 80 km in 2 h c 45 L in 5 min
d 42 kg over 7 m2 e 32 g in 4 s f 200 trees in 8 h
g 108 km on 9 L h $180 in 4 h i 90c for 5 min
j $12 for 8 kg k 119 runs in 34 overs l 150 crates in 4 days
1
m 240 beats in 2 --2- min n 72 kL in 1.5 h o 13 km on 1.25 L

2 Complete these equivalent rates.

a 3 cm/s = _____ cm/min b 5 g/min = _____ g/h c $2.30/kg = $_____ /t
d 7.5 L/h = _____ L/day e 0.9 km/min = _____ km/h f 0.4 kg/m2 = _____ kg/ha

3 Complete these equivalent rates.

a 2 L/min = _____ mL/min b 9 m/s = _____ cm/s
c 3.8 cm/s = _____ mm/s d $1.15/g = _____ c/g
e 14.6 t/day = _____ kg/day f 2.35 ha/week = _____ m2/week

4 Complete these equivalent rates.

a 70 mm/s = _____ cm/s b 850 cm/min = _____ m/min
c 4900 mL/day = _____ L/day d 24c/min = $ _____ /min
e 25 g/m3 = _____ kg/m3 f 59 600 L/year = _____ kL/year

■ Consolidation
5 Complete the following equivalent rates.
a 75 cm/s = _____ m/min b 8c/g = $ _____ /kg
c 9 m/mL = _____ km/L d 150 kg/h = _____ t/day
e 81.25 mL/h = _____ L/day f 142 m/min = _____ km/h

6 Complete the following equivalent rates.

a 25 m/s = _____ km/h b 40 mL/s = _____ L/h
c 27.5 g/s = _____ kg/h d 5 mm/min = _____ m/day
e 0.8 m/min = _____ km/day f 2.4c/mm = $ _____/m
g 72 km/h = _____ m/s h 12.24 t/day = _____ kg/min

7 Convert these annual interest rates to monthly rates.

a 12% p.a. b 6% p.a. c 18% p.a. d 4.2% p.a.

8 Convert these monthly interest rates to annual rates.

a 0.75% per month b 0.9% per month c 1.25% per month

9 Calculate the daily interest rate on a credit card if the annual rate is 15.33% p.a.

10 Convert:
a $240/week to an equivalent monthly rate
b $1352/month to an equivalent fortnightly rate
 Chapter 1: Rat io n al n u mbers 15

c $2.80/week to an equivalent quarterly rate

d $44.20/quarter to an equivalent fortnightly rate.

■ Further applications
11 Complete these equivalent rates.
a 5c/cm2 = $_____/m2 b 60 mL/m2 = _____ L/km2 c 1.2 g/cm3 = _____ t/m3

12 Complete this equivalent rate: $25/L = _____ c/cm3.

TRY THIS Desert walk

James is a cross-country walker. He comes
to a 60 km stretch of desert where there is
neither water nor food. He can walk 20 km
per day and he can carry enough food and
water for 2 days. How many days will it take
him to cross the desert, and how many
kilometres will he travel if he has to build up
depots of food and water?
Difficult part
If he was considering a 100 km trip across
the desert, how many days’ supply of food
would be necessary?

1.6 Solving problems with rates

We use many different types of rates every day, often without realising it. For example:
• driving speed • bank interest rates • currency exchange rates
• petrol consumption rates • sporting strike rates • rates of pay
• electricity rates • pollution rates • medical recovery rates
As most adults drive a car, the concept of speed plays a very important role in our daily lives.
We need to know how fast to drive in order to reach a particular destination on time. It is also
important to know at what speed we can safely drive under various conditions, such as on
narrow roads, in wet weather, near pedestrian crossings and so on.
Informally, we think of speed as a measure of how fast an object is travelling. Formally,
however, speed is defined as the rate of change of distance with respect to time. If we know the
distance that an object has travelled from one point to another and the amount of time that it
took to get there, then we can calculate how fast it was travelling. You should already be
familiar with the following formulae relating speed, distance and time.
16 Mathscape 9 Extension

Distance Distance = Speed × Time Distance

Speed = --------------------- Time = ---------------------
Time Speed
D D
S = ---- D=S×T T = ----
T S
There is an important distinction that needs to be made between average speed and
instantaneous speed. The formulae above are usually associated with average speed, since the
speed of the object may vary at different times throughout its journey. It may start moving
slowly, speed up at times and slow down or even stop at other times. If, however, a speed
camera had been used to measure the speed of the object at a single moment in time, then it
would have measured the instantaneous speed of the object. The instantaneous speed at a split
second may therefore differ from the average speed over the entire journey.
The degrees and minutes key on the calculator can be used to simplify the working in some
questions, particularly when the time is given in hours and minutes or minutes and seconds.

Example 1
EG a The entry price to an amusement park is $7.50 per child. Find the total entry cost for a
+S group of 90 children.
b A farmer used 145 kg of super phosphate to cover an area of 5 ha. How many kilograms
were used per hectare?

Solutions
a The entry cost for 1 child = $7.50 b 145 kg covers an area of 5 ha
∴ cost for 90 children = 90 × $7.50 ÷5 ÷5
= $675 ∴ 29 kg covers an area of 1 ha
b 145 kg covers an area of 5 ha
÷5 ÷5
∴ 29 kg covers an area of 1 ha

Example 2 Solution
EG A car can travel 138 km on Using the unitary method,
+S 15 L of petrol. How far can it 138 km on 15 L
travel on a full tank of 35 L? ÷ 15 ÷ 15
= 9.2 km on 1 L
× 35 × 35
= 322 km on 35 L
∴ The car can travel 322 km on a full tank of 35 L of
petrol.
 Chapter 1: Rat io n al n u mbers 17

Example 3
EG a Jenny ran 600 metres in 80 seconds. What was her running speed?
+S b A man drove at an average speed of 60 km/h for 7 hours. How far did he drive?
c Shona’s average walking speed is 5 km/h. How long would it take her to walk 20 km?

Solutions
D D
a S = ---- b D=S×T c T = ----
T S
= 60 × 7
600
= --------- = 420 km 20
= ------
80 5
= 7.5 m/s =4h

Exercise 1.6

1 a An author writes at a rate of 3 pages per hour. How many pages would she write in
6 hours?
b A shearer was able to shear 18 sheep per hour. How many sheep could he shear in
2 1--2- hours?
c If petrol costs 97.4 cents/L, find how much it would cost to fill the tank in a car if the
tank holds 42 L.
d A tap is dripping at the rate of 3 mL per minute. How many litres of water will be lost
in 2 days?
e The crew on a fishing boat put out the nets every 2 hours and catch an average of 240 kg
of fish. How many tonnes would the crew expect to catch if they fish for 10 hours?
2 a Trevor earns $15.20 per hour as a sales assistant. How many hours would he need to
work in order to earn $562.40?
b Janine has a typing speed of 54 words per minute. How long would it take her to type
a 1350 word article?
c A cricket side scored 243 runs in 50 overs during a limited overs cricket match.
Calculate the average scoring rate in runs per over.
d A plumber charged $200 for 2 1--2- hours labour to repair a broken pipe. Find the
plumber’s hourly rate.
e A machine prints 150 newspapers per minute. How long would it take to print 18 000
newspapers?

■ Consolidation
3 a Georgina drove 12 km in 10 minutes. At the same speed, how far would she drive in
30 minutes?
b Gino’s pulse rate was 100 beats per minute. How many times would his heart beat in
15 seconds?
18 Mathscape 9 Extension

c A fruit picker claimed that he could pick 1200 apples per hour. How many apples could
he pick in 20 minutes?
d A bank teller can serve 20 customers per hour. How many customers can she serve in
45 minutes?
e A tap drips 12 times in 20 seconds. How many times would it drip in 30 seconds?
4 Use the unitary method to answer the following questions.
a Dianne paid $3.75 for 3 kg of oranges. How much would she have paid for 7 kg?
b In a walking race, Paul took 40 minutes to walk 8 km. How long would it take him to
walk 13 km?
c Susan’s car uses petrol at the rate of 10.6 L/100 km. How much petrol would she use
on a journey of 250 km?
d If it takes 1 1--2- hours to remove 36 t of sugar from a silo, how long it would take to
remove 30 t?
e George delivered 400 pamphlets in 50 minutes. How many pamphlets would he deliver
in 2 1--2- hours?
f If sausages are being sold for $2.80 per kilogram, find the cost of purchasing 350 grams
of sausages.
5 The following currency conversions show the value of 1 Australian dollar (A$1) in US$,
euro and NZ$.
A$1 = US$0.6075 A$1 = 0.5636 euro A$1 = NZ$1.0887
Use these currency conversions to convert:
a A$20 into US$ b A$50 into euro c A$175 into NZ$
d A$250 into euro e A$600 into NZ$ f A$4500 into US$

6 Use the currency conversions in Q5 to convert the following amounts into Australian
dollars. Give your answers correct to the nearest cent.
a NZ$30 b US$95 c 110 euro d NZ$200
e US$565 f 782 euro g NZ$1400 h US$2378
7 a Dave drove 350 km in 5 hours. What was his average speed?
b A plane travelled 1960 km in 7 hours. What was the speed of the plane?
c Jennifer ran at a speed of 8 km/h for 1 1--2- hours. How far did she run?
d A ship sailed at 42 km/h for 25 hours. What distance did it sail?
e Morgan rode his motor bike a distance of 340 km at a speed of 85 km/h. How long was
the trip?
f A satellite orbits the Earth at a speed of 22 500 km/h. How long will it take for the
satellite to travel a distance of 78 750 km?
 Chapter 1: Rat io n al n u mbers 19

8 Use the degrees and minutes key on your calculator to answer the following questions.
a How far will a bus travel in 4 h 25 min at an average speed of 90 km/h?
b Calculate the average speed of a battleship which sails 600 km in 11 h 45 minutes.
Answer correct to the nearest km/h.
c How long will it take for a plane to fly 615 km at a speed of 180 km/h? Answer correct
to the nearest minute.

■ Further applications
9 The speed of ships and sometimes of aircraft is usually measured in knots. A knot is a speed
of 1 nautical mile per hour, where 1 nautical mile is equivalent to 1852 metres.
a Express 1 knot in km/h.
b If an aircraft is travelling at 120 knots, how long would it take to travel 5000 km?
c If another aircraft is travelling at 760 knots, how many kilometres will it travel in
6 hours?
10 The petrol consumption (C) of a car is measured in litres of petrol (L) used per 100 km (K)
travelled.
a Write down a formula connecting C, L and K.
b Calculate the petrol consumption of a car that travels 1038 km in a month and uses 95 L
of petrol.
c Meera is planning a tour of the Australian outback and expects to travel 10 000 km.
Her vehicle’s petrol consumption is expected to average 12 L/100 km. If the average
price of petrol in the outback is $1.12 per litre, calculate the expected cost of petrol for
this trip.

TRY THIS Passing trains

A slow train leaves Canberra at 9:17 am and arrives
at Goulburn at 12:02 pm. On the same day, the
express leaves Canberra at 9:56 am and arrives in
Goulburn at 11:36 am.
At what times does the express pass the slow train
if each is travelling at a constant speed?
HINT: A travel graph would give an approximate
time.
 20 Mathscape 9 Extension

0FF OCUS ON
O R K I N MI CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G
MATHEMATICALLY

A NUMBER PATTERN FROM GALILEO 1615

MATICALLY
F O C U S O N W O R K I HNE G
MAT

Galileo looking through a telescope in his observatory

Introduction
WORKING

Galileo Galilei (1564–1642), the famous Italian mathematician, is better known for his
scientific achievements than his mathematical ones. For example, in 1610 he made a series of
telescopes that enabled him to discover four of the moons of Jupiter, to see mountains on the
Moon, and to prove that the Milky Way was made up of stars. The four moons of Jupiter he
discovered centuries ago are today called the Galilean satellites in his honour. Their names are
Io, Europa, Ganymede and Callisto. We now know, thanks to space probes, that Jupiter has, in
ON

fact, 16 moons, 13 of which have been discovered from Earth.

1
In this activity, however, you will investigate a number pattern for the fraction --- . In 1615,
FOCUS

3
Galileo wrote one of the earliest manuscripts describing this pattern, so we can see how
interested he was in pure mathematics. First, we search for a pattern among specific cases using
inductive reasoning, and then we use algebra to generalise the pattern using deductive reasoning.
 Chapter 1: Rat io n al n u mbers 21

2L EARNING ACTIVITIES

1 1+3
1 Check that the following statement is true: --- = ------------

THEMATICALLY
3 5+7
2 Notice that the numbers in the numerator and denominator form the pattern of odd numbers
1, 3, 5 and 7.
1+3+5 1
3 Continue the pattern to obtain ------------------------ . Does it still equal --- ?
7 + 9 + 11 3
4 Write down the next term of the sequence and continue, checking that in each case the
1
fraction is equivalent to --- .
3
5 Why is this true? Don’t try a formal proof, but see if you can draw a diagram to show that
it must be. Use dots to represent the odd numbers and choose some specific cases. Ask for
help as needed.

ALLY
8C HALLENGE

FOCUS ON WORKING MA
IC
This is suggested as a group activity for extension stage 5 classes as an exercise in collaborative

MATHEMAT
learning.
1 Investigate the pattern of odd numbers 1 + 3 + 5 + 7 + 9 + 11 + …
2 Notice that the partial sums 1 + 3, 1 + 3 + 5, 1 + 3 + 5 + 7, … are perfect squares.
3 See if you can find the pattern for the sum of 2 terms, 3 terms, 4 terms, …
4 Make a hypothesis about the sum of n terms.
5 Make a hypothesis about the sum of 2n terms.
6 If there were n terms in the numerator, how many would there be in the denominator? How
many altogether?

WORKING
7 Look carefully at the following patterns:
1 + 3 + 5 = 32
and 7 + 9 + 11 = (1 + 3 + 5 + 7 + 9 + 11) − (1 + 3 + 5) = 62 − 32
1+3+5 32 9 1
So ------------------------ = ----------------
2 2
= ------ = ---
7 + 9 + 11 6 – 3 27 3
1
8 See if you can show that the next term is also --- using this same pattern:
ON

3
1+3+5+7
---------------------------------------- = …
FOCUS

9 + 11 + 13 + 15
9 From the pattern of your results, see if you can write down an expression for the fraction
you would get if there were n terms on top. Ask your teacher for help if you need it, and
1
discuss the possibilities between yourselves. Check that the expression reduces to --- .
3
 22 Mathscape 9 Extension

E L ET’S COMMUNICATE

Discuss what you have learned from this activity with a classmate or, perhaps, if you have
FOCUS ON WORKING MATHEMATICALLY

worked in a group for this activity, with the group members. Can you see the value of inductive
thinking in mathematics, that is, finding a pattern to suggest a general rule?
If you worked in a group, write a short account of whether you enjoyed collaborating with
others. Is it a good way to learn?

%R EFLECTING

Mathematical thinking can be inductive, searching for a pattern to suggest a general rule, or
deductive, reasoning in a chain of argument that leads to a mathematical proof. Both are very
important in learning mathematics and are often used together.
Think over how much of your learning in Year 9 is inductive and how much deductive. Discuss
with your teacher as to how the two go together in mathematics lessons.

1 What is a small word for magnitude? rate noun 1. speed: to work at a steady rate | The car
2 Explain the difference between a guess was travelling at a rate of 100 kilometres an hour.
and an estimate. 2. a charge or payment: The interest rate on the loan
3 What is a rational number? is 10 per cent per year. 3. rates, the tax paid to the
4 When is a digit in a number significant? local council by people who own land
–verb 4. to set a value on, or consider as: The council
5 Read the Macquarie Learners Dictionary rated the land at $20 000. | I rate him a very good
entry for rate: friend.
–phrase 5. at any rate, in any case: We enjoyed
ourselves at any rate.
6. at this rate, if things go on like this: At this rate
we will soon run out of money.
How is the word ‘rate’ used in this chapter?
 Chapter 1: Rat io n al n u mbers 23

1 State the number of significant figures in:

VIEW
5 92.8 3 15 + 4 13
a 406 b 7.2009 e ---------------- f ---------------------------
c 0.0031 d 12.0560 4– 2 15 – 13
2 Round off each number correct to 8 Estimate the value of each calculation.
1 significant figure. a 9.84 × 15.2 + 18.77
a 76 b 150 b 7.97 + 47.3 ÷ 15.49
c 4278 d 894 000 194.7 × 259.2
c ---------------------------------

CHAPTER RE
3 Round off each number correct to 53.6
2 significant figures. 9 Write each of these as a recurring
a 341 b 725 decimal.
c 15 049 d 369 412 a 0.333 333 … b 0.252 525 …
4 Round off each number correct to the c 0.346 346 … d 5.918 181 …
number of significant figures shown in 10 Convert these fractions to recurring
the brackets. decimals.
a 198 [1] b 4316 [1] 7 4 7
c 18 209 [1] d 572 [2] a --- b ------ c 1 -----
-
9 11 12
e 2154 [2] f 36 587 [2]
11 Convert these recurring decimals to
5 Round off each decimal correct to the fractions.
number of significant figures shown in a 0.2̇ b 0.7̇2̇ c 0.13̇
the brackets.
a 4.83 [1] b 0.0723 [2] 1
12 Given that --- = 0.16̇ , express each of the
c 3.4661 [3] d 22.018 [3] 6
e 106.84 [2] f 8994.7 [1] following fractions as a recurring
6 Evaluate each of these correct to decimal.
2 decimal places, using a calculator. 1 1
a ------ b ---------
60 600
a 5 2--3- − 1 -----
10
7
- b −6.3 − 1.29
13 Express each statement as a rate in
c 5.842 d 136.4 simplest form.
e 3 91 f 2.715 a 80 m in 10 s
6 1 b $45 for 9 min
g 101.9 h -------------
0.107 c 72 L in 3 h
8π
i ------ d 215 runs for 5 wickets
3
7 Evaluate each of the following, correct to 14 a A car uses 18 L of petrol to travel
2 decimal places, using a calculator. 150 km. How much petrol would be
15.7 × 34.15 needed to travel 350 km?
a ------------------------------ b 75.3 × 29.1
12.31 – 5.6 b A farmer spreads 25 kg of fertiliser
1 over an area of 4000 m2. How much
c ------------------------------- d 3.45 − (2 3--5- )4 fertiliser would be needed to cover an
3 2
0.57 + 4.5 area of 1.5 ha?

CHAPTER REVIEW
 24 Mathscape 9 Extension

A plane flew 6000 km in 7 1--2- hours. At

CHAPTER RE

15 Convert: 17 a
a 7 mm/min to mm/h what speed was the plane travelling?
b 75 km/h to km/day b Karen walked 24 km at 5 km/h, for
c 1.35 L/m2 to mL/m2 how long did she walk?
d 8.2 m/s to cm/s c Jude drove at 80 km/h for 4 h 15 min.
16 Convert: What distance did he drive?
a 40 m/min to km/h 18 Daryl drove 527 km in 6 h 23 min. Find
b 250 mL/h to L/day his speed, correct to 1 decimal place.
c 13.5 g/m2 to kg/ha
d 5 m/s to km/h
VIEW

CHAPTER REVIEW
Algebra

2
This chapter at a glance
Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

use algebra to find rules for simple number patterns

use the method of finite differences to find rules for simple number patterns

evaluate algebraic expressions by substituting numbers for pronumerals

add and subtract algebraic expressions

multiply and divide algebraic expressions

simplify algebraic expressions using the order of operations

expand algebraic expressions that contain grouping symbols using the
distributive law

factorise algebraic expressions by removing the highest common factor

add and subtract algebraic fractions

multiply and divide algebraic fractions

link algebra with generalised arithmetic

use algebra to prove general properties of numbers

use algebra to generalise solutions to problems
Algebra

expand binomial products

expand perfect squares using the special identities

determine whether a given expression is a perfect square

complete a perfect square

expand expressions using the difference of two squares identity

expand expressions that involve a combination of algebraic techniques.

25
26 Mathscape 9 Extension

2.1 Describing simple patterns

Many complex problems can often be solved more easily by using algebra. Algebra lets us
replace complex statements with short, simple expressions. Algebra also lets us generalise
results that are always true, or are true under certain conditions, so that we do not have to keep
solving the same types of problems over and over again.

■ Finite differences
It is not always easy to find the algebraic rule that describes the relationship between variables.
The method of finite differences is a simple technique that can be used to help us find this
relationship. Finite differences are the differences between the numbers in the bottom row of a
table of values.
For example, the numbers in the bottom row x 1 2 3 4
of this table are increasing by 3. Therefore, y 13 16 19 22
the finite differences in the table are all 3s.
+3 +3 +3
To find the rule that links the variables x and y in a linear relationship:

write the standard rule in the form y = ∆x +

find ∆, the finite differences between the bottom numbers in the table

find by substituting into the rule a pair of values from the table.

NOTE: This method can only be used for linear relationships when the x-values are consecutive
integers (e.g. x = 1, 2, 3…).

Example
EG Find the rule that describes the relationship between x and y in this table of values.
+S
x 0 1 2 3
y 7 12 17 22

Solution
Let the rule be in the form y = ∆x + ,
x 0 1 2 3
where ∆ is the difference between each
pair of consecutive y-values. y 7 12 17 22
Now, the y-values are increasing by 5, ∴ ∆ = 5.
+5 +5 +5
If y = 5x + and x = 0 when y = 7,
7 = (5 × 0) +
7=0+
∴ =7
∴ The rule is y = 5x + 7.
 Chapter 2: Algebra 27

Exercise 2.1

1 Complete each table of values using the given rules.

y=x+3 y = 2x + 5
a x 1 2 3 4 b x 0 1 2 3
y y
y = 3x − 4 y = 5x − 7
c x 5 6 7 8 d x 2 3 4 5
y y

2 For each table of values in Q1, compare the differences between the y-values and the
co-efficient of x in the rule. What do you notice?
3 Use the method of finite differences to find a rule for each table of values.
a x 1 2 3 4 b x 0 1 2 3
y 4 8 12 16 y 6 7 8 9

c x 4 5 6 7 d p 2 3 4 5
y 11 13 15 17 q 5 8 11 14

e p 1 2 3 4 f p 7 8 9 10
q 9 14 19 24 q 47 54 61 68

g a 4 5 6 7 h a 0 1 2 3
b 17 19 21 23 b 3 7 11 15

i a 3 4 5 6 j s 5 6 7 8
b 18 24 30 36 t 17 22 27 32

k s 1 2 3 4 l s 2 3 4 5
t 13 20 27 34 t 19 31 43 55
28 Mathscape 9 Extension

■ Consolidation

a Copy and complete this table of values.

Number of pentagons (p) 1 2 3
Number of triangles (t)
b Write down an algebraic rule that links the number of triangles (t) to the number of
pentagons (p).
c How many triangles would there be in a figure with 9 pentagons?

a Copy and complete this table of values.

Number of squares (s) 1 2 3
Number of crosses (c)
b Write down an algebraic rule that links the number of crosses (c) to the number of
squares (s).
c How many crosses would there be in a figure with 20 squares?

a Copy and complete this table of values.

Number of circles (c) 1 2 3
Number of dots (d)
b Write down an algebraic rule that links the number of dots (d) to the number of
circles (c).
c How many dots would there be in a figure with 15 circles?
 Chapter 2: Algebra 29

a Copy and complete this table of values.

Number of large rhombuses (r) 1 2 3
Number of dots (d)
b Write down an algebraic rule that links the number of dots (d) to the number of large
rhombuses (r).
c How many dots would there be in a figure with 40 large rhombuses?

a Copy and complete this table of values.

Number of squares (s) 1 2 3
Number of dots (d)
b Complete this rule that relates the number of dots to the number of squares: d = ∆s + .

a Copy and complete this table of values.

Number of rectangles (r) 3 4 5
Number of dots (d)
b Complete this rule that relates the number of dots to the number of rectangles:
d = ∆r + .
30 Mathscape 9 Extension

10

a Copy and complete this table of values.

Number of circles (c) 3 4 5
Number of dots (d)
b Complete this rule that relates the number of dots to the number of circles: d = ∆c + .

11

a Copy and complete this table of values.

Number of crosses (c) 2 3 4
Number of dots (d)
b Complete this rule that relates the number of dots to the number of crosses: d = ∆c + .

12 Use the method of finite differences to find a rule linking the x- and y-values in each table.
a x 1 2 3 4 b x 0 1 2 3
y −7 −14 −21 −28 y 5 4 3 2

c x 1 2 3 4 d x 3 4 5 6
y 7 5 3 1 y 11 8 5 2

e x −4 −3 −2 −1 f x −2 −1 0 1
y 10 9 8 7 y 13 10 7 4

■ Further applications
13
 Chapter 2: Algebra 31

a Copy and complete this table of values.

Number of squares (s) 1 4 9
Number of dots (d)
b Write down an algebraic rule that links the number of dots (d) to the number of
squares (s).
c How many dots would there be in a figure with 64 squares?

14

a Copy and complete this table of values.

Number of cans in base (b) 1 2 3
Total number of cans (c)
b Write down an algebraic rule that links the total number of cans (c) to the number of
cans in the base (b).
c How many cans would there be in a pile with 10 cans in the base?

TRY THIS Flags

Consider the following diagrams, then complete the table.
1 2 3

Pole length 1 2 3 4 5 …n
Number of squares 3

Find a rule relating the number of squares in the flag to the pole length.
HINT: The rule is not linear.
32 Mathscape 9 Extension

2.2 Substitution
When we substitute for a pronumeral, we give the pronumeral the value of a number. An
algebraic expression can have a number of values, depending on the value(s) that are substituted
for each pronumeral.

Example 1
EG Evaluate each of the following when x = 3 and y = 7.
+S x+y
a 8x − 2y b 2x2 c ------------ d 6(x + y)
2
Solutions
a 8x − 2y b 2x2
= (8 × 3) − (2 × 7) = 2 × 32
= 24 − 14 = 2×9
= 10 = 18
x+y
c ------------ d 6(x + y)
2
= 6(3 + 7)
3+7 = 6 × 10
= ------------
2
= 60
10
= ------
2
=5

Example 2
EG Evaluate each of these when m = 2 and n = 5.
+S
a m−n+9 b 3m − 4n c mn(m − n)

Solutions
a m−n+9 b 3m − 4n c mn(m − n)
= 2−5+9 = (3 × 2) − (4 × 5) = 2 × 5 × (2 − 5)
= −3 + 9 = 6 − 20 = 10 × (−3)
=6 = −14 = −30

Example 3
EG Evaluate each of the following given that p = 4, q = −3 and r = −6.
+S
a p+q−r b pqr c q( p − r)

Solutions
a p+q−r b pqr c q( p − r)
= 4 + (–3) − (–6) = 4 × (−3) × (−6) = −3(4 − −6)
=4−3+6 = −12 × −6 = −3 × 10
=1+6 = 72 = −30
=7
 Chapter 2: Algebra 33

Exercise 2.2

1 Evaluate each of the following when k = 5.

a k+7 b k−2 c 13 − k d 3k
e 7k + 8 f 12k − 23 g 30 − 4k h k2
i k3 j 3k2 k k2 + 3k l 2k2 − 9k
40 k k+7 5k + 11
m ------ n ------ o ------------ p ------------------
k 15 4 2k – 1

■ Consolidation
2 Evaluate each of these when m = 7 and n = 3.
a 16 − m + n b mn − 8 c 6m − n d 2m + 5n
e 13n − 4m f 50 − 2mn g 3m + 6n − 11 h 100 − 5m − 3n
i n2 + 10 j 50 − m2 k m2 − n2 l 4n2
m 2m + 132 n n − 8m
3 o mn 2 p m2n − mn3
q 5(m + n) r 12(m − n + 6) s n(8m − 20) t 2n(5m + mn)
24 4m + 4n 3m + 2n 2
u ------------- v -------------------- w -------------------
2
- x m + 5n
m–n 5 n
3 Find the value of each expression using the substitutions r = 6, s = 2 and t = 11.
a s−r b r−t c −s + t d −t − r
e r−s−t f s−t+r g −r + s + t h −t + s − r
i 3s − t j −5t + 4r k −8r + st l 5s − rt
m 100 − rst n rs − st o r2 − 3rt p s 2 − r 2 + t2
q t − 5s 2 r r(s − t) s 5(2t − 4r − 9s) t 3s(r2 − t2)

■ Further applications
4 Evaluate each of the following given that a = −3, b = 8 and c = −6.
a a+b b b−c c c+a d a−b
e a−c+b f c+b+a g b−a−c h −b + c + a
i 4a − 2b − c j b + 5a + 2c k 3b − 5a + 10c l −4c + 3b − 7a
m b(a + c) n c(b − a) o 2a(c + b) p ac(b − 10)
q (b − a)(b + c) r a2b s ab − c3 t abc
2 2
2 2 ab b – 2c 2(a + c )
u b +c v ------ w --------------- x ------------------------
c a–1 ac

2.3 Adding and subtracting

algebraic expressions
Algebraic terms with identical pronumerals are called like terms. Only like terms can be added
or subtracted.
34 Mathscape 9 Extension

Some examples of:

• like terms are 3m and 5m, 7q and −2q, xy and yx, 4t 2 and 9t 2
• unlike terms are 4a and 4b, ef and fg, 6u2 and 11u.

To collect the like terms in an algebraic expression:

add or subtract the co-efficients

keep the same pronumeral(s).

Example 1
EG Simplify each of these.
+S
a 7s + 3s b 12w − 4w c 6y − y
d 5r 2 + 2r 2 e 14gh − 9gh f 7pq + 6qp

Solutions
a 7s + 3s = 10s b 12w − 4w = 8w c 6y − y = 5y
d 5r 2 + 2r 2 = 7r 2 e 14gh − 9gh = 5gh f 7pq + 6qp = 13pq

Example 2
EG Simplify these expressions by collecting the like terms.
+S
a 6e + 13 + 4e + 8 b 9v 2 + 7v + v 2 − 3v c 8x + 7y − 5x − 12y

Solutions
a 6e + 13 + 4e + 8 b 9v 2 + 7v + v 2 − 3v c 8x + 7y − 5x − 12y
= 6e + 4e + 13 + 8 = 9v 2 + v 2 + 7v − 3v = 8x − 5x + 7y − 12y
= 10e + 21 = 10v 2 + 4v = 3x − 5y

Exercise 2.3

1 a Simplify 7x + 3x.
b Verify your answer by substituting several values for x.

2 a Simplify 5n + 2n and 2n + 5n.

b Does 5n + 2n = 2n + 5n?
c Does it matter in which order algebraic expressions are added?

3 a Simplify 5s − 3s and 3s − 5s.

b Does 5s − 3s = 3s − 5s?
c Does it matter in which order algebraic expressions are subtracted?

4 Simplify each of the following.

a 4y + 5y b 12n − 8n c 2c + c d 7k − k
e 11z − 11z f 10b − 9b g 3a2 + 4a2 h 13g2 − 5g2
i 6pq + 5pq j 15xy − 8yx k 2abc + 6abc l 14m2n + 5m2n
 Chapter 2: Algebra 35

m 3t − 7t n −2u + 12u o −13p + 4p p −8j − 7j

q 5pq − 11pq r −10yz + 9zy s e 2 − 11e 2 t −9rs2 + 7rs2

■ Consolidation
5 Simplify:
a 3a + 4a + 2a b 10b − 3b − b c 9k − 6k + 7k d 5m − 8m − 4m
e 3p − 10p + 15p f −6r + 4r + 9r g −x − 7x − 5x h −3c + 2c − 11c
i 4e 2 − 7e 2 − 10e 2 j 8a2 − 12a2 + 4a2 k 5ab + ab − 9ab l −9pq + 6pq + 7pq
6 Collect the like terms in each expression.
a 4q + 3q + 2 b 5g + 8 + 9 c 15u − 7u − 3 d 13 + 6t − 5t
e 10c + 8c + d f 9j − 4k + 2j g 3a − 5a + 7 h 12 − 2n − 4n
i x + 4x + x
2 j 8m + m2 − 10m k 3w2 + 2w2 + w l 4a2b + 6ab2 − 3ab2

7 Simplify these expressions by collecting the like terms.

a k+2+k+3 b 7c + 4 + 5c + 1 c 8p + 3q + p + 7q
d 8m + 5n + m − 4n e 5t + 12 − 2t + 4 f 8u + 9v − 3u − v
g 10g + 4g − 3h + 6h h 11p + 2q − 6q − 4p i 3b − 5c + 2c − 8b
j 6s + 11 − 6s + 11 k 5y − 9 + 5y + 9 l 4m − 7n − 10m + 5n
m x + y − 4x − 7y n −6a + 2b + 5a + 10b o −5j − 12k + 15j − 4k
p x + 6x + 2x + 3x
2 2 q 7a2 + a2 + a − 4a r 9u − 4u 2 − u 2 + 3u
s z − 2z + 5z − 3z
2 2 t d 2 + 7d + 5 − 4d u 4mn + 5m − 3mn − 9n

8 Find, in simplest form, an algebraic expression for the perimeter of each figure.
a b c
8n
m
5k
6n
m+6

d e f 2c − 1
y−5
x−2
c+4
3c + 11
15 − x y + 12
c−7

■ Further applications
9 a Subtract 3x 2 − 4x + 10 from 7x 2 + 2x − 4.
b From 5a2 + 9, take a2 − 2a − 5.
c Find the difference between 5p + 3 and 2p2 + 6p + 3.
d By how much does 4k 2 + 7k + 11 exceed k 2 − 2k + 15?
e Take the sum of t 2 − t + 4 and 2t 2 + 17t + 9 from 4t 2 + 9t + 20.
36 Mathscape 9 Extension

2.4 Multiplying and dividing

algebraic expressions
Any algebraic terms can be multiplied or divided. They do not have to be like terms.

To multiply algebraic terms:

multiply the co-efficients

multiply the pronumerals.

To divide algebraic terms:

express the division as a fraction

divide the co-efficients

divide the pronumerals.

Example 1
EG Simplify each of the following:
+S
a b×3 b 4r × 5s c 1
---
4
× 24w
d 8a × 5a e 6xy × 7yz f −12u × (−5v)

Solutions
a b × 3 = 3b b 4r × 5s = 20rs c 1
---
4
× 24w = 6w
d 8a × 5a = 40a2 e 6xy × 7yz = 42xy2z f −12u × (−5v) = 60uv

Example 2
EG Simplify each of the following:
+S
a 15p ÷ 5p b 21ab ÷ 3a c 45t 2 ÷ 9t d 64mn2 ÷ (−8mn)

Solutions
a 15p ÷ 5p b 21ab ÷ 3a c 45t 2 ÷ 9t d 64mn2 ÷ (−8mn)
15 p 21ab 45t 2 64mn 2
= --------- = ------------ = ---------- = ----------------
5p 3a 9t – 8mn
=3 = 7b = 5t = −8n

Exercise 2.4

1 a Simplify 2a × 3b.
b Verify your answer by substituting several pairs of values for a and b.

2 a Does 5n × 4n equal 20n or 20n2?

b Substitute a value for n to verify your answer.
 Chapter 2: Algebra 37

3 a Does 12y ÷ 2y equal 6 or 6y?

b Substitute a value for y to verify your answer.

4 a Simplify 5x × 3y and 3y × 5x.

b Does 5x × 3y = 3y × 5x?
c Does it matter in which order algebraic expressions are multiplied?

5 a Simplify 6p ÷ 12 and 12 ÷ 6p.

b Does 6p ÷ 12 = 12 ÷ 6p?
c Does it matter in which order algebraic expressions are divided?

6 Simplify these products.

a 5 × 3n b 6c × 4 c 9w × 7 d 11 × 8g
e u × 5v f 9m × n g 7a × 2b h 8x × 5y
i 4c × 9d j 10r × 7s k 5p × 12q l 9v × 9w
m a×a n 2e × e o 4k × 3k p 5h × 6h
q mn × mp r 6cd × 7c s 5fg × 4gh t 4vw × 8wx
u 1--2- a × 14 v --- m × 12n
1
3
w 24pq × 3--4- r x 15c × 2--3- cd

7 Simplify these quotients.

a 10b ÷ 2 b 21z ÷ 7 c 18k ÷ 3 d 40m ÷ 5
e 6w ÷ w f 32n ÷ 4n g ab ÷ b h pqr ÷ pr
i 50gh ÷ 5h j 42mn ÷ 6m k 30xy ÷ 3y l 54cde ÷ 9cd
m t ÷t
2 n 13v2 ÷ v o 6u2 ÷ 6u p 15a2 ÷ 5a
q 24m2 ÷ 3m r 72e2 ÷ 8e s 7a2b ÷ 7a t 60rs2 ÷ 12rs

■ Consolidation
8 Simplify:
a −3 × 7y b −8x × (−5) c 4g × (−12h) d −10b × (−c)
e −j × (−j) f −9v × 3v g −7ab × 5b h −8xy × (−12yz)

9 Simplify:
– 12c – 49n 27k – 36ef
a ------------ b ------------ c --------- d ---------------
3 –7 – 9k 4e
– 84mnp 63k 2 – 25t 2 – 96u 2 v
e -------------------- f ----------- g ------------- h -----------------
– 12mp – 7k – 5t 8uv

10 Simplify each of the following expressions.

a 3a × 2b × c b 4m × n × 7p c 5e ÷ 5 × 2f
d 4g × 3 ÷ 6g e 24k ÷ 3k ÷ 2 f 30ab ÷ 3a ÷ 2b
g 9pq ÷ 3p × 7q h 6m × 8n ÷ 12m i 10a2 × 4b ÷ 5ab
j 27y × 2yz ÷ 6y k 5c × 2d × 6cd l 72w2 ÷ 9w ÷ 4w
m −2x × (−3y) × 7 n 15p × (−3q) ÷ 9p o −50rs ÷ 5r × (−2s)
38 Mathscape 9 Extension

■ Further applications
11 Find the missing term in each of these.
a 3m × = 18m b × 4 = 28j c 12y ÷ = 3y
d ÷ 5t = 6 e × 6x = 24xy f 36pq ÷ = 12p
g 8e × = 40ef h ÷ 6k = 7m i 5a × = 15a2
j ÷ w = 5w k × 9h = 72h2 l 60c2 ÷ = 5c
m × −4p = −32pq n −25gh ÷ = 5g o ÷ 3x = −9x

12 Simplify, giving your answers in simplest fraction form.

a 5c ÷ 10 b 2 ÷ 2k c 9h ÷ 6 d 4ab ÷ 12a
e 12mn ÷ 20n f 14u ÷ 21uv g 25cd ÷ 35de h 42s2 ÷ 49s
i 18uv ÷ 27v 2 j 35x2 ÷ 60xy k 36abc ÷ 44bcd l 72e2f ÷ 56ef 2

TRY THIS Overhanging the overhang

Place a ruler on the edge of a table. How
far will it overhang the edge of a table
before it topples?
Now move the ruler so that it overhangs
the table by 10 cm. Place another ruler on
top of this first ruler. How far can this
ruler overhang the first before it topples?
Now vary the bottom ruler each time.
Continue to see how far you can overhang
the top ruler.
Record your results.
Where should you place the two rulers so that you obtain the greatest possible
overhang?
Now try three rulers and repeat the procedure. If possible, try four rulers. What
conclusions can you make? Could you make a deduction if you had n rulers?

2.5 The order of operations

When simplifying expressions that contain several terms, follow the order of operations.

The order of operations is to:

simplify any expressions inside grouping symbols

simplify any multiplications and divisions, working from left to right

simplify any additions and subtractions, working from left to right.
 Chapter 2: Algebra 39

Example
EG Simplify:
+S
a 42cd ÷ 7c × 5e b 40u − 9u × 3 + 5u c [25a − (3a + 12a)] ÷ 2a

Solutions
a 42cd ÷ 7c × 5e b 40u − (9u × 3) + 5u c [25a − (3a + 12a)] ÷ 2a
42cd
= ------------ × 5e = 40u − 27u + 5u = [25a − 15a] ÷ 2a
7c = 13u + 5u 10a
= ---------
= 6d × 5e = 18u 2a
= 30de =5

Exercise 2.5

1 Simplify:
a 3 × (4n + 2n) b (15q − 3q) ÷ 4 c (8j + 5j) × 2
d 12x − (5x + 3x) e 3t × (12t − 4t) f (s + 7s) × 4s
g 5p × (3q + 9q) h (11c − c) × 2d i 21b ÷ (5b + 2b)
j 36y 2 ÷ (13y − 4y) k 63gh ÷ (3g × 3h) l 50cd ÷ (8d + 2d)
m 2 × (2f + 4f ) × 4 n 5 × (17t − 9t) ÷ 4t o (17a2 + 3a2) ÷ (9a − 4a)

■ Consolidation
2 Simplify these expressions by removing the innermost grouping symbols first.
a [11t + (3 × 4t)] + 2t b [17y − (27y ÷ 3)] − y c [40g − (7g × 5)] × 4
d 6c + [9c − (10c − 5c)] e 5 × [(15n + 6n) ÷ 7] f [8w + (4 × 10w)] ÷ 12w
g 32r − [12r + (45r ÷ 9)] h [(22f − 4f ) ÷ 2] × 5f i −8k − [17k − (19k − 13k)]

3 Simplify each expression using the order of operations.

a 5k + 3k × 2 b 20z − 14z ÷ 2 c 4n × 2n + 7n2
d 25v 2 − 6v × 4v e 22ab − 5a × 3b f 28pq ÷ 4p + 6q
g 18ef − 12ef ÷ 3 h 7y + 20xy ÷ 4x i 7 × 2s − 5s × 2
j 24a ÷ 8 + 4a × 2 k 8a × 4b + a2b ÷ a l 100x 2 ÷ 2x − 8 × 5x
m 10g + 5g × 3 + 2g n 6x − 8 × 2x + x o 2k − 32k ÷ 4 − 3k

4 Express each of these in simplest form.

10x × 6 19u + 9u 8 p × 3q 33rs – 15sr
a ------------------ b ---------------------- c ---------------------- d ----------------------------
4 × 3x 13u – 6u 12 p – 6 p 3r × 2s

■ Further applications
5 Insert grouping symbols in each of these to make a true statement.
a 4 × 2s + 3s = 20s b 40pq ÷ 5p × 2q = 4 c 16a − 4a + 2a − 7a = 3a
d 24e2 − 6e2 ÷ 6e = 3e e 8 × 4n − 5n × 3 = 17n f 8w + 9w 2 × 6 ÷ 3w = 26w
40 Mathscape 9 Extension

2.6 The distributive law

Algebraic expressions can be expanded by the use of the distributive law.

To expand an expression by using the distributive law:

multiply the term outside the grouping symbols by each term inside.

a(b + c) = ab + ac and a(b − c) = ab − ac

Example 1
EG Expand:
+S
a 4(k + 5) b w(w − 1) c 6g(4g − 7h)

Solutions
a 4(k + 5) b w(w − 1) c 6g(4g − 7h)
= (4 × k) + (4 × 5) = (w × w) − (w × 1) = (6g × 4g) − (6g × 7h)
= 4k + 20 = w2 − w = 24g2 − 42gh

Example 2
EG Expand:
+S
a −5(n + 2) b −7(e − 3) c −8z(3x − 4y)

Solutions
a −5(n + 2) b −7(e − 3) c −8z(3x − 4y)
= −5n − 10 = −7e + 21 = 24xz + 32yz

Example 3
EG Expand and simplify:
+S
a 3(b + 2) + 10 b 12 + 4(a − 5) c 9(x + 5) − 4(x − 10)
Solutions
a 3(b + 2) + 10 b 12 + 4(a − 5) c 9(x + 5) − 4(x − 10)
= 3b + 6 + 10 = 12 + 4a − 20 = 9x + 45 − 4x + 40
= 3b + 16 = 4a − 8 = 5x + 85

Exercise 2.6

1 Expand each of the following.

a 3(a + 4) b 5(p − 2) c 7(m + 1) d 8(5 − k)
e 4(5h + 7) f 6(2y − 3) g 5(3m + 7n) h 2(9y − 10z)
 Chapter 2: Algebra 41

i a(b + c) j p(q − r) k e(2f + g) l k(4m − 11n)

m 3t(u + v) n 6k(3m − 4) o 4f(5g − 7h) p 12r(3s + 5t)
q x(x + y) r b(1 − b) s 7n(2n − 7) t 9vw(3v − 8w)

2 Expand each of these.

a −2(n + 7) b −3(b − 6) c −9(k − 1) d −11(8 + u)
e −5(2j + 9) f −6(7 − 10y) g −x(y + z) h −t(3u − v)
i −c(5d + 2e) j −2n(p + q) k −9r(5s − 3) l −6h(4i − 11j)
m −s(s − t) n −j(1 + j) o −6y(5y − 12) p −4mn(2m + 5n)

3 Expand:
a (x + 5)6 b ( j − 2)7 c (k + 8)m d (2p + 3)4
e (c − d)d f (3a + 7b)5c g (5s − 2t)4s h (3m + 8n)2mn

■ Consolidation
4 Expand and simplify each of these expressions.
a 5(n + 7) + 6 b 4(c + 5) + 3c c 6(q + 4) − 11
d 12(3 + t) − 5t e −3(m + 2) + 10 f −7(2n − 3) − 5
g 10a + 4(6 − a) h 7 + 3(4x − 1) i 2q − 6(5 + 2q)
j 4m + 8(2m − 11) k 8 − (2x − 7) l 5c − 6(1 − 4c)
m 5(2m + 9) + m + 15 n 3k + 9 + 2(k − 4) o 12x + 17 − 2(3x − 5)
p 7(5t + 3) − 10t − 15 q 4y + 3(y + 7) + 8 r 5w − 4(w − 3) − 9

5 Expand each of these, then collect the like terms.

a 3(n + 4) + 5(n + 2) b 6(z + 5) + 4(z − 2) c 7(p − 2) + 8(p + 3)
d 5(w + 2) + 2(w − 5) e 4(x + 3) − 3(x − 5) f 3(n − 1) − 7(n − 2)
g 9(a + 6) − 7(3 − a) h −4(s − 5) − 6(s − 1) i 8(2b + 3) + 3(3b − 2)
j 6(3c − 4) − 5(4 − 3c) k −3(7y + 2) + 5(2y + 3) l −6(3k + 4) − 9(12 − 2k)
m x(x + 5) + 3(x + 9) n y(y − 2) + 6(y − 7) o 3a(a + 6) + 2a(a + 4)
p 4g(g + 3) − 6g(g − 2) q 8u(u − 2) − 5u(7 − u) r 10c(2d + e) + 5c(3d + 4e)

6 Are the following statements true (T) or false (F)? Explain.

a 6(2p + 5) = (2p + 5)6 b 7(3y + 2) = 21y + 2 c 5 + 4(x − 1) = 9(x − 1)
d −2(5v − 3) = −10v − 6 e ab(a + b) = a2b + ab2 f −(w − 2) = 2 − w

■ Further applications
7 Find, in simplest form, an expression for the area of each figure.
a b c d

3a + 4 11m − 4n 7v
k+8

5 2mn 6k 4w − 10
42 Mathscape 9 Extension

2.7 The highest common factor

To factorise an expression means to write the expression as the product of its factors. This is
the same as reversing or undoing the expansion process.

Expanding

a(b + c) = ab + ac

Factorising

Many expressions can be factorised in several different ways. For example, we can factorise
8n + 16 as 1(8n + 16) or 2(4n + 8) or 4(2n + 4) or 8(n + 2). However, by convention, we use
the highest common factor (HCF), that is, the greatest possible factor that is common to every
term in the expression, when factorising. In this example, the HCF of 8n and 16 is 8. Hence,
the correct factorisation of 8n + 16 is 8(n + 2).

To factorise an algebraic expression:

write the HCF of the terms outside the grouping symbols

divide each term in the expression by the HCF to find the terms inside the
grouping symbols.

ab + ac = a(b + c) and ab − ac = a(b − c)

NOTE:
• If the first term of an expression is negative, then by convention, the HCF is also negative.
• Factorisations should be checked by expanding the answers.

Example 1
EG Factorise:
+S
a 3x + 12 b 2r − 14 c 10p + 45
d a2 + 8a e 12t 2 − 16tu f m2n + mn2 − mnp

Solutions
a 3x + 12 b 2r − 14 c 10p + 45
= 3×x+3×4 = 2×r−2×7 = 5 × 2p + 5 × 9
= 3(x + 4) = 2(r − 7) = 5(2p + 9)
d a2 + 8a e 12t 2 − 16tu f m2n + mn2 − mnp
= a×a+a×8 = 4t × 3t − 4t × 4u = mn × m + mn × n − mn × p
= a(a + 8) = 4t(3t − 4u) = mn(m + n − p)
 Chapter 2: Algebra 43

Example 2
EG Factorise:
+S
a −7g − 28 b −ab + bc

Solutions
a −7g − 28 b −ab + bc
= −7 × g − 7 × (+4) = −b × a − b × (−c)
= −7(g + 4) = −b(a − c)

Exercise 2.7

1 Complete each of these factorisations.

a 2n + 6 = 2( ) b 3p − 15 = 3( ) c 7y + 7 = 7( )
d 4g + 10 = 2( ) e 12a − 9 = 3( ) f 15k − 25m = 5( )
g ax + ay = a( ) h pq − qr = q( ) i st − t = t( )
j m2 + 3m = m( ) k 4r − r 2 = r( ) l ab + b 2 = b( )
m 5d + 10d = 5d(
2 ) n 12p2 − 21p = 3p( ) o 35yz + 28y2 = 7y( )
2 Factorise each of these expressions by taking out the highest common factor.
a 2c + 8 b 5y + 10 c 18 + 3q d 35 + 7p
e 2h − 14 f 6t − 30 g 33 − 3r h 48 − 4n
i 5c + 5d j 3x − 6y k 21g + 7h l 8m − 40n
m ab + ac n uv − uw o ef − fg p rs − r
q b 2 + bc r k2 − 8k s 11n + n2 t a − a2

■ Consolidation
3 Factorise by removing the highest common factor.
a 6n + 9 b 10b + 25 c 10y + 12 d 12k − 8
e 21w − 35 f 18s − 21 g 16a + 24 h 18t − 30
i 30p + 27 j 14c + 49 k 30r − 80 l 22e − 99
m 35 − 55h n 90 + 63v o 39 + 26z p 24 − 60j

4 Factorise each expression completely.

a 3ab + 9bc b 2xy + 8xz c 4pq − 20qr d 7gh − 14hi
e 4uv + 6uw f 8ef + 20fg g 33rs − 77qr h 24mn − 20mp
i 7c + 21c
2 j 24w2 − 6w k 10g2 − 22g l 15y + 40y2
m mnp + mnq n rst − rtu o a2b + ab 2 p def − de2
q j 2k − jk 2m r 12tu + 15u2v s 4ab 2 + 10a2bc t 49x 2y 2 − 42xyz

5 Factorise:
a 3a + 3b + 3c b pq + pr − ps c a 2 − ab − ac
d 5r + 10s + 25 e 4x 2 − 10x + 8xy f 6 + 24u − 18u 2
g 42k 2 − 14k + 21 h 3mn − m + mn2 i 2x 2 + 2xy − 6x
j 30t − 15tu + 10t 2 k 4cd + 28c 2 − 20ce l 21f − 70fg − 56f 2
m a 2b + ab 2 + ab n 8pq − p 2q + pq2 o u 2vw − uv 2w − uvw 2
44 Mathscape 9 Extension

6 Explain why each of these expressions has not been correctly or completely factorised.
a 8x + 12 = 2(4x + 6) b p2 + 7p = p(2 + 7)
c e 2 + e = e(e + 0) d abc + abd = a(bc + bd)
e 7uv + 14u = 7u(v + 14u) f 3p + 3q + 15 = 3( p + q) + 15

■ Further applications
7 Factorise by taking out the greatest negative common factor.
a −2p − 12 b −3x − 21 c −15g − 20 d −14u − 49
e −2t + 2 f −8w + 24 g −12k + 16 h −9r + 30
i −24 − 15m j −18 + 45q k −36 + 24y l −63 − 77c
m −ab + bc n −mn − km o −x 2 − 2x p −4e + e 2
q −9k 2 + 12k r −20a − 28a 2 s −25b + 55bc t −48x 2y − 60y 2

8 Factorise by taking out the binomial common factor.

a a(b + c) + 5(b + c) b m(x − y) + n(x − y) c p(p + 3) + 4(p + 3)
d x(a + 1) − 2(a + 1) e 3(m − 7) − n(m − 7) f a 2(p + q) − 6(p + q)
g 5c(c + 4) + 2(c + 4) h 8(1 − k) − 3m(1 − k) i y(2s + 3) − z(2s + 3)
j 4g(3w − 5) + 9h(3w − 5) k x(x − 7) + (x − 7) l (7b + 2c) − 3d(2c + 7b)

2.8 Adding and subtracting

algebraic fractions
To add or subtract algebraic fractions:

express the fractions with a common denominator

add or subtract the numerators

simplify if possible.

Example 1
EG Simplify:
+S
11m 5m 4 5 11k 3k 5h 3h
a ---------- + ------- b ------ + ------ c --------- – ------ d ------ – ------
12 12 3c 3c 10 5 6 4
Solutions
11m 5m 4 5 11k 3k 5h 3h
a ---------- + ------- b ------ + ------ c --------- – ------ d ------ – ------
12 12 3c 3c 10 5 6 4
16m 9 11k 6k 10h 9h
= ---------- = ------ = --------- – ------ = --------- – ------
12 3c 10 10 12 12
4m 3 5k h
= ------- = --- = ------ = ------
3 c 10 12
k
= ---
2
 Chapter 2: Algebra 45

Example 2
EG Simplify:
+S 1 5 13 2 7x 5x
a --- + ------ b ---------- – ------- c --------- + ------
a 2a 20w 5w 12y 8y
Solutions
1 5 13 2 7x 5x
a --- + ------ b ---------- – ------- c --------- + ------
a 2a 20w 5w 12y 8y
2 5 13 8 14x 15x
= ------ + ------ = ---------- – ---------- = --------- + ---------
2a 2a 20w 20w 24y 24y
7 5 29x
= ------ = ---------- = ---------
2a 20w 24y
1
= -------
4w

Example 3 Solution
EG Simplify:
+S
k+4 k–2 k+4 k–2
------------ + ----------- ------------ + -----------
3 5 3 5
5(k + 4) 3(k – 2)
= -------------------- + -------------------
15 15
5k + 20 + 3k – 6
= ----------------------------------------
15
8k + 14
= ------------------
15

Exercise 2.8

1 Simplify:
3a 2a 5m m 9h 8h x x
a ------ + ------ b ------- – ---- c ------ – ------ d --- + ---
7 7 9 9 13 13 4 4
3n 3n 11k 3k 5c 2c 9d 3d
e ------ + ------ f --------- – ------ g ------ – ------ h ------ + ------
8 8 12 12 3 3 10 10
6b 8b 14w 4w 19e 9e 13s 9s
i ------ + ------ j ---------- – ------- k --------- – ------ l -------- + ------
7 7 15 15 24 24 16 16

2 Simplify:
5 2 8 7 10 4 12 3
a --- + --- b --- – --- c ------ + ------ d ------ – ------
x x p p 3y 3y 7q 7q
46 Mathscape 9 Extension

1 1 3 5 11 9 13 4
e ------ + ------ f ------ + ------ g ------ + ------ h --------- – ---------
2n 2n 4c 4c 5g 5g 12k 12k
17a 9a 4m 2m 7e 8e 19t 15t
i --------- – -------- j --------- + --------- k --------- + --------- l -------- – --------
10r 10r 15b 15b 20v 20v 16z 16z

■ Consolidation
3 Express these fractions with a common denominator, then simplify.
n n a a k k d d
a --- + --- b --- – --- c --- + ------ d --- – ------
2 4 3 9 3 12 5 15
y y t t b b h h
e --- + --- f --- – --- g --- – --- h ------ + ---
5 2 3 4 4 7 12 5
2c 3c 5m m 3r 4r 3u 6u
i ------ + ------ j ------- – ---- k ----- + ----- l ------ – ------
5 10 12 3 5 3 2 7
w 5w 7x 2x 3f 5f 11s 8s
m ---- + ------- n ------ – ------ o ------ + ------ p -------- – -----
4 6 6 9 10 8 12 9

4 Explain why each of the following answers is not correct.

5m 2m 7m 3w 2w 5w 4 3
a ------- + ------- = ------- b ------- + ------- = ------- c ------ + ------ = 1 2--5- a
9 9 18 5 3 8 5a 5a

5 Simplify each of the following.

1 3 2 1 17 2 13 2
a --- + ------ b ------ + ------ c --------- – ------ d --------- – ------
x 2x 3a 6a 20e 5e 12 p 3 p
3 2 4 3 2 4 3 5
e ------ + ------ f ------ – ------ g ----- – ----- h ------ + ------
2u 3u 5f 4f 3t 7t 5h 9h
5c 11c 9m 5m 9a 3a 5k 7k
i ------ + --------- j ------- – ------- k --------- – ------ l --------- + ------
4j 6j 8z 6z 10g 4g 12n 8n

■ Further applications
6 Simplify:
n+2 n+1 b+3 b+4 x+8 x–2
a ------------ + ------------ b ------------ + ------------ c ------------ + -----------
2 6 4 7 5 3
m–3 m+6 2w – 5 w – 1 3s + 2 2s – 7
d ------------- + ------------- e ---------------- + ------------- f --------------- + --------------
6 7 12 4 9 5
x+7 x+3 3c + 10 c – 3 7e – 1 2e – 5
g ------------ – ------------ h ------------------ – ----------- i --------------- – ---------------
2 4 5 4 8 3
 Chapter 2: Algebra 47

2.9 Multiplying and dividing

algebraic fractions
To multiply algebraic fractions:

cancel any common factors between the numerators and the denominators

multiply the numerators

multiply the denominators.

To divide algebraic fractions:

change the division sign to a multiplication sign and take the reciprocal of the
second fraction

proceed as above for the multiplication of fractions.

NOTE: Any fractions can be multiplied or divided. They do not need to have a common
denominator.

Example 1
EG Simplify:
+S m n 15x 7 a 2 bc
a ---- × --- b --------- × ------ c -------2- × ------
3 4 14y 9x bc a
Solutions
5
m n 15x 7 1 a 2 bc
a ---- × --- b --------- × ------ c -------2- × ------
3 4 214y 9x bc a
3
mn 5 a
= ------- = ------ = ---
12 6y c

Example 2
EG Simplify:
+S e 7 9c 12c 2
a --- ÷ --- b --------- ÷ ------------
4 f 10d 25de
Solutions
e 7 9c 12c 2
a --- ÷ --- b --------- ÷ ------------
4 f 10d 25de
e f 3
9c 5 25de
= --- × --- = --------- × -----------2-
4 7 2 10d 4 12c
ef 15e
= ------ = ---------
28 8c
48 Mathscape 9 Extension

Exercise 2.9

1 Simplify:
a b u u a c 1 1
a --- × --- b --- × --- c --- × --- d --- × ---
3 2 3 4 b d p q
1 1 4c d 9m 3n 5 7
e --- × ------ f ------ × --- g ------- × ------ h ------ × ------
x 4x 5 3 7 4 6x 8x

2 Simplify:
x 4 v 6 t v 1 1
a --- ÷ --- b --- ÷ --- c --- ÷ ---- d --- ÷ ---
5 y 2 v u w g h
1 3e 5 f 10a 3b 4 3h
e --- ÷ 2s f ------ ÷ ------ g --------- ÷ ------ h ------ ÷ ------
s 7 6 11 4 5h 13

■ Consolidation
3 Simplify each of the following by at first cancelling common factors.
n 2 a 8 3 d 3 2x
a --- × --- b --- × --- c --- × ------ d --- × ------
3 n 4 b c 15 x 7
ab cd 5a b 8d 21 4e 5f
e ------ × ------ f ------ × --------- g ------ × ------ h --------- × ---------
e bc 3b 10a 7c 8e 10 f 12e
9t 7u 15w 18x 11i 21h 44r 10 p
i --------- × ----------- j ---------- × ---------- k --------- × ---------- l ------------- × -----------
14v 18tu 27y 25w 12h 22ij 35 pq 99rs

4 Express each of these as a multiplication, then simplify.

x x m n 5 20 6 11s
a --- ÷ --- b ---- ÷ --- c --- ÷ ------ d --- ÷ --------
5 3 2 6 u v r 3r
ef eh 10k 5m 4s 16s 9w 27w
e ----- ÷ ------ f --------- ÷ ------- g ----- ÷ -------- h --------- ÷ ----------
g hi 3 12 7t t 28v 7v
4 p 20 pr 12c 16c 12e 20ef 42xy 49yz
i --------- ÷ ------------ j --------- ÷ --------- k --------- ÷ ----------- l ------------ ÷ -----------
33q 11r 45b 25a 63d 99d 55x 60w

5 Explain why each of the following solutions is incorrect.

1
5a 210 2a 4c 21 3 4
a ------ × --------- = ------ b ------ ÷ ------ = ---
3b 11b 33 71 c 3

6 Simplify each of the following.

p2 q2 5m 2n 2a 2 7b ab 2 pq
a ----- × ----- b --------- × ---------2- c -------2- × ------ d - × ------
--------
q p 4np 3m 3b 5a p 2 q ab
r 2 s rs 8e 24e 2 12x 2 y 28xy 2 24tu 2 36t 2u
e ------2- ÷ -------- f -----------2- ÷ ----------- g -------------- ÷ -------------- h ------------- ÷ -------------
tu tuv 21f 35f 25ab 15bc 33vw 55wx
 Chapter 2: Algebra 49

7 Simplify:
ab cd ef 5m 14 p 9n 9r 15s 27r
a ------ × ------ × ------ b ------- × ---------- × --------- c -------- × --------- ÷ --------
bc de ag 7n 15m 16q 20s 22u 11t
15w 40y 16xy 21a 2 55e 2 45e 14 pq 2 49qr 30stu
d ---------- ÷ --------- × ------------ e ------------ × ------------ ÷ -------------
- f --------------- ÷ -------------2 ÷ -------------
-
7x 9x 45w 32bc 63ab 24b 2 c 9ru 18tu 25r 2 s

■ Further applications
8 Factorise each expression where possible, then simplify.
3x + 12 8 5m + 30 9m – 63 24m 2 5k + 35
a ------------------ × ------------ b -------------------- × ------------------- c ------------------ × ------------------
12 x+4 3m – 21 45 6k + 42 18m
12t – 12 2u + 8 c 2 + c 3c 2 + 6c a 2 + 2a 14x – 14y
d -------------------- × --------------- e --------------- × -------------------
- f ------------------------ × ------------------------
3u 8t – 8 3c + 3 6c 2 21x – 21y 5a + 10

25a 2 b 35ab 2 15u + 20v 30u + 40v 8bc – 16c 4bc – 8c

g ------------------------ ÷ ------------------------ h ------------------------ ÷ ------------------------ i ------------------------- ÷ -------------------------
18a – 27b 12a – 18b 24u – 60v 16u – 40v 6ab – 30a 3ab + 15a

2.10 Generalised arithmetic

We use generalised arithmetic to form a general expression to describe any value in a situation.
For example, if Alicia is 10 years old, then:
• in 1 years time she will be (10 + 1) years old
• in 2 years time she will be (10 + 2) years old
• in k years time she will be (10 + k) years old.
Her exact age in any number of years time can be worked out simply by adding that number
to 10.
To form a general expression for a situation, choose a few numbers and look for a pattern in the
answers. For example, to find the number of centimetres in y m, consider:
1 m = (1 × 100) cm 2 m = (2 × 100) cm 3 m = (3 × 100) cm y m = (y × 100) cm
= 100 cm = 200 cm = 300 cm = 100y cm
Being able to form a general expression is an essential skill in mathematics.
Listed below are some common key words and phrases and their meaning.
• Addition—sum, increase, add, plus, total, more than
• Subtraction—difference, decrease, subtract, take away, reduce, less than
• Multiplication—product, times, multiply, double, multiple
• Division—quotient, divide, halve, share
NOTE: In additions and subtractions where the second term is a pronumeral, the words ‘sum’
and ‘difference’ are usually preferred to phrases such as ‘more than’ and ‘less than’.
Odd and even numbers both have the same general expression because both odd numbers and
even numbers increase by 2. So, if n is an odd number, then n + 2, n + 4, n + 6, … are all odd.
50 Mathscape 9 Extension

However, if n is an even number, then n + 2, n + 4, n + 6, … are all even. Whether such

expressions are odd or even depends on whether n is odd or even.

Example 1
EG Write an algebraic expression for each of the following.
+S
a five more than k b two less than y
c the sum of m and n d the difference between p and q
e the product of h and 3 f the quotient of d and e
g one-quarter of c h two-thirds of u
i the square of w j twice the cube of x

Solutions
a k+5 b y−2 c m+n d p−q e 3h
d c 2u
f --- g --- h ------ i w2 j 2x3
e 4 3

Example 2
EG Write the meaning of each expression in words.
+S x e– f
a 3m − 5 b -- + 7 c ------------ d 4(g + 2)
y 10
Solutions
a 5 less than the product of 3 and m
b 7 more than the quotient of x and y
c one-tenth of the difference between e and f
d 4 times the number which is 2 more than g

Example 3
EG Write down 3 consecutive numbers, the first of which is:
+S
a n b n+7 c n−1

Solutions
a n, n + 1, n + 2 b n + 7, n + 8, n + 9 c n − 1, n, n + 1

Example 4
EG Write down 3 consecutive:
+S
a even numbers, the first of which is t
b even numbers, the first of which is t + 5
c odd numbers, the first of which is 3t
d odd numbers, the first of which is t − 1
 Chapter 2: Algebra 51

Solutions
a t, t + 2, t + 4 b t + 5, t + 7, t + 9 c 3t, 3t + 2, 3t + 4 d t − 1, t + 1, t + 3

Exercise 2.10

1 Write an algebraic expression for each of the following.

a 3 more than x b 5 less than t
c the sum of p and q d the difference between m and n
e the sum of x, y and 7 f the product of m and 4
g 9 times the number n h the product of a, 2 and b
i half of k j one-quarter of z
k two-thirds of w l the quotient of u and v
m the number of times that j divides into 4 n the square of k
o the cube of y p the square root of g

2 Write each expression in words.

a n+4 b q−6 c c+d d x−y
h 3v
e 8u f 5ef g --- h ------
3 4
m
i ---- j a2 k g3 l d
n

■ Consolidation
3 Write an algebraic expression for each of these.
a 3 more than the product of 2 and x b 1 less than the product of y and 5
c the sum of 7 and the product of p and q d the difference between 4 and the square of u
e 6 more than half of c f 9 less than one-fifth of w
g 2 more than the quotient of e and f h 4 less than seven-tenths of r
i one-third of the sum of b and 1 j half the difference between g and h
k 3 times the number that is 12 more than a l 9 times the number that is 3 less than p
m 4 times the sum of c and d n 10 times the difference between r and s
o twice the square of y p 8 times the cube of x
q the quotient of 5 and the square of j r 1 more than half the cube of b

4 Write each of these algebraic expressions in words.

a 5x + 7 b 2n − 3 c gh + 4 d 9 − pq
a+3 b m–n v
e ------------ f --- + 8 g ------------- h u – ----
4 6 7 w
2(c – d )
i 5(e + 2) j -------------------- k 3r2 l 2s3 − 9
3

5 Write down an algebraic expression in simplest form for the number that is:
a 5 more than t + 2 b 4 less than p + 13
c 8 less than 3k − 2 d 6 more than 7y − 4
52 Mathscape 9 Extension

6 Write down three consecutive numbers, the first of which is:

a 3 b a c x2 d t+5
e p − 11 f k−1 g 2n − 2 h 2−u

7 Write down three consecutive even numbers, the first of which is:
a 6 b n c p+8 d x−5 e g−2

8 Write down three consecutive odd numbers, the first of which is:
a 3 b k c y+7 d c − 12 e s−3

9 Find three consecutive numbers such that:

a the middle number is m b the largest number is w

10 a Gary has k shirts hanging in his closet. How many shirts will he have after buying
3 more?
b Nerida has $d in her purse. How much will she have left after spending $4?
c If there are c matches in a box, how many matches are there in 10 boxes?
d How much will each person receive if $x is shared equally among 6 people?

11 Brett had $p in his wallet and donated q% of this money to charity.

a How much money did Brett donate? b How much did he have left?

12 Write an expression for the average of u and v.

13 a Two of the angles in a triangle are p° and q°. What size is the third angle?
b Three of the angles in a quadrilateral are a°, b° and c°. What size is the fourth angle?

14 a Liesl is 9 years old. How old will she be in t years time?

b Vinoo is 16 years old. How old was he j years ago?

15 Matthew is x years older than Greg and Greg is y years older than Tim.
a How much older is Matthew than Tim?
b If Matthew is w years old, find the age of:
i Greg ii Tim

16 Find the perimeter of:

a an equilateral triangle with sides f cm b a rhombus with sides n cm
17 Convert:
a x cm to mm b y m to cm c p km to m
d a cm to m e q m to km f t mm to cm
g $d to cents h b c to dollars i k h to min
j m s to min k r L to mL l e g to kg

18 How many:
a millimetres are there in 5 cm v mm? b metres are there in x km 150 m?
c minutes are there in a h b min? d cents are there in $w and p c?
 Chapter 2: Algebra 53

19 From a 5-m roll of wallpaper, 12 strips each of length z cm are cut and then used to paper
a wall. What length of the roll, in centimetres, was not used?
20 Farmer Frank wants to fence off a rectangular enclosure, using an existing fence as one
side. If he has 50 m of fencing available and the width of the enclosure is to be y m, find:
a the length of the enclosure b the area of the enclosure

21 Max is a used-car dealer. He bought 10 cars from the manufacturer for $x each. He sold
7 cars at a profit of $c each and 3 cars at a profit of $d each. What was his total profit on
the purchase and sale of the 10 cars?
22 Mrs Hadlee’s fortnightly pension of $t is increased by 4%. How much will she receive each
fortnight after the increase?

23 a A car travelled a distance of m km in n h. At what speed was the car travelling?

b A girl cycled at b km/h for h h. How far did she cycle?
c A man walked for p km at s km/h. For how long did he walk?

■ Further applications
24 Lydia and Jit share $c in the ratio a : b, where a < b.
a Who receives the greater amount? b How much money does Jit receive?

25 A 20-cm length of wire is cut into two pieces, the smaller piece having a length of x cm.
The longer piece is bent into the shape of a rectangle with a width of 7 cm. How long is the
rectangle?
26 a If 3 bags of seeds cost $c, find the cost of k bags.
b If k boxes of cereal cost $m, find the cost of 9 boxes.
c If v crates have a mass of 5 kg, find the mass of w crates.

TRY THIS Railway tickets

If a railway line had two stations, A and B, two types of tickets would be needed:
A to B and B to A. If there were 3 stations, A, B and C, six tickets would be required:
A to B, B to A, A to C, C to A, B to C, C to B.
Complete the following table and then find the general rule.
HINT: The rule is not linear.

Number of stations (s) 2 3 4 5 6 n

Number of tickets (t) 2
54 Mathscape 9 Extension

2.11 Properties of numbers

There are a number of important properties of numbers that can be proven by the use of algebra.
Many of these proofs involve the expansion of an expression or the removal of a common
factor.

Example 1
EG If one number is divisible by 6 and another number is divisible by 4, show that the product of
+S these numbers must be divisible by 8.

Solution
Let m, n be any two integers. Therefore, 6m is a multiple of 6 and 4n is a multiple of 4.
6m × 4n = 24mn
= 8 × 3mn
= 8y, say, where y = 3mn
As m and n are integers, 3mn is also an integer and thus y is an integer. Hence, 8 is a factor of
the product.
Therefore, the product of the numbers must be divisible by 8.

Example 2
EG Show that the sum of five consecutive integers must be divisible by 5.
+S
Solution
Let the integers be x, x + 1, x + 2, x + 3, x + 4.
x + (x +1) + (x + 2) + (x + 3) + (x + 4) = 5x + 10
= 5(x + 2)
= 5y, say, where y = x + 2.
As x + 2 is an integer, y is an integer and 5 is a factor of the sum. Therefore, the sum of five
consecutive integers must be divisible by 5.

Exercise 2.11

1 If a is an integer, what are the next three integers?

2 a If x is an even integer, what are the next three even integers?

b If x is an odd integer, what are the next three odd integers?
c If x is a multiple of 3, what are the next three multiples of 3?
d If x is a multiple of 7, what are the next three multiples of 7?

3 If m and n are positive integers, determine if each of the following will be odd or even.
a 2n b 2n + 1 c 2m + 2n
d 2(m + n + 1) e 2(m + n) + 1 f 4(m − n) − 1
 Chapter 2: Algebra 55

■ Consolidation
4 Use algebra to prove each of these number properties.
a The sum of two even numbers is an even number.
b The sum of two odd numbers is an even number.
c The sum of an odd number and an even number is an odd number.
d The product of two even numbers is an even number.
e The product of an even number and an odd number is an even number.

5 Prove that the sum of any three odd numbers is an odd number.

6 Janelle wanted to prove that the difference between two even numbers is always an even
number. Here is her proof.
Let m and n be any two positive integers, then 2m and 2n must be even numbers.
Now, 2m − 2n = 2(m − n), which is divisible by 2 because 2 is a factor and m and n are
integers.
Therefore, the difference between two positive integers must always be an even number.
Is Janelle’s proof complete? Explain your answer.

7 Prove that the difference between:

a two odd numbers must be an even number
b an odd number and an even number must be an odd number.

8 Morris claimed that the product of two even numbers is always an even number and,
therefore, the quotient of two even numbers must also be an even number. Is Morris
correct? If so, prove the result. If not, find an example where his claim is not true. (This is
called a counter-example.)

9 a Show that the sum of three consecutive integers is always divisible by 3.

b Show that the sum of seven consecutive integers is always divisible by 7.
c Is the sum of four consecutive integers always divisible by 4?
d Is the sum of six consecutive integers always divisible by 6?

10 Show that if a number is a multiple of 6, then it must also be a multiple of both 2 and 3.

11 a If a number is divisible by 10, then by what other numbers must it also be divisible?
b If a number is divisible by 18, then by what other numbers must it also be divisible?

■ Further applications
12 a A number is divisible by both 3 and 4. Must it also be divisible by 12?
b A number is divisible by both 2 and 7. Must it also be divisible by 14?
c A number is divisible by both 4 and 6. Must it also be divisible by 24?
d A number is divisible by both 6 and 9. Must it also be divisible by 54?
56 Mathscape 9 Extension

13 a Look at your results in Q12. How do the numbers in a and b differ from those in c
and d?
b Copy and complete this statement:
‘If a number is divisible by two positive integers p and q, then it will be divisible by
their product pq if __________________________ .’
14 a Complete this expansion: (a + b)(c + d) = a(c + d) + b(c + d)
= ……
b Hence, prove that the product of two odd numbers must be an odd number.

2.12 Generalising solutions to

problems using patterns
There are many problems in mathematics that can be solved by looking for patterns, then
finding rules that describe them. In this section, we will extend our study of patterns in linear
relationships to the solution of more general problems. This may involve the use of various
problem-solving strategies as well as algebra.

Example
EG Cubes, similar to the one shown, but of any size, are constructed from
+S small cubes.
The faces of the large cube are then painted blue.
Find an algebraic rule for the number of cubes that are painted, P, and
the number that remain unpainted, U.

Solution
The large cube contains 4 × 4 × 4 = 43 = 64 small cubes.
The cubes on the inside, which remain unpainted, form a smaller cube of side 2.
Thus, there are 23 = 8 cubes which are not painted.
The remainder, 64 − 8 = 56 will all be painted on at least one face.
If this case is generalised to a cube of side length s, then the inner cube of small cubes which
are not painted will have side length s − 2.
There will be (s − 2)3 unpainted cubes.
The remaining cubes s3 − (s − 2)3 will have been painted.
Painted cubes: P = s3 − (s − 2)3
Unpainted cubes: U = (s − 2)3
 Chapter 2: Algebra 57

Exercise 2.12

1 We are interested in finding the minimum number of straight lines of any length that are
required to draw each figure.

a Complete the table.

Number of rows of squares (n) 1 2 3 4
Minimum number of lines (l) 6
b Describe, in words, the relationship between the number of rows of squares and the
minimum number of lines in each figure.
c Write an algebraic statement linking l and n.
d What is the minimum number of lines that are required to draw a figure with 30 rows
of squares?
2 A sheet of writing paper is folded in half horizontally, then folded again and again.
The number of creases is recorded at each stage.
a Copy and complete the following table.
Number of folds (f) 1 2 3 4
Number of creases (c)
b Write down a formula to describe the relationship between the number of creases and
the number of folds.
c How many creases would there be if the paper had been folded 7 times?

■ Consolidation
3 Square rooms are tiled with white and black square tiles as shown.
There are x tiles along each side of the room, and the top left tile is
always white.
a By considering square rooms of various sizes, find the number of
tiles N that are needed to tile a square room of any size.
b Find expressions for the number of white tiles that are needed to
tile a square room of any size. (HINT: Consider separately squares
with odd and even numbers of tiles on each side.)
c How many black squares would be needed to tile a square room with a side length of
50 tiles?
58 Mathscape 9 Extension

4 This triangular pattern is made up of black and white triangular tiles as shown. There are
t black tiles along each side of the triangle. The top tile is always black.
a Find an expression for the total number of tiles in a triangle of
any size.
b Find an expression for the number of black tiles in a triangle
of any size.
c How many white tiles would there be if there were 10 black
tiles along each side of a triangle?
5 A chess board is in the shape of a square with a side length of
8 units. Consider the following problem.
How many squares of any size are there on a standard chess board?

This problem can be made simpler by first drawing smaller

diagrams such as those below.

a Copy and complete this table of values from the diagrams above.
Side length (x) 1 2 3 4
Number of squares (N)
b Describe in words the relationship that exists between the side length and the total
number of squares in the diagram.
c Write this relationship as a formula linking N and x.
d Use this formula to find the number of squares on a standard chess board.

6 Consider the following three-dimensional models.

a Copy and complete the following table.

Number of rows 1 2 3 4
Number of cubes in bottom layer
Number of cubes in second layer
Total number of cubes
 Chapter 2: Algebra 59

n(n + 1)
b Show by substitution that the number of cubes in the bottom layer is -------------------- , where
2
n is the number or rows.
c Find an expression for the total number of cubes in each figure.
d Hence, find an expression for the number of cubes in the second layer.
e How many cubes will there be in the second layer of the 25th figure?

7 A circle has been divided into a number of regions by drawing

several straight lines.
No more than two lines can intersect at any one point and the
number of regions is to be a maximum.
a Form a table of values and use it to find a relationship between
the number of lines (l) and the number of regions (r).
b How many regions would be formed by the intersection of 10
straight lines?

8 The pyramid shown has 3 storeys. Consider a similar

pyramid with n storeys.
a Write down a number pattern that shows the number of
cubes in each storey.
b Find an expression for the number of cubes on the
bottom layer of a pyramid with n storeys.
c How many cubes would there be in the bottom layer of
a pyramid that is 10 storeys high?
d Use the number pattern in a to find the total number of cubes in the pyramid.

■ Further applications
9 Square rooms are to be tiled using two colours as shown.
Taking separate ‘odd’ and ‘even’ cases, establish a rule
for the number of white tiles (T) needed, where there are
n tiles along each side.

10 For this question refer to the diagrams in Q5.

A person wishes to produce a 10 × 10 square on a computer by repeating a small square.
For example, the 3 × 3 square could be produced using 8 small
squares, as the central square is outlined by its surrounding
squares.
a Find the minimum number of small squares that can be used
to produce the 10 × 10 square.
b Taking ‘odd’ and ‘even’ as separate cases, form equations to
find the minimum number of small squares for an n × n square.
Let S represent the total number of small squares required.
60 Mathscape 9 Extension

2.13 Binomial products

A binomial is an expression that contains two terms. Some examples of binomial expressions
are a + 7, 3m − 4 and x2 + 2x. The product of two binomials is called a binomial product.
Some examples of binomial products are (x + 6)(x − 4), (2t − 1)(t − 3) and (3a − b)(2a + 7b).
There are several methods that can be used to expand a binomial product.

■ Area diagrams
Consider a rectangle with length (x + 3) units and width (x + 2) x 3
units. This rectangle can be divided into four smaller rectangles
as shown. x x2 3x

To find the area of the large rectangle, we simply find the sum
of the areas of the smaller rectangles.
2 2x 6
Area of large rectangle = sum of areas of smaller rectangles.
(x + 3)(x + 2) = (x × x) + (x × 3) + (2 × x) + (2 × 3)
= x2 + 3x + 2x + 6
= x2 + 5x + 6

■ The distributive law

The distributive law can be used to expand expressions such as a(b + c). When using the
distributive law, the term outside the grouping symbols is multiplied by each term inside the
grouping symbols. That is, a(b + c) = ab + ac.

To expand a binomial product using the distributive law:

multiply the first term in the first factor by each term in the second factor

multiply the second term in the first factor by each term in the second factor.

(a + b)(c + d) = a(c + d) + b(c + d)

= ac + ad + bc + bd

NOTE: The distributive law can be used to expand expressions in which the factors contain
more than two terms.

■ The FOIL method

The FOIL method is simply the use of the distributive law without writing the first line of
working. The acronym FOIL stands for First, Outside, Inside and Last, which is the order in
which the terms in the grouping symbols should be multiplied together. This method is also
referred to as expansion by inspection.
 Chapter 2: Algebra 61

(a + b)(c + d) = ac + ad + bc + bd

To expand a binomial product using the FOIL method:

multiply the first terms

multiply the outside terms

multiply the inside terms

multiply the last terms

collect any like terms.

Example 1
EG Expand and simplify each expression by using the distributive law.
+S
a (a + 8)(a − 2) b (2x + 7)(3x − 4)

Solutions
a (a + 8)(a − 2) b (2x + 7)(3x − 4)
= a(a − 2) + 8(a − 2) = 2x(3x − 4) + 7(3x − 4)
= a2 − 2a + 8a − 16 = 6x2 − 8x + 21x − 28
= a2 + 6a − 16 = 6x2 + 13x − 28

Example 2
EG Expand and simplify (x + 3)(x2 − 5x + 1).
+S
Solution
(x + 3)(x2 − 5x + 1) = x(x2 − 5x + 1) + 3(x2 − 5x + 1)
= x3 − 5x2 + x + 3x2 − 15x + 3
= x3 − 2x2 − 14x + 3

Exercise 2.13

1 Expand each of the following binomial products by using an area diagram.

a (x + 2)(x + 5) b (a + 3)(a + 4) c (n + 7)(n + 6)

2 Expand (x + 6)(x − 2) using an area diagram.

3 Expand these binomial products by using the distributive law.

a (x + 3)(y + 2) b (p + 7)(q + 4) c (g + 1)(h + 6)
d (m + 5)(n − 2) e (u − 10)(v + 6) f (j − 3)(k − 4)
g (2x + 3)(y + 7) h (3p + 1)(q − 4) i (5a − 6)(b − 3)
j (3m + 2)(2n + 9) k (6j + 5)(2k − 3) l (8u − 9)(3v − 5)
62 Mathscape 9 Extension

4 Expand and simplify each expression by using the distributive law.

a (x + 2)(x + 3) b (x + 5)(x + 4) c (x + 10)(x − 6)
d (x + 8)(x − 5) e (x − 9)(x + 1) f (x − 4)(x + 3)
g (x − 6)(x − 4) h (x − 5)(x − 2) i (x + 7)(x − 7)

■ Consolidation
5 Expand each of the following by using the FOIL method.
a (a + 2)(a + 4) b (y + 3)(y + 5) c (m + 7)(m + 1)
d (p + 7)(p − 5) e (t + 9)(t − 2) f (w + 6)(w − 4)
g (k − 4)(k + 2) h (u − 7)(u + 1) i (j − 10)(j + 6)
j (z − 2)(z − 1) k (n − 4)(n − 7) l (q − 8)(q − 11)

6 Expand each of the following products by using the FOIL method.

a (2x + 3)(x + 1) b (3a + 4)(a + 2) c (p + 7)(4p + 1)
d (4m + 5)(2m + 3) e (2k + 7)(5k + 4) f (3w + 2)(2w + 9)
g (5t − 2)(t + 2) h (y + 8)(2y − 3) i (3h − 4)(h − 5)
j (6u + 1)(u − 3) k (7b − 2)(b − 4) l (n − 3)(2n + 11)
m (4s + 7)(2s + 1) n (3j + 8)(4j + 5) o (3q − 5)(5q − 3)
p (4 + x)(5x + 3) q (8 + 5r)(6 − r) r (5 − 6e)(7 − 10e)
s (2c − 3)(4 + 9c) t (5 − 12k)(3k + 2) u (1 + 2g)(9 − 2g)

7 Prove the expansion identity (x + a)(x + b) = x2 + (a + b)x + ab.

8 Expand these binomial products by using the expansion identity derived in Q7.
a (x + 4)(x + 1) b (x + 3)(x + 5) c (x + 2)(x + 4)
d (x + 5)(x + 2) e (x + 6)(x + 3) f (x + 10)(x + 2)
g (x − 3)(x − 1) h (x − 4)(x − 5) i (x − 2)(x − 7)
j (x − 9)(x − 3) k (x − 10)(x − 4) l (x − 7)(x − 6)
m (x + 5)(x − 2) n (x − 7)(x + 3) o (x − 6)(x + 2)
p (x + 3)(x − 5) q (x − 8)(x + 4) r (x + 3)(x − 10)
s (x − 2)(x + 11) t (x + 9)(x − 5) u (x − 12)(x + 9)

9 Expand and simplify:

a 2(c + 3)(c + 2) b 3(z + 4)(z − 2) c 4(y − 5)(y − 1)
d −2(v − 7)(v + 3) e a(b − 2)(2b − 5) f x(2x + 7)(3x − 4)

10 a Show by expanding both expressions that (x − 8)(x − 3) = (8 − x)(3 − x).

b Write another binomial product that means the same as (2z − 5)(7 − z). Verify your
answer by expanding both expressions.

11 a Evaluate 13 × 12 by first expressing it as (10 + 3)(10 + 2).

b Evaluate 19 × 17 by first expressing it as (20 − 1)(20 − 3).
c Evaluate 14 × 18 by first expressing it as (10 + 4)(20 − 2).

12 The smallest of three consecutive integers is x. Find their product.

 Chapter 2: Algebra 63

■ Further applications
13 The perimeter of a square is (4x + 20) cm. Write an expression in simplest form for the area
of the square.
14 Expand and simplify:
a (x + 1)(x2 + 3x + 5) b (a + 2)(a2 − 2a + 6) c (s − 5)(s2 − 2s − 7)
d (g + 3)(2g2 + g + 4) e (2e − 3)(e2 + 3e − 8) f (6k − 5)(4k2 − 2k − 1)

15 Expand and simplify each of these.

a (a + 1)(a + 2)(a + 3) b (n − 3)(n + 7)(n − 2) c (2t − 1)(t − 3)(4t − 5)

16 By what expression should:

a n + 3 be multiplied to give n2 + 10n + 21? b x − 2 be multiplied to give x2 − 9x + 14?
c d − 5 be multiplied to give d2 − d − 20? d p + 4 be multiplied to give p2 − 16?

2.14 Perfect squares

A perfect square is the product of two identical expressions. Some examples of perfect squares
are:
n2, 4p2, (x + y)2 and (2m − 3n)2

To expand a perfect square of the form (a + b)2 or (a − b)2:

square the first term

add or subtract twice the product of the two terms, depending on the sign in the
expression

add the square of the last term.

(a + b)2 = a2 + 2ab + b2 and (a − b)2 = a2 − 2ab + b2

NOTE: In the expanded form of the perfect square, the first sign is the same as the sign in the
grouping symbols and the last sign is always +.
Proofs: (a + b)2 = (a + b)(a + b) (a − b)2 = (a − b)(a − b)
= a(a + b) + b(a + b) = a(a − b) − b(a − b)
= a2 + ab + ba + b2 = a2 − ab − ba + b2
= a2 + 2ab + b2 = a2 − 2ab + b2

Example 1
EG Expand each of these perfect squares.
+S
a (x + 4)2 b (p –7)2 c (3m + 5)2 d (ab –6c)2
64 Mathscape 9 Extension

Solutions
a (x + 4)2 = x2 + (2 × x × 4) + 42 b (p – 7)2 = p2 − (2 × p × 7) + 72
= x2 + 8x + 16 = p2 – 14p + 49
c (3m + 5)2 = (3m)2 + (2 × 3m × 5) + 52 d (ab – 6c)2 = (ab)2 − (2 × ab × 6c) + (6c)2
= 9m2 + 30m + 25 = a2b2 − 12abc + 36c2

Example 2
EG Complete each of these perfect squares.
+S
a y2 + ……… + 100 = (………)2 b 9p2 + 12p + … = (………)2

Solutions
a The first and last terms in the grouping symbols are y 2 = y and 100 = 10, respectively.
The middle term in the trinomial = twice the product of the terms in the grouping symbols.
= 2 × y × 10
= 20y
∴ y2 + 20y + 100 = (y + 10)2
b The first term in the grouping symbols is 9 p 2 = 3p.
The middle term in the trinomial = twice the product of the terms in the grouping symbols.
12p = 2 × 3p × last term in the grouping symbols
12p = 6p × last term
∴ The last term in the grouping symbols is 2.

The last term in the trinomial = the square of the last term in the grouping symbols.
= 22
=4
∴ 9p + 12p + 4 = (3p + 2)2
2

Exercise 2.14

1 a Express (a + b)2 as (a + b)(a + b). Hence, show that (a + b)2 = a2 + 2ab + b2.
b Express (a − b)2 as (a − b)(a − b). Hence, show that (a − b)2 = a2 − 2ab + b2.

2 Use the perfect square identities to expand:

a (p + q)2 b (m + n)2 c (x − y)2 d (c − d)2

3 Expand these perfect squares.

a (x + 3)2 b (m + 5)2 c (k − 2)2 d (y − 7)2
e (u + 4) 2 f (t − 1)2 g (c − 11)2 h (b + 9)2
i (e − 6)2 j (p + 10)2 k (w + 8)2 l (n − 12)2

4 Expand:
a (5 + a)2 b (3 − j)2 c (11 + y)2 d (1 − h)2
 Chapter 2: Algebra 65

■ Consolidation
5 Use a calculator to expand each of these.
a (a + 13)2 b (q − 17)2 c (22 + r)2 d (18 − v)2

6 Expand each of these perfect squares.

a (y + 0.2)2 b (f − 0.7)2 c (s + 0.5)2 d (p − 1.2)2

7 Expand each perfect square.

a (2x + 3)2 b (3a +5)2 c (4k − 1)2 d (5h − 2)2
e (3u + 4)2 f (6d − 7)2 g (2c − 11)2 h (4w + 9)2
i (8g − 1) 2 j (7p + 2)2 k (10y + 3)2 l (12f − 5)2
m (6 + 5e) 2 n (9 − 2v)2 o (5 − 8b)2 p (7 + 12q)2

8 Expand:
a (ab + c)2 b (p − qr)2 c (rs + st)2 d (3ef − 4gh)2

9 Expand and simplify:

a 2(p + 5)2 b −3(a − 4)2 c x(2x + 7)2 d 5t(3t − 2u)2

10 Complete each of these perfect squares.

a (x + 3)2 = x2 + 6x + ___ b (m − 5)2 = m2 − 10m + ___
c (c + 4)2 = c2 + ___ + 16 d (w − 7)2 = w2 − ___ + 49
e (k + ___)2 = k2 + ___ + 36 f (___ − 10)2 = y2 − ___ + 100
g (______)2 = u2 − ___ + 4 h (______)2 = a2 + ___ + 81
i (______)2 = n2 + 2n + ___ j (______)2 = t2 + 24t + ___
k (______)2 = p2 − 16p + ___ l (______)2 = z2 − 22z + ___

11 Complete each of these perfect squares.

a (3m + 4)2 = 9m2 + 24m + ___ b (2e − 7)2 = 4e2 − 28e + ___
c (2q + 3)2 = 4q2 + ___ + 9 d (3h − 8)2 = 9h2 − ___ + 64
e (___ + 1)2 = 25s2 + 10s + ___ f (4k + ___)2 = ___ + 40k + 25
g (______)2 = 4g2 + 44g + 121 h (______)2 = 36a2 − 60a + 25
i (______)2 = 16j2 − ___ + 81 j (______)2 = 121r2 + ___ + 144
k (______)2 = ___ + 36b + 4 l (______)2 = 49y2 − 42y + ___

12 State whether each expression is a perfect square.

a a2 + 9 b (b − 2)2 c x2 + 28x + 196 d c2 + 10c − 25
e n2 − 4n + 16 f m 2 + n2 g k4 + 12k2 + 36 h x2y2
i z − 25
2 j 4x + 6x + 9
2 k 49 − 14u + u2 l e2 + f 2 + 2ef

13 Expand:
2 2 2 2
a ⎛ z + 1---⎞ b ⎛ c – 4---⎞ c ⎛ m + 5---⎞ d ⎛ w – 1 1---⎞
⎝ 3⎠ ⎝ 5⎠ ⎝ 2⎠ ⎝ 6⎠
2 2 2 2
e ⎛ a + 1---⎞ f ⎛ t – 1---⎞ g ⎛ 2h + 3---⎞ h ⎛ --c- – 5---⎞
⎝ a⎠ ⎝ t⎠ ⎝ h⎠ ⎝ 5 c⎠
66 Mathscape 9 Extension

14 Simplify:
a y 2 + 20y + 100 b g 2 – 16g + 64 c 9 j 2 – 42 j + 49

15 Evaluate:
a 1012 by first expressing it as (100 + 1)2 b 992 by first expressing it as (100 − 1)2
16 Use the expansions for perfect squares to evaluate each of the following.
a 352 b 1072 c 492 d 282
1 2 1 2 1 2
17 Expand ⎛ x + ---⎞ . Hence, evaluate ⎛ 2 ---⎞ and ⎛ 3 ---⎞ .
⎝ x⎠ ⎝ 2⎠ ⎝ 3⎠

■ Further applications
18 a Show that (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca using the distributive law.
b Hence, expand each of the following.
i (p + q + 3)2 ii (x − y − 4)2 iii (2f + 3g + 4h)2

19 Complete each of these perfect squares.

a (______)2 = ___ + 30c + 25 b (______)2 = ___ + 56w + 16
c (______)2 = ___ −110t + 121 d (______)2 = ___ −168r + 49

TRY THIS Proof

1 If we take a two-digit number, reverse the digits to form another number, then
subtract the smaller number from the larger number, why is the final number
a multiple of 9?
Now continue!
2 If we add the two digits in our answers to the 9 times table (up to 10 × 9) we
always obtain a 9 (e.g. 7 × 9 = 63 but 6 + 3 = 9). Using algebraic expressions,
can you prove why this happens?
3 Complete this expansion:
(n + 1)2 = (n + 1)(n + 1)
= (n + 1)n + (n + 1)1
=___
4 Use algebraic expressions to prove that the difference between the squares
of consecutive numbers is equal to twice the smaller number plus one
(e.g. 62 − 52 = 11 = 2 × 5 + 1).
HINT: Let n and n + 1 be consecutive numbers.
 Chapter 2: Algebra 67

2.15 Difference of two squares

When the sum of two terms is multiplied by their difference, the resulting expression is called
a difference of two squares.

To expand an expression of the form (a + b)(a − b):

square the first term

subtract the square of the second term.

(a + b)(a − b) = a2 − b2

Proof: (a + b)(a − b) = a(a − b) + b(a − b)

= a2 − ab + ba − b2
= a2 − b2

Example 1
EG Expand each of these products using the identity (a + b)(a − b) = a2 − b2.
+S
a (x − 5)(x + 5) b (2a − 7)(2a + 7) c (3m + 4n)(3m − 4n)

Solutions
a (x − 5)(x + 5) b (2a − 7)(2a + 7) c (3m + 4n)(3m − 4n)
= x2 − 5 2 = (2a)2 − 72 = (3m)2 − (4n)2
= x2 − 25 = 4a2 − 49 = 9m2 − 16n2

Example 2
EG Expand and simplify 7(3 − 2t)(3 + 2t).
+S
Solution
7(3 − 2t)(3 + 2t) = 7(9 − 4t2)
= 63 − 28t2

Exercise 2.15

1 Show that (a + b)(a − b) = a2 − b2.

2 Use the difference of two squares identity to expand:

a (p − q)(p + q) b (x + y)(x − y) c (e − f)(e + f) d (m + n)(m − n)
68 Mathscape 9 Extension

3 Expand the following expressions.

a (x + 3)(x − 3) b (p + 2)(p − 2) c (y − 5)(y + 5)
d (h + 4)(h − 4) e (1 − b)(1 + b) f (8 + m)(8 − m)
g (7 + c)(7 − c) h (6 − w)(6 + w) i (k + 11)(k − 11)
j (9 − j)(9 + j) k (u − 10)(u + 10) l (12 + d)(12 − d)

4 Expand:
a (t + 13)(t − 13) b (z − 17)(z + 17)
c (21 + q)(21 − q) d (16 − s)(16 + s)

■ Consolidation
5 Expand each of the following.
a (2a + 3)(2a − 3) b (5t − 2)(5t + 2) c (4k − 1)(4k + 1)
d (3p + 7)(3p − 7) e (8y − 5)(8y + 5) f (2n + 9)(2n − 9)
g (7 − 10x)(7 + 10x) h (4 + 5e)(4 − 5e) i (1 − 6g)(1 + 6g)

6 Expand:
a (4b + c)(4b − c) b (j − 2k)(j + 2k)
c (8m − n)(8m + n) d (3p + 2q)(3p − 2q)
e (4x − 7y)(4x + 7y) f (9c + 5d)(9c − 5d)
g (6g − 11h)(6g + 11h) h (10u + 3v)(10u − 3v)
i (5r − 12s)(5r + 12s) j (7j − 6k)(7j + 6k)
k (4e + 9f)(4e − 9f) l (11m + 10n)(11m − 10n)

7 Expand and simplify:

a 5(a − 2)(a + 2) b 4(3 + y)(3 − y) c −10(c − 7)(c + 7)
d a(b − c)(b + c) e 6(2p + 3q)(2p − 3q) f 2uv(u + v)(u − v)

8 Expand each of these expressions.

a (pq − r)(pq + r) b (f + gh)(f − gh) c (ab − cd)(ab + cd)

9 Expand and simplify:

a ⎛ x – 1---⎞ ⎛ x + 1---⎞ b ⎛ k + 3---⎞ ⎛ k – 3---⎞ c ⎛ m – 2 3---⎞ ⎛ m + 2 3---⎞

⎝ 2⎠ ⎝ 2⎠ ⎝ 5⎠ ⎝ 5⎠ ⎝ 4⎠ ⎝ 4⎠

d ⎛ y + 1---⎞ ⎛ y – 1---⎞ e ⎛ 3s – 2---⎞ ⎛ 3s + 2---⎞ f ⎛ a--- + b---⎞ ⎛ a--- – b---⎞

⎝ y⎠ ⎝ y⎠ ⎝ s⎠ ⎝ s⎠ ⎝ b a⎠ ⎝ b a⎠

10 a Evaluate 13 × 7 by first expressing it as (10 + 3)(10 − 3).

b Evaluate 21 × 19 by first expressing it as (20 + 1)(20 − 1).
c Evaluate 35 × 25 by first expressing it as (30 + 5)(30 − 5).
 Chapter 2: Algebra 69

■ Further applications
11 For each of the following multiply two expressions together such that the result is a
difference of two squares, then complete the expansion using the FOIL method.
a (m + 1)(m − 1)(m + 6) b (n − 3)(n + 3)(n − 7)
c (y + 5)(y − 2)(y − 5) d (6 − p)(p + 3)(6 + p)
e (4a − 7b)(4a + 7b)(a − b) f (2u + 5v)(3u + 4v)(2u − 5v)

12 a Expand and simplify (a + b + c)(a + b − c) by first expressing it as (a + b)2 − c2.

b Similarly, expand and simplify (a − b − c)(a − b + c).

2.16 Miscellaneous expansions

The questions in this exercise are a combination of monomial products, binomial products,
perfect squares and the difference of two squares.
NOTE: Grouping symbols should be written around the expansion of a binomial product if it
is preceded by a minus sign.

Example
EG Expand and simplify:
+S
a (x + 4)2 + (2x + 5)(x − 3) b (x + 8)(x − 8) − (x − 1)2

Solutions
a (x + 4)2 + (2x + 5)(x − 3) b (x + 8)(x − 8) − (x − 1)2
= x2 + 8x + 16 + 2x2 − 6x + 5x − 15 = x2 − 64 − (x2 − 2x + 1)
= 3x2 + 7x + 1 = x2 − 64 − x2 + 2x − 1
= 2x − 65

Exercise 2.16

1 Expand and simplify each expression.

a (a + 3)(a + 5) b (m + 6)2 c (k + 4)(k − 4)
d (2x + 7)(x + 3) e (u − 5)(u + 5) f (n − 9)(n + 2)
g (b − 7)2 h (c − 8)(3c + 2) i (z − 10)(z − 8)
j (6j − 1)(2j − 3) k (3e − f)2 l (1 − l)(1 + l)
m (4p + 7q) 2 n (2g+ 5h)(2g − 5h) o (a + b)(c + d)
p (2v − 11w)2 q (bc − 8)(bc + 8) r (2m + 5)(3m − 4)
70 Mathscape 9 Extension

2 Expand and simplify each expression.

a 3n + 5(n + 2) b (x + 6)(x + 4) + 5 c (t − 4)(t + 4) − 3
d 7g + (g − 1)(g + 3) e 2k2 + (k + 5)2 f a2 + (6 − a)(6 + a) − 20

■ Consolidation
3 Expand and simplify each of the following expressions.
a (y + 4)2 + 2(y + 3) b (e + 5)(e + 6) + 4(e + 2)
c (x + 3) + (x + 1)(x + 5)
2 d (c + 8)2 + (c + 5)2
e (d + 3)(d + 8) + (d + 2)(d + 5) f (h − 2)2 + 7h(h + 6)
g (b + 7)(b − 7) + 10(b + 4) h 3j(j + 2) + (j − 1)(j + 2)
i (z + 1)(z − 8) + (z − 1)(z + 8) j (3r + 5)(r + 5) + (r + 2)2
k (2f − 3g)(2f + 3g) + (2f + 3g)2 l (5t + 2)(5t − 2) + (t − 4)(3t + 1)

4 Expand and simplify each of the following expressions.

a 12x − 5(2x − 3) b 4p(p − 7) − p(p − 1)
c (k − 4) − 3(4 − k)
2 d (n − 7)(n − 3) − 2(n + 10)
e (a + 6)2 − (a + 6)(a − 6) f (b + 3)(b − 3) − (b − 1)2
g (u + 10)2 − (u + 8)2 h (p + q)2 − (p − q)2
i (a + b)(a − b) − (a + b)2 j (2c + 3)(c + 4) − 5(c − 3)
k (v + 8)(v + 5) − (v − 2)(v − 9) l (3k + 11)2 − (3k − 7)(k + 10)
m (6q − 7)(6q + 7) − (6q − 5) 2 n (a + b)(c + d) − (a + c)(b + d)

■ Further applications
5 Expand and simplify each of these.
a (a + 1)2 + (a + 2)2 + (a + 3)2
b (n + 1)(n − 1) + (n + 2)(n − 2) + (n + 3)(n − 3)
c (x + 3)(x + 4) + (x + 3)(x − 4) + (x − 3)(x + 4)
d (h + 1)2 + (h − 1)(h + 1) − (h − 1)2
e (k + 5)2 − 2(k + 5)(k + 6) + (k + 6)2
f (x + y)(x2 + 3xy + 2y2) − (x + y)2
g (e + 5)(e2 + 2e + 3) + (e − 3)(e2 − 4e + 2)
h (a + b)(a2 − ab + b2) − (a − b)(a2 + ab + b2)

6 a Expand and simplify (a + b)3 by first expressing it as (a + b)(a + b)2.

b Similarly, expand and simplify (a − b)3.
c Hence, find (a + b)3 + (a − b)3.

7 Expand and simplify:

a (x + 2)3 b (t − 5)3 c (2p + 3)3 d (4x − 3y)3

8 Expand and simplify (a + b)4.

 Chapter 2: Algebra 71

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G

THEMATICALLY
A NUMBER PATTERN FROM BLAISE PASCAL 1654

ALLY
FOCUS ON WORKING MA
IC
MATHEMAT
Introduction
Blaise Pascal (1623–1662), the brilliant French mathematician, philosopher, writer and
theologian, was a young contemporary of Pierre de Fermat and René Descartes. Although he
made many important contributions to the study of geometry, his name is associated in school
mathematics with a famous series of numbers written in the shape of a triangle known as
Pascal’s triangle

WORKING
1
1 1
1 2 1
1 3 3 1
1 4 6 4 1
1 5 10 10 5 1
. . . . . . .
in which each number is the sum of the two numbers immediately above it. The array was
ON

already well known by many predecessors, including the Ancient Chinese, but it has survived
with his name attached. However, Pascal was the first to investigate its patterns systematically.
FOCUS

In particular, he used it to obtain the coefficients of the terms in the expansion of (a + b)n where
n is a positive whole number. For example, in the expansion of (a + b)2 we have 1a2 + 2ab + 1b2.
Taking the apex of the triangle 1 as row 0, you can see that the array of coefficients 1 2 1 is the
second row of the triangle above. It is this work which is the focus of this activity.
 72 Mathscape 9 Extension

2L EARNING ACTIVITIES

1 Copy and complete the first 10 rows of Pascal’s triangle.

MATHEMATICALLY

2 Write down the expansions of (a + b)n for the cases n = 0, 1, 2, 3, 4 and 5. Copy and
complete the table. Use a different colour for the coefficients and compare with the rows
of Pascal’s triangle.
n Expansion
0 (a + b)0 = 1
1 (a + b)1 = 1a + 1b
2 (a + b)2 =
3
4
5
MATICALLY

3 Notice how the powers of a decrease as the powers of b increase. Use the pattern to predict:
a the first and last terms of (a + b)6
b the second term of (a + b)6
c the fourth term of (a + b)6.

4 Write out the whole expansion of (a + b)6 and (a + b)10.

F O C U S O N W O R K I HNE G

5 By taking b = 3, predict the expansion of (a + 3)5.

6 Add the numbers in each row and record the number pattern. How can you explain this?
MAT

Can you predict the sum of the numbers in the nth row? Take the top number 1 as row 0.
7 Consider each row as a single number, that is 1, 11, 121, 1331, 14641, … What do you
WORKING

notice?
8 Look along the diagonals and see if you can find the triangle numbers 1, 3, 6, 10, 15, …
and the Fibonacci numbers 1, 1, 2, 3, 5, 8, 13, … What other number patterns can you find?

8C HALLENGE
ON

1 At the local ice cream shop there are 19 different flavours to choose from. You decide to
buy a cone with 3 scoops. Show that there are 1330 different ways to choose your cone.
FOCUS

You may find it helpful to consider the separate cases: all 3 flavours the same, all 3
different, and 2 the same and 1 different.
 Chapter 2: Algebra 73

NOTE: Two scoops of strawberry with a scoop of vanilla, for example, is counted as only
one way, no matter what order the scoops are chosen.
2 Draw up a table showing the total number of triple scoops you can have from the number
of flavours n. Verify the data in the table.

THEMATICALLY
Number of flavours, n Total number of choices
1 1
2 4
3 10
4 20

3 Continue the pattern in your table until you reach n = 19. Did you get 1330 choices?

4 See if you can find the number pattern 1, 4, 10, 20, … in Pascal’s triangle.

5 There is a general solution to this problem. If n is the number of flavours, there are
1
--- n (n + 1)(n + 2) choices. Verify that this works for n = 1, 2, 3, 4 and check n = 19.
6

ALLY
E L ET’S COMMUNICATE

FOCUS ON WORKING MA
IC
Divide the class into groups to make two charts for display:

MATHEMAT
1 Make a chart to illustrate the link between the expansion of (a + b)n (called the binomial
theorem) and Pascal’s triangle showing how to write down the terms of the expansion
without multiplying out. You could include the special case of what happens when
a = b = 1.
2 Make a chart to illustrate the patterns and different types of numbers you found in Pascal’s
triangle.

WORKING
%R EFLECTING

Pascal valued intuition, the ability to perceive truth independently of reasoning. In his
mathematical work he loved to anticipate results. He often made superb guesses and had the
ability to see shortcuts.
ON

Do you like making guesses and taking shortcuts to a solution? One of Pascal’s famous
declarations regarding this was ‘Reason is the slow and tortuous method by which those who
do not know the truth discover it’. Would you agree? Reflect on the usefulness of intuition in
FOCUS

the learning of mathematics and discuss it with your teacher.

 74 Mathscape 9 Extension

1 Explain each of the following and give an expand verb 1. to increase in size or to swell: The
example of each: balloon expanded as the hot air flowed into it. 2. to
a like terms express in greater detail: to expand a short story into
b a binomial product a novel 3. to spread, stretch out or unfold: A bird
c a perfect square expands its wings to fly.
❐ Word family: expansion noun
2 Compare the meanings of expand and
factorise. In what way is the mathematical meaning
3 Read the Macquarie Learners Dictionary similar to the idea of stretching out?
entry for expand.

1 Write down an algebraic rule that links: c the number of dots (d) to the number
a the number of dots (d) to the number of rectangles (r).
of circles (c).
CHAPTER RE

Step 1 Step 2
Step 1 Step 2 Step 3
b the number of crosses (c) to the
number of parallelograms (p).

Step 3
Step 1 Step 2 2 Use the method of finite differences to
find the rule that links x and y in each
table of values.
(HINT: Start y = …).
a x 0 1 2 3
Step 3 y 9 11 13 15
VIEW

b x 1 2 3 4
y 3 8 13 18

CHAPTER REVIEW
 Chapter 2: Algebra 75

VIEW
c x 4 5 6 7 9 How many:
a centimetres are there in 3 m q cm?
y 31 40 49 58 b seconds are there in a min b s?
3 Write an algebraic expression that shows: 10 Find the value of each expression using
a 5 more than the product of p and 7 the substitutions p = 4, q = 7 and r = 8.
b 2 less than the product of c and d a 3p + r b pq − 12
c the sum of 8 and the product of x, y c 3p2 d 30 − 5q

CHAPTER RE
and z e 2p + 10q – 3r f p2 − r2
d 3 more than one-quarter of n 5p + qr – 3r
e the difference between r and half of s g r( p + q) h ------------------------------
q+6
f 7 times the cube of c
g one-sixth of the number that is 4 more 11 Evaluate each of the following
than h expressions using the substitutions u = 5,
h twice the number that is 9 less than e v = −2 and w = −6.
i the sum of one-third of a and two- a u−v b w+u
fifths of b c v+w d u−w+v
j the square of the difference between v e w−u−v f 4w2
and w. g 3u − 4w h w(v − u)
4 Write down an algebraic expression in i u +w
2 2 j uvw + 4
simplest form for the number that is: 12 Simplify each of these.
a 8 more than y − 2 a 12ef + 5fe b 6u2 + 4u2
b 5 less than k − 4 c 8a − 3a
2 2 d 7a2b − 3a2b
5 Write down three consecutive numbers, e −8d + 5d f −9v − 3v
the first of which is: g 2c − 10c h −4r + 8r
a t b e+8 13 Simplify:
c 2c − 5 d d−1 a −6h + 9h − 13h
6 Write down three consecutive even b 4t 2 − t 2 − 3t 2
numbers, the first of which is: 14 Simplify each of the following by
a x b n+7 collecting the like terms.
c a−2 a a+7+a+4
7 Write down three consecutive odd b 5c + 8d + 3c + d
numbers, the first of which is: c 14p + 11q + 9p − 8q
a b b v+4 d 20g + 10h − 13g − 8h
c z−3 e 4m + 5 − m − 5
f 17a − 6b + 2a + 4b
8 Convert:
g −10x + 4y + 7x − 9y
a p km to m b b mm to cm
h a2 + 3a + a2 − 8a
c $k to cents d f min to h

CHAPTER REVIEW
 76 Mathscape 9 Extension

d [20g − (7g + g)] × 4

CHAPTER RE

15 Find, in simplest form, an algebraic

expression for the perimeter of each e 40w − [19w + (42w ÷ 6)]
figure. f 5x × [(−14x + 10x) ÷ 2]
a b 3x + 4 22 Simplify:
15c + 9c 9u × 8v
6t 2x a --------------------- b -------------------
13c – 7c 7u + 5u
23 Use the order of operations to simplify:
16 Simplify: a 4n + 3n × 5 b 30j − 56j ÷ 7
a 8k × 3 b m × 6n c 18e + 7e × 4 − 12e
c 5c × 7d d n×n 24 Expand:
e 4g × 9g f ab × bc a 4(3n + 8) b (4a − 5b)7
c 2f (g + 11h) d x(x − 6)
g 1--2- p × 12q h 2--3- rs × 9st
e 5c(3c − 10) f pq(p + q)
i −5 × 3e j −8u × −4v g −3a(b + 9c) h −12r(3s − 4r)
k −2a × −3b × −4c l 7pq × −6qr
25 Expand and simplify each of these
17 Simplify:
VIEW

expressions.
a 12w ÷ 4 b 2c ÷ c a 5(u + 6) − 8 b 3(t − 8) + 10
c ef ÷ e d 30h ÷ 5h c 9(p + 2) − 25 d −7(2x − 5) + 13
e 21ab ÷ 3a f 48mnp ÷ 8mp e 6 + 4(3n − 4) f 15 − (8 − m)
g b2 ÷ b h 18s2 ÷ 6s g 10k − 3(8 − 2k) + 11
i 40u ÷ (−4) j (−20c) ÷ (−4c)
26 Factorise each of the following by
k (−60xy) ÷ 5x l (−24d 2) ÷ (−6d)
removing the highest common factor.
18 Simplify: a 5r − 20 b ab − bc
63ab 72x 2 36uv
2
c xy + y d e 2 + 11e
a ------------ b ----------- c -------------- e tuv − uvw f 18p − 21
7a 12x 3uv
g 20km + 15mn h 24rs − 30s 2
19 Simplify each of the following.
i cd 2 + c2d j −14a + 49
a 28a ÷ 4a × 5b
k −15ef − 24eg l −77w 2 + 132w
b 3c × 12d ÷ 9c
c 40xy ÷ 4x ÷ 2y 27 Factorise each of these by removing a
d 60z 2 ÷ 12z × 7w binomial common factor.
a a(b + 7) + 5(b + 7)
20 Simplify each of these, giving the
b m(m − n) − 4(m − n)
answers in simplest fraction form.
c x(y + 2z) + (y + 2z)
a 3k ÷ 15 b 16ab ÷ 20a
c 35m ÷ 45m 2 d 14u 2v ÷ 21uv 2 28 Simplify:
21 Find the simplest answer for each of 7c c 5u 11u
a ------ – --- b ------ + ---------
these. 9 9 12 12
a (13h − 8h) × 6 13k 7k
c --------- + ------
17 3
d -------- – --------
b 100y ÷ (9y + y) 10 10 20s 20s
c 4 × (9t − 6t) × 5t

CHAPTER REVIEW
 Chapter 2: Algebra 77

VIEW
a a m m 34 Complete these perfect squares.
e --- + ------ f ---- – ---- a (a − 6)2 = a2 − 12a + ____
5 10 3 7
3w w a a b (d + 4)2 = d2 + ____ + 16
g ------- + ---- h ------ + --------- c (____)2 = t2 + 22t + ____
4 6 4b 12b
d (____)2 = n2 − ____ + 81
29 Simplify: e (____)2 = 9x2 + ____ + 25
b c
a --- × --- b
p 12
------ × ------ f (____)2 = 16u2 − 88u + ____

CHAPTER RE
5 8 16 p 35 State whether each expression is a perfect
14m 20n x 2 36yz square.
c ---------- × ---------- d --------- × ----------- a n2 + 4 b k2 + 6k − 9
45 21m 42y 7x
c a + 2a + 1
2 d e2 − 36
5a 5 32 40
e ------ ÷ ------ f ------ ÷ ------ e q − 10q + 100 f 9c2 + 24c + 16
2
12 3b h h
36 Expand:
20v 25v ab 2 a 2 b a (x + 5)(x − 5)
g --------- ÷ ---------- h --------- ÷ ------------
49u 28w 54c 45cd b (k − 8)(k + 8)
30 Expand and simplify: c (12 − m)(12 + m)
a (y + 4)(y + 5) b (m − 7)(m − 3) d (2t − 7)(2t + 7)
c (t + 8)(t − 2) d (a − 11)(a + 4) e (3a + 11b)(3a − 11b)
e (n − 3)(n − 9) f (k + 12)(k − 2) f (ab − 6c)(ab + 6c)
g (e + 6)(e + 7) h (s + 1)(s − 13) 37 Expand and simplify:
31 Expand and simplify: a (a + 3)(a2 + 5a + 4)
a (2b + 5)(b + 3) b (2p − 3)(3p − 8) b (3n − 2)(4n2 − n − 7)
c (5n + 3)(7n − 6) d (4 − 3r)(2 + r) c (y − 2)(y + 2)(y + 9)
32 Expand these perfect squares. d (2k −1)(k − 4)(5k + 3)
a (p + 3)2 b (m − 7)2 38 Expand and simplify:
c (2c + 5) 2 d (4y − 3)2 a (x − 5)2 + (x + 4)(x − 4)
e (3a + 4b)2 f (7j − 6k)2 b (n + 6)(n + 2) + (3n − 4)2
3 8 c (a + 10)(a − 10) − (a − 7)2
g (x + --- )2 h (3t − --- )2 d (2u + 9)(u − 4) − (u − 3)(u + 6)
2 t
33 Expand and simplify 2x(9x − 2y)2.

CHAPTER REVIEW
3 Consumer
arithmetic

This chapter at a glance

Consumer arithmetic

Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

calculate earnings for employees in the form of salaries, wages,
commission, piece work and casual work

calculate overtime pay at special pay rates

calculate holiday leave loading and bonuses

calculate weekly, fortnightly, monthly and yearly incomes

calculate net pay after deductions such as taxation and superannuation

calculate the taxable income after allowable tax deductions have been
considered

calculate the tax payable and net income on a given gross income

calculate the Medicare levy payable on a given taxable income

prepare a budget for a given income and solve budget problems

calculate a best buy

solve problems involving discounts

solve problems involving profit and loss.

78
 Chapter 3: Co n su mer arit hmet ic 79

3.1 Salaries and wages

Self-employed people charge a fee to those for whom they provide their services. However,
men and women who work for other people are paid in a variety of different ways. Most people
are paid either a wage or a salary.

■ Salaries
A salary is a fixed amount paid for one year’s work. It is usually divided into equal weekly,
fortnightly or monthly payments. Employees who are paid a salary are also entitled to sick pay,
holiday pay and the required superannuation employer contributions. Salary earners are not
paid for extra hours worked; however, they may be able to negotiate some time off with their
employer. This may, for example, allow for a late start on one day or an early departure.
Typical salary earners include teachers, police, public servants and scientists.

■ Wages
A wage is a fixed amount paid for each hour’s work for a specified number of hours per week.
Employees who are paid a wage are also entitled to sick pay, holiday pay and the required
superannuation employer contributions. Wage earners are paid for extra hours worked, usually
at a higher hourly rate of pay.
Typical wage earners include sales assistants, construction workers, mechanics and factory
workers.

Example 1 Solutions
EG Alice is paid $620 per week. a Annual salary = weekly pay × 52
+S
Find her: = $620 × 52
a annual salary = $32 240
b fortnightly pay b Fortnightly pay = weekly pay × 2
c monthly pay = $620 × 2
= $1240
c Monthly pay = annual salary ÷ 12
= $32 240 ÷ 12
⯐ $2686.67

Example 2 Solutions
EG a Virgil works 40 hours a Weekly wage = hourly rate of pay × number of hours
+S
per week as a mechanic worked
and earns $13.45 per = $13.45 × 40
hour. Calculate his = $538
regular weekly wage.
80 Mathscape 9 Extension

b Paul works 36 hours per b Hourly rate of pay = weekly wage ÷ number of hours
week as a glazier and worked
earns a regular weekly = $525.60 ÷ 36
wage of $525.60. Find = $14.60
his hourly rate of pay.

Example 3 Solution
EG John’s annual salary is i New annual salary = 1.06 × old salary
+S
$28 490. Find his fortnightly = 1.06 × $28 490
pay after receiving a 6% pay = $30 199.40
rise. ii Fortnightly pay = annual salary ÷ 26
= $30 199.40 ÷ 26
⯐ $1161.52

Exercise 3.1

1 Carrie earns an annual salary of $28 080. How much would Carrie receive if she asked to
be paid:
a weekly? b fortnightly? c monthly?

2 Find the annual salary of a worker whose:

a weekly pay is $498 b fortnightly pay is $1362.50
c monthly pay is $4423.92

3 Calculate the weekly wage for a tradesperson who works:

a a 38-hour week at $12.20/h b a 33-hour week at $16.15/h

4 For how many hours must an employee work each week at the rate of:
a $16/h to earn $592? b $17.40/h to earn $635.10?

5 a Increase an annual salary of $31 400 by 5%.

b Increase a monthly salary of $2925 by 7.2%.

6 a Decrease an annual salary of $48 990 by 12%.

b Decrease a fortnightly salary of $2738 by 8.7%.

■ Consolidation
7 Gary the gardener works at a municipal golf course and is paid an annual salary of $29 640.
How much would Gary have been paid after 11 weeks?
8 Moira is paid $891.60 each fortnight as a hairdresser. How much would she have been paid
after working for 18 weeks?
 Chapter 3: Co n su mer arit hmet ic 81

9 Mitchell is considering applying for these two jobs which have been advertised in the
newspaper.
i Pharmacist’s assistant—Salary: $1040 per fortnight
ii Security guard—Wage: $14.67/h, 35 hours per week
Which position offers the better pay and by how much per week?
10 Sergeant Carlton is paid $1856.40 per month as a soldier in the Australian Army. What is
his equivalent weekly rate of pay?
11 A helicopter pilot is paid $506.75 per week. Calculate his equivalent monthly pay.

12 A sales position is advertised in a weekend newspaper with an annual salary of $32K. What
does this mean?

13 Denise earns $3740 per month as an executive producer at a television station. Find her
equivalent fortnightly pay.
14 Malek’s annual salary is $45 820. Calculate his new weekly pay if Malek receives a pay rise
of 5%.
15 By how much will Kevin’s weekly pay increase if his annual salary of $41 066 is increased
by 4%?
16 Leila earns $1072.90 per week as an architect. Find her new annual salary if she receives a
pay rise of 7 1--2- %.

17 The employees at a fruit company are required to take a pay cut of 10% to ensure that the
business does not go bankrupt. Calculate the new fortnightly pay of a fruit canner whose
annual salary was $25 400 before the pay cut.
18 Due to falling sales, the employees at a small shoe factory have their pay reduced by 8%.
Calculate the new annual pay for a worker who previously earned $385 per week.
19 Copy and complete the following wage table.
Employee Hours worked Hourly rate of pay Total weekly pay
Bart 34 $15.20
Kristina $10.95 $416.10
Marta 36 $532.80

20 Dean works from 8:30 am to 5 pm each day, Monday to Friday, as a shop assistant.
Calculate Dean’s fortnightly pay if he earns $12.75 per hour.
21 Rudy earns $15.65/h for a 37-hour week, while George is paid an annual salary of $33 189.
By how much must Rudy’s hourly rate of pay be increased in order to earn the same annual
pay as George?
82 Mathscape 9 Extension

22 Anise has a casual job selling whitegoods. She is paid $10.40 per hour during the week and
$15.60 per hour on weekends. Find her pay for a week in which she works from 5 pm–9 pm
on Thursday night and 11 am–4:30 pm on Saturday.

23 A casual waitress is paid $9.20/h for any hours worked before noon and $11.50/h for hours
worked after noon. Calculate her pay for a week where she worked for the hours shown.
• Tues.—10 am to 3 pm • Thurs.—12 noon to 6 pm • Fri.—8:30 am to 1 pm
24 William is an apprentice plumber. He is paid a trade allowance of $8.80 per hour and works
40 hours each week.
a Calculate William’s regular weekly pay.
b If he receives a 5% increase, find William’s new hourly rate of pay.
c By how much has William’s weekly pay increased?
25 Last year Yvette was paid an annual salary of $36 500 as a chef in a French restaurant.
This year, her annual salary rose to $39 420 owing to an increase in the number of
customers. By what percentage did Yvette’s salary increase?
26 A teacher’s salary increased from $48 700 to $50 891.50. Calculate her percentage pay rise.
27 Brett was paid $585 per week last year as a car mechanic. He was laid off at the end of the
year and this year, he receives $2408.25 per month in his new job.
a Express each pay rate as an annual salary.
b Did Brett’s pay increase or decrease by changing jobs and by what percentage?

■ Further applications
28 Find the annual salary of each of these employees before they received the given pay
rise/cut.
Change in pay New salary
Greg Pay rise of 8% $29 160
Taleisha Pay rise of 5% $35 700
Lyselle Pay rise of 7.4% $45 967.20
Martin Pay cut of 9% $51 870
Taylor Pay cut of 11% $57 049
Peter Pay cut of 6.3% $79 410.75

29 Allen’s hourly rate of pay was increased by 4% and he now earns $686.40 for a 40-hour
week. How much would Allen have earned for a 35-hour week before the increase?
30 After receiving a pay rise of 7.5%, Laurie’s rate of pay increased to $19.35/h. How much
extra will Laurie earn over a full year if he works for 76 hours each fortnight?
 Chapter 3: Co n su mer arit hmet ic 83

3.2 Other methods of payment

While most permanent workers are paid a wage or a salary, an increasing number of Australians
are being employed in casual positions or in positions where they are paid according to what
they produce or sell.

■ Commission
A commission is usually quoted as a percentage of the value of goods sold. A small retainer or
basic weekly wage may also be paid. The greater the value of goods sold, the greater the income
is for that pay period. Sick pay, holiday pay and superannuation may or may not be paid. Those
who are paid on a commission basis must budget carefully for the weeks when their income is
substantially less than usual.
Typical occupations include salespeople and real estate agents.

■ Piece work
With piece work, the employee is paid a fixed amount of money for each item produced.
The more items a worker produces, the greater the pay for that pay period. Piece work positions
are usually of a temporary or casual nature, rather than permanent positions. Sick pay, holiday
pay and superannuation are not paid.
Typical occupations include textile workers, fruit pickers, decorators and printers.

■ Casual
Casual employees do not work a set number of hours per week but are employed when needed,
sometimes at short notice. A fixed amount is paid for each hour’s work. Higher hourly rates are
paid because they are not entitled to receive sick pay or holiday pay. Casual employees are paid
superannuation.
Typical occupations include tennis coaches, temporary secretaries and casual teachers.

Example 1 Solution
EG Caleb is a used car i Sales in excess of $30 000 = $53 000 − $30 000
+S
salesman. He is paid a = $23 000
weekly retainer of $150 plus ii Commission = 2% of $23 000
a commission of 2% on the = 0.02 × $23 000
value of his sales in excess
= $460
of $30 000. Find his total
iii Total pay = retainer + commission
pay for a week when his
sales total $53 000. = $150 + $460
= $610
84 Mathscape 9 Extension

Example 2 Solution
EG A printer charges $0.60 for Total pay = (250 × $0.60) + (600 × $0.15)
+S
each colour pamphlet = $150 + $90
produced and $0.15 for each = $240
black and white leaflet. How
much would he receive for
printing 250 colour
pamphlets and 600 black
and white leaflets?

Example 3 Solution
EG Trudi is a swimming i Pay for children 5–10 years = $15 × 9
+S
instructor. She charges $15 = $135
per lesson for children aged ii Pay for children 11–15 years = $219 − $135
5 to 10 years and $12 per = $84
lesson for children aged 11
iii Number of children 11–15 years = $84 ÷ $12
to 15 years. She is paid $219
=7
altogether for her 8 am class
on Saturday morning. If 9 of ∴ There are 7 children in the 11–15 years age group.
the children are aged
between 5 and 10 years, how
many children are aged
between 11 and 15 years?

Exercise 3.2

1 Calculate each of these commissions.

a 5% on sales of $12 000 b 2 3--4- % on sales of $9442 c 6.8% on sales of $3127
2 Kerrie is paid a commission of 12% on all perfume sales that she makes. Find her
commission for a week when she sells perfume products to the value of $2340.

3 A telesales representative is paid a fortnightly commission of 13.5% on the total value of

his sales. Find his commission for the previous fortnight when sales totalled $4200.
4 A factory worker is paid 22c for each gadget she constructs on the assembly line. Calculate
her pay for a week in which she constructs 2135 gadgets.
5 Karen is a textile worker who receives $11.75 for each garment she knits. How many
garments did Karen knit last week if she was paid $411.25?
 Chapter 3: Co n su mer arit hmet ic 85

■ Consolidation
1
6 Bill and Ben are furniture salesmen. Bill is paid a commission of 2 --2- % on his weekly sales,
while Ben is paid an annual salary of $29 500. Last week Bill sold furniture to the value of
$23 600. Who received the greater pay last week, and by how much?
7 Mohammed’s rate of commission was 7.5% in December and rose to 8% in January.
Calculate Mohammed’s total pay for these two months if his sales amounted to $27 800 in
December and $29 250 in January.
8 Petra is a sales representative for a large pay TV company. She is paid a weekly retainer of
$165 plus a commission of $25 for each new customer that she signs up. Find Petra’s total
pay for a week when she signs up 17 new pay TV customers.
9 Tonia’s weekly pay consists of a retainer of $240 plus a commission of 6 1--2- % on her sales.
Calculate Tonia’s total pay for the week in which her daily sales were:
• Mon.—$480 • Tues.—$535 • Wed.—$513
• Thurs.—$675 • Fri.—$608 • Sat.—$320
10 Norito is paid a basic fortnightly salary of $395 as well as a commission of 18% on the
value of all sales in excess of $16 500. Calculate his pay for a fortnight where his sales
totalled $21 475.
11 A real estate agent is paid a commission of 3% on the first $180 000 of the value of a
property and 2% on the remaining value. Find her total commission on the sale of each of
the following properties.
a A home unit sold for $175 000 b A house sold for $263 000

12 Miss Elle Itquik is a real estate agent. To sell a property, she charges a commission of 3 1--2- %
on the first $200 000 of the value of the property, 2 1--2- % on the next $150 000 and 1% on the
remaining value. If the house is sold at auction, there is an additional auction fee of $2875.
How much will she receive for selling a house at auction for $865 000?
13 Wade sold goods last week to the value of $7260. His pay for the week was $535.40, which
comprised a retainer plus a commission of 4% on his sales. How much is Wade’s retainer?
14 Joshua is employed to sell earth-moving equipment to construction companies. He is paid
an annual salary of $22 400 plus a commission of 11% on all sales in excess of $440 000.
Calculate his average fortnightly pay for a year when he sells $469 300 worth of equipment.
15 Roy is a junior Rugby League referee. He is paid $65 for each game that he referees on
weekdays and $85 for each weekend game. Find his total pay for a week in which he
referees games on Tuesday and Thursday evenings, two games on Saturday and another
game on Sunday.
86 Mathscape 9 Extension

16 Joy takes in extra ironing to help pay the bills. She charges $12 per basket for shirts and $7
per basket for trousers. Altogether Joy was paid $117 for 3 baskets of trousers and several
baskets of shirts. How many baskets of shirts did she iron?

17 A doctor charges $22.50 for consultations that last less than 10 minutes and $28.75 for
those that last longer than 10 minutes. How much will she be paid for a day in which she
sees 19 patients each for less than 10 minutes and 14 patients for longer than 10 minutes?
18 To pick up and deliver furniture the TLC Removal Company charges customers $50 per
hour for 2 men and $70 per hour for 3 men. The hourly rates apply from the time the truck
leaves the depot until its estimated return. There is an extra fee of $75 for customers moving
to or from an above-ground floor unit or double storey house.
a Calculate the total fee payable on a job where the truck leaves the depot at 7:30 am and
returns at 2:30 pm, 3 men are needed and the furniture is being delivered from a top-
floor unit to a house.
b If the company takes 34% of the money and the men split the remainder equally, find
the amount that each man will be paid.
19 An advertisement is placed in the major newspapers for experienced fruit pickers to pick
grapes in South Australia. The successful applicants are to be paid $180 per day, as well as
a dislocation allowance of $35 per week if they are from interstate. How much would an
experienced fruit picker from New South Wales earn if she was hired to pick grapes for
12 weeks?
20 Paul is a car windscreen fitter. He pays $110 for each standard windscreen and charges a
mark-up of 15% plus $28 for labour. Calculate Paul’s profit for a day when he installs
6 windscreens.
21 Adam runs a small printing company. He charges $21.80 to print 100 personal business
cards and $43 to print 50 colour brochures. How much will Adam be paid by a customer
who orders 350 business cards and 4000 colour brochures.
22 Deborah is contracted by a local toy store to make teddy bears. She is paid $8.20 per bear
for the first 40 bears, then $9.35 for each bear thereafter. How much will Deborah be paid
in a month where she makes 48 teddy bears?

23 As a travelling salesman, Nathan is

Distance
paid a weekly retainer of $140, a
Sales travelled (km)
commission of 8% on his sales, plus
a travel allowance of 48c per Monday $942 215
kilometre. The table below shows his Tuesday $564 72
daily sales and distance travelled for
Wednesday $1088 148
the first week of February.
a Find Nathan’s total sales. Thursday $740 95
b How far did he travel altogether? Friday $916 266
c Calculate Nathan’s total pay for
the week. Saturday $625 310
 Chapter 3: Co n su mer arit hmet ic 87

24 A stockbroker purchases 15 000 NRMA shares at $2.72 per share on behalf of a client. Her
brokerage fees are 2% on the first $2000 and 1.5% on the remaining value of the shares.
a Calculate the purchase price of the shares.
b How much will the broker receive in fees?

25 Tony the television repairman charges a call-out fee of $35, $42 per hour for labour, plus
the cost of parts. Mrs Anania books Tony to come to her house and repair the family’s
television set. The job takes 2 1--2- hours and requires new parts to the value of $55. How much
should Tony charge for the repair job?

■ Further applications
26 Diana is paid a retainer of $255 per week as well as a commission based on the value of her
weekly sales. By the end of the week she had sold $10 400 worth of automobile parts to
several retailers. If her total pay for the week was $463, find Diana’s rate of commission.
27 Roberta is a real estate agent. To sell a property, Roberta charges 3% on the first $200 000
of the value of a property, 2.5% on the next $150 000 and 2% on the remaining value. If the
property is sold at auction, she charges an extra $2350. Roberta successfully auctioned a
property and was paid $20 000 altogether in commission and auction fees. What was the
sale price of the property?

3.3 Overtime and other payments

Overtime is extra time worked beyond the regular number of hours. Overtime hours are
usually paid at 1 1--2- times or 2 times the normal hourly rate of pay. Such overtime rates are
commonly called ‘time and a half’ or ‘double time’ respectively.
A bonus is an extra payment or other benefit given to an employee as a reward for exceptional
performance in their job.
Holiday leave loading is a bonus given to all permanent wage and salary earners and some
other employees when they take their annual holidays. Employees are paid an additional 17 1--2- %
of 4 weeks normal pay, assuming that they take the maximum 4 weeks leave all at once.

Example 1 Solution
EG Ethan earns $15.10 per hour The first 38 hours are paid at the normal hourly rate, the next
+S
for a 38-hour week as an 5 hours are paid at 1.5 times the normal hourly rate and the
electrician. Overtime is paid final 3 hours are paid at twice the normal hourly rate.
at the time and a half rate for Pay= (38 × $15.10) + (5 × 1.5 × $15.10) + (3 × 2 × $15.10)
the first 5 hours and double = $573.80 + $113.25 + $90.60
time thereafter. Calculate = $777.65
Ethan’s pay for a week when
he works for 46 hours.
88 Mathscape 9 Extension

Example 2 Solution
EG Juanita works as a waitress and is i Overtime pay = $405 − $324
+S
normally paid $324 for a 30-hour = $81
week. For how many hours would ii Normal hourly rate of pay = $324 ÷ 30
she have worked in a week where = $10.80
her total pay is $405 if all overtime iii Hourly overtime rate of pay = $10.80 × 1.5
is paid at the time and a half rate? = $16.20
iv Number of overtime hours = $81 ÷ $16.20
=5
v Total hours worked = 30 + 5
= 35
∴ Juanita worked for 35 hours.

Example 3 Solutions
EG Keryn’s annual salary is $29 744. a i 4 weeks normal pay = $29 744 ÷ 52 × 4
+S
At Christmas, Keryn takes her = $2288
annual holidays and is paid 4 weeks ii Holiday loading = 17 1--2- % of $2288
normal pay plus a holiday leave
= 0.175 × $2288
loading of 17 1--2- % on this amount.
= $400.40
a Calculate the holiday leave b Total pay = $2288 + $400.40
loading.
= $2688.40
b Find Keryn’s total holiday pay.

Exercise 3.3

1 An employee’s normal rate of pay is $12 per hour. Find her overtime rate of pay at the:
a time and a half rate b double time rate
2 Merv is a motor car mechanic. His normal rate of pay is $16 per hour. How much overtime
pay would Merv earn by working for:
a 3 hours at the time and a half rate? b 4 hours at the double time rate?

3 For how many hours would a person need to work at the normal hourly pay rate in order to
earn the same amount of money as that earned for working:
a 5 hours at the double time rate? b 4 hours at the time and a half rate?

4 Calculate the total pay for a week in which a tradesperson works:

a 37 hours at $16/h and 4 hours at the time and a half rate
b 39 hours at $20.85/h and 3 hours at the double time rate
c 32 hours at $21.50/h and 3 hours at the time and a half rate
d 36 hours at $17.40/h and 5 1--2- hours at the double time rate
e 38 hours at $15.65/h, 2 hours at the time and a half rate and 4 hours at the double
time rate
 Chapter 3: Co n su mer arit hmet ic 89

■ Consolidation
5 Harry is an electrician who this week worked for 40 hours at the normal rate of $19.40 per
hour and 6 hours overtime at the time and a half rate. Find Harry’s total pay for the week.
6 A plumber worked for 36 hours at $22.50 per hour and 3 hours overtime at the double time
rate. Calculate his total pay for the week.
7 Elise is a textile worker. She is paid $12.30/h for the first 40 hours, time and a half for the
next 5 hours and double time thereafter. Calculate her pay for a week when she works:
a 40 hours b 44 hours c 50 hours
8 A construction worker earns $17.25/h for the first 38 hours worked and double time
thereafter. Find his total pay for a week when he worked for 46 hours.
9 Antoinette is paid at the rate of $14.50/h before 1 pm and at the time and a half rate after
1 pm. Find her total pay for a week when she worked 10 am–5 pm, Monday to Friday.
10 Hayden’s normal rate of pay is $24 per hour, Monday to Friday. He is paid at the time and
a half rate after 6 pm during the week and at the double time rate on weekends. Calculate
Hayden’s total pay for a week when he worked the following hours.
• Mon.—10 am to 6 pm • Tues.—10 am to 6 pm • Wed.—10 am to 8 pm
• Thurs.—1 pm to 9 pm • Sat.—10 am to 4 pm
11 Calculate the number of overtime hours worked by an employee who was paid:
a $20 per hour for the first 40 hours, earning $920 altogether, with overtime being paid
at the double time rate
b $18.80 per hour for the first 31 hours, earning $780.20 altogether, with overtime being
paid at the time and a half rate
c $17.45 per hour for the first 37 hours, earning $924.85 altogether, with overtime being
paid at the double time rate
12 A tradesperson normally earns $636.50 for a 38-hour week. For how many hours would
she have worked in a week where her total pay is $804, if all overtime is paid at the double
time rate?
13 Calculate the normal hourly rate of pay for an employee who was paid:
a $649.30 for working 34 hours at the normal rate and 6 hours at the time and a half rate
b $1029 for working 32 hours at the normal rate and 5 hours at the double time rate
c $684.45 for working 36 hours at the normal rate and 3 hours at the time and a half rate
14 A locksmith worked for 36 hours at $14.70/h and 6 hours overtime at the double time rate.
a Calculate his total pay for the week.
b How much less would the locksmith be paid if the overtime was paid at the time and a
half rate?
15 Last week, a groundsman worked for 34 hours at $13.80 per hour and 8 hours overtime,
which was paid at the time and a half rate.
a How much was the groundsman paid for the week?
90 Mathscape 9 Extension

b For how many hours would he need to work at the normal rate to earn the same amount
of money?
16 Madeleine’s employer gave her a Christmas bonus equivalent to 3% of her annual salary.
Find Madeleine’s bonus if she normally earns $1950 per fortnight.

17 An advertising salesman was given a bonus of 20% of one month’s pay as a reward for
creating a series of successful advertising campaigns. Find the amount of his bonus if he
usually earns $840 per week.

18 Leave loading is an annual bonus calculated on 17 1--2- % of 4 weeks normal pay. Find the
holiday leave loading that is due to an employee who earns:
a $640 per week b $1106 per fortnight
c $3120 per month d $48 340 per year

19 Pedro works for 38 hours each week and is paid $16.25 per hour. At Christmas, Pedro takes
his annual 4 weeks leave. He is paid 4 weeks pay plus 17 1--2- % leave loading on this amount.
Calculate Pedro’s total holiday pay.
20 A stockbroker earns an annual salary of $82 460. Calculate her total holiday pay if she takes
her annual 4 weeks leave in July.

■ Further applications
21 Calculate the fortnightly salary of an employee whose 4 weeks annual leave loading
amounts to $980.

22 Surangi was paid $3946 when she took her annual 4 weeks leave. This amount is composed
of her normal 4 weeks pay, holiday leave loading plus a bonus of $280. Find Surangi’s
normal fortnightly pay.

3.4 Wage deductions

A person’s total income before any amounts are deducted is called their gross income. Typical
deductions include income tax, superannuation, union fees and medical insurance. The amount
of money remaining after the deductions have been made is called the net income.

Net income = gross income − deductions

■ Income tax
The Australian government requires employers to deduct a certain amount of money from the
gross pay of their employees each pay period. This money is then paid to the government on
a monthly basis. Because the tax is taken out of employees’ pay packets on a regular basis, it is
called Pay As You Go or PAYG tax.
 Chapter 3: Co n su mer arit hmet ic 91

■ Superannuation
Superannuation is money set aside by an employee for their retirement. Upon retirement, it
can be taken either in a lump sum or in the form of regular payments. An employee can decide
how much, if any, of their gross income to save in this manner. Employers, however, are
required by law to contribute a percentage of each permanent employee’s wage or salary into
a superannuation fund on their behalf.

Example
EG A carpenter is paid a gross annual salary of $34 630. Each week he contributes 5% of his gross
+S
pay to a voluntary superannuation fund. His other weekly deductions are $166.50 in PAYG
tax and $6.90 for union fees.
a Calculate the total deductions. b Find the net weekly income.

Solutions
a i Weekly superannuation contributions = 5% of $34 630 ÷ 52
= 0.05 × $34 630 ÷ 52
⯐ $33.30
ii Total weekly deductions = $33.30 + $166.50 + $6.90
= $206.70
b Net weekly income = gross weekly income – deductions
= ($34 630 ÷ 52) − $206.70
⯐ $459.26

Exercise 3.4

1 Jack earns a gross weekly salary of $480. His employer deducts $116 in PAYG tax
instalments each week. What is Jack’s net weekly pay?
2 Julianne has a net weekly salary of $372 and deductions totalling $143. What is her gross
weekly pay?
3 Eve’s gross fortnightly pay is $1070. Each fortnight her employer deducts $313.40 in
PAYG tax instalments and she contributes $51.70 to a voluntary superannuation fund for
her retirement. Find Eve’s net weekly pay.
4 Calculate the net pay for each of these employees.
a Mick has a gross fortnightly wage of $964 and deductions of $210 in tax and $14.50 in
union fees.
b Yumi has a gross weekly wage of $755.40 and deductions of $213.10 in tax, $37.75 in
superannuation and $13.50 in health insurance.
c Nicholas has a gross monthly salary of $2690.80 and deductions of $794.65 in tax,
$21.30 in life insurance and $32.82 in union fees.
92 Mathscape 9 Extension

■ Consolidation
5 Mrs Hadlee has a gross annual salary of $32 568. Each week, the following amounts are
deducted from her pay: tax, $151.80; superannuation, $32.95; health insurance, $15.45.
Find her:
a gross weekly pay b total weekly deductions c net weekly pay
6 A printer is paid a gross weekly wage of $13.25 per hour for a 40-hour week. He has weekly
deductions totalling $195.20. What is his net weekly wage?

7 A fork-lift driver is paid a gross wage of $13.40 per hour for 75 hours per fortnight. He has
deductions of $303.15 in PAYG tax instalments and $15.50 for home and contents
insurance. Find his net fortnightly wage.
8 The gross hourly wage for a fitter and turner is $16 per hour for a 34-hour week. He has
$152.32 deducted in weekly tax instalments. What percentage of his:
a gross wage is paid in tax?
b net wage is paid in tax? (Answer correct to the nearest whole percentage.)

9 Maryanne receives a gross fortnightly wage of $1366 and her fortnightly deductions total
$524. Find her net monthly wage.
10 A ferry master is paid $13.80 per hour for a 40-hour week, with overtime paid at the time
and a half rate.
a Find his net pay for a week when he worked for 45 hours and had PAYG tax deductions
of $229.98.
b What percentage of his gross pay was paid in tax? (Answer correct to the nearest whole
percentage.)

11 A construction worker earns $19.60 per hour for a 38-hour week plus a weekly site
allowance of $18.90. Each week his employer deducts $267.30 in tax and 5% of the gross
wage is paid into a superannuation fund.
a How much money is paid into the superannuation fund each week?
b Calculate the worker’s net weekly pay.
12 Working as a crane operator, Barry earns $14.50 per hour. His normal working hours are
from 8 am to 4 pm, Monday to Friday, with overtime paid at the double time rate. Last
week, Barry worked the following hours:
• Mon.—8 am to 4 pm • Tues.—8 am to 5 pm • Wed.— 8 am to 5:30 pm
• Thurs.—8 am to 4 pm • Fri.—8 am to 4:30 pm
Each week Barry pays 7.5% of his gross wage (not including overtime pay) into a
superannuation fund. Last week his employer deducted $195.65 in PAYG tax instalments.
a What was Barry’s gross pay for last week, including overtime pay?
b How much money is deducted in superannuation payments each week?
c Calculate Barry’s net pay for last week.
 Chapter 3: Co n su mer arit hmet ic 93

■ Further applications
13 Dominique has a regular net weekly income of $468. Her employer deducts 35% of her
gross weekly income in tax. Find Dominique’s gross annual salary.
14 Last week Zachary worked for 36 hours at the normal pay rate and 4 hours overtime at the
double time rate. His employer deducted 43% of his gross income in tax, leaving a net
income for that week of $478.80. Calculate Zachary’s normal gross hourly pay rate.

3.5 Taxation
Under the Pay As You Go or PAYG tax system, employers deduct money each pay period from
the gross pay of their employees. Self-employed people need to organise this themselves. This
money is then paid to the government on a monthly basis. The amount of money deducted
varies with each employee according to their gross income and the tax scales in operation at the
time.
The financial year begins on 1 July and ends on 30 June. At the end of each financial year,
employers are required to give each employee a payment summary form. The payment
summary form shows the annual income, deductions such as union fees and superannuation,
and the amount of tax that has been withheld during the year. Employees, and those who are
self-employed, must then fill in a tax return form and lodge it with the Australian Taxation
Office (ATO) on or before 31 October. If a person does not lodge the form in time, they may
be fined.
The amount of tax that each person must pay is based on their taxable income. The taxable
income is calculated by finding the total gross income (e.g. salary, bank interest, rent from an
investment property) and then subtracting any allowable tax deductions (e.g. work-related
expenses, travel expenses, charitable donations). People can minimise the amount of tax that
they have to pay by claiming as many legitimate tax deductions as possible.

Taxable income = total gross income − allowable tax deductions

The table below is the 2000/2001 tax table for Australian wage and salary earners. It can be
used to work out how much tax a person has to pay. The taxable income is always rounded
down to the nearest dollar.
Taxable income Tax payable
$1–$6000 Nil
$6001–$20 000 17 cents for each $1 over $6000
$20 001–$50 000 $2380 + 30 cents for each $1 over $20 000
$50 001–$60 000 $11 380 + 42 cents for each $1 over $50 000
$60 001 and over $15 580 + 47 cents for each $1 over $60 000
94 Mathscape 9 Extension

Sometimes the amount of tax taken out by employers is not enough because the employee has
earned extra income from other sources. In this case, the person may have to pay more tax to
the government. If, however, the employer has taken out too much tax because the employee
is able to claim several tax deductions, then the person may receive a tax refund.
As well as paying income tax, Australians contribute to the cost of funding the public health-
care system through the payment of an annual Medicare levy. The table below shows the levy
payable by individual taxpayers. The amount payable may also vary according to an
individual’s circumstances.
Taxable income Medicare levy
$1–$13 807 Nil
$13 808–$14 926 20 cents for each $1 over $13 807
$14 927 and over Flat 1.5% of taxable income

Example 1
EG Imelda earns $28 490 as a floor polisher. Last year her employer took out $5290 in PAYG tax
+S
instalments.
a Calculate the tax payable.
b Is Imelda entitled to a tax refund or does she have to pay more tax? Explain.

Solutions
a A taxable income of $28 490 falls into the $20 001 to $50 000 tax bracket.
i We first need to calculate by how much this salary exceeds $20 000.
Now, $28 490 − $20 000 = $8490.
ii Tax payable = $2380 + (30c for each $1 over $20 000)
= $2380 + (0.3 × $8490)
= $2380 + $2547
= $4927
b $5290 − $4927 = $363. The amount of tax taken out is $5290, which is greater than the
tax payable, $4927.
Therefore, Imelda is entitled to a tax refund of $363.

Example 2
EG Arjuna earns $56 315 as a construction engineer. In the last financial year he also earned $436
+S
in interest on his savings and he had allowable tax deductions totalling $3720.
a Find the taxable income. b How much tax should he have paid?
c Find the average net weekly income.

Solutions
a Taxable income = total gross income − allowable tax deductions
= ($56 315 + $436) − $3720
= $53 031
 Chapter 3: Co n su mer arit hmet ic 95

b i $53 031 − $50 000 = $3031.

ii Tax payable = $11 380 + (42c for each $1 over $50 000)
= $11 380 + (0.42 × $3031)
= $11 380 + $1273.02
= $12 653.02
c i Net annual income = total gross income − tax
= ($56 315 + $436) − $12 653.02
= $44 097.98
ii Average net weekly income = net annual income ÷ 52
= $44 097.98 ÷ 52
⯐ $848.04

Exercise 3.5

1 Use the tax table on page 93 to calculate the tax payable on each annual salary.
a $5200 b $13 000 c $34 750 d $53 345
e $71 260 f $46 863 g $58 758 h $172 510
2 Mr Ford has an annual salary of $56 300. His tax accountant told him that he could claim
a total of $2580 in tax deductions.
a Find Mr Ford’s taxable income. b Calculate the tax payable on this income.

■ Consolidation
3 Kurt has two jobs. During the day he works as a builder’s labourer and in the evening he
works in a café. As a labourer, Kurt is paid $601.25 per week while the owner of the café
pays him $446 per fortnight.
a Find Kurt’s total annual income.
b Calculate the tax payable on this income.
4 After leaving school, Denise got a part-time job working at a service station and was paid
a weekly wage of $285. Because she was studying at university in the evenings, Denise was
able to claim tax deductions of $744 at the end of the financial year for educational
expenses.
a What was Denise’s gross annual income?
b Find her taxable income.
c How much tax must Denise pay on her annual income?

5 As a computer systems analyst, Tim earns an annual salary of $74 300. Last year he earned
an additional dividend of $4065 on his share portfolio and $710 interest on his savings. He
had allowable tax deductions of $4351.80.
a Calculate Tim’s gross annual income.
b Find his taxable income.
c Find the amount of tax that Tim must pay.
96 Mathscape 9 Extension

6 Stefan’s gross fortnightly pay is $1610.58. His employer took out $384.60 each fortnight
in PAYG tax instalments.
a Find Stefan’s gross annual income. b Calculate the tax payable on this income.
c Is Stefan entitled to a tax refund? If so, how much?

7 Bettina’s gross monthly pay is $4447.08. In the last 12 months she earned interest of
$294.50 on her savings, $2870 on a real estate investment and had allowable tax deductions
totalling $385.40. Her employer deducted $985.34 each month in PAYG tax instalments.
a Find Bettina’s gross annual income. b Find her taxable income.
c Calculate the tax payable.
d Will Bettina receive a tax refund or does she have to pay more tax? Explain your
answer.

8 Alana’s gross weekly income is $475.48 and she has tax deductions of $412.72. Find:
a her gross annual income b her taxable income
c the tax payable d her net weekly income

9 Find the net fortnightly income on a gross annual salary of $64 312, with allowable tax
deductions totalling $2140.
10 Ian’s gross weekly pay last year was $924. At the end of the year he received a 10% pay rise.
a What was Ian’s net weekly pay before the pay rise?
b What was Ian’s net weekly pay after the pay rise?
c By how much has Ian’s weekly take home pay increased?

11 The normal working week for a steelworker is 39 hours at $18.75 per hour, with overtime
being paid at the time and a half rate. Last year the steelworker worked 146 hours overtime
on top of his regular hours and had allowable tax deductions of $1178.40.
a Calculate his gross income for the year.
b Find the tax payable on this income.
c Calculate the tax refund to which he is entitled if PAYG tax instalments of $168.23
were deducted from his gross pay each week.
12 Doug’s gross fortnightly salary is $1448. At Christmas he receives 4 weeks pay plus a
holiday leave loading of 17 1--2- %. During the year, he spent $4200 on dental work and was
able to claim 20% of this amount in excess of $1250 as a tax deduction.
a Calculate Doug’s gross annual salary including the leave loading.
b Find the taxable income.
c How much tax should Doug pay on this taxable income?

13 Erlinda invested $16 400 and was paid interest on this amount at 6% per annum for the
financial year ending 30 June. She was required to declare this interest as part of her taxable
income. Erlinda’s gross fortnightly salary is $2209.
a How much interest did she receive on the investment?
b Calculate the amount of tax that Erlinda paid last financial year.

14 Dobey’s monthly salary for the first 6 months of the financial year was $3095.15. He then
received a 12% pay rise. How much tax should Dobey pay for that financial year?
 Chapter 3: Co n su mer arit hmet ic 97

15 Paula’s gross annual salary is $45 000. Her tax advisor approved the following tax
deductions:
• 40% of the cost of a new computer that was purchased for $3570
• $396.20 for stationery
• $572.90 for work-related travel expenses
• $151.75 for dry-cleaning of uniforms
• $384.55 for union fees
a What is the total value of Paula’s tax deductions?
b What is her taxable income?
c Calculate the tax payable on this income.

16 Prior to the reform of the Australian tax system in 2000, a person with an annual income of
$49 000 paid tax of $8942 plus 43 cents for each $1 earned over $38 000.
a Calculate the tax payable on an income of $49 000 under the old tax scale.
b Calculate the tax payable on this income under the new tax scale.
c How much better off per week is a person with this income under the new tax scale?

17 Giselle is paid a weekly retainer of $145.65 plus a 5% commission on the value of her sales.
Last year, Giselle sold books to the value of $652 375. She claimed a total of $2966.30 in
tax deductions for the year.
a Find her gross annual income.
b Find the tax payable.
c What was Giselle’s average net weekly pay last year?

18 Individual Australian taxpayers whose taxable income is greater than $13 807 are required
to pay an annual Medicare levy to contribute to the cost of public health care. The payment
scale is shown on page 94. An additional 1% Medicare levy surcharge is payable by
individual taxpayers with a taxable income greater than $50 000 per annum who have not
taken out private health insurance with a registered health fund.
Calculate the annual Medicare levy payable on a taxable income of:
a $12 500 b $21 000 c $14 260

19 Harley is an engineer with a taxable income of $95 400. He does not have private health
insurance.
a Does Harley have to pay the extra Medicare levy surcharge of 1%?
b How much will he pay altogether for Medicare?
c Would Harley be better off by paying $675 per year for private hospital cover? If so,
by how much?
20 Glenda is an industrial chemist with a taxable income of $48 460. Her employer has
deducted $185 per week in PAYG tax instalments.
a Calculate the tax payable on this income.
b Calculate the Medicare levy payable on this income.
c How much tax has been deducted from Glenda’s annual salary?
d Is Glenda entitled to a refund or does she have to pay more tax? In either case, state the
amount.
98 Mathscape 9 Extension

21 Dilini has a gross annual salary of $75 484 and last year she earned $4620 in dividends on
her shares. She had allowable tax deductions of $725 for work-related travel expenses and
$594 for other expenses. Dilini has top private hospital cover. Her employer deducted
$528.30 in PAYG tax instalments each week from her gross pay.
a Find her taxable income.
b Calculate the amount of tax that she should pay on her income.
c How much should Dilini pay for Medicare?
d Is Dilini entitled to receive a tax refund? If so, how much?

■ Further applications
22 Find the taxable income of an employee who paid the amounts below in tax. (Ignore the
Medicare levy.)
a $1598 b $4870 c $13 358.20 d $31 847.64

23 Victor earns a regular hourly rate of pay for working 35 hours per week as an electrician
and is not eligible to earn overtime pay. In the previous financial year he paid $14 160.40
in tax and also paid a Medicare levy. He had total tax deductions of $3790.35 and does not
have private health insurance. Find:
a his taxable income b the Medicare levy c his hourly rate of pay

3.6 Budgeting
A budget is an organised spending plan based upon a person’s net income. It is important to
work out your spending habits and make an accurate budget so that you have enough money at
hand when bills come in. Some bills vary a lot at different times of the year and unexpected
expenses may also occur. It is wise to save as much money as you can so that you are not
caught out.

Example
EG Helen has just moved out of home. She Item Weekly expenses
+S
has a net income of $540 per week as a Rent $160
video technician and spends 1--9- of her
income on food. Helen has created this Car loan repayment $125
weekly budget to manage her finances. Petrol $35
a How much does Helen spend on food Food
each week? Clothes $30
b How much money does she save
each week? Entertainment $45
c What percentage of her income does Savings
Helen spend on rent, correct to
1 decimal place?
d If Helen’s budget was represented on a sector graph, what would be the central angle in
the ‘clothes’ sector?
 Chapter 3: Co n su mer arit hmet ic 99

Solutions
1
a --- × $540 = $60
9
b Savings = $540 − ($160 + $125 + $35 + $60 + $30 + $45)
= $540 − $455
= $85
160 30
c --------- × 100% ⯐ 29.6% d Central angle = --------- × 360°
540 540
= 20°

Exercise 3.6

1 Partima has a net weekly income of $410. She has Partima’s weekly budget
formulated a weekly budget plan in order to manage
Rent $205
her money.
a How much does Partima save each week? Transport $28
b Partima pays the rent on a fortnightly basis. Food $75
How much rent does she pay each fortnight?
Entertainment $50
c What percentage of her net income does she
spend on food? Answer correct to the nearest Savings
whole percentage.
Kendra’s weekly budget
2 Kendra earns $572 per week after tax. She lives
alone and has just bought a new car on terms. Rent $185
She sets aside equal amounts of money for bills
Car loan repayment $76
and entertainment.
a How much does Kendra set aside for bills? Petrol $42
b What are her annual expenses for rent? Bills
c What percentage of her income does Kendra
Clothes $35
save? Answer correct to the nearest whole
percentage. Entertainment
Food $75
Savings $29

3 Reggie shares a house with 3 friends. They pay Reggie’s weekly budget
$320 per week in rent and share equally the payment Rent
of the rent and all bills. This year they estimate that
the bills will amount to approximately $2080. Bills
a How much does Reggie contribute each week Entertainment $65
for: i rent? ii bills?
Transport $22
b What is Reggie’s net weekly income?
c What fraction of his income is spent on food? Food $60
d How much more does Reggie spend on rent Clothes $45
than on entertainment?
Savings $38
100 Mathscape 9 Extension

■ Consolidation
4 Stuart lives at home with his parents. He goes to Stuart’s weekly budget
university at night and works as a storeman and
packer by day. He pays 30% of his net income to Food and board $105
his parents for food and board. Entertainment
a What is Stuart’s net weekly income? Uni. expenses
b He budgets $10 more per week for
entertainment than for his university expenses. Petrol $40
How much does he budget for each item? Clothes $45
c If this budget was to be shown on a sector graph, Savings $70
what size would the central angle be for
savings?
d Stuart received a pay rise of 12% and he decided to split this extra amount between
what he spends on clothes and what he pays for food and board. How much will he
spend on clothes after the pay rise?
5 Virgil constructed this sector graph to illustrate his Virgil’s weekly budget
weekly budget.
a Virgil spent twice as much on food as he did on
Entertainment
transport. What angle should be shown for each
of these sectors? Clothes
b What fraction of his weekly income does Virgil 30°
150°
spend on clothes?
c Virgil pays $225 per week in rent. Find his net Rent Transport
weekly income. Food
d Is this a good budget? Explain.

6 Anthea has a net annual salary of $27 300. She has weekly expenses of $17.50 for health
insurance, $37 for petrol and $80 for food. She pays $480 per fortnight for rent and $78 per
month for car insurance. She wants to allow $75 per week for savings. Draw up a weekly
budget for Anthea, with the remaining money being divided equally between savings and
‘other expenses’.
7 Brett earns $16.50 per hour after tax for a 36-hour week. He pays $354 each fortnight for
rent and has weekly expenses of $110 for food and $48 for petrol. His annual expenses are
$1550 for bills and $940 for car insurance. Brett pays 5% of his weekly wage into a
superannuation fund for his retirement. The rest of his money is deposited into a savings
account. Draw up a weekly budget for Brett, rounding off all amounts to the nearest dollar.
8 Jillian wants to buy a new car. She took out a car loan and agreed to make regular monthly
repayments for 5 years. She will also need to budget for the following costs:
• Petrol—$35 per week • Servicing—$280 every 6 months
• Loan repayment—$355 per month • Green slip—$315 per annum
• Insurance—$75.40 per month • Registration—$225 per annum
• Driver’s licence renewal—$35 per annum
 Chapter 3: Co n su mer arit hmet ic 101

a How much will Jillian eventually pay on the car loan?

b What is the total annual running cost of this car?
c How much will Jillian need to budget each week to cover the running costs?
d Calculate the total cost of buying and running this car for 5 years.

■ Further applications
9 a Select a job that appeals to you from the employment section of a newspaper and note
the annual salary/pay conditions.
b Read through the real estate section and select a house/home unit that you can afford to
rent on this salary.
c Choose a new/used car from the motoring section and note the purchase price and
repayment costs.
d Get copies of recent family bills for electricity, water, gas, telephone and so on and
estimate the weekly costs for a single person.
e Prepare a complete weekly budget, including rent, car payments, bills, petrol, clothes,
entertainment, insurance, food and savings. How much money is left over?

TRY THIS Telephone charges

The following is a summary of a report that was
published in a newspaper.
‘Charges for Telco Blue long-distance telephone
calls will be slashed by up to 31%. This will save
consumers $100m per year. The biggest
reductions will be on the longest distances, for
example Sydney-to-Melbourne calls are slashed
from 67c to 46c for 3 minutes and Brisbane-to-
Perth calls will fall from 90c to 68c for 3
minutes.’
a Find the percentage decrease in the costs of the 2 calls quoted in the article.
b A firm had a telephone bill in 2002 of $12 580 for calls. An examination of the
account showed that 35% of the sum was due to long-distance calls. In making
a budget for 2003, the firm assumes that the number of local and long-distance
telephone calls will stay in the same ratio and both will increase by 10%. It is also
allowing for a 25% reduction in the cost of long-distance calls because of the
Telco Blue announcement (since the phrase ‘up to 31%’ was used!). Calculate the
firm’s estimate of its 2003 telephone bill for calls.
102 Mathscape 9 Extension

3.7 Best buys

Many products are sold in containers or packets of varying sizes. Usually, buying the larger
quantity provides better value for money as the manufacturer is able to cut down on packaging
and delivery costs. However, on some occasions, the retailer may have a surplus of other-sized
stock that needs to be sold to make room for new stock. This stock may be discounted
considerably, making it the best buy.

Example 1
EG Which of these is the best buy?
+S
A 10 kg for $13 B 15 kg for $19.95 C 20 kg for $25 D 30 kg for $38.40

Solution
The lowest common multiple of 10, 15, 20 and 30 is 60. We therefore compare the costs of
purchasing 60 kg of the product in each case.
A 10 kg for $13 B 15 kg for $19.95 C 20 kg for $25 D 30 kg for $38.40
×6 ×6 ×4 ×4 ×3 ×3 ×2 ×2
= 60 kg for $78 = 60 kg for $79.80 = 60 kg for $75 = 60 kg for $76.80
∴ C is the best buy.

Example 2
EG Which of these is the best buy?
+S
A 5 L for $42.25 B 6.8 L for $57.12
C 10.2 L for $86.70 D 12 L for $100.20

Solution
The lowest common multiple of 5, 6.8, 10.2 and 12 is not obvious. We therefore find the cost
of 1 L of the product in each case.
A 5 L for $42.25 B 6.8 L for $57.12
÷5 ÷5 ÷ 6.8 ÷ 6.8
= 1 L for $8.45 = 1 L for $8.40
C 10.2 L for $86.70 D 12 L for $100.20
÷ 10.2 ÷ 10.2 ÷ 12 ÷ 12
= 1 L for $8.50 = 1 L for $8.35
∴ D is the best buy.

Exercise 3.7

1 Determine the best buy in each of these by finding the cost of:
a 100 g of each item.
A 10 g for $2.40 B 20 g for $4.50
C 50 g for $11.50 D 100 g for $23.80
 Chapter 3: Co n su mer arit hmet ic 103

b 2 L of each item.
A 200 mL for $8.52 B 400 mL for $16.84
C 500 mL for $20.90 D 1 L for $41.90
c 1500 mL of each item.
A 100 mL for $1.27 B 250 mL for $3.08
C 300 mL for $3.75 D 500 mL for $8.30
2 Find the best buy in each of these.
a A 5 cm for $1.25 B 8 cm for $2.32
C 10 cm for $2.70 D 20 cm for $5.56
b A 5 g for $1.80 B 15 g for $4.95
C 25 g for $9.50 D 75 g for $29.25
c A 6 kg for $4.86 B 8 kg for $6.80
C 9 kg for $7.02 D 12 kg for $9.90
d A 1--4- L for $23.13 B 2
--- L for $35.60
5
1
C --- L
2
for $45.75 D 1 L for $87.50

■ Consolidation
3 Find the unit cost of each item and hence determine the better buy in each of these.
a 30 mL for $2.10 or 65 mL for $4.88 b 85 cm for $5.19 or 95 cm for $5.89
c 7 kg for $29.61 or 12 kg for $50.28 d 75 g for $10.16 or 125 g for $17.03
4 A 1.25-L bottle of lemonade is priced at $1.45 while a 2-L bottle is priced at $2.40. Which
size represents the better value?
5 Bird seed is sold in 3 sizes: 500 g for $1.78, 1 kg for $3.45 and 1.75 kg for $5.90. Which
size represents the best value for money?
6 Oz Tea is sold in 3 different-sized packets: 100 g for $1.75, 200 g for $3.40 and 250 g for
$4.35. Which sized packet of tea is the most expensive per gram?
7 Screen doors are advertised for sale at $180 each or 3 for $500. Daniel needs to replace the
screen door at the front of his house after an attempted break-in. Which purchase option is
better for Daniel? Why?
8 Gary needs 2 tins of paint to paint his son’s bedroom. Paint is advertised for sale at $9.50
per tin or ‘buy 3 tins and get 1 free’. Which purchase option should Gary make? Why?

■ Further applications
9 A 1 kg bag of prawns costs $7.60 while a 3 1--2- kg bag costs $26.75.
a Which size represents the better buy?
b At what price should a 2 1--2- kg bag be sold if it is to represent equal value for money with
the best buy?
10 Potatoes are sold in 2 kg bags for $2.80 and 5 kg bags for $7.10. Find the maximum price
at which a 3 kg bag should be sold if it is to be the best buy by 10%.
104 Mathscape 9 Extension

3.8 Discounts
A discount is a reduction in price of an item that is for sale. It is usually expressed as a
percentage of the marked price. Retailers offer discounts to encourage customers to shop in
their store or to quickly sell any remaining stock before the new stock arrives.
Some stores offer consecutive discounts on the marked price of an item. That is, they offer a
discount on the already discounted price. It is important to note that the two discounts must be
worked separately. You cannot simply add the percentages and make one calculation.
Consecutive discounts are usually offered for customers who are paying cash rather than using
a credit card.

Example 1
EG A Christmas tree with a marked price of $35 is marked for sale at 40% off in early January.
+S
a Calculate the discount. b Find the new retail price.

Solutions
a Discount = 40% of $35 b New retail price = marked price − discount
= 0.4 × $35 = $35 − $14
= $14 = $21

Example 2
E G
+ S A customer purchased a lounge chair with a marked price of $1100 at the mid-year sales, where
everything in the store was advertised at 15% off. He was also given a further discount of 2%
because he paid cash. How much did the customer pay for the chair?

Solution
i If the chair was discounted by 15%, then ii After a further discount of 2% was
the customer would only have paid 85% allowed, the customer only paid 98% of
of the marked price. the discounted price.
85% of $1100 = 0.85 × $1100 98% of $935 = 0.98 × $935
= $935 = $916.30
∴ The customer paid $916.30 for the chair.

Example 3
EG Xiang paid $42 for a pair of jeans at a 25% off sale. What was the marked price of the jeans
+S
before the discount was allowed?
 Chapter 3: Co n su mer arit hmet ic 105

Solution
The unitary method is used to find the original price of a discounted item. Since a discount of
25% was allowed, the purchase price must have been 75% of the marked price.
75% of the marked price represents $42
÷ 75 ÷ 75
∴ 1% of the marked price represents $0.56
× 100 × 100
∴ 100% of the marked price represents $56
∴ The jeans cost $56 before the discount was allowed.

Exercise 3.8

1 Niles was given a discount of 25% when he purchased a new set of tyres for his car. What
percentage of the retail price did he pay?
2 Find the following discounts:
a 25% off the retail price of a $580 dishwasher
b 40% off the retail price of a $130 heater
c 33 1--3- % off the retail price of a $216 bicycle

3 An electrical goods super store is holding a post-Christmas sale, with discounts of 15% on
all television sets, 20% on refrigerators and 12 1--2- % on ovens and ranges. Find the new sale
price for each of these electrical goods.
a b c

0
72 04
5 $8 $1
26
$1

■ Consolidation
4 A book store offers teachers a 15% discount on all books. Mrs Hosogoe purchased 2 books
priced at $29.95 each and 3 books priced at $24.75 each. Find:
a the total cost without the discount b the total cost with the discount

5 A dishwasher was advertised at $640 with a further $175 for installation. Calculate the total
purchase and installation costs if the cost of the dishwasher (excluding installation) is
reduced by 18% due to minor scratching.
106 Mathscape 9 Extension

6 An outdoor television antenna is advertised with a marked price of $115 with $25 extra
for installation. Find the total purchase and installation cost of an antenna during a sale in
which all antennas are being discounted by 10% and installation costs are being discounted
by 20%.
7 John purchased a 4-cylinder mower with a MO’s MOWERS
price tag of $340. He received the advertised
discount, plus a further 5% off the discounted HUGE
price for paying cash. How much did John pay DISCOUN
for the mower? TS
• 10% off all 2 cylinder mowers
• 15% off all 4 cylinder mowers

8 Mrs Lee purchased the following items for her son in preparation for the new school year:
• 4 pens at 95c each • a bottle of liquid paper costing $1.85
• an eraser costing 50c • 8 exercise books at $1.14 each
• a ruler costing 43c • a pencil sharpener costing 24c
Find the change from $20 if a discount of 10% was given on the cost of each item.
9 The owner of a local video rental store placed the following sign in the window: ‘Rent
any 4 movies and get one free’. What percentage discount is being offered on the hire of
5 movies?
10 Find the percentage discount that was allowed if a pair of shoes with a retail price of $150
was sold for $117.
11 The price of a book was reduced from $42 to $36.54. What percentage discount is this?

12 The retail price of a school bag was reduced by $11 to $28. Find, correct to 1 decimal place,
the percentage discount.
13 A motorbike was discounted by 10% and sold for $5220. What was the cost of the
motorbike before the discount was applied?

14 A set of encyclopaedias was sold for $410.40 after being discounted by 28%. Find the cost
of the encyclopaedias before the discount was applied.
15 A pair of jeans was reduced by 35% and sold for $61.75. What was the price of the jeans
before the discount was applied?
16 Tamara bought a blouse at a sale, where items were listed as 30% off. What was the original
retail price of the blouse if Tamara paid $43.40?
 Chapter 3: Co n su mer arit hmet ic 107

17 Kerryanne bought a guitar at a 35% off sale at the markets and paid $136.50. How much
did she save?
18 Drivers who do not make a claim on their car insurance receive
a 10% no-claim bonus each year.
a Would a driver receive a no-claim bonus in their first year?
b Catherine has been driving for 4 years and has a perfect
driving record. What percentage would her no-claim
bonus be?
c How much will Catherine have to pay to insure her car if the
full insurance premium is $810?

■ Further applications
19 The children’s entry price into a pantomime is set at 60% of the adult’s price. Find the
total entry price for a family of 2 adults and 3 children if 1 adult and 1 child can enter for
$24.
20 The cost of a camera was reduced by 20% in January with a further 5% discount being
given for paying cash. A tourist paid $516.80 cash for a camera. What was the original
price?
21 A leather handbag was discounted by $x and then sold for $y. Find the percentage discount
in terms of x and y.

TRY THIS Progressive discounting

A sales representative is eager to sell you a car. He offers you three successive
discounts on the car (5%, 10%, 15%) in any order that you wish. Which order should
you choose?
108 Mathscape 9 Extension

3.9 Profit and loss

The terms profit and loss refer to the difference between the cost price and selling price of an
item. This difference is called a profit if the selling price is greater than the cost price and a
loss if the selling price is less than the cost price.

Profit = selling price − cost price
Loss = cost price − selling price

In business, the manufacturer makes products, marks up the cost, then sells them to a
wholesaler. The wholesaler marks up the cost and then distributes the products to a retailer.
The retailer marks up the price and then sells the products to customers in their store. The
mark-up is usually a percentage of the purchase price at each stage.

To express the profit or loss as a percentage of the cost price or selling price:

calculate the profit or loss

divide the profit or loss by the cost price or selling price
100

multiply by --------- %.
1
Percentage profit or loss is calculated on the cost price unless otherwise stated.

Example 1
EG Quentin bought a bicycle for $150 and sold it six months later, making a loss of 30% on the
+S
purchase price. Find the selling price.

Solution
i Loss = 30% of $150 ii Selling price = cost price − loss
= 0.3 × $150 = $150 − $45
= $45 = $105

Example 2
EG A retailer purchased an electric fan for $30 and sold it for $42. Calculate the percentage profit.
+S
Solution
profit 100
i Profit = selling price − cost price ii Percentage profit = ----------------------- × --------- %
cost price 1
= $42 − $30
= $12 12 100
= ------ × --------- %
30 1
= 40%
 Chapter 3: Co n su mer arit hmet ic 109

Exercise 3.9

1 A piano was bought for $2900 and sold three years later at a loss of 30%. Find:
a the loss b the selling price

2 Heather purchased a painting for $3500. She later sold the painting at an auction, making a
profit of 40%. Find:
a the profit b the selling price

3 Ted bought a boat for $18 500 and sold it two years later to his brother, making a loss of
25%. How much did Ted’s brother pay for the boat?

■ Consolidation
4 The wholesale price of a DVD player was $520 and the retail price was $650. Express the
profit as a percentage of the:
a wholesale price b retail price

5 Annika bought a tennis racket for $80 and sold it 6 months later at a garage sale for $56.
Express the loss as a percentage of the cost price.

6 A jeweller bought a pearl necklace for $2100 and sold it to a customer at a profit of 45%.
Express the profit as a percentage of the selling price, correct to the nearest whole per cent.
7 Ricardo purchased a house for $325 000 in 1990 and sold it for $594 750 in 2001. Calculate
the percentage profit.
8 Steve bought a coffee table for $120 and sold it later at a garage sale for $54. Find the
percentage loss.
9 How is the cost price of an item related to the selling price if a profit of 100% was made on
the sale?
10 If an item is sold at a profit of 300%, find in simplest form the ratio of selling price : cost
price.
11 A company sells mobile phones at a loss of 30% on their wholesale price of $160. Other
charges include a network connection fee of $25 and 12c per minute for calls. Calculate the
overall first month profit or loss on the sale of a mobile phone to a customer who makes
15 3--4- hours worth of calls in that month.
12 Freda owns a cake shop franchise. Last week she accepted delivery for cakes to the value
of $3240. She sells the cakes with a mark-up of 48%. The running costs for the week
amount to $955. Find the total profit for the week after all running costs are taken into
account.
110 Mathscape 9 Extension

13 Tori bought 7000 shares in a telecommunications company in 1996 and sold them 5 years
later. If the share price was $3.25 at the time of purchase and $3.08 at the time of selling,
find:
a the total loss made on these shares
b the percentage loss, correct to 1 decimal place

14 Yvonne sold her home unit for $224 000, making a profit of 28% on the purchase price.
How much did she pay for the unit?

15 Daryl sold his car for $8500, which represented a loss of 55% on the original purchase price
due to depreciation. How much did Daryl pay for the car originally? Give your answer
correct to the nearest dollar.

16 A shop owner sold a computer for $2875, making a profit of 32% on the wholesale price.
What was the wholesale price of the computer? Give your answer correct to the nearest
dollar.

17 The owner of a sports store marks up the cost of cricket balls by 15% and cricket bats by
40%. One boy paid $280 for a bat and three balls while a second boy paid $248 for a bat
and a ball.
a Find the retail price of each bat and ball.
b Find the wholesale price of each.
c Calculate the total profit made on these sales.

■ Further applications
18 A manufacturer sells plates to a wholesaler at cost plus 20%. The wholesaler then marks up
the price by a further 25% and sells them to a retailer. The retailer then sells the plates for
$4.20 each, making a profit of 40%. How much would it cost to manufacture 200 plates?

19 A factory owner pays his 3 employees $12.50 per hour for 36 hours per week to
manufacture mouse traps. Each employee can make 40 mouse traps per hour. The owner
pays 75c per trap for parts and $490 per week in other business overheads, such as rent,
electricity and telephone charges.
a Find the weekly wages bill.
b How many traps are produced each week?
c Calculate the total cost of running the business per week
d For how much should each trap be sold to a wholesaler if the factory owner is to make
a profit of at least $800 per week?
 Chapter 3: Co n su mer arit hmet ic 111

0FF OCUS ON
O R K I N
I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
G W M

THEMATICALLY
SYDNEY MARKET PRICES IN 1831

ALLY
FOCUS ON WORKING MA
IC
Introduction

MATHEMAT
The first edition of the Sydney Herald was published on Monday 18 April 1831. It was not until
1840 that the Herald became a daily, the Sydney Morning Herald. One of the interesting
columns was headed Markets. It included prices at the Sydney markets on a wide range of
goods. In those days, in fact up to 1966, Australia’s currency was in pounds, shillings and
pence. An extract from a column is reprinted here.
£ s. d. £ s. d. £ s. d. £ s. d.
Ale, English . . doz. 0 12 6 Girard. . . . . . 14s 0d—11s 0d black . . .,, 0 3 0 [Link] 0 0 3
Colonial . gall. 0 6 0 Hall . . . . . . . 14s 0d—11s 0d Poultry, Turkies, ea. 0 4 3 ,, fig.. 0 1 6

WORKING
Arrow Root. . . . . lb. 0 1 6 Fruit, Oranges, doz. 0 2 0 Geese, . . ,, 0 3 3 ,, stlks.. 0 0 6
Beer, English, gall. 0 4 0 Lemons, ,, 0 1 0 Fowls, pair 0 1 9 Negrohd.. 0 3 6
Colonial ,, 0 2 0 Apples, ” 0 2 0 Ducks, ea. 0 1 6 Segars,[Link] 0 7 0
Biscuit. . . . per cwt. 0 16 0 Peaches, ,, 0 0 3 Rice . . . . . . . . . . . lb. 0 0 3 Hav. ,, 0 15 0
Blankets. Col. [Link] 0 10 0 Grain, Wheat, Bush. 0 4 0 Salt, colonial . . . cwt 0 5 0 Chinsura 0 10 0
Blue. . . . . . . . . . . lb. 0 2 0 Maize, . . . ,, 0 2 6 Soap, colonial . . . .lb 0 0 4 --12- Manilla . 1 10 0
Bread, 2 lb loaf . . . . 0 0 3 --12- Barley . . . ,, 0 2 9 Spirits, Rum,. . .gall. 0 9 0 Snuff, colon . . . . . lb 0 7 0
Butter, fresh . . . . . . 0 1 0 Oats . . . . . ,, 0 0 01 Brandy . .,, 0 13 0 Vegetables,
salt. . . . . . . . 0 0 8 Meat, Beef, [Link]. 0 0 1 --4- Gin . . . . .,, 0 12 6 Potatoes,. . . [Link] 0 3 6
Candles, moulds… lb 0 0 7 joint, ,, 0 0 2 12--- Colon.. . .,, 0 7 6 do old do. . 0 0 0
Dips. . . . . . 0 0 5 12--- salted ,, 0 0 3 Starch . . . . . . . . . lb. 0 2 6 Cabbages,. .[Link]. 0 1 6
Cheese, English . lb 0 1 9 Mutton, carcasss ,, 0 0 2 Straw, Oat . . . .load 0 12 6 Turnips, .p. bunch 0 0 2
ON

Colonial . . 0 0 7 per joint ,, 0 0 3 Barley ,, 0 12 6 Carrots, do. 0 0 3

Cloth, Parramat. . yd 0 1 3 Pork, carcass ,, 0 0 4 Sugar, Loaf, per lb. 0 0 8 Beans, broad, pk. 0 0 0
Coffee, ground . . lb 0 1 6 per joint ,, 0 0 5 1--2- Moist … ,, 0 0 3 1--2- French, ,, 0 0 0
Eggs, per doz. . . . . . 0 2 6 salted . . ,, 0 0 4 Tallow, melted. cwt. 1 8 0 Onions . . . . . . . lb 0 0 1 12---
FOCUS

Flax, New Zea . ton 22 0 0 Bacon . . .per lb. 0 0 7 Rough fat 1 3 4 Vinegar, colon.. gall. 0 3 0
Flour, 100 lbs. fine 2nds. Hams . . .per lb. 0 0 9 Tea, Hyson . . . . . .lb 0 1 6 Wine, Port, p. doz. 35s—40s
Barker . . . . . . 14s 0d—11s 0d Veal, [Link] ,, 0 0 3 Young Hyson ,, 0 2 6 Madeira ,, 35s—40s
Cooper . . . . . 14s 0d—11s 0d per joint ,, 0 0 4 Souchong . . . ,, 0 3 3 Sherry ,, 35s—40s
[Link]. . . 14s 6d—11s 6d Milk, per quart . . . . . 0 0 6 Pekoe. . . . . . . ,, 0 3 3 Claret ,, 10s—60s
Dixon . . . . . . 13s 0d—11s 0d Oil, sperm . . . . gall. 0 5 0 Gunpowder . . ,, 0 4 6 Cape . . . . gall. 0 4 6
Tobacco, Brazil… lb 0 2 4 Elder. . . . . ,, 0 5 6
 112 Mathscape 9 Extension

2L EARNING ACTIVITIES

Work in groups to do this activity. You will need to know the following about Australia’s
MATHEMATICALLY

currency in 1831:
• Coins: the farthing ( 1--4- penny), the halfpenny ( 1--2- penny), the penny, the threepenny ‘bit’
(3 pence), the sixpenny coin (6 pence), the shilling (12 pence), the two shilling coin called
‘two bob’, and the crown (worth 2 shillings and 6 pence).
• Notes: the pound (called a ‘quid’), a 5 pound note (called a ‘fiver’), a 10 pound note
(called a ‘tenner’) and a 20 pound note. One pound was worth 20 shillings.
• Units: the gallon (gall, 1 gall = 4.8 L), the quart (qt, 1--4- gallon), the pound weight
(lb, 1 kg = 2.2 lb) and the bushel (1 bush = 8 gall).

1 Using the table on page 111 for prices at Sydney’s markets, work out the cost of each of the
following items and the total cost of the bill in £ s d (pounds, shillings and pence).
Item Cost Item Cost
MATICALLY

2 loaves of bread 2 bushels barley

1
---
2
gallon of Colonial beer 12 lb salted beef
1 1
---
2
lb English cheese ---
2
lb bacon
F O C U S O N W O R K I HNE G

1
---
4
lb ground coffee 1 quart of milk
1 dozen eggs 3 ducks
MAT

6 lemons 2 lb Colonial soap

1
---
2
dozen oranges 1 1--2- lb loaf sugar
WORKING

2 Estimate the price of each of the above items if you bought them today. A bushel of barley
can be taken as 48 lb. Total the bill in dollars and cents.
3 Compare the prices of items in 1831 with prices today. How can you account for the big
change? Write down some factors that you would have to take into account (e.g. how much
people earned). (NOTE: When Australia changed to decimal currency in 1966, 1 pound
became $2.)
ON

4 The toll on the Sydney Harbour Bridge was raised to $3 in January 2002. It was sixpence
when the bridge was opened in 1932. Is this price rise reasonable over 70 years? What
FOCUS

things need to be taken into account (e.g. construction of the Sydney Harbour Tunnel)?
5 Suppose you gained a pay rise of $20 per week. If inflation is 5%, what would be your real
increase in terms of how much more money you gained? If your new salary was $280 per
week after the pay rise, what is your total amount of available money after taking inflation
into account?
 Chapter 3: Co n su mer arit hmet ic 113

8C HALLENGE

Discuss the following in class or use as a project idea.

THEMATICALLY
1 Why is the ‘Cost of Living Index’ also called the ‘Consumer Price Index’? How is it
calculated in Australia today?
2 What is inflation? How is it measured? Inflation was low in Australia in 2001. How can
mathematics be used to help predict what might happen in 2004 and succeeding years?

E L ET’S COMMUNICATE

Using the price list on page 111 as a guide, write a letter to a student at school in 1831,
explaining why the cost of living is so much more in Sydney today. Explain what Sydney is
now like, what technological progress has been made, what people earn and what they have to
spend compared to the early years of settlement. You might mention we went to decimal

ALLY
currency in 1966!

FOCUS ON WORKING MA
%R

IC
EFLECTING

MATHEMAT
Ask your grandparents, parents or guardian if they have experienced the effects of inflation on
their income. Why do governments need to control inflation? Why do you need to know about
it? How can inflation be measured mathematically?

1 Explain the difference between a salary budget noun 1. a plan showing how much money a WORKING
and a wage. person, organisation or country will earn and how it
2 What is an example of casually paid will be spent
work? –verb 2. to make such a plan: We budgeted on the
3 Explain the difference between gross and basis that we would both have full-time jobs next year.
ON

–adjective 3. not costing much: budget clothes

net income.  Word family: budgetary adjective
4 Define taxable income for a new
Why is it important to be able to manage your
FOCUS

mathematics dictionary.
5 Read the Macquarie Learners Dictionary income and spending?
entry for budget:
 114 Mathscape 9 Extension
CHAPTER RE

1 Barry earns an annual salary of $50 600. a Calculate the commission paid to the
How much would Barry receive if he was agency on the sale of a house for
paid: $410 000.
a weekly? b fortnightly? b How much does the agent responsible
c monthly? for the sale receive?
2 A tradesman is paid $14.65 per hour for a 10 A factory worker is paid 15c for each
36-hour week. Calculate his weekly mouse trap put together on an assembly
wage. line. How many mouse traps did the
3 A personal assistant receives a pay rise of worker assemble in a week when they
6% on his annual salary of $38 850. Find were paid $348?
his new monthly pay. 11 A doctor charges $21.80 for consultations
4 Catherine is a sales assistant at a petrol that last less than 10 minutes and $27.50
station. She works 40 hours each week for those that last longer than 10 minutes.
and is paid $12.25 per hour. Calculate her Yesterday the doctor earned $1077.90.
equivalent monthly pay. If 28 consultations lasted less than
10 minutes, how many patients stayed for
5 A bus driver is paid $13.95 per hour and
VIEW

longer than 10 minutes?

his fortnightly wage is $1060.20. For how
many hours does he work each fortnight? 12 Stan earns $16.40 an hour for a 39-hour
week as a crane operator. Overtime is
6 Ximena’s annual salary increased from
paid at the time and a half rate for the first
$45 300 to $48 244.50. Calculate the
5 hours and at the double time rate
percentage increase in her salary.
thereafter. Calculate Stan’s total pay for a
7 Joseph is paid a retainer of $160 per week week when he works for 48 hours.
plus a commission of 4.5% on his weekly
13 Ricky worked for 35 hours last week at
sales. Calculate Joseph’s pay for a week
$11.35 per hour. He also worked 6 hours
when he sells goods to the value of
overtime, which was paid at the time and
$9560.
a half rate.
8 An encyclopaedia saleswoman is paid a a Calculate Ricky’s total pay for the
weekly retainer plus a commission of $22 week.
for each set of encyclopaedias that she b For how many hours would he need
sells. How much is she paid as a retainer to work at the normal rate in order to
if in one week she sold 9 sets of earn the same pay?
encyclopaedias and was paid $449?
14 Nadia’s annual salary is $23 660. She
9 To sell a property, the Second National took her annual 4 weeks holidays in
Real Estate Agency charges a January and was paid 4 weeks normal pay
commission of 3.5% on the first $150 000 plus a holiday leave loading of 17 1--2- on
of the sale price and 2% on the remaining this amount. How much did she receive
value. The agent responsible for the sale altogether?
receives 34% of the agency’s
commission.

CHAPTER REVIEW
 Chapter 3: Co n su mer arit hmet ic 115

VIEW
15 Mr Knight’s gross fortnightly pay is $107.80 for each of the fillings, $74
$1352. Each fortnight, his employer for the X-ray and 10% GST on the
deducts $266.37 in PAYG tax total bill. How much was she charged
instalments and he has other deductions altogether?
of $23.50 for superannuation and b Alex paid $90.75 for her weekly
$12.65 for health insurance. Calculate groceries, which included 10% GST.
Mr Knight’s net fortnightly pay. How much would the groceries have

CHAPTER RE
16 Find the gross weekly pay of an cost without the GST?
employee with a net annual salary of 22 Sarah earns $450 per week after tax and
$35 600 and weekly deductions totalling rents a house with her sister. The women
$392.55. agree to contribute equally towards the
17 A painter earns an annual salary of payment of any gas, telephone or
$36 750 and is paid monthly. His annual electricity bills, which they estimate will
deductions are $7405 in PAYG tax and come to $480 per quarter, and the rent,
5% of his gross salary is paid into a which is $280 per week. So she can
superannuation fund. Find the painter’s manage her money wisely, Sarah has
net monthly income. prepared a weekly budget.
18 Use the tax table on page 93 to calculate Budget item Budget amount
the amount of tax payable on each of
Rent
these annual salaries.
a $5750 b $18 430 Food $75
c $49 600 d $72 195 Bills
19 Jelena has an annual salary of $41 060. Clothes $30
She has allowable tax deductions
totalling $2825. Transport $35
a What is her taxable income? Entertainment $60
b How much tax is she required to pay? Savings
c Calculate Jelena’s average net
fortnightly pay. a How much should Sarah budget for
20 Eugene has a gross annual salary of rent each week?
$47 850. Each week, his employer takes b What should the weekly budget
out $226.50 in PAYG tax instalments. amount be for bills?
a Calculate the amount of tax that c How much is left over for savings?
Eugene is required to pay on his d What percentage of her income,
salary. correct to 1 decimal place, is spent on
b Is he entitled to a tax refund or does clothes?
he have to pay more tax? Justify your e If this information was shown on a
answer. sector graph, what would be the angle
21 a A dental patient was billed for two at the centre of the food sector?
fillings and an X-ray. She paid

CHAPTER REVIEW
 116 Mathscape 9 Extension
CHAPTER RE

f Adjust this budget to allow for an 8% 28 The cost of a treadmill was reduced by
pay rise with one-third of the extra 15% and sold for $632.40. What was the
money being spent on entertainment original price?
and the rest of the money going 29 Ian saved $34.80 when he purchased
towards savings. 4 new tyres for his car at a tyre sale. If he
23 Determine the best buy by finding the paid $109.30 per tyre, find the percentage
cost of 200 g of the item. discount. Answer correct to 1 decimal
A 20 g for $3.60 B 25 g for $4.25 place.
C 40 g for $8 D 50 g for $9.50 30 Ian bought 4 new tyres for his car and
24 Determine the best buy by finding the received a 7 1--2- % discount on the total cost.
cost of 1 mL of the item. If Ian paid $429.20 altogether, find how
A 55 mL for $3.41
much he saved.
B 70 mL for $4.13
C 90 mL for $5.49 31 An antiques dealer purchased a rare book
D 115 mL for $6.67 for $3500 and sold it a week later, making
25 A calculator wholesaler gives retail stores a profit of 15%. Find the sale price of the
VIEW

a discount of 5% on orders of more than book.

50 units. How much would a store owner 32 Aislinn bought a chest of drawers for
save if he purchased 80 calculators, given $380 and sold it 2 years later for $247.
that the normal wholesale price is Calculate the percentage loss.
$16.40? 33 a Shane sold his car for $10 200, which
26 A music store offered 20% off the cost of represented a loss of 40% on the
all classical CDs. Johann purchased original price. How much did
5 CDs with a marked price of $22. Shane pay for the car?
How much did he pay altogether? b A retailer bought a chandelier from a
27 a A kitchen appliance was discounted wholesaler and sold it in her lighting
from $42 to $36.75. What was the store for $899, making a profit of
percentage discount? 45%. Calculate the wholesale price of
b The retail price of a reclining chair the chandelier.
was reduced by $152 to $798. What
was the percentage discount?

CHAPTER REVIEW
Equations,
inequations and
4
Equations, inequations and formulae
formulae

This chapter at a glance

Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

solve simple one- and two-step linear equations

solve simple quadratic equations of the form ax 2 = c

solve equations with pronumerals on both sides

solve equations with grouping symbols

solve equations that contain a single fraction

solve equations that contain two or more fractions

write down the integer solution set for a given inequality

graph inequalities on the number line

solve simple inequations

solve inequations that involve the reversal of the inequality sign

solve word problems, geometric problems and measurement problems
by the use of equations

solve problems involving inequalities

evaluate the subject of a formula

solve equations that arise from substitution into a formula

change the subject of a formula

determine restrictions on variables after a formula has been re-arranged.

117
118 Mathscape 9 Extension

4.1 One- and two-step equations

■ Linear equations
A linear equation is a number sentence in which one of the numbers has been replaced by a
pronumeral and the highest power of the pronumeral is 1. Some examples of linear equations
x
are x + 5 = 9, 3x − 4 = 8, 2x − 7 = 6x + 1 and --- + 9 = 13.
2
The solution to an equation is the value of the pronumeral which makes the statement true. For
example, the solution to the equation x + 4 = 7 is x = 3, because when x is replaced by 3 we have
3 + 4 = 7, which is a true statement. There is only one solution for any linear equation. Thus,
we are able to check whether a solution is correct by direct substitution.
To solve an equation formally, we need to isolate the pronumeral on one side and take all of the
numbers to the other side. This is done by performing inverse operations.

To solve a linear equation:

isolate the pronumeral by performing inverse operations to both sides of the
equation.

■ Quadratic equations
A quadratic equation is an equation in which the highest power of the pronumeral is 2. In
Year 9 you will only study quadratic equations of the form ax2 = c, where a and c are constants.
Whereas linear equations have only one solution, quadratic equations have either two solutions,
one solution or no solution.
Consider the quadratic equation x2 = 25. Now, 52 = 25 and (−5)2 = 25, so x could be either
5 or −5. These solutions may be written as x = ±5.
How many solutions does the equation x2 = −4 have? Why?

Example 1
EG Solve each of the following equations.
+S w
a x + 5 = 11 b y−7=2 c 3k = 18 d ---- = 9
2
Solutions
w
a x + 5 = 11 b y−7=2 c 3k = 18 d ---- = 9
2
−5 −5 +7 +7 ÷3 ÷3 ×2 ×2
∴x=6 ∴y=9 ∴k =6 ∴ w = 18
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 119

Example 2 Solutions
EG Solve these equations. a 5 − t = −3 b −4 − p = 8
+S −5 −5 +4 +4
a 5 − t = −3
−t = −8 −p = 12
b −4 − p = 8
÷ (−1) ÷ (−1) ÷ (−1) ÷ (−1)
∴t=8 ∴ p = −12

Example 3
EG Solve:
+S
a 3x + 10 = 22 b 5y − 2 = 38 c 9 − 8a = 3

Solutions
a 3x + 10 = 22 b 5y − 2 = 38 c 9 − 8a = 3
−10 −10 +2 +2 −9 −9
3x = 12 5y = 40 −8a = −6
÷3 ÷3 ÷5 ÷5 ÷(−8) ÷(−8)
∴x=4 ∴y =8 –6
a = ------
–8
3
∴ a = --4-

Example 4
EG Solve:
+S
a x2 = 36 b 9x2 = 121 c x2 = −9

Solutions
a x2 = 36 b 9x2 = 121 c x2 = −9
∴ x = ±6 ÷9 ÷9 There are no solutions as
there is no number that
121
x2 = --------- can be squared to give a
9
negative number.
11
∴ x = ± ------
3

Exercise 4.1

1 Solve each of these equations using a guess, check and refine approach.
m
a x + 4 = 10 b p−3=5 c 7t = 28 d ---- = 6
5
e 2n + 1 = 9 f 3k − 2 = 22 g 7h + 21 = 0 h 30 − 2y = 16

2 Determine by substitution whether the solution given in brackets is correct.

a b + 15 = 33 [b = 19] b q − 19 = 8 [q = 27] c 31 − a = 14 [a = −17]
d 4x + 9 = 5 [x = 12] e 7c + 3 = −11 [c = −2] f 8 − 5t = −12 [t = −4]
120 Mathscape 9 Extension

3 Solve each of these equations.

a a+4=9 b p − 5 = 12 c y+8=3 d q − 15 = −16
b f
e 7w = 42 f −11r = 88 g --- = 6 h ------ = −9
5 –7

■ Consolidation
4 Solve the following equations.
a 3u = 2 b 2e = 7 c 8a = 4
d 15c = 12 e 12d = −9 f −16t = −24
g −27k = 21 h −18w = −30 i x+ 1
---
2
=2
j y− 1
---
4
=3 k m+ 1
---
3
= 1
---
2
l q− 1
---
2
= 1 1--4-
m 3n = 1
---
4
n 2v = 3
---
5
o 4t = −1 1--3-
e r
p −5h = −3 2--3- q --- = 1--7- r --- = 3
------
2 4 13

w k
s ---- = 1 1--2- t ------ = 4 1--4- u c + 0.4 = 1.2
3 –2
v
v g − 1.3 = 0.7 w 0.9b = 2.7 x ------- = 0.7
0.8
5 Solve:
a 4−k=1 b −2 + y = 4 c −t − 3 = −8
d −6 + z = −7 e 5−h=8 f −9 − r = −2
g 13 = −10 + c h −9 = −a + 4 i 11 − w = 30

6 Solve these equations.

a 3x + 2 = 14 b 2p + 5 = 19 c 7e + 9 = 30
d 6a − 1 = 5 e 4g − 7 = 25 f 9s − 4 = 59
g 3c + 10 = 4 h 11f − 1 = −23 i 12d + 17 = 5
j 11 + 2y = 11 k 8m − 1 = −33 l 3p − 10 = −1
m 1 − 2z = 17 n 4 − 5t = 34 o −7 − 3u = −4

7 Solve each of these equations, giving the solutions as fractions or mixed numerals, in
simplest form.
a 4p + 20 = 23 b 7m − 3 = 2 c 5h + 8 = 17
d 12r − 5 = 4 e 8k − 13 = 7 f 7 + 12x = 3
g 13 − 4n = 15 h 10k − 8 = 17 i −6 − 21w = 9

8 a Solve 5x − 8 = 19 by:
i using a guess, check and refine approach
ii by performing inverse operations to both sides
b Which method was easier? Why?
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 121

9 Solve these quadratic equations, giving the answers as either integers or fractions.
a x2 = 4 b x2 = 9 c x2 = 49
d x2 = 100 e 4x2 = 4 f 9x2 = 36
g 3x = 48
2 h 5x = 180
2 i 9x2 = 4
j 49x = 16
2 k 9x = 100
2 l 81x2 = 144

10 Solve, correct to 1 decimal place:

a x2 = 5 b 2x2 = 24 c 5x2 = 100 d 8x2 = 56

■ Further applications
11 Change one number in the equation:
a 4x − 1 = 6 so that the solution is x = 3 b 5 − 2x = 8 so that the solution is x = −7

12 Write down an equation whose solution is:

a x=5 b x = −3 c x= 1
---
2

4.2 Equations with pronumerals

on both sides
To solve an equation with pronumerals on both sides:

take all pronumerals to one side and all numerals to the other side by performing
inverse operations.

Example 1 Solutions
EG Solve: a 8t = 5t + 21 b 4n = 9n − 20
+S −5t −5t −9n −9n
a 8t = 5t + 21
3t = 21 −5n = −20
b 4n = 9n − 20
÷3 ÷3 ÷(−5) ÷(−5)
∴t = 7 ∴n = 4

Example 2 Solutions
EG Solve: a 7k − 13 = 3k + 35 b 14 − 9y = 3y + 26
+S −3k −3k +9y +9y
a 7k − 13 = 3k + 35
4k − 13 = 35 14 = 12y + 26
b 14 − 9y = 3y + 26
+13 +13 −26 −26
4k = 48 −12 = 12y
÷4 ÷4 ÷12 ÷12
∴ k = 12 −1 = y
∴ y = −1
122 Mathscape 9 Extension

Exercise 4.2

1 Solve each of these equations using the guess, check and refine approach.
a 3m = 2m + 7 b 4k + 15 = k + 21 c 9y + 5 = 4y − 10

2 Determine by substitution whether the solution given in brackets is correct.

a 5p + 28 = 12p [p = 4] b 7c − 24 = −5c [c = 2]
c 8w − 13 = 3w + 7 [w = 5] d 1 − 2h = 6h + 9 [h = −1]

3 Solve each equation by taking all of the algebraic terms to one side.
a 5k = 4k + 3 b 9m = 8 + 7m c 3s = 28 − s
d 45 − 2p = 7p e x = 2x + 5 f 3b = 6b + 21
g 7r − 55 = 2r h 3m + 42 = −4m i 24 + 4u = −8u
j 4g + 60 = 9g k 40 − 4c = c l −88 + 7k = −4k

■ Consolidation
4 a Solve 5y − 7 = 2y + 5 by first:
i adding 7 to both sides ii subtracting 5 from both sides
iii subtracting 2y from both sides iv subtracting 5y from both sides
b Discuss whether one approach was easier than the others.

5 Solve:
a 3x + 8 = 2x + 11 b 6p − 1 = 5p + 7 c 9a + 2 = 7a + 12
d 4m − 9 = 2m + 15 e 10y − 11 = 6y + 5 f 8t − 11 = 5t − 2
g 7k + 8 = 2k − 7 h 9w + 3 = 5w − 21 i 12q − 13 = 3q − 13
j b + 20 = 2b + 15 k 6s − 4 = 9s + 23 l 8e − 21 = 10e + 5
m 14u − 15 = 8u + 9 n 5 − 2x = 3x + 25 o 4n + 7 = 13 − 2n
p 4 − 3t = 4t − 31 q 4k + 16 = 52 − 5k r 7h − 26 = −2 + 19h

6 Solve each of these equations, giving the solutions as fractions or mixed numerals, in
simplest form.
a m + 9 = 3m b 17k − 8 = 5k c 1 − 3c = c
d 15 − 7u = 11u e 16y = 27 − 5y f 9p − 33 = −13p
g 8t + 10 = 5t + 18 h 5z − 4 = 18 + z i 23 − 7a = 5a − 19
j 15 + 3e = 35 + 10e k −6 − 4g = 3 − 25g l 6 − 3k = 21 + k

■ Further applications
7 Change one number in the equation 5x + 6 = 2x + 21 so that the solution is:
a x=7 b x=0 c x = −4
8 a If p = 2q + 9, find values for p and q given that p is 5 more than q.
b If y = 11 − 3x, find values for x and y given that y is equal to 25 more than the product
of 4 and x.
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 123

4.3 Equations with grouping

symbols
To solve an equation with grouping symbols:

expand the expressions in grouping symbols

collect like terms if possible

solve the resulting equation by performing inverse operations.

Example 1 Solutions
EG Solve each of these a 5(e − 4) = 65 b 7(m + 6) = 4(m − 3)
+S equations. 5e − 20 = 65 7m + 42 = 4m − 12
a 5(e − 4) = 65 +20 +20 −4m −4m
5e = 85 3m + 42 = −12
b 7(m + 6) = 4(m − 3)
÷5 ÷5 −42 −42
∴ e = 17 3m = −54
÷3 ÷3
∴ m = −18

Example 2 Solution
EG Solve: 3(2x + 5) + 12 = 7 − 5(5x + 6)
+S 3(2x + 5) + 12 = 7 − 5(5x + 6) 6x + 15 + 12 = 7 − 25x − 30
6x + 27 = −25x − 23
+25x +25x
31x + 27 = −23
−27 −27
31x = −50
÷31 ÷31
∴x = −1 19
------
31

Exercise 4.3

1 In each of the following, expand the expression that contains grouping symbols, then solve
the resulting equation.
a 2(m + 3) = 16 b 3(k − 4) = 12 c 5(c + 2) = 25
d 7(4 + n) = 84 e 6(5 − t) = 48 f 9(2 − x) = 9
g 4(2y + 3) = 20 h 2(3a − 1) = 28 i 3(5w + 2) = 36
j 6(1 − 2p) = 54 k 5(3 − 4c) = 75 l 11(3 − 2m) = 121
2 Solve each of these equations.
a −2(n − 7) = 24 b −5(p + 2) = 30 c −4(y − 3) = 28
d −3(m − 8) = 6 e −8(t + 4) = 24 f −6(10 − a) = 6
g −4(2k + 5) = 12 h −7(3r − 1) = 49 i −2(6 − 5d) = 38
124 Mathscape 9 Extension

3 Solve each of these equations, giving the solutions as fractions or mixed numerals, in
simplest form.
a 3(a + 2) = 11 b 4(m − 2) = 15 c 5(k + 4) = 23
d 3(8y + 1) = 21 e 11(3p − 2) = 5 f 6(5 + 2z) = 8
g −2(h + 8) = 5 h −8(2v + 3) = 16 i −12(5c + 2) = 18
4 a Solve 7(x + 3) = 35 by first:
i expanding the expression on the left-hand side
ii dividing both sides by 7
b Discuss whether one approach was easier than the other.

■ Consolidation
5 Solve:
a 4(p − 5) = 3p + 8 b 7(n − 2) = 6n + 4 c 4e − 7 = 5(e − 3)
d 5(s + 7) = 2s + 50 e 9(b + 4) = 26 + 4b f 5y − 57 = 8(y − 3)
g 7(2u + 1) = 6u + 71 h 12(3z − 2) = 20z − 72 i 5(4 − 3t) = 42 − 4t

6 Solve:
a 3(x + 4) = 2(x + 9) b 6(n − 2) = 5(n + 1) c 4(y + 2) = 3(y − 6)
d 5(g − 1) = 4(g + 4) e 7(a + 1) = 5(a + 3) f 5(r + 2) = 3(r − 2)
g 3(z + 5) = 6(z − 1) h 12(p − 3) = 7(p − 3) i 2(2w + 9) = 3(w + 10)
j 8(c + 5) = 4(3c − 1) k 9(2e − 3) = 3(e + 6) l 10(3m + 6) = 6(m + 2)

■ Further applications
7 Simplify the expressions on each side of these equations, then solve for x.
a 3(x + 2) + 2(x + 1) = 33 b 7(x − 3) + 4(x + 2) = 64
c 2(8x − 1) + 5(2x − 3) = 35 d 4(3x + 5) − 6(x + 6) = 26
e 5(x + 8) = 120 − (x + 2) f 9 − 2(x − 8) = 2(x − 4) + 1
g 23 − 4x = 16 − 3(2x + 7) h 11(2x − 3) + 4 = 35 + 2(x − 2)
i 8(3x − 2) − 2(5 − 4x) + 58 = 0 j 25x − 4(2x − 7) = 3(3x + 5) + 45

4.4 Equations with one fraction

To solve an equation that contains one fraction:

take all constant terms to one side by performing inverse operations

multiply both sides of the equation by the denominator

solve the resulting equation.

Example
EG Solve:
+S 3a m 11 – 4x
a ------ = 12 b ---- + 5 = 8 c ------------------ = 9
5 6 3
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 125

Solutions
3a m 11 – 4x
a ------ = 12 b ---- + 5 = 8 c ------------------ = 9
5 6 3
×5 ×5 −5 −5 ×3 ×3
3a = 60 m 11 − 4x = 27
÷3 ÷3 ---- = 3 −11 −11
6
∴ a = 20 ×6 ×6 −4x = 16
∴m = 18 ÷(−4) ÷(−4)
∴ x = −4

Exercise 4.4

1 Solve:
d k y w
a --- = 3 b --- = −5 c ------ = 9 d ------ = −8
4 7 –2 –3
2x 3a 5m 4k
e ------ = 8 f ------ = 6 g ------- = 10 h ------ = 12
3 5 2 3
7w 6c 10s 8u
i – ------- = 21 j ------ = −12 k – -------- = 20 l – ------ = −24
2 7 9 3
m
2 a Solve ---- − 3 = 5 by first:
4
i adding 3 to both sides ii multiplying both sides by 4
b Discuss whether one approach was easier than the other.

■ Consolidation
3 Solve each of the following equations.
n k c a
a --- + 1 = 4 b --- + 7 = 9 c --- – 4 = 10 d --- – 2 = 5
5 8 3 9
z h p x
e --- + 8 = 4 f --- – 6 = −2 g --- – 8 = −6 h – ------ + 4 = −1
4 5 9 12
j u s d
i 5 + --- = 13 j −3 + ------ = −1 k 12 – --- = 8 l −10 − --- = −4
6 11 9 7
3a 5e 7h 9z
m ------ + 4 = 13 n ------ – 3 = 12 o 30 + ------ = 2 p 40 – ----- = 4
2 6 6 2
4 Solve these equations.
m+5 k–2 s+9 t + 15
a ------------- = 2 b ----------- = 4 c ----------- = 4 d -------------- = 2
3 5 6 4
2x – 3 3c – 1 4 – 5d 65 + 10b
e --------------- = 5 f --------------- = 7 g --------------- = 3 h --------------------- = 5
3 5 3 9
11 – 3z 7r + 1 10 + 4 f 12 – 5q
i ----------------- = 5 j --------------- = −8 k ------------------- = 6 l ------------------ = 9
7 6 7 8
126 Mathscape 9 Extension

5 Solve:
m+3 x–2 7+w
a ------------- + 4 = 9 b ----------- + 8 = 11 c ------------- − 1 = 5
2 5 3
2b + 7 9 + 8u t – 12
d --------------- − 2 = 7 e --------------- + 6 = 13 f ------------- + 5 = 2
3 7 7
2+a k – 19 18 – 4c
g ------------ + 7 = 3 h -------------- − 3 = −15 i ------------------ + 9 = 11
5 2 3

■ Further application
6 Solve:
3 x+7 3x – 2
a --- x = 2 b ------------ = x c 2x = ---------------
4 2 4
4x 2 1
d ------ = 2x − 1 e 3x + 11 = --- x f --- (2x − 5) = 3
5 3 2
4x – 3 5 x
g --------------- = 9 − 2x h --- (x − 4) = 3 + x i --- + x = 8
6 3 3

4.5 Equations with more than one

fraction
To solve an equation that contains more than one fraction:

multiply the expression on each side by the lowest common multiple (LCM) of
the denominators

solve the resulting equation by performing inverse operations.

Example 1 Solution
a a
EG Solve: --- + --- = 15
+S 6 4
a a
--- + --- = 15 ×12 ×12 (The LCM of 6 and 4 is 12.)
6 4 ⎛ --- × 12⎞ + ⎛ --- × 12⎞
a a
= 15 × 12
⎝6 ⎠ ⎝4 ⎠
2a + 3a = 180
5a = 180
÷5 ÷5
∴a = 36
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 127

Example 2 Solution
EG Solve: 2x x
+S ------ + 7 = --- + 8
2x x 3 2
------ + 7 = --- + 8 ×6 ×6 (The LCM of 3 and 2 is 6.)
3 2
⎛ -----
2x
- × 6⎞ + ( 7 × 6 ) = ⎛ --- × 6⎞ + ( 8 × 6 )
x
⎝3 ⎠ ⎝2 ⎠
4x + 42 = 3x + 48
−3x −3x
x + 42 = 48
−42 −42
∴x = 6

Example 3 Solution
EG Solve: x+8 5 x–4 2
+S ------------ × 10 = ----------- × 10 (The LCM of 2 and 5 is 10.)
x+8 x–4 1 2 1 5
------------ = -----------
2 5 5(x + 8) = 2(x − 4)
5x + 40 = 2x − 8
−2x −2x
3x + 40 = −8
−40 −40
3x = −48
÷3 ÷3
∴ x = −16

Exercise 4.5

1 Multiply each term by the lowest common denominator, then solve the resulting equation.
x x a a t t
a --- + --- = 5 b ------ + --- = 3 c --- + ------ = 8
3 2 10 5 6 10
k k n n y y
d --- – --- = 4 e --- – --- = 3 f --- – --- = 4
3 6 6 8 3 7
3u u 2m 3m 3c 5c
g ------ + --- = 22 h ------- + ------- = 17 i ------ – ------ = 2
5 2 3 4 4 8
6h 2h 4w 5w 7e 4e
j ------ – ------ = 8 k ------- + ------- = 31 l ------ – ------ = 6
7 3 9 12 8 5

■ Consolidation
c+3 4
2 a Solve ----------- = --- by first:
14 7
i multiplying both sides by 14
ii expressing the fractions with a common denominator and equating the numerators
b Discuss whether one approach was easier than the other.
128 Mathscape 9 Extension

3 Solve:
a+4 1 n–5 1 y+2 3 c+7 3
a ------------ = --- b ------------ = --- c ------------ = --- d ----------- = ---
10 2 12 3 8 4 15 5
3b – 1 2 7t + 4 5 11 – 4x 7 3 – 5m
e --------------- = --- f -------------- = --- g ------------------ = --- h ---------------- = 1 1--7-
21 3 30 6 40 8 42
4 Solve:
2y y a 3a e 5e
a ------ = 11 – --- b --- = ------ + 2 c --- = ------ – 21
5 3 3 10 4 6
x x x 3t 2t t u 2u u
d --- + --- = 1 + --- e ----- + ----- = --- + 21 f --- – ------ = ------ – 5
8 6 4 8 5 4 4 5 10
5 Solve:
m+3 m+5 x+6 x–3 k–4 k+2
a ------------- = ------------- b ------------ = ----------- c ----------- = ------------
2 3 5 2 7 4
2d – 5 d – 3 3n – 2 2n + 5 5t + 2 7t – 4
d --------------- = ------------ e --------------- = --------------- f -------------- = --------------
9 6 4 3 6 5
4 – 7z 2 – 11z 9h + 4 11h + 5 3h + 7 1 + 4h
g -------------- = ----------------- h --------------- = ------------------ i --------------- = ---------------
5 7 8 10 2 11
6 Solve each of these equations.
x+1 x+5 2f +3 7f –2 4b + 2 3b – 5
a ------------ + ------------ = 6 b ---------------- + --------------- = 8 c --------------- + --------------- = 7
6 4 5 8 10 4
n–7 n–1 2q + 1 q – 8 10 – 4m 6 – 4m
d ------------ − ------------ = 1 e --------------- − ------------ = 8 f ------------------- − ---------------- = 4
4 9 3 5 3 7
2 1 1 1 1 1
g --- x = --- (x − 1) h --- (2x + 3) = --- x i --- (x + 2) + --- (x − 1) = 3
5 2 3 2 4 2
1 3 3 1 3 5 5 ( t + 3 ) 3 ( 1 + 2t ) 2
j --- (x − 3) + --- (x + 1) = --- k --- a − --- (a − 2) = --- a l ------------------- − ---------------------- = 2---
2 5 4 3 4 6 6 8 3

■ Further applications
7 Solve the following.
2 5 2 4 2
a --- = 3 b --- + --- = 0 c --- − --- = 1
a x 3 x x
2 1 1 5 3 1 7 1 2
d ------ + --- = --- e ------ + --- = --- f --- − ------ = ---
3a 2 6 2x x 3 x 3x 3
5 3 –2 a+4 1 4 3
g ------ + --- = ------ h ------------ = 7 + --- i ------ – ------ = 7
2x 4 x 3a a 5a 2a

8 Solve:
1 1 5 2 3 7 5 3
a --- + ------------ = --- b ----------- − ------------ = -------------
2
- c ------------ = -----------
a a–1 a c–2 c+2 c –4 y+2 y–2
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 129

3 2 x x+3 y y–3
d ------------ − ------------ = 0 e ----------- = ------------ f ------------ = ------------
1–a 1+a x–2 x+2 y+4 y+2
6 3 2 y+5 y+3 u+8 u+4
g --- − --- = ------------ h ------------ = ------------ i ------------ = ------------
x x x+4 y–1 y–2 u–6 u–2

4.6 Inequations
An inequation is a number sentence in which two quantities are not equal. An inequation is
similar to an equation except that it has an inequality sign instead of an equals sign. The most
commonly used inequality signs are:
Inequality sign Meaning
⬍ less than
⬎ greater than
⭐ less than or equal to
⭓ greater than or equal to
≠ not equal to
While the equations looked at so far have a unique solution, inequations can have many
solutions. The set of all possible solutions to an inequation is called the solution set.
Consider the equation x + 2 = 5 and the inequation x + 2 ⬎ 5. The equation has only one
solution, x = 3. The inequation, however, has an infinite number of solutions. Some of these
solutions are x = 4, x = 5, x = 8 1--2- , x = 12.3, x = 100, because when 2 is added to each number,
the result is always greater than 5.
The solutions can be integers, fractions or decimals. If we specify that x is an integer, the
solutions for this inequality would be {4, 5, 6, 7, 8, …}—all integers greater than 3. The
number 3 is not a solution because, on substituting x = 3, we note that 3 + 2 is not greater than
5. If the inequation were x + 2 ⭓ 5, then x = 3 would be one of the solutions.

■ Graphing solutions on the number line

The solution to an inequation can be graphed on the number line. This gives an instant picture
of what the solution actually means.

To graph the solution set of an inequality on a number line:

place the number that occurs in the solution at the centre of the number line
segment

draw a closed dot on this number if the inequality sign is ⭓ or ⭐

draw an open dot on this number if the inequality sign is ⬎ or ⬍

from the dot, draw an arrow along the number line in the direction indicated by
the inequality sign.
130 Mathscape 9 Extension

■ Solving inequations
Inequations are solved in the same way as equations—by performing inverse operations to both
sides of the inequation. The pronumeral is written on the left-hand side in the solution so that
the arrow is drawn correctly when the solution is graphed on the number line.
Consider the statement 6 ⬎ −2, which is clearly true. Now, when both sides of this inequality
are multiplied (or divided) by −1, we have −6 ⬎ 2, which is not a true statement. To overcome
this problem, we need to reverse the inequality sign in the answer. In general:

When multiplying or dividing both sides of an inequation by a negative number,

reverse the inequality sign.

Example 1
EG Graph each of these inequalities on a number line.
+S
a x⬎5 b x ⭐ −2 c 3⬍x⭐6 d x ⭐ 5 or x ⬎ 7

Solutions
a b
3 4 5 6 7 –4 –3 –2 –1 0

c d
2 3 4 5 6 7 4 5 6 7 8

Example 2
EG Solve each of the following inequations.
+S a 3x + 4 ⬍ 22 b 6x − 7 ⭓ 2x + 13 c
x
11 ⭐ --- − 3
2
Solutions
x
a 3x + 4 ⬍ 22 b 6x − 7 ⭓ 2x + 13 c 11 ⭐ --- − 3
2
−4 −4 −2x −2x +3 +3
x
3x ⬍ 18 4x − 7 ⭓ 13 14 ⭐ ---
2
÷3 ÷3 +7 +7 ×2 ×2
∴x⬍6 4x ⭓ 20 28 ⭐ x
÷4 ÷4 ∴ x ⭓ 28
∴x⭓ 5

Example 3
EG Solve the inequation 3x − 1 ⬍ 14, where:
+S a x is a real number b x is an integer c x is a positive integer
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 131

Solutions
a 3x − 1 ⬍ 14 b If x is an integer (and c If x is a positive integer
+1 +1 ⬍ 5), then the solutions (and ⬍ 5), then the
3x ⬍ 15 are x = 4, 3, 2, 1, 0, −1, solutions are x = 1, 2,
÷3 ÷3 −2, … 3, 4.
∴x⬍5

Example 4
EG Solve:
+S x
a – --- 肁 3 b 2 − 3x ⬍ 23
9
Solutions
x
a – --- 肁 3 b 2 − 3x ⬍ 23
9
−2 −2
× (−9) × (−9)
−3x ⬍ 21
∴ x 聿 −27
÷ (−3) ÷ (−3)
∴ x ⬎ −7
Note the reversal of the inequality sign in these examples.

Exercise 4.6

1 Write down the integer solutions for each of these inequalities.

a x⭓5 b x⭐4 c x⬎0 d x ⬍ 12
e x ⭓ −7 f x ⬍ −15 g x ⭐ −7 h x ⬎ −11
i 2⭐x⭐7 j 8 ⬍ x ⬍ 14 k −4 ⭐ x ⬍ 2 l −12 ⬍ x ⬍ −10

2 State the inequality that has been graphed on each of these number lines.
a b
1 2 3 4 5 0 1 2 3 4

c d
6 7 8 9 10 –5 –4 –3 –2 –1

e f
11 12 13 14 15 16 –8 –7 –6 –5 –4

g h
2 3 4 5 6 –4 –3 –2 –1 0 1

i j
3 4 5 6 7 –2 –1 0 1 2 3
3 Graph each of these inequalities on a number line.
a x⬎4 b x ⭐ 10 c x⭓1 d x⬍6
e x⬍0 f x ⭓ −7 g 2⭐x⬍5 h 3⭐x⭐8
i −4 ⬍ x ⬍ 0 j x ⬍ 2 or x ⬎ 4 k x ⭐ −1 or x ⭓ 2 l 0 ⬍ x ⬍ 5 or x ⭓ 7
132 Mathscape 9 Extension

4 Solve these inequations and graph the solutions on a number line.

a x+3⬍9 b a−4⭓1 c y−7⭐8 d 9 + k ⬎ 12
e 3w ⭐ 21 f 5n ⬎ 25 g 6b ⭓ 3 h 10u ⬍ −15
m d h p
i ---- ⭓ 7 j --- ⬍ 2 k --- ⬎ −3 l --- ⭐ −2
4 6 8 5
5 Solve the following inequations.
a 2⬎y−1 b 7⭐c+3 c −6 ⬍ z − 1 d −10 ⭓ g + 8
e 12 ⬍ 3p f 30 ⭓ 6q g −26 ⬎ 13m h −28 ⭐ 4t
v s b r
i 4 ⭓ --- j −8 ⬍ --- k 9 ⭐ --- l −12 ⬎ ---
6 2 3 5

■ Consolidation
6 Solve:
a 3x + 1 ⭓ 7 b 4k − 3 ⬍ 17 c 2t − 9 ⬎ 5
d 8 + 5g ⭐ 23 e 11 + 2m ⬍ 19 f 7 + 3w ⭓ 31
g 5q + 14 ⬎ 4 h 1 + 6y ⬍ −17 i 4p − 36 ⭐ 0
j 19 ⬍ 2z + 9 k 13 ⭓ 3a − 14 l 23 ⬎ 7e − 12
m 3(u + 3) ⬎ 30 n 2( f − 4) ⭐ 22 o −6(2 − a) ⭓ 9
p 6 ⬍ 8 (3d − 2) q 30 ⭐ 5(2c + 1) r 40 ⬎ 12(4 + 3n)

7 Solve the following inequations.

a 2a + 12 ⬍ a + 20 b 7m − 8 ⭓ 2m + 17 c 3h + 11 ⬎ 9h − 7
d 2 − 4x ⭐ 23 − x e 2(5p − 3) ⬎ 6p + 14 f 3(2e − 7) ⬍ 5(e − 8)

8 Solve these inequations.

x 2m k
a --- + 7 ⬎ 10 b ------- – 2 ⬍ 8 c 15 + --- ⭓ 8
4 3 2
t–2 3n + 7 4u – 11
d ---------- ⭐ 3 e --------------- ⬎ 5 f ------------------ ⭓ 7
4 5 3
9 a Solve 2x + 5 ⬍ 19, where x is a positive integer
b Solve 5x + 8 ⭓ 33, where x is an integer
x
c Solve --- − 1 ⭐ 6, where x is an integer greater than 15
3
d Solve 12x + 7 ⬎ 9x − 5, where x is a negative integer
10 Solve each of these equations, which involve the reversal of the inequality sign.
a −2a ⬍ 10 b −3y ⭓ 6 c −5n ⭐ −20 d −4d ⬎ −36
k w
e −m ⬎ 2 f −c ⭐ −4 g – --- ⬍ 10 h – ---- ⭓ −5
3 6
1 1
i – --- x ⭐ 9 j – --- e ⬎ −4 k 24 ⬍ −3d l −50 ⬎ −10s
2 3
t z f
m 32 ⭐ −4g n 7 ⭓ – --- o −6 ⬍ – --- p −9 ⭐ – ---
5 3 6
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 133

11 Solve:
a 2 − 3c ⬍ 8 b 5 − 2s ⬎ 17 c 14 − p ⭐ 9
d 21 − 5h ⭓ 11 e 7 − 4t ⬍ 23 f 13 − 9g ⬎ 4
g 20 − 3v ⭐ 2 h 53 − 12d ⬎ 5 i 10 − 7q ⭓ 66
j 2(4 − 5n) ⬍ 28 k 6(8 − 3r) ⬍ −24 l 5(3 − 7j) ⬎ 20
m 3(5 − 2t) ⭐ 4 n 2(7 − 10n) ⭓ 6 o −9(3s − 1) ⬎ −27

12 Solve:
x x 2x x x
a --- + --- ⬎ 10 b ------ − --- ⭐ 21 c 12 − x ⭓ ---
2 3 3 5 3
x–1 x x 3x x – 1 2x – 3 2
d ----------- − --- ⬍ −3 e --- − 4 ⬎ ------ − 6 f ----------- + --------------- ⭓ ---
4 2 5 4 5 6 3
3x – 7 x – 2 1 2–x x–3 x x–2 5 1–x
g --------------- − ----------- ⬍ 1 --- h ----------- − ----------- ⭐ 8 i --- − ----------- ⬎ --- + -----------
6 4 2 2 3 4 3 8 6

13 Solve these inequality problems.

a If a certain integer is increased by 3, the result is greater than 7 but less than 13. Find
all possible values for the integer.
b If a certain number is halved then decreased by 1, the result would lie between 3 and 9.
Between what possible values could the number lie?
c The sum of 3 consecutive integers is greater than 6 but no more than 15. What could
the integers be?
d A rectangle is to be constructed with length x cm and width (x − 7) cm. The perimeter
of the rectangle is to be less than 34 cm. What are the possible values for x?
e Two sides of a given triangle are 5 cm and 11 cm. What is the range of possible lengths
for the third side of the triangle?
14 a and b are two positive integers where a ⬎ b. State whether the following are true (T) or
false (F).
a b 1 1
a b⬍a b −b ⬍ −a c --- ⬎ --- d --- ⬎ ---
2 2 a b
e 2a ⬎ 2b f a+5⬎b+5 g a 2 ⬎ b2 h a ⬍ b

■ Further applications
15 How would you graph x ≠ 3 on a number line?

16 Solve:
x
a 4⬍x−3⬍9 b 6 ⭐ 2x ⭐ 10 c −1 ⭐ --- ⬍ 7
2
3x x x
d 7 ⬍ 3x + 1 ⭐ 16 e 10 ⬍ ------ − 2 ⬍ 22 f 15 ⭐ --- + --- ⬍ 20
4 2 3

17 Solve −9 ⭐ 1 − 2x ⭐ −15 and graph your solution on a number line.

134 Mathscape 9 Extension

4.7 Solving worded problems

To solve worded problems:

express each unknown in terms of x

form an equation and solve it

give the answer in the context of the question.

Example 1
EG Form an equation and solve it to find the number in each of these.
+S
a Nine less than 4 times a number is equal to 23.
b Thirteen is added to one-quarter of a number. The result is 19.
c Increase a number by 7, then double it. The result is 30.

Solutions
In each example, let the number be x.
x
a 4x − 9 = 23 b --- + 13 = 19 c 2(x + 7) = 30
4
+9 +9 −13 −13 2x + 14 = 30
4x = 32 x −14 −14
÷4 ÷4 --- = 6 2x = 16
4
∴x = 8 ×4 ×4 ÷2 ÷2
∴ The number is 8. ∴ x = 24 ∴x=8
∴ The number is 24. ∴ The number is 8.

Example 2 Solution
EG The sum of 3 consecutive Let the numbers be x, x + 2, x + 4.
+S odd numbers is 129. Find x + (x + 2) + (x + 4) = 129
the numbers. 3x + 6 = 129
−6 −6
3x = 123
÷3 ÷3
∴ x = 41
∴ The numbers are 41, 43, 45.
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 135

Example 3 Solution
EG The cost of a cricket ball is Let the cost of a tennis ball be x cents
+S 80c more than the cost of a ∴ the cost of a cricket ball is (x + 80) cents.
tennis ball. If 3 cricket balls 3(x + 80) + 4x = 1990 (NOTE: $19.90 = 1990c)
and 4 tennis balls cost 3x + 240 + 4x = 1990
$19.90, find the cost of each 7x + 240 = 1990
ball. −240 −240
7x = 1750
÷7 ÷7
∴ x = 250
∴ Each tennis ball costs $2.50 and each cricket ball costs
$3.30.

Exercise 4.7

In Q1 to Q5, form an equation and solve it to find the number.

1 a Six more than 4 times a number is equal to 18.
b Five less than twice a number is equal to 9.
c When a number is multiplied by 3, then increased by 7, the result is 43.
d Double a number, then reduce it by 9. The result is 13.
e When a number is multiplied by 5 and this is then subtracted from 60, the result is 20.

2 a A number is increased by 4 and then multiplied by 6. The result is 30.

b When 3 is subtracted from a number and this is then multiplied by 8, the result is 64.
c The difference between a number and 9 is tripled. The result is 45.

3 a If 12 is added to half of a number, the result is 25.

b A number is divided by 7, then decreased by 3. The result is 4.
c Two-thirds of a number is 18.
d Eight less than three-quarters of a number is 31.
4 a A number is added to 17 and then divided by 4. The result is 7.
b Think of a number. Double it, add 5, then divide by 3. The result is 11.
c A certain number is decreased by 4, doubled, then divided by 5. The result is 6.

5 a A number is doubled, then decreased by 9. The result is equal to 13 more than the
number.
b Eighteen less than the product of a number and 5 is equal to double the number.
c Think of a number. Double it, add 20, then divide by 4. The result is equal to 3 times
the number.
d One-third of a number is equal to 5 less than twice the number.
136 Mathscape 9 Extension

■ Consolidation
6 Form an equation and solve it to answer each of the following.
a The sum of two consecutive numbers is 151. What are the numbers?
b The sum of three consecutive numbers is 54. What are the numbers?
c The sum of four consecutive numbers is 98. What are the numbers?

7 Form an equation and solve it to find the numbers in each of these.

a The sum of three consecutive even numbers is 102. Find the numbers.
b The sum of four consecutive odd numbers is 48. Find the numbers.
c The sum of two consecutive even numbers is equal to 27 more than the odd number that
lies between them. Find the even numbers.
d The sum of three consecutive odd numbers is equal to 39 more than the sum of the even
numbers that lie between them. Find the odd numbers.
8 Form an equation and solve it to find the value of the pronumeral in each of these.
a (x – 5) cm b c
(5x + 3) cm
(2x + 7) cm

2x cm

(x + 11) cm
Perimeter = 36 cm Perimeter = 85 cm Perimeter = 104 cm

9 Form an equation, then solve it to answer each of the following problems.

a In a group of 29 men and women, there are 7 more women than men. How many people
of each gender are there?
b Annika has $9 less than Kris. If together they have $41, find the amount of money that
each girl has.
c The perimeter of a parallelogram is 56 cm and one side is 6 cm shorter than an adjacent
side. Find the lengths of the sides.
d The cost of a new tyre is $35 more than the cost of a retread. If the cost of two new tyres
and two retreads is $370, find the unit cost of each tyre.
e An isosceles trapezium has two equal sides of length 7 cm. One of the parallel sides is
5 cm longer than the other parallel side. Find the lengths of the parallel sides if the
trapezium has a perimeter of 35 cm.
f A 2.5 m length of timber is cut into 3 pieces. One piece is twice the length of the shortest
piece and the other is 30 cm longer than the shortest piece. Find, in centimetres, the
length of each piece of timber.
g Raymond is half the age of his father. The sum of their ages is 78 years. How old is each
person?
10 Form an equation, then solve it to answer each of these.
a An imported brand of sugar costs 60c more per kilogram than an Australian brand. If
2 kg of imported sugar plus 5 kg of Australian sugar costs $13.80, find the cost per
kilogram of the imported sugar.
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 137

b Jonathan is twice as old as Darren and Darren is three times as old as Bettina. The sum
of their ages is 120 years. Find the age of each person.
c At a local fruit shop, tomatoes are sold at 24c each and pears are sold at 28c each. Keryn
bought 8 more pears than tomatoes and paid the fruiterer $3.80. How many pears and
tomatoes did Keryn purchase?
5
d If the numerator and denominator in the fraction ----- - are increased by a certain number,
11
2
n, the value of the fraction would then be --3- . Find the number.
e Penny has saved $18 in 20c and 50c coins. There are 8 more 50c coins than 20c coins.
What is the total value of the 20c coins?
f An apprentice mechanic agrees to be paid $90 for each day that he comes to work and
to pay his employer $40 for each day that he does not come to work. How many days
did the apprentice work in April if his total pay for the month was $1790?

■ Further applications
11 a A woman has a daughter who is half her age and a son who is two-thirds her age.
The sum of the children’s ages is 12 years more than the age of their mother. How old
is each person?
b A man is 37 years old and his daughter is 5 years old. In how many years time will the
man be 3 times the age of his daughter?
c Anita is 4 times as old as Frank. In 5 years time Anita will only be 3 times as old as
Frank. Find their present ages.
d Six years ago, Wendy was twice the age of Thao. At present, Wendy is 30 years older
than Thao. Find the present age of each woman.
12 Emma tries to guess the number of beads in a jar but guesses 75 too many. Laura guesses
63 too few. If the average of their guesses is 350, how many beads are in the jar?
13 A Boeing 729 airliner has a total mass at take-off 94 000 kg. The fuel and crew are 1--4- the
mass of the unloaded plane and the passengers and luggage are 1--3- the mass of the fuel and
crew. What is the mass of the unloaded plane?

TRY THIS A prince and a king

The following problems are from a translation of a collection of ancient Greek works.

Problem 1
‘I wish’, said the Prince, ‘for my two sons to receive the 9000 gold coins which I
possess so that the fifth part of the elder one’s share exceeds by 90 the fourth part
of what goes to the younger. Please calculate what each son shall receive.’
138 Mathscape 9 Extension

Problem 2
Croesus the King
blessed five bowls
weighing 10 minae in
total. Each was
10 drachmae heavier
than the one before.
How much did each
bowl weigh?
(100 drachmae = 1 mina)

4.8 Evaluating the subject of a

formula
A formula is an algebraic statement that shows the relationship between various quantities.
Formulae are also known as literal equations. Most formulae are written with a single
pronumeral on the left-hand side. This pronumeral is called the subject of the formula. The
subject can be evaluated by substituting values for all of the other pronumerals in the formula.
A lot of our work in mathematics relies on memorising and using formulae. You do not need
to memorise the formulae in this exercise, or the next, although you will certainly recognise
many of them.

Example
EG a If v = u + at, find the value of v when u = 45, a = −2 and t = 10.4.
+S h
b Given that A = --- (a + b), find the value of A when h = 14.6, a = 9.7 and b = 8.5.
2
c If E = 1--2- mv2, find the value of E when m = 17.25 and v = −8.

Solutions
h 2
a v = u + at b A = --- (a + b) c E = 1--2- mv
2
= 45 − 2 × 10.4
= 45 − 20.8
14.6
= ---------- (9.7 + 8.5) = 1
---
2
× 17.25 × (−8)2
2
= 24.2 = 1
× 17.25 × 64
= 7.3 × 18.2 ---
2
= 132.86 = 552
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 139

Exercise 4.8

1 a If A = lb, find the value of A when l = 7, b = 5.

b If F = ma, find the value of F when m = 8.5, a = 2.3.
c If A = 1--2- bh, find the value of A when b = 9, h = 6.45.
D
2 a Given that S = ---- , find S when D = 90, T = 5.
T
5K
b If M = ------- , find M when K = 27.
18
PRN
c Given that I = ------------ , find I if P = 200, R = 7, N = 4.
100
3 Find the value of the subject in each formula given that:
a P = 2L + 2B i L = 9, B = 4 ii L = 5.8, B = 11.3
b y = mx + b i m = 2, x = 7, b = 1 ii m = −3, x = 6, b = −4
c v = u + at i u = 8, a = 1.5, t = 10 ii u = 32, a = − 1--2- , t = 8

4 a If A = s2, find A when s = 8.

b If V = x3, find V when x = 12.
c If y = ax 2 + c, find y when a = 2, x = −3, c = −10.
5 a Find the value of V if V = 2gR , g = 9.8, R = 2.5.
g
b Find the value of v if v = --- , g = 9.8, k = 0.392.
k
3
c Find the value of T if T = R , R = 4.
h
6 a Given that A = --- (a + b), find the value of A when h = 16, a = 5, b = 7.
2
n
b Given that S = --- (a + l ), find the value of S when n = 17, a = 3, l = 11.
2
c Given that C = 5--9- (F − 32), find the value of C when F = 86.

■ Consolidation

7 a If E = 1--2- mv 2 , find E when m = 21, v = 0.2.

b If A = 1--2- r 2 θ , find A when r = 6, θ = 2.4.
mv 2
c If F = --------- , find F when m = 18, v = −5, r = 12.
r
v – u2
2
d If S = ---------------- , find S when v = 13, u = 7.
2
2
dv
e If h = -------- , find h correct to 2 decimal places when d = 6, v = 2.5, g = 9.8, r = 15.4.
gr
f If y = tx − at 2, find y when t = 2, x = 5, a = −3.
g If s = ut + 1--2- at 2, find s when u = 3.5, t = 8, a = −22.
140 Mathscape 9 Extension

8 Find the value of:

360
a D if D = --------- , when n = 5
n
y2 – y1
b m if m = ---------------- , when y 2 = 23, y 1 = 5, x 2 = 4, x 1 = −2
x2 – x1
a
c S if S = ----------- , when a = 6, r = 1--3-
1–r
m1 – m2
d T if T = ----------------------- , when m 1 = −4, m 2 = 1--2-
1 + m1 m2

9 Evaluate, correct to 1 decimal place:

a A when A = 4πr 2 and r = 2.75
b V when V = πr 2h and r = 1.2, h = 5
c V when V = 4--3- πr3 and r = 3 -----
12
5
-

d A when A = π(R2 − r 2) and R = 10.5, r = 6.5

e S when S = πr2 + πrs and r = 1.6, s = 2.75

10 a If S = 2(ab + bc + ca), find S when a = 3, b = 4, c = 6.

h
b Given that A = --- ( d F + 4d M + d L ) , find A when h = 4, d F = 3.3, d M = 6.7, d L = 4.1.
3
c Find the value of T if T = a + (n − 1)d when a = 7, n = 15, d = 1 1--4- .
n
d Evaluate S if S = --- [2a + (n − 1)d] given that n = 10, a = 4, d = −3.
2

■ Further applications
11 Evaluate:
a R if R = a 2 + b 2 and a = 2, b = 5
b v if v = n a 2 – x 2 and n = 3, a = 10, x = −6
l
c T if T = 2π --- and l = 32, g = 9.8 (Answer correct to 1 decimal place.)
g

d v if v = u 2 + 2as and u = 11, a = −5, s = −7.5

b2
e E if E = 1 – ----2- and a = 5, b = 3
a

12 a If A = Pr n, find correct to 2 decimal places the value of A when P = 250 000, r = 0.14,
n = 5.
b If T = ar n − 1, find T when a = 8, r = 1--2- , n = 7.
r n
c If A = P ⎛ 1 + ---------⎞ , find A correct to 2 decimal places when P = 3250, r = 17, n = 4.
⎝ 100⎠
n–1
(1 + r )
d If E = ------------------------- , find E correct to 2 decimal places when r = 0.12, n = 15.
n
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 141

4.9 Equations arising from

substitution
To find the value of a pronumeral other than the subject of a formula, you will need to solve an
equation.

Example
EG a If P = 2L + 2B, find the value of B when P = 42.2 and L = 12.7.
+S n
b Given that S = --- (a + l ), find the value of a when S = 630, n = 18 and l = 44.
2
c If E = 1--2- mv2, find the value of v when E = 213.6, m = 26.7 and v ⬎ 0.

Solutions
n
a P = 2L + 2B b S = --- (a + l) c E = 1--2- mv 2
2
42.2 = 2 × 12.7 + 2B 213.6 = 1
× 26.7 × v 2
18 ---
42.2 = 25.4 + 2B 630 = ------ (a + 44) 2
2 213.6 = 13.35v2
−25.4 −25.4
630 = 9(a + 44) ÷13.35 ÷13.35
16.8 = 2B
630 = 9a + 396 16 = v 2
÷2 ÷2
−396 −396 ∴ v = 4 (v ⬎ 0)
∴ B = 8.4
234 = 9a
÷9 ÷9
∴ a = 26

Exercise 4.9

1 a If F = ma, find m when F = 10.5, a = 7.

b If V = lbh, find b when V = 480, l = 12, h = 8.

2 If P = 2L + 2B, find the value of:

a L when P = 32, B = 6 b B when P = 46, L = 13.5
D
3 If S = ---- , find:
T
a D when S = 15, T = 6 b D when S = 25.4, T = 3.5
c T when S = 45, D = 315 d T when D = 36.256, S = 4.4
5K
4 If M = ------- , find the value of K when M = 30.
18

■ Consolidation
5 If v = u + at, find the value of:
a u when v = 50, a = 5, t = 6 b u when v = 14, a = −12, t = 8
c a when v = 167.3, u = 10.5, t = 12.8 d t when v = 9.76, u = 15.2, a = −3.4
142 Mathscape 9 Extension
n
6 If S = --- (a + l ), find the value of:
2
a n when S = 96, a = 5, l = 7 b l when S = −28, n = 7, a = 3
c a when S = 689, n = 26, l = 48

7 If v = 2gR , find the value of:

a g when v = 9, R = 4.05 b R when v = 12, g = 10
g
8 If v = --- , find the value of:
k
a g when v = 4, k = 0.5 b k when v = 6, g = 12
9 If E = 1--2- mv 2 , find the value of:
a m when E = 24, v = 4 b v when E = 14.4, m = 12.8 and v ⬎ 0
2
mv
10 If F = --------- , find the value of:
r
a m when F = 20, v = 5, r = 20 b v when F = 49, m = 10, r = 2.5 and v ⬎ 0
c r when F = 56.32, v = −12.8, m = 22
v2 – u2
11 If S = ---------------- , find the value of:
2
a v when S = 36, u = 7 and v ⬎ 0 b u when S = 17.1, v = 10.4 and u ⬎ 0
12 If S = ut + 1--2- at 2 , find the value of:
a u when S = 116, t = 4, a = 12 b a when S = 3.92, u = 7, t = 1.4
y2 – y1
13 If m = ---------------- , find the value of:
x2 – x1
a y2 when m = 3, y1 = 5, x2 = 8, x1 = 4 b y1 when m = −3, y2 = 13, x2 = −5, x1 = 2
c x2 when m = 3--4- , y2 = 21, y1 = 6, x1 = 4 d x1 when m = – 5--7- , y2 = −8, y1 = 2, x2 = 9

14 If V = πr2h, find the value of:

a h when V = 32π, r = 2
b r correct to 1 decimal place when V = 1170, h = 5.4 and r ⬎ 0
15 If V = 4--3- πr 3, find the value of:
a r when V = 288π b r correct to 1 decimal place when V = 100
a
16 If S = ----------- , find the value of:
1–r
a a when S = 30, r = 1--4- b a when S = 50, r = −0.6
c r when S = 36, a = 12 d r when S = 28, a = 42

■ Further applications
17 If A = π(R 2 − r 2), find the value of:
a R when A = 40π, r = 3 and R ⬎ 0
b R correct to 1 decimal place when A = 78.5, r = 6.5 and R ⬎ 0
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 143

c r when A = 85π, R = 11 and r ⬎ 0

d r correct to 1 decimal place when A = 480.3, R = 13.7 and r ⬎ 0
n
18 If S = --- [2a + (n − 1)d], find the value of:
2
a a when S = 250, n = 10, d = 4 b d when S = −44, n = 8, a = −3
19 If T = ar n−1, find the value of:
a a when T = 175, r = 5, n = 3 b r when T = 80, a = 5, n = 5
c n when T = 56, a = 7, r = 2
m1 – m2
20 If T = ----------------------- , find the value of:
1 + m1 m2
a m1 when T = 1--8- , m2 = 5 b m2 when T = −4 1--2- , m1 = – 1--2-

TRY THIS Floodlighting by formula

The formula below is used by lighting engineers to work out how many floodlights are
needed to illuminate a given area. Many factors are taken into account, including the
size of the area and the strength of illumination required (measured in lumens per
square metre).
Different uses require different strengths of illumination. If a car park, a tennis court
and a beach park are all of the same area, which one should have the strongest
illumination?
A × L2
Number of floodlights = ----------------
B×C
where A = area
L = light intensity per square metre desired
B = light intensity emitted by one light
C = the constant factor (depends on height of poles, reflection from walls,
etc.)
1 Calculate the number of floodlights required to light a rectangular area
50 m × 30 m with an intensity of 2 lumens per square metre if the type of lights
that have been chosen emit 2000 lumens each and the constant factor is 0.26.
2 If the intensity required was dropped to 1 lumen per square metre, how many
lights would be needed?
3 If the original number of lights is to be kept (because the poles and fixtures
have already been installed) but new lights can be purchased that are less than
2000 lumens, find to the nearest lumen the output required from each light to
give 1 lumen per square metre.
144 Mathscape 9 Extension

4.10 Changing the subject of a

formula
To find the value of one of the pronumerals in a formula, we could either:

1 substitute the given values into the formula then solve the resulting equation, or

2 change the subject of the formula to the desired variable then substitute the given values.
The phrase ‘solve this literal equation for x’ means the same as ‘make x the subject of this
formula’.
Literal equations are solved in the same way as other equations, that is, by performing inverse
operations to both sides and isolating the desired pronumeral.

To solve a literal equation, or change the subject of a formula:

expand any grouping symbols

perform inverse operations to both sides until the left-hand side contains only the
desired subject.

NOTE: After a formula has been re-arranged, the variable that is the new subject must only
appear once. That is, the subject cannot appear on both sides of the formula, nor can it appear
twice on the same side.

To change the subject of a formula, where the desired subject appears more than
once:

take all terms that contain this variable to one side

take the remaining terms to the other side

factorise the expression that contains the desired subject

divide both sides by the expression in the grouping symbols.

NOTE: It may be necessary to place restrictions on the possible values of the variables once a
formula has been re-arranged. In particular:
1 An expression that occurs in the denominator cannot be equal to zero.

2 An expression that occurs under a square root sign cannot be negative.

 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 145

Example 1
EG Solve each literal equation for x.
+S
a px + q = r b y = a(x − z)

Solutions
a px + q = r b y = a(x − z)
−q −q y = ax − az
px = r − q +az +az
÷p ÷p y + az = ax
r–q ÷a ÷a
∴ x = -----------
p y + az
-------------- = x
a
y + az
∴ x = --------------
a

Example 2
EG Make c the subject of each formula.
+S q+ c
a b2 = a 2 − c2 b p = ----------------
r
Solutions
q+ c
a b 2 = a 2 − c2 b p = ----------------
r
+c2 +c2 ×r ×r
b +c =a
2 2 2 pr = q + c
−b2 −b2 −q −q
c2 = a 2 − b 2 pr − q = c
( )2 ( )2
(pr − q)2 = c
∴ c = ± a2 – b2
∴ c = (pr − q)2

Example 3 Solution
EG Make y the subject of the x y
+S x y --- + --- = z
formula --- + --- = z. 3 5
3 5
×15 ×15
5x + 3y = 15z
−5x −5x
3y = 15z − 5x
÷3 ÷3
15z – 5x
∴ y = --------------------
3
146 Mathscape 9 Extension

Example 4 Solution
EG Make m the subject of the m
+S m y = -------------
formula y = ------------- . m+5
m+5
×(m + 5) ×(m + 5)
y(m + 5) = m
my + 5y = m
−my −my
5y = m − my
5y = m(1 − y)
÷(1 − y) ÷(1 − y)
5y
----------- = m
1–y
5y
∴ m = -----------
1–y

Exercise 4.10

1 Make x the subject of each formula.

a y=a+x b x−q=p c m−x=n d 2x = k
x q ux
e c = dx + e f y = -- g p = --- h ------ = w
c x v
x bx d m n k
i --- = y − z j ------ = --- k ---- = --- l -- = g + h
a c e x p x

2 Expand the grouping symbols in each formula, then make a the subject.
a c = 3(a + b) b y = 2(a − 7) c w = m(a + c)
d p = k(1 − a) e z = 5y(2 − a) f A = 2π(r − a)

■ Consolidation
3 Multiply each term by the lowest common denominator, then solve for n.
kn n k a n
a m = ------ − p b --- + --- = 1 c --- − --- = 1
3 2 5 b k
n n n–a b+c m+n h+m
d --- + --- = k e ------------ = ------------ f h = ------------- + -------------
3 7 2 3 3 4

4 Transpose each formula so that t is the subject.

a at 2 = b b t2 + m = n c k = u − t2 d b2 = a2 − t 2
t2 ut 2 t2 9 a 8t
e ---- = r f h = ------- g ---- = ----2- h ----- = -----
s v 4 a 2t b
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 147

5 Solve for c:
c
a c =j b cd = a c y= c–4 d p = ------
3
a c
e M = ---------- f L=K+ c g a=b+d c h p−q c =N
n

6 Make x the subject of each formula.

a x−p=q−x b mx = p + nx c cx − d = x + d
1–x x x
d a = ----------- e y = ------------ f t = -----------
x x+1 x–3
x+1 a–x a – bx
g g = ------------ h v = ------------ i c = ---------------
x–1 a+x x–b

7 Solve for x: px − q = qx − p.

8 Solve each of the following for the letter shown in the brackets.
M
a D = ----- [M] b v = u + at [a] c P = 2(L + B) [L]
V
D x+y PRN
d T = ---- [S] e A = ------------ [x] f I = ------------ [P]
S 2 100
1 1
g V = --- Ah [A] h E = --- mv2 [v] i R3 = T2 [R]
3 2
j v2 = u2 + 2as [s] k V= 2gR [R] l A = 2πr(r + h) [h]
n h 9C
m S = --- (a + l) [n] n A = --- (a + b) [a] o F = ------- + 32 [C]
2 2 5
5 4 v2 – u2
p C = --- (F − 32) [F] q V = --- πr3 [r] r s = ---------------- [u]
9 3 2
a 1
s v = n a2 – x2 [a] t S = ----------- [r] u s = ut + --- at2 [u]
1–r 2
l 1 1 1
v T = 2π --- [l] w A = π(R − r)(R + r) [R] x --- = ------ + ------ [R]
g R R1 R2

9 The volume V cm3 of a hemisphere with radius r cm is given by the

r cm
2
formula V = --- πr3. Find the length of the radius if the hemisphere
3
has a volume of 18π cm3.
148 Mathscape 9 Extension

3
10 The area of an equilateral triangle of side x cm is given by the formula A = ------- x2.
4
Find, correct to 2 decimal places, the side length of an equilateral triangle with an
area 30 cm2.

11 The distance d kilometres that a person can see to the visible horizon from a height h metres
h
above sea level is given by the formula d = 5 --- . Liesl can see 40 km out to sea from the
2
top of a cliff which is h metres above sea level. How high is the cliff?
12 A frustrum is a solid that results when a cone is cut by a plane r
parallel to its base. The volume of a frustrum is given by the
πh
formula V = ------ (R2 + Rr + r2), where R and r are the radii of the h
3
circular faces and h is the height between these faces. Find the R
height of a frustrum in which the radii are 12 cm and 8 cm, and the
volume is 608π cm3.

■ Further applications
13 For each of the formulae below:
i state any restrictions that must exist on the variables
ii re-arrange the formula so that the variable shown in the brackets is the subject
iii state any restrictions that must exist on the variables after the formula has been
re-arranged.
p r
a a = bx + c [x] b y = ax2 [x] c --- = - [r]
q s
m t
d c = a b2 + 9 [b] e k = -----------------
- [u] f z = ---------- [t]
nu 2 + 1 t–2

m1 – m2
14 Make m1 the subject of the formula T = ----------------------- .
1 + m1 m2

15 Make r the subject of each equation:

n
b A = P ⎛ 1 + ---------⎞
r
a A = Prn
⎝ 100⎠
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 149

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G

FOCUS ON WORKING MATHEMATICALLY

SPLITTING THE ATOM

TICALLY
Introduction
E = mc2
The famous equation derived by Albert Einstein in 1904 revealed the relationship between
energy (E) and mass (m) to the scientific world. At that time it was only a theory. The means
of testing it slowly increased with technological progress. As so often happens, theory was well

G MATHEMA
ahead of practical reality. But, Einstein was right, energy and mass are interconnected. The one
can be changed into the other. Einstein also predicted that the mass of a body depends on its
speed. The greater the velocity of a body, the greater the increase in its mass. The effect is
undetectably small at lower speeds, for example a jet plane, but as the speed of the object
approaches the speed of light, its mass increases without limit.
Note that it is the speed of light c in the equation above which is the link between the mass and
energy. The value of c is about 3 × 108 m s−1, a very large value. If even a small mass could be

ON WORKIN
converted into pure energy, the output would be enormous. For example, a small piece of coal
converted completely into its mass equivalent in electrical energy would keep a single light
globe burning for over 1600 billion years.
In 1939, scientists had the technical means to successfully bombard the nucleus of a uranium
atom, in effect splitting the atom, reducing its mass, and liberating the equivalent in enormous
amounts of energy. Unfortunately, this technology, called nuclear fission, coincided with the
outbreak of war in Europe. Einstein’s equation could be used to produce an atomic bomb, more
FOCUS

devastating than anything the world had ever known.

The impact of Einstein’s discovery, born out of thinking mathematically about the nature of the
physical world, brought about changes to the lives of human beings on planet Earth, which at
the turn of the 20th century were unimaginable. It heralded the beginning of the nuclear age.
 150 Mathscape 9 Extension

2L EARNING ACTIVITIES

We will now see how the equation works. Remember that the total energy and mass always
HEMATICALLY

remain the same. There is simply a conversion from one to the other. It is simpler to read
E = mc2 to mean:
The change in energy of a body = the change in mass × c2.
If there is a loss in mass there will be a corresponding increase in energy (e.g. splitting the
atom). Similarly, if there is a gain in mass there will be a corresponding decrease in energy.

Example
Suppose that 1 kg of the fuel in a nuclear reactor undergoes fission (i.e. is broken down into a
smaller mass). In such a nuclear reaction the loss in mass is typically of the order of 1/1000 of
the total mass, in this case 1 g. Calculate the liberated energy using Einstein’s equation and
c = 3 × 108 m s−1.
LY

1 Copy and complete: Increase in energy = loss in mass × c2

A LT

= 1/1000 × 1 × 3 × 108 × 3 × 108 (mass must be in kg)

I CA

= ………… joules (J)

GA TM

2 Note how large this amount of energy is. To see, write the answer out in full.

3 In a nuclear reactor this energy is released in a controlled fashion over a period of time, not
F O C U S O N W O R K IHNE M

in a single explosion such as happens with nuclear weapons. Note again that only a small
portion of the mass is lost.
MAT

8C HALLENGE
WORKING

According to Einstein, the mass of a body moving from rest to a speed v will increase. In the
case of an aircraft, for example, some of the energy required to accelerate it to cruising speed
goes into increasing its kinetic energy and hence its mass. The rest goes into overcoming
external forces. The following example shows how small the mass increase is.
1 A jumbo jet of mass 350 tonnes is flying at 900 km h−1. Calculate its kinetic energy
ON

(KE) using the formula KE = 1--2- mv 2

Units: Mass must be in kg, speed in m s−1. Take 100 km h−1 = 30 m s−1
FOCUS

The kinetic energy calculated will be in joules (J).

 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 151

2 Use your answer for kinetic energy and the equation E = mc2 to calculate the increase in the
mass of the jumbo jet. Expect a small answer! The unit will be kg. You may like to change
it to milligrams for a final answer.

NOTE: In everyday life, it is in applications in electronics when beams of electrons move

at close to the speed of light that Einstein’s equation becomes significant. Some examples

FOCUS ON WORKING MATHEMATICALLY

of this are TV sets, scanning machines for use in medicine, and computers. Check this with
your science teacher.

E L ET’S COMMUNICATE

1 Write a summary of the meaning of the equation E = mc2 to you. You may first like to re-
read the introduction above.

2 Do you feel that the continued burning of coal to produce electricity is better than the
dangers of using nuclear reactors? Discuss the advantages and disadvantages. How do the
two methods relate to Einstein’s equation?

%R EFLECTING

Reflect on how important a role mathematics has played in the development of the nuclear age
and in our understanding of the natural world and beyond to the furthest reaches of the universe.
Reflect on how human beings can use such information for the common good but also for the
destruction of life.

1 What is the difference between an equate verb 1. to regard, treat, or represent as equal
equation and an inequation? or connected: He equates money with happiness.
2 List 2 words that mean the same thing as | The decrease in the incidence of lung cancer equates
inverse. with a decrease in the number of smokers.
3 What is the difference between solve and 2. to be the same in number, value, etc.: The cost of
a home mortgage equates to about 25 per cent of an
substitute? average income.
4 Define formula for a new mathematics
dictionary. Why is the skill of equating important to
5 Read the Macquarie Learners Dictionary science and medicine?
entry for equate:
F
 152 Mathscape 9 Extension
CHAPTER RE

1 Solve each of the following equations. w+3 2 5r – 14 4

a 12 − j = 4 b 7 = −3 + b g ------------- = --- h ----------------- = ---
12 3 20 5
c −x − 6 = 2 d −9 = 5 − c e+6 e–2 7h – 8 4h – 5
i ------------ = ----------- j --------------- = ---------------
2 Solve: 4 5 4 2
a 2p + 7 = 23 b 5k − 4 = 26 10 Solve:
c 17 − 4y = 29 d 8m + 3 = −45 x x 3m m
a --- + --- = 18 b ------- – ---- = 13
3 Solve: 4 5 5 6
a 8h = 3h + 40 b 9d + 42 = 2d 2a a
c 3y = 7y − 44 d 60 − 7s = 5s c ------ = 11 − ---
7 2
4 Solve these equations. 3u + 2 u – 5
d --------------- + ------------ = 1
a 5r + 8 = 2r + 29 4 3
b 9b + 11 = 5b − 25 z + 1 2z 7z
c 23 − 3u = 41 − 5u e ----------- + ----- = 2 − ------
4 5 10
5 Solve each of the following. 3 5
a 9(2a + 5) = 99 f --- w = --- (w − 2)
4 6
b −8(2 − 3f ) = −112
VIEW

11 Write down the integer solution set for

6 Solve:
these inequalities.
a 6(x + 2) = 5x + 16
a x⬍7 b x⭓5
b 4p − 54 = 2(7p + 3)
c x ⬎ −10 d x⭐0
c 5(2r − 3) = –3(1 − 3r)
e 3⭐x⭐8 f −2 ⬍ x ⬍ 5
7 Expand and simplify the expressions on g x ⭐ 1 or x ⭓ 5 h x ⬍ −4 or ⬎ 7
each side of these equations, then solve
12 State, in terms of x, the inequality that has
for x.
been graphed on each number line.
a 5(x + 3) + 2(x + 2) = 54
a
b 9(x − 4) + 3(5 − x) = 33 1 2 3 4 5
c 8 − 3(x − 4) = 5(x + 2) + 2
b
8 Solve each of these equations, giving the 0 1 2 3 4
solutions in simplest fraction form. c
a –15g = –9 b x+ 1
---
3
=5 –4 –3 –2 –1 0 1
d
w
c u − 2 1--2- = 1 2--3- d ---- = – 3--4- –1 0 1 2 3
5
e 4h + 13 = 27 f 7 − 15s = −5 13 Solve each of these inequations.
9 Solve: a y−5⬍3 b k+7⬎4
t
3x
a ------ = 12 b
2z
– ----- = −8 c 6m ⭓ 30 d --- ⭐ 3
2 3 9
t 4a e 15 ⬎ u − 4 f 3c + 11 ⭐ 23
c ------ − 7 = 2 d ------ + 5 = 13 g 5(z + 6) ⭓ 10 h 7w + 27 ⬍ 4w − 12
11 3
2u n+4 a 2b b
e 6 − ------ = −2 f ------------ = 3 i a − --- ⭓ 14 j ------ − --- ⭐ 10
5 7 3 3 4

CHAPTER REVIEW
 Chapter 4: Eq ua t io n s, in equ at io n s an d fo rmu lae 153

VIEW
14 Solve: 18 Solve these inequality problems.
a −3m ⬍ 21 b 9 − 4c ⭓ 37 a If a certain integer is increased by 3,
n the result is greater than 7 but less
c 5(9 − 2r) ⭐ 85 d 2 − --- ⬎ − 6 than 13. Find all possible values for
4
2e + 5 – 3 ( 7 – 2t ) the integer.
e --------------- ⭓ − 7 f 9 ⬍ ------------------------- b If a certain number is halved, then
–3 5
decreased by 1, the result would lie

CHAPTER RE
15 Form an equation and solve it to find the between 3 and 9. Between what
number in each of these. possible values could the number lie?
a Seven less than three times a number c Two sides of a given triangle are 8 cm
is equal to 38. and 13 cm. What is the range of
b When a number is multiplied by 3 and possible lengths for the third side of
this is then subtracted from 50, the the triangle?
result is 23.
c If 8 is added to half of a number, the 19 a If v = 2gR , find the value of v when
result is 13. g = 9.8 and R = 250.
d A number is increased by 6, then b If v = u + at, find the value of v when
multiplied by 4. The result is 68. u = 60, a = −3 and t = 8.7.
e Think of a number. Double it. Add c If E = 1--2- mv2, find the value of E when
17. Divide by 5. The result is 7. m = 12.8 and v = 4.5.
f A number is multiplied by 5, then
n
decreased by 30. The result is equal to d If S = --- (a + l), find the value of
2
18 more than double the number. S when n = 16, a = 13 and l = 18.
16 Form an equation and solve it to answer n
each of the following. e If S = --- [2a + (n − 1)d], find the value
2
a The sum of four consecutive numbers of S when n = 42, a = 50, d = −2.
is 70. What are the numbers?
b The sum of three consecutive odd 20 a If P = 2L + 2B, find the value of L
numbers is 87. What are the when P = 40 and B = 12.
numbers? b If y = mx + b, find the value of m when
y = 8, x = 15 and b = −2.
17 a Samantha has $47 less than James
5K
and together they have $283. How c If M = ------- , find the value of K when
18
much does each person have?
M = 45.
b At a local cafeteria, the cost of a salad
sandwich is 40c more than for a ham d If S = ut + 1--2- at2, find the value of a
sandwich. A group of friends bought when S = 245, u = 87.5 and t = 7.
4 salad sandwiches and 3 ham y2 – y1
sandwiches and paid $17 altogether. e If m = ---------------- , find the value of x1,
x2 – x1
Find the cost of each sandwich.
when m = 3, y2 = 9, y1 = −6, x2 = 7.

CHAPTER REVIEW
 154 Mathscape 9 Extension

22 Consider the formula z = w x – y .

CHAPTER RE

21 Rewrite each formula so that x is the

subject. a State any restrictions that exist on the
ax c e variables.
a ------ = --- b -- = f − g b Make x the subject of the formula.
b d x
c m = 2a(3 + x) d u = v − x2 c State any restrictions that must exist
on the variables after the formula has
x y
e p=q+r x f --- + --- = z been re-arranged.
2 5
x+2
g x−b=a−x h y = ------------
x–1
VIEW

CHAPTER REVIEW
 Measurement

5
This chapter at a glance
Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

state the limits of accuracy for a given measurement

convert between units of length, mass, capacity and time

solve problems involving length, mass, capacity and time

perform time calculations with and without the use of a calculator

convert between 12-hour time and 24-hour time

find the length of a side in a right-angled triangle using Pythagoras’ theorem

Measurement

solve problems using Pythagoras’ theorem

calculate the perimeter of a polygon

calculate the circumference of a circle

calculate the perimeters of sectors and composite figures

solve practical problems involving perimeter

convert between units of area

use area formulae to find the areas of triangles and the special quadrilaterals

calculate the area of a circle

calculate the areas of sectors and composite figures

solve practical problems involving area.

155
156 Mathscape 9 Extension

5.1 Length, mass, capacity and time

■ Length
The basic unit of length in the metric system is the metre. Originally, the metre was defined
as one ten-millionth of the distance from the North Pole to the equator along the line of
longitude that runs through Paris. This definition was revised in 1960, and the metre is now
defined in terms of the wavelength of light.
Other units of length in common use are the millimetre (mm), centimetre (cm) and kilometre
(km). Each unit of length can be compared to the metre by referring to its prefix. For example,
the prefix milli- means ‘one-thousandth of’, so 1 millimetre literally means ‘one-thousandth of
a metre’. Similarly, the prefixes centi- and kilo- mean ‘one-hundredth of ’ and ‘one thousand
times’ respectively. Hence, 1 centimetre means ‘one-hundredth of a metre’ and 1 kilometre
means ‘one-thousand metres’.

Prefix Meaning
milli- 1 The common conversions for length are:
------------
1000
10 mm = 1 cm (i.e. 10 millimetres = 1 centimetre)
centi- 1
100 cm = 1 m (i.e. 100 centimetres = 1 metre)
---------
1000 m = 1 km (i.e. 1000 metres = 1 kilometre)
100
kilo- 1000

■ Mass
The mass of an object is the amount of matter that it contains. Mass is not the same as weight,
although the two terms are commonly used interchangeably. Weight refers to the force with
which an object is being attracted to the Earth due to gravity. In the metric system, the base unit
for mass is the kilogram.

The common conversions for mass are:

1000 mg = 1 g (i.e. 1000 milligrams = 1 gram)

1000 g = 1 kg (i.e. 1000 grams = 1 kilogram)

1000 kg = 1 t (i.e. 1000 kilograms = 1 tonne)

■ Capacity
Capacity refers to the amount of liquid that a container can hold. In the metric system, the base
unit for capacity is the litre.

The common conversions for capacity are:

1000 mL = 1 L (i.e. 1000 millilitres = 1 litre)

1000 L = 1 kL (i.e. 1000 litres = 1 kilolitre)

1000 kL = 1 ML (i.e. 1000 kilolitres = 1 megalitre)
 Chapter 5: Measu remen t 157

To convert to a smaller unit, multiply by the conversion factor.

To convert to a larger unit, divide by the conversion factor.

■ Time
We use time to order the events that take place in our everyday lives. Without time, it would
not be possible to say which event came before or after another event. We often measure the
degree of change in a particular situation according to the amount of time that passes, for
example when calculating the speed of a moving object. The speed is, in fact, a measure of the
change in distance with respect to the elapsed time.

The common conversions for time are:

60 s = 1 min (i.e. 60 seconds = 1 minute)

60 min = 1 h (i.e. 60 minutes = 1 hour)

24 h = 1 day (i.e. 24 hours = 1 day)

We use instruments such as watches and clocks to tell the time. These are either analog or
digital. Time pieces with rotating hands are called analog, whereas those that display digits
only are called digital. Many digital watches and clocks operate in 24-hour time, that is from
00:00 to 24:00 hours, rather than in am or pm time.

To convert from 12-hour time to 24-hour time:

add 12 hours to the time if it is 1 pm or greater

write the time using 4 digits.

Many time calculations can be more easily performed with the use of the degrees and minutes,
or DMS and ° ′ ′′ keys on the calculator. It may first be necessary to express one of the given
times in 24-hour time.

Example 1
EG Convert:
+S
a 8 cm to mm b 5.2 m to cm c 0.04 km to m
d 70 mm to cm e 129 cm to m f 2300 m to km

Solutions
a 8 cm = (8 × 10) mm b 5.2 m = (5.2 × 100) cm c 0.04 km = (0.04 × 1000) m
= 80 mm = 520 cm = 40 m
d 70 mm = (70 ÷ 10) cm e 129 cm = (129 ÷ 100) m f 2300 m = (2300 ÷ 1000) km
= 7 cm = 1.29 m = 2.3 km
158 Mathscape 9 Extension

Example 2
EG Convert:
+S
a 0.57 m to mm b 98 000 cm to km

Solutions
a 0.57 m = (0.57 × 100) cm b 98 000 cm = (98 000 ÷ 100) m
= 57 cm = 980 m
= (57 × 10) mm = (980 ÷ 1000) km
= 570 mm = 0.98 km
Example 3
EG Convert:
+S
a 5 L to mL b 6.8 kL to L c 910 L to kL

Solutions
a 5 L = (5 × 1000) mL b 6.8 kL = (6.8 × 1000) L c 910 L = (910 ÷ 1000) kL
= 5000 mL = 6800 L = 0.91 kL

Example 4
EG Convert:
+S
a 4 kg to g b 3.72 g to mg c 9100 g to kg d 384 kg to t

Solutions
a 4 kg = (4 × 1000) g b 3.72 g = (3.72 × 1000) mg
= 4000 g = 3720 mg
c 9100 g = (9100 ÷ 1000) kg d 384 kg = (384 ÷ 1000) t
= 9.1 kg = 0.384 t

Example 5
EG Use the degrees and minutes key on the calculator to convert:
+S
a 1.25 h to hours and minutes b 3 h 21 min to hours

Solutions
a Press 1.25 2nd F DMS . The display of 1°15′ is then interpreted as 1 h 15 min.
b Press 3 DMS 21 DMS 2nd F DMS . Therefore, 3 h 21 min = 3.35 h.

Exercise 5.1

1 Choose the most appropriate unit (mm, cm, m, km) that could be used to measure:
a the length of a fly b the height of a 4-year-old girl
c the length of a caravan d the distance between two towns
 Chapter 5: Measu remen t 159

e the height of a table f the distance run in a sprint race

g the width of a postage stamp h the distance between two bus depots

2 Choose the most appropriate unit (mg, g, kg, t) that could be used to measure the mass of:
a an orange b a bee’s wing c a railway carriage
d a television set e a clump of hair f a calculator
g a baby h a truck i a box of pencils

3 Choose the most appropriate unit (mL, L, kL) that could be used to measure the capacity of:
a a glass of water b a backyard fountain c a swimming pool
d Sydney Harbour e a bird bath f a tea cup
g a teaspoon h the petrol tank of a bus i a small dam

4 Convert:
a 6 km to m b 300 cm to m c 9 cm to mm d 2500 m to km
e 0.46 m to cm f 4 mm to cm g 178 m to km h 2.3 cm to mm
i 0.8 km to m j 0.1 m to cm k 200 cm to mm l 16 m to km
m 30 m to cm n 0.07 mm to cm o 2 cm to m p 0.3 m to km

5 Complete each of the following conversions.

a 5 m = mm b 2 km = cm c 4000 mm = m
d 900 000 cm = km e 3.8 km = mm f 1 650 000 mm = km

6 Complete each of these conversions.

a 4 g = mg b 8000 kg = t c 1.5 kg = g
d 14 500 mg = g e 2790 g = kg f 70 000 kg = t
g 12.4 g = mg h 1.82 kg = g i 375 g = kg
j 140 mg = g k 0.87 t = kg l 0.046 kg = g
m 20 kg = t n 6 mg = g o 0.005 47 g = mg

7 Complete each of these conversions.

a 4 L = mL b 3000 mL = L c 8 kL = L
d 7500 L = kL e 2.4 L = mL f 1950 L = kL
g 3610 mL = L h 5.07 kL = L i 0.73 L = mL
j 195 L = kL k 11 mL = L l 0.0068 kL = L

8 Convert:
a 1 min = s b 1 h = min c 1 day = h
d 3 h = min e 2 days = h f 5 min = s
g 1--2- h = min h --- min =
3
4
s i --- day =
2
3
h
j 1 1--2- min = s k 3 1--4- days = h l 2 5--6- h = min
m 180 s = min n 72 h = days o 420 s = min
p 90 s = min q 75 min = h r 32 h = days

9 a Explain why 1.25 h does not mean 1 h 25 min.

b Express 1.25 h in hours and minutes.
160 Mathscape 9 Extension

■ Consolidation
10 Express each time in minutes and seconds, without the use of a calculator.
a 1.1 min b 2.4 min c 3.25 min d 4.75 min
11 Use the degrees and minutes key on your calculator to express each time in hours and
minutes.
a 1.9 h b 0.35 h c 3.45 h d 2.8 h

12 Use the degrees and minutes key on your calculator to express each time in hours.
a 1 h 24 min b 2 h 42 min c 4 h 45 min d 36 min
13 Express each of these in 24-hour time.
a 2 am b 7 pm c 12 midnight d 12 noon
e 4:30 am f 1:45 pm g 11:59 pm h 12:24 am

14 Express each of these in standard 12-hour time.

a 04:00 b 07:30 c 13:00 d 15:20
e 08:15 f 16:35 g 20:00 h 23:47

15 Simplify, giving the answer in metres.

a 1 m + 37 cm + 9 mm b 3.6 m + 228 cm + 15 mm
c 12.7 km + 83 m + 54 cm d 1 km + 455 m + 38 cm

16 a Which distance is greater, 15.8 m or 14 950 mm, and by how many metres?
b How many toothpicks of length 65 mm can be cut from a 1.3 m strip of wood?
c A snooker table is to have 6 legs made and each leg is to be 72 cm long. How many
metres of wood are needed?
d How many laps of a 400 m running track must an athlete complete in order to finish a
10 km run?
e From a 3.6 m piece of timber, 5 pieces of equal length are cut, leaving 28 cm. What
lengths of timber were cut?
f The average length of Lucy’s walking stride is 38 cm. How far, in kilometres, would
Lucy walk if she took 9500 strides?
g Fourteen cars each of width 1.65 m are parked side by side in a car park. The distance
between each car is 85 cm. Find, in metres, the total distance taken up by the cars.
17 a Find, in kilograms, the mass of 24 tins of soup, if each tin has a mass of 535 g.
b The total mass of 8 small cars in a shipping container is 7.6 t. What is the mass, in
kilograms, of each car?
c Find the mass, in kilograms, of 3000 pumpkin seeds if each seed weighs 450 mg.
d A bunch of 64 grapes has a mass of 430 g. Find the average mass of each grape, correct
to 1 decimal place.
e How many 225 g bags of lollies can be filled completely from a container that holds
12 kg of lollies?
f A builder wants to construct a brick wall consisting of 18 layers, with 15 bricks in each
layer. Calculate, in kilograms, the total mass of bricks needed for the job if each brick
weighs 2150 g.
 Chapter 5: Measu remen t 161

g A box of 15 fresh pineapples has a mass of 58.6 kg and each pineapple has a mass of
3680 g. Determine the mass of the box when empty. Give your answer in kilograms.
h If 7 containers of wheat have a total mass of 980 kg, find, in tonnes, the mass of
19 containers of wheat.
18 a A 300 mL bottle of salad dressing contains enough dressing for 15 serves. What is the
serving size?
b i How many 250 mL glasses can be filled from a juice container that holds 20 L?
ii How many 300 mL glasses can be filled completely?
c Cary purchased a 250 mL bottle of cough medicine. The adult dosage is 10 mL, three
times a day. How many full days will the cough medicine last?
d The local council pool has a capacity of 1500 kL. During a hot spell, 15 000 L of water
was lost due to evaporation. How many kilolitres of water remain?
e The dam on old Henry’s farm has a capacity of 8.3 ML. How many litres is this?
(1 ML = 1000 kL)
f A recipe requires 1--2- cup of water for each person. Find, in litres, the amount of water
that is needed for 11 people if 1 metric cup is equivalent to 250 mL.
g i Amber’s garden tap is dripping at the rate of 16 drops per minute, with each drop
of water having a volume of 0.5 mL. How many litres of water will be lost in
one day?
ii If on a subsequent day the tap drips at the rate of 10 drops per minute and loses 36 L
over the course of a day, find the volume of water in each drop.
19 How long is it, in hours and minutes, from:
a 8 am to 2:15 pm? b 4:45 am to 10:30 am? c 11:19 am to 10:08 pm?

20 Calculate the time difference between:

a 7:20 pm Saturday and 2:05 am Sunday b 9:12 am Thursday and 12 noon Friday

21 What will the time be:

a 9 h 26 min after 12:57 am? b 3 h 10 min before 8:05 pm?

■ Further applications
22 The carat is a unit of mass that is used to measure precious stones and some expensive
metals such as gold. If a certain amount of gold is described as 24 carat, it means that the
entire mass is composed of 100% pure gold with no impurities. The purity of the gold can
be worked out by expressing the number of carats as a fraction of 24. For example, a 10 kg
ingot of 12 carat gold is only 50% pure, because 12 is one-half or 50% of 24. Therefore, in
this 10 kg ingot, 5 kg of the mass is pure gold and the other 5 kg is made up of impurities
(such as other metals).
How many grams of gold are there in:
a a 1 kg ingot of 12 carat gold? b a 2 kg ingot of 18 carat gold?
c a 1.5 kg ingot of 8 carat gold? d a 6 kg ingot of 14 carat gold?
162 Mathscape 9 Extension

5.2 Accuracy and precision

It is not possible to measure any length, mass, time, temperature or other quantity exactly. The
value read off a measuring instrument is affected by physical factors, such as the thickness of
the ink that is used in the markings on the instrument. However, we know that the exact value
of the quantity being measured lies between two adjacent markings. The accuracy of a
measurement refers to how close the reading is to the exact value of the quantity. The degree
of accuracy in any measurement depends very much on the accuracy of the measuring
instrument that is being used. Before measuring something, we need to consider the following
questions:
1 Why are we conducting the measurement?
2 How precise does the measurement have to be?
3 What measuring instrument would be the most appropriate to use?
The precision of a measuring instrument refers to the smallest unit that is marked on it. For
example, a metre ruler that is marked in 1 cm intervals has a precision of 1 cm. It is not possible
to be more precise than the smallest unit that is marked on the instrument.

All measurements are accurate to within ± 1

of the smallest unit marked on the
---
2
measuring instrument.

The smaller limit of accuracy is called the lower bound.

The greater limit of accuracy is called the upper bound.

The exact value is greater than or equal to the lower bound but less than the
upper bound.

Example 1
EG State the limits of accuracy for each of the following measurements.
+S
a The temperature of a sick child is 39°C, correct to the nearest 1°C.
b The height of a man is 180 cm, correct to the nearest 10 cm.

Solutions
a The temperature is given correct to the nearest 1°C, so the possible error is ± ( 1--2- × 1°C ) ,
i.e. ±0.5°C.
Therefore, the limits of accuracy are 39 ± 0.5°C, i.e. 38.5°C and 39.5°C. The actual
temperature of the child must lie between 38.5°C and 39.5°C.
b The height is given correct to the nearest 10 cm, so the possible error is ± ( 1--2- × 10 cm ) ,
i.e. ±5 cm.
Therefore, the limits of accuracy are 180 ± 5 cm, i.e. 175 cm and 185 cm. The actual height
of the man must lie between 175 cm and 185 cm.
 Chapter 5: Measu remen t 163

Example 2
EG State the upper and lower bounds for each measurement.
+S
a 6.2 kg b 4.18 m

Solutions
a The mass is given correct to the nearest tenth of a kilogram, so the possible error is
± ( 1--2- × 0.1 kg ) , i.e. ±0.05 kg.
Therefore, the limits of accuracy are 6.2 ± 0.05 kg.
Lower bound = 6.2 kg − 0.05 kg Upper bound = 6.2 kg + 0.05 kg
= 6.15 kg = 6.25 kg
b The length is given correct to the nearest hundredth of a metre, so the possible error is
± ( 1--2- × 0.01 m ) , i.e. ±0.005 m.
Therefore, the limits of accuracy are 4.18 ± 0.005 m.
Lower bound = 4.18 m − 0.005 m Upper bound = 4.18 m + 0.005 m
= 4.175 m = 4.185 m

Exercise 5.2

1 Within what limits are the following instruments accurate?

a A dressmaker’s tape marked in millimetres.
b A speedometer with 20 km/h markings.
c A metre ruler marked in centimetres.
d A trundle wheel with a circumference of 1 m and no other markings.
e A clock with only hours marked.
f A flood sign marked in intervals of 50 cm.
g A thermometer marked in intervals of 2°C.
h A measuring tape with 1 cm markings.
i A set of balance scales marked in intervals of 1 kg.
j An altimeter marked in intervals of 1250 m.

2 The length of the hem of a pair of trousers is measured as 4 cm, correct to the nearest
centimetre.
a What is the lower bound for this measurement?
b What is the upper bound?

3 The size of a television screen is quoted as being 64 cm.

a Between what limits does the actual size lie?
b Which one of these limits could not possibly be the size of the screen?

■ Consolidation
4 The following measurements are given correct to the nearest kilogram. Between what
limits does the actual mass lie?
a 2 kg b 9 kg c 14 kg d 48 kg
164 Mathscape 9 Extension

5 The following measurements are given correct to the nearest 10 cm. Between what limits
does the actual length lie?
a 30 cm b 50 cm c 120 cm d 260 cm

6 Peter asked his English teacher, ‘how many pages are there in our next novel?’. His teacher
replied, ‘there are about 300 pages’. Between what limits could the actual number of pages
lie if the teacher’s estimate was given correct to the nearest:
a 100 pages? b 50 pages? c 10 pages?

7 In the year 2000 an archaeologist carbon dated a piece of pottery and found that it was
approximately 1800 years old, correct to the nearest 100 years. Between what years was the
pottery probably made?
8 The capacity of a rainwater tank is 8700 L, correct to the nearest 100 L. Within what limits
does the actual capacity of the tank lie?
9 State the lower and upper bounds for each of the following.
a The height of a child is 140 cm, correct to the nearest 10 cm.
b The time required to fly from Sydney to Perth is 3 h 50 min, correct to the nearest
20 min.
c The capacity of a swimming pool is 1500 kL, correct to the nearest 50 kL.
d The mass of a woman is 84 kg, correct to the nearest kilogram.
e The length of a beetle is 12 mm, correct to the nearest millimetre.
f The mass of a cargo container is 46 t, correct to the nearest tonne.
g The length of an envelope is 16 cm, correct to the nearest centimetre.
h The height of a building is 135 m, correct to the nearest metre.

10 a The masses of a set of objects are given as 15.2 g, 13.7 g, 9.4 g and 20.1 g. What do you
think were the smallest intervals on the measuring instrument used?
b Would it be appropriate to give a measurement of 10.63 g using this instrument?

11 State the lower and upper bounds for each of these measurements.
a 7 mm b 2 cm c 8 km d 15 m
e 1.6 cm f 4.3 km g 6.8 m h 12.1 mm
i 2.8 m j 17.3 mm k 23.6 cm l 30.0 km

12 State the limits between which each measurement lies.

a 6 kg b 6.5 L c 22.36 t d 25°C
e 5.1 mL f 0.8 kL g 160.4 cm h 11.7 g
i 10.0 L j 103 dB k 4.9 kg l 0.05 Hz

■ Further applications
13 A rectangular piece of glass is to be cut with dimensions 72 cm × 85 cm.
a Find the greatest possible length and width.
b Find the least possible length and width.
c Within what limits should the area of the glass lie?
 Chapter 5: Measu remen t 165

5.3 Pythagoras’ theorem

Pythagoras’ theorem describes the relationship between the lengths of the sides in any right-
angled triangle.

In any right-angled triangle, the

square on the hypotenuse is equal to a c c2 = a 2 + b 2
the sum of the squares on the other
two sides.
b

For example, in this diagram we can see that the

areas are:
A 1 = 52 A 2 = 32 A 3 = 42
= 25 =9 = 16
A1
Now, 25 = 9 + 16 A3
∴ A1 = A2 + A3 5 4
3

A2

A Pythagorean triad is a set of three positive integers, a, b and c, for which c2 = a2 + b2. That
is, they are integral dimensions of a right-angled triangle. All multiples of Pythagorean triads
are also triads. For example, we know that {3, 4, 5} is a Pythagorean triad. Hence, {6, 8, 10},
{9, 12, 15} and {12, 16, 20} are also Pythagorean triads.

■ The converse of Pythagoras’ theorem

The converse of Pythagoras’ theorem can be used to show that a triangle is right angled.

If the square on one side of a triangle is equal to the sum of the squares on the
other two sides, then the angle between the two shorter sides is a right angle.

Example 1 Q
EG State Pythagoras’ theorem for this triangle using: p
+S r
a side notation b angle notation
P q R
Solutions
a p 2 = q 2 + r2 b QR2 = PQ2 + PR2
166 Mathscape 9 Extension

Example 2
EG Determine whether the following are Pythagorean triads.
+S
a 5, 12, 13 b 7, 8, 9

Solutions
a 132 = 52 + 122 b 92 = 7 2 + 8 2
169 = 25 + 144 81 = 49 + 64
169 = 169 81 = 113
This is a true statement, This is not a true statement,
∴ 5, 12, 13 is a Pythagorean triad. ∴ 7, 8, 9 is not a Pythagorean triad.

Example 3
EG Find the value of the pronumeral in each diagram. Give your answer correct to 1 decimal place
+S where necessary.
a 12 cm b 11 cm

35 cm w cm
a cm 19 cm

Solutions
a a2 = 122 + 352 b w2 + 112 = 192
= 144 + 1225 w2 + 121 = 361
= 1369 −121 −121
∴ a = 1369 w2 = 240
= 37 ∴ w = 240
= 15.5 (1 decimal place)

Exercise 5.3

1 Write down Pythagoras’ theorem for each triangle using:

i side notation ii angle notation
a b g
P F E

q f
r e

Q R G
p
 Chapter 5: Measu remen t 167

2 Write true (T) or false (F) for each of these.

W a XY 2 = XW 2 + WY 2 b XW 2 = WZ 2 + XZ 2
X Z
c YZ 2 = ZW 2 + WY 2 d WY 2 = XW 2 + XY 2
e YZ 2 = WY 2 + XZ 2 f XZ 2 = XY 2 + YZ 2

Y
3 Use Pythagoras’ theorem to determine which of the following triangles, not drawn to scale,
are right-angled. If the triangle is right-angled, name the hypotenuse.
a X 5 b 17
Z R T

8 15
6 7
S

4 Which of the following are Pythagorean triads?

a 6, 8, 10 b 3, 5, 7 c 12, 35, 37 d 10, 15, 20

5 Explain, without calculation, why 2, 3, 6 could not be a Pythagorean triad.

6 Find the value of the pronumeral in each of the following. Give your answers correct to
1 decimal place.
a b p mm
11 mm
5 mm
7 mm
12 mm
x mm

c d
36 mm
28 mm
23 mm
69 mm
a mm
z mm

■ Consolidation
7 Find the value of x in each of these, correct to 1 decimal place.
a b
m
xc

x mm
m

10

22 cm
168 Mathscape 9 Extension

8 a In ∆QRS, ∠R = 90°, QR = 25 km and RS = 38 km. Find the length of QS, correct to

4 significant figures.
b In ∆ABC, ∠A = 90°, AC = 41 cm and BC = 75 cm. Find the length of AB, correct to the
nearest centimetre.
9 Find, correct to 1 decimal place, the possible lengths of the third side of a right-angled
triangle in which two of the sides measure 6 m and 14.4 m.
10 a A ladder reaches 7.5 m up a wall and the foot of the ladder is 2.4 m away from the base
of the wall. Find the length of the ladder correct to the nearest centimetre.
b A ladder of length 4.5 m leans against a wall. The foot of the ladder is 1.2 m away from
the base of the wall. How far up the wall does the ladder reach, correct to 1 decimal
place?
11 a A ship sailed 6 km due north, then changed course and sailed 14 km due east. How far
is the ship from its starting point?
b Emilia drove due east from J to K, then turned and drove 15 km due south to L. If L is
48 km from J, find how far east Emilia drove.
12 While out orienteering, a group of students walked 350 m due west, 290 m due north then
560 m due east. How far, to the nearest metre, are the students from their starting point?
13 a A non-right-angled isosceles triangle has a base length of 66 cm and a height of 56 cm.
How long are the equal sides?
b A non-right-angled isosceles triangle has equal sides of length 75 mm and a height of
21 mm. How long is the base?
14 Find the value of d in each figure.
a 5.8 km b 7.7 km

12.2 km 10.1 km
d km d km

8 km 8.5 km

15 Find the length of the chord UV in this circle. V

7.2
3.9 c

cm
m

U W
O
 Chapter 5: Measu remen t 169

16 Find the values of the pronumerals in each of these. Answer correct to 1 decimal place
where necessary.
a 3.6 8.4 b 2.1 c 1.8 6.6
y
a
11.1 b x u 8.2
7.2 v

12.5

Q
17 In ∆PQR, S is a point on PR such that QS is
20 cm perpendicular to PR.
15 cm
12 cm If QS = 12 cm, PQ = 15 cm and QR = 20 cm,
prove that ∠PQR is a right angle.
P S R

18 Find the value of w.

w cm
26 cm 25 cm
m
5c
12.
7 cm

S
19 In the diagram, TU = 9 km, SU = 41 km,
58
104
km SV = 58 km and SW = 104 km.
41

km Find the length of VW.

km

T W
9 km U V

20 Find the length of the longest rod that will fit

completely inside this rectangular prism.
50.4 cm

23.1 cm
39.2 cm
■ Further applications
21 A In the diagram, AB = 35 mm,
DE = 15 mm and AE = 130 mm.
35 13 a Find the length of BD.
0m
mm m
D b Find the length of CD if
B C AC = 91 mm.
15 mm
E
170 Mathscape 9 Extension

22 If a, b, c are the sides of a right-angled triangle and c is the hypotenuse, prove that any
multiple of a, b, c will also be the sides of a right-angled triangle.
23 The expressions p2 − q2, 2pq, p2 + q2, where p and q are positive integers and p > q can
be used to generate Pythagorean triads. By substituting values for p and q, find at least
5 Pythagorean triads.
24 Two air force jets took off from the same airport at 3 pm. One jet flew due south at 320 km/h
while the other flew due west at 370 km/h. How far apart are the jets at 5:30 pm if each
maintains the same course and speed? (Answer correct to the nearest whole kilometre.)
25 The Mountain Top Ski Resort is situated on top of a 3.6 km high mountain. A cable car
from the resort travels along the cable at 5 m/s and takes 13 min to reach the ground station.
a How long is the cable?
b How far is the ground station from the foot of the mountain?

TRY THIS Pythagorean proof by Perigal

The mathematician Perigal produced this proof for
Pythagoras’ theorem. Try it! M
1 Draw a right-angled triangle, ABC.
L
2 Draw squares on all three sides.
3 Find the centre of square BCDE. Call it F. A
4 Draw a line GH such that GH is parallel to AC and
1
passes through F. B J
5 Draw a line JK such that JK is perpendicular to GH. 2 C
G
F
6 Cut pieces 1, 2, 3, 4 and 5 out and use them to 4
3
cover totally square ACLM. H
5
7 Can you find your own way of proving Pythagoras’ E D
theorem? K

5.4 Perimeter
The perimeter of a two-dimensional figure is the total distance around its boundary.
The formulae below can also be used to find the perimeter of some common figures.
Square Rectangle Equilateral triangle

s
s B

L
P = 4s P = 3s
P = 2L + 2B
 Chapter 5: Measu remen t 171

To find the perimeter of general figures:

find the lengths of any unknown sides

add the lengths of all sides that form part of the boundary.

Example 1
EG Find the total perimeter of this figure. 6.7 cm
+S A B

9.4 cm
E F 16.9 cm
10.3 cm
D C

Solution
i AF = BC − ED 6.7 cm
A B
= 16.9 − 10.3
= 6.6 cm 6.6 cm
ii DC = EF + AB 9.4 cm 16.9 cm
= 9.4 + 6.7 E F
= 16.1 cm 10.3 cm
iii P = 6.7 + 16.9 + 16.1 + 10.3 + 9.4 + 6.6
= 66 cm D C
16.1 cm

Example 2 B
EG a Find the length of AB.
+S
b Hence, find the perimeter of ∆ ABC.

Solutions 9 cm
a i AD = 9.6 ÷ 2 ii =
AB2 +
AD2 BD2
= 4.8 cm = 4.8 + 92
2 A D C
= 104.04 9.6 cm
∴ AB = 104.04
= 10.2 cm
b Perimeter = AB + BC + AC
= 10.2 + 10.2 + 9.6
= 30 cm
172 Mathscape 9 Extension

Exercise 5.4

1 Find the perimeter of each figure. (All dimensions are in cm.)

a b 12 c
13
8 7.8
5.7

10.4
d e 31 f
18.3 60°
27.15
26.4 60° 60°
20.6

g h 11.4 i 17.5
12.4
6.3
9.2

16.9

2 a Find the perimeter of a rhombus whose sides are 14.8 mm.

b A rectangle has a length of 10 cm and a width of 6.5 cm. Find the perimeter.
c A regular octagon has sides of length 7.1 m. What is its perimeter?
d An isosceles triangle has a base of length 19.4 cm and equal sides of length 23.55 cm.
Find its perimeter.

■ Consolidation
3 a A square has a perimeter of 52 mm. How long are the sides?
b A regular dodecagon has a perimeter of 105 mm. Find its side length.
c An isosceles triangle has a base length of 16.2 cm and a perimeter of 35.8 cm. What
length are the equal sides?
d A parallelogram has a perimeter of 48 m and the longer parallel sides each have a length
of 15 m. How long are the shorter sides?
4 a Find the side length of a square whose perimeter is equal to that of an equilateral
triangle with sides 12 cm.
b Find the width of a rectangle whose length is 18.5 cm and perimeter is the same as that
of a regular hexagon of side length 9 cm.
c Find the perimeter of a rhombus whose sides are the same length as those of a regular
heptagon whose perimeter is 56 cm.
 Chapter 5: Measu remen t 173

5 Calculate the total perimeter of each figure. All angles are right angles and all
measurements are in millimetres.
a 6.4 b 15.4 c 5.9
5.8 4.8 2.4

6.7 1.6
4.3
2.7
17.6 14.4
2.1 4.7 13.6
5.1 10.6
12.5 2.8
12.9 23.8
d 12.4 e 14.9 f 14.6
8.3 5.5 3.3
5.7 2.9 7.2
3.1
2
3.2 3.6 12 3.5
9.3 5.7
7.6 14.5
8.3 8
3.7
2.5
10.5

6 An athletics field is 130 m long and 45 m wide. How far, in kilometres, will an athlete run
if she completes 15 laps of the field?
7 A frame 3.5 cm wide is made to surround a print measuring 45 cm by 18 cm. Find the
perimeter of the framed print.
4370 1520
8 Find the cost to replace the guttering around 5210 5210
the roof of this house at $36.25 per metre.
(All measurements are in millimetres)
11 840
8060

9 The frieze shown is to be placed around the top of the walls

in Tamara’s bedroom, which measures 4.2 m by 2.75 m.
The frieze is sold in 4 m rolls at $16.80 per roll.
a What length of frieze is required?
b How many rolls of frieze are needed?
c Calculate the total cost.
174 Mathscape 9 Extension

10 Rebecca walks once around the boundary of a square park every morning. Her average
walking speed is 3.2 km/h and it takes her 45 min to complete one lap of the park. Find, in
metres, the side length of the park.

11 Find values for p and q, then find the perimeter of each figure.
a b 10.6 cm
51 cm
40 cm
p cm 7.2 cm p cm
5.6 cm
45 cm q cm q cm

12 a A rectangle has a perimeter of 51 mm and a length of 18 mm. Find the length of its
diagonals.
b A square has a perimeter of 12 m. Find, correct to 1 decimal place, the length of its
diagonals.
13 Find the perimeter of each figure.
a b 17.2 m c E F
60 mm

12.8 m EG = 7.2 km
FH = 15.4 km
64 mm H G
7.6 m
Y
14 In the isosceles triangle XYZ, XY = YZ and XZ = 10 cm.
The perimeter of the triangle is 36 cm.
Find the height h cm. h cm

X Z
10 cm

15 Find, correct to 3 significant figures, the altitude of an equilateral triangle whose perimeter
is 300 mm.

16 The rhombus QRST has a perimeter of 388 mm and the diagonal QS = 130 mm.
Find the length of the other diagonal RT.

■ Further applications
24 cm
17 A rectangle with dimensions 5 cm by 24 cm is cut into
a triangle and a trapezium as shown. The pieces are then
rearranged to form a right-angled triangle. How much 5 cm
greater is the perimeter of the resulting triangle than that
of the rectangle?
 Chapter 5: Measu remen t 175

18 Three circles with centres O, P and Q are drawn so that each circle touches the other two.
Two of these circles have diameters of length 12 cm and 18 cm. The perimeter of ∆OPQ is
46 cm. Find the length of the radius in the third circle.

19 The length and perimeter of a rectangle are in the ratio 5 : 16. Find the length and perimeter
of the rectangle if the width is 72 cm.
20 The perpendicular sides of a right-angled triangle have lengths in the ratio 3 : 4.
The perimeter of the triangle is 168 cm. Find the lengths of the sides. (HINT: Let the
perpendicular sides have lengths 3x and 4x, then show that the length of the hypotenuse
is 5x.)

5.5 Circumference
■ Circumference
Circumference is the perimeter of a closed curve. The irrational number π (pronounced pi) is
defined as the length of the circumference (C ) divided by the length of the diameter (d ). That is,
C
π = ---- . This ratio is the same for any circle, no matter the size, and its approximate value is
d
3.142 (3 decimal places).

The circumference of a
circle with diameter d units
or radius r units is given by: d r

C = πd C = 2πr

■ Length of an arc
The length of an arc which l
subtends an angle θ at the
centre of a sector is given by:
θ
l = 2πr × ---------
360 r r

θ
176 Mathscape 9 Extension

Example 1
EG Calculate the circumference of each circle, correct to 1 decimal place.
+S
a b
9m mm
m 21

Solutions
a C = πd b C = 2πr
=π×9 = 2 × π × 21
= 28.3 mm (1 decimal place) = 131.9 mm (1 decimal place)
NOTE: In these examples, the exact circumferences would be 9π mm and 42π mm.

Example 2 Solution
EG Find, correct to 2 decimal C = πd
+S places, the length of the 35 = πd
diameter in a circle whose 35
circumference is 35 m. ∴ d = ------
π
= 11.14 m (2 decimal places)

Example 3 Solutions
EG θ
Find the total perimeter of each a i l = 2πr × ---------
+S figure, correct to 1 decimal place.
360
45
= 2 × π × 15 × ---------
a 360
= 11.8 cm (1 decimal place)
ii P = 11.8 + 15 + 15
= 41.8 cm
15 cm 45°

b 50 cm b 50 cm
24 cm

12 cm
24 cm

24 cm l

38 cm
i l = πd × 1
---
2
= π × 24 × 1--2-
= 37.7 cm (1 decimal place)
ii P = 37.7 + 24 + 38 + 38
= 137.7 cm
 Chapter 5: Measu remen t 177

Exercise 5.5

1 Find, correct to 1 decimal place, the circumference of each circle using the formula C = πd.
a b c d
32

47.5 cm
6 cm cm .8
cm
11

2 Find, correct to 1 decimal place, the circumference of each circle using the formula
C = 2πr.
a b c d

4 mm mm 40.2 mm

23.
17

5m
m
3 Find, correct to 3 significant figures, the circumference of a circle whose:
a diameter is 9.6 cm b diameter is 13.45 m
c radius is 22.7 mm d radius is 51.8 cm

■ Consolidation
4 Find, correct to 1 decimal place, the diameter of a circle whose circumference is:
a 20 m b 35.5 m c 42.74 m

5 Find the length of the radius in a circle whose circumference is 24.1 cm. Give your answer
correct to 3 significant figures.

6 Determine, in terms of π, the circumference of a circle with:

a diameter 7 cm b diameter 13 cm c radius 10 cm d radius 31 cm

7 Write down the length of the diameter and radius in a circle whose circumference is:
a 8π mm b 22π mm c 36π mm d 50π mm

8 The wheels in Goran’s jeep have a diameter of 42 cm. How far will the jeep travel if the
wheels rotate through 50 000 revolutions? Answer correct to the nearest kilometre.
9 The diameter of a bicycle wheel is 25 cm. How many complete revolutions are needed for
the bicycle to travel a distance of 400 m?

10 A 37.7 km motor race is to be run around a circular race track with a radius of 60 m.
a Find the circumference of the track, correct to the nearest metre.
b How many laps of the track must be completed by each car?
178 Mathscape 9 Extension

11 The second hand in a clock is 5 cm long. How far would the tip of the hand travel in
2 h 25 min? Give your answer in metres, correct to the nearest centimetre.
12 A wire square of side 32 cm is re-formed into the shape of a circle. Find the length of the
radius, correct to 1 decimal place.

13 Find, correct to the nearest centimetre, the perimeter of the smallest square into which a
circle with circumference 75.4 cm can be inscribed.
14 Calculate the total perimeter of each figure, correct to 1 decimal place.
a 32 m b c

12 m

74.6 m

d e f 8m

72°
120°
60° 11.3 m
4.7 m

g h i
29 m 63.2 m

150° 225°
19.4 m

15 Find the total perimeter of each figure, correct to 1 decimal place. All measurements are
in cm.
a 33 b c

8 8 4.8
10 2.5

10
 Chapter 5: Measu remen t 179

d e f 7.2

31.4
A B C D

AB = BC = CD,
AD = 12
18.7

g h i

P S
36.4
10 Q R
120° 80°

6 O

18
OP = 26

j k l
11.8

6.6
4 4

20
7

16 Use Pythagoras’ theorem to help you find the perimeter of each figure, correct to 1 decimal
place.
a 77 m b c 6m
m
12

m 31 m 17 m
85 12 m

25 m 18 m
180 Mathscape 9 Extension

■ Further applications
17 A chord AB of length 30 cm is drawn inside a circle centre O with circumference 78π cm
and parallel to a diameter CD. How far is the chord from the centre of the circle?
18 The circumference of an ellipse can be approximated using
2 2 a b a
a +b
the formula C ⯐ 2π ----------------- , where a, b are the semi-major
2 b
and semi-minor axes respectively.
Find, correct to 1 decimal place, the approximate circumference of each ellipse.
a b c
6 cm
8 cm 8 cm
7 cm
6 cm 10 cm

cm
24
11
cm

TRY THIS Command module

Humans first stepped on the Moon in 1969. While R
Neil Armstrong and Edwin Aldrin stepped out of
the Apollo 11 lunar landing craft, Michael Collins
remained in the command module circling the Moon
Moon. When the command module passed behind
Earth O 140° shad
ow
the Moon as viewed from the Earth, it lost
contact with mission control. This was quite a
worrying time. The point L represents where the
L
signal was lost and the point R represents where Orbit
the signal was regained.
The crucial question is:
For how long was the lunar craft out of contact with the Earth?
Given that the speed of the command module was 5960 km/h, the height of orbit
above the Moon’s surface was 110 km, the diameter of the Moon is 3477 km and
angle LOR = 140°, find how long the command module was out of contact with Earth.
 Chapter 5: Measu remen t 181

5.6 Converting units of area

■ Units of area
Consider a square with side length 1 cm, or 10 mm. 10 mm
Taking the side length as 1 cm, area = 1 cm × 1 cm
= 1 cm2
1 cm
Taking the side length as 10 mm, area = 10 mm × 10 mm
= 100 mm2
Equating these results, we see that 1 cm2 = 100 mm2. Similarly, it can be shown that
1 m2 = 10 000 cm2 and 1 km2 = 1 000 000 m2. In each case, we could have converted to the
smaller unit of area by multiplying by the square of the linear conversion factor—10 2, 1002
or 10002.

To convert between units of area:

multiply or divide by the square of the linear conversion factor.

Units such as square millimetres (mm2), square centimetres (cm2) and square metres (m2) are
used to describe small areas. However, large areas are more conveniently measured in square
kilometres (km2) or hectares (ha), where 1 ha = 10 000 m2.

1 ha = 10 000 m2 (i.e. 1 hectare = 10 000 square metres)

Example 1
EG Convert:
+S
a 3.7 m2 to cm2 b 45 mm2 to cm2

Solutions
a 3.7 m2 = (3.7 × 1002) cm2 b 45 mm2 = (45 ÷ 102) cm2
= (3.7 × 10 000) cm2 = (45 ÷ 100) cm2
= 37 000 cm2 = 0.45 cm2

Example 2
EG Convert:
+S
a 18 ha to m2 b 53 000 m2 to ha

Solutions
a 18 ha = (18 × 10 000) m2 b 53 000 m2 = (53 000 ÷ 10 000) ha
= 180 000 m2 = 5.3 ha
182 Mathscape 9 Extension

Exercise 5.6

1 Complete each of the following conversions.

a 1 cm2 = mm2 b 1 m2 = cm2 c 1 km2 = m2
d 1 mm = cm
2 2 e 1 cm2 = m2 f 1 m2 = km2

2 Convert each of the following by multiplying by the square of the linear conversion factor.
a 3 m2 to cm2 b 7 km2 to m2 c 6 cm2 to mm2
2
d 1.24 km to m 2 2
e 4.5 m to cm 2 f 9.7 cm2 to mm2
2
g 2.56 m to cm 2 2
h 18.75 cm to mm 2 i 0.16 km2 to m2
j 0.4 cm2 to mm2 k 0.057 km2 to m2 l 0.0013 m2 to cm2

3 Convert each of the following by dividing by the square of the linear conversion factor.
a 400 mm2 to cm2 b 90 000 cm2 to m2 c 5 000 000 m2 to km2
d 28 000 cm2 to m2 e 650 mm2 to cm2 f 7 400 000 m2 to km2
2
g 198 mm to cm 2 2
h 3 280 000 m to km 2 i 43 390 cm2 to m2
2
j 7000 cm to m 2 2
k 15 mm to cm 2 l 1 095 600 m2 to km2

■ Consolidation
4 Copy and complete each of these conversions.
a 5 cm2 = mm2 b 700 mm2 = cm2 c 8 m2 = cm2
d 6 400 000 m = km
2 2 e 150 000 cm2 = m2 f 9 km2 = m2
g 56.7 m = cm
2 2 h 37 mm2 = cm2 i 0.9 cm2 = mm2
j 816 000 m2 = km2 k 0.02 m2 = cm2 l 0.045 km2 = m2
m 0.3 mm = cm
2 2 n 6 cm2 = m2 o 0.000 78 cm2 = mm2

5 Complete each of the following conversions.

a 1 ha = m2 b 4 ha = m2 c 9.5 ha = m2
d 20 000 m = ha
2 e 75 000 m2 = ha f 360 000 m2 = ha
g 0.5 ha = m 2 h 6000 m2 = ha i 900 m2 = ha
j 1.26 ha = m 2 k 3 m2 = ha l 0.02 ha = m2

■ Further applications
6 Convert:
a 3 m2 to mm2 b 0.0005 m2 to mm2 c 169 000 mm2 to m2
d 750 000 mm2 to m2 e 21 700 000 cm2 to km2 f 0.000 000 744 km2 to mm2

7 Convert:
a 0.004 75 ha to cm2 b 120 000 cm2 to ha
 Chapter 5: Measu remen t 183

5.7 Calculating area

The area of a plane figure is the amount of space enclosed by its boundary. It can be calculated
by finding the number of unit squares that will fit inside the figure. For common figures,
however, the following formulae may be used.

Rectangle Square Triangle

b s h

l b
A = lb A = s2 A= 1–
bh
2

Parallelogram Rhombus and kite Trapezium

a
x x
h
h y
y
b
b
A = bh A= 1–
xy A = h (a + b)
2 2

The last three formulae can be derived by dividing each figure into rectangles and triangles.

■ Proofs
1 Rectangle
Divide the rectangle into l columns and b rows, each of width D C
1 unit. The rectangle has now been divided into small
b
squares, each of which has an area of 1 unit2. As there are
l squares in each of the b rows, the total number of unit
squares inside the rectangle must be l × b. A B
l
∴ The area of rectangle ABCD = l × b.
184 Mathscape 9 Extension

2 Triangle
E A1 = 1
--- area of ABEF
B C 2

A2 = 1
---
2
area of FECD
h
A1 A2
A1 + A2 = 1
---
2
(area of ABEF + area of FECD)
A F D
b = 1
---
2
× area of ABCD

= 1
---
2
× bh

∴ area of ∆AED = 1--2- bh

3 Parallelogram
B C Area = A 1 + A 2
bh bh
A2 h = ------ + ------
2 2
A1
2bh
= ---------
A D 2
b
∴ area of parallelogram ABCD = bh

4 Rhombus
B C Let AC = x and BD = y.
y
BE = DE = --- (diagonals bisect each other in a rhombus)
2
A1
Area = A 1 + A 2
E A2 = ( 1--2- × AC × BE ) + ( 1--2- × AC × DE )

= ⎛ 1--2- × x × ---⎞ + ⎛ 1--2- × x × ---⎞

y y
A D ⎝ 2 ⎠ ⎝ 2⎠
xy xy
= ----- + -----
4 4
2xy
= ---------
4
∴ area of rhombus ABCD = 1--2- xy
5 Trapezium
a Area = A 1 + A 2
ah bh
A1 = ------ + ------
h 2 2
A2
h
∴ area of trapezium ABCD = --- (a + b)
b
2
NOTE: The proof for the area of a square obviously follows directly from that of the rectangle.
The proof for the area of a kite is similar to that of the rhombus.
 Chapter 5: Measu remen t 185

Example
EG Find the area of each figure.
+S
a b 9 cm c

7 cm 6.4 cm
8 cm

10.5 cm

d E F e 6.3 cm f Q

P R
12 cm

H G
15.4 cm
S
EG = 9.2 cm
FH = 14.6 cm PR = 8.5 cm
QS = 21 cm

Solutions
bh
a A = s2 b A = ------ c A = bh
2
= 72 = 10.5 × 6.4
9×8
∴ A = 49 cm2 = ------------ ∴ A = 67.2 cm2
2
∴ A = 36 cm2
h
d A = 1--2- xy e A = --- (a + b) f A = 1--2- xy
2
= 1
---
2
× 9.2 × 14.6 12
= ------ (6.3 + 15.4) = 1
---
2
× 8.5 × 21
2
∴ A = 67.16 cm2 ∴ A = 89.25 cm2
= 6 × 21.7
∴ A = 130.2 cm2

Exercise 5.7

1 Write down the area of each figure, in square units.

a b
186 Mathscape 9 Extension

2 Find the area of each figure.

a b c 5 cm d 11.2 cm

4.3 cm
13 cm

8 cm 5.6 cm

3 Find the area of each triangle.

a b c

10.8 m
9m 8m

10 m 18 m 7m

4 Find the area of each parallelogram.

a b c
4c
m cm
14 cm 6.1 8.4
cm
m
5c
16.

20 cm

d e f
cm
11.6
12 cm

2 cm 5.5 cm
13.6 cm

5 cm

5 Find the area of each rhombus.

a A B b Q c J K

P R
D C M L
AC = 8 m PR = 12 m JL = 9.1 m
BD = 11 m S QS = 16.5 m KM = 7.3 m
 Chapter 5: Measu remen t 187

d e f
6m
9m 10
.8

m
m 17.4 m

5.1
7.3 m
6 Find the area of each trapezium.
a 6 mm b 7.5 mm c 18.3 mm

12.8 mm
4 mm 15 mm

10 mm 8.2 mm
19.5 mm

d e f 13.3 mm
10.5 mm
8 mm
6 mm 6.9 mm
7 mm 3 mm

18.1 mm
15.7 mm

7 Find the area of each kite.

a Q b U c F

P R EG = 10.3 cm
T V FH = 15.6 cm

PR = 11 cm TV = 21.5 cm
W
QS = 16 cm UW = 9 cm E G

S H
188 Mathscape 9 Extension

d e f

8 .2
25
12 cm

cm
4 cm cm
cm
.8
14

cm
.3
19
■ Consolidation
8 Calculate the area of:
a a square of side 8.5 m
b a rectangle with length 17 cm and width 9.5 cm
c a triangle whose base is 24 mm and height is 15.2 mm
d a rhombus with diagonals measuring 16 m and 21 m
e a parallelogram with a base of 11.3 m and a perpendicular height of 6.5 m
f a trapezium with parallel sides of length 15 cm and 23 cm and a perpendicular height
of 10.5 cm
g a kite whose diagonals are of length 8.6 mm and 19.5 mm

9 A rectangle has a length of 1.2 m and a breadth of 40 cm. Calculate the area in square
metres.
10 a What fraction of this rectangle has been shaded?
b State the area of the shaded triangle if the area of the
rectangle is 66 cm2.
c State the area of the rectangle if the area of the shaded
triangle is 24 cm2.

11 a Find the area of a square whose perimeter is 68 m.

b Find the perimeter of a square whose area is 196 m2.
c Find the side length of a square whose area is equal to that of a rectangle with
dimensions 18 m by 8 m.
12 a The length of a rectangle is 14 m and its area is 112 m2. Find the width.
b The width of a rectangle is 6 m and its perimeter is 44 m. Find the area.
c The length of a rectangle is 22 m and its area is 198 m2. Find the perimeter.

13 a Explain why a rhombus is also a parallelogram.

b Hence, find the area of this rhombus.
5.2 cm

14 Find the area of ∆ABC in which ∠B = 90°, 10 cm

BC = 9 mm and AC = 41 mm.
 Chapter 5: Measu remen t 189

15 Find the area of a rectangle with a width of 10 mm and diagonals of 26 mm.

16 a Find the perpendicular height, h cm, of this isosceles

58 cm triangle.
h cm b Hence, calculate the area.
84 cm 8 cm
17 a Find the value of x.
b Hence, calculate the area of the trapezium. 15 cm
x cm

17 cm
18 The shorter sides in a parallelogram have a length of 5 cm and the perpendicular distance
between the longer sides is 4 cm. Find the area of the parallelogram given that its perimeter
is 38 cm.
19 A rhombus EFGH has a perimeter of 180 mm and the longer diagonal FH is 72 mm long.
a Find the length of the shorter diagonal EG.
b Hence, calculate the area of the rhombus.

20 A rhombus CDEF has an area of 384 mm2 and the shorter diagonal DF is 24 mm long.
a Find the length of the longer diagonal CE.
b Hence, calculate the perimeter of the rhombus.

21 Find, in hectares, the area of each of these fields.

a b c
44

900 m
0m

0m
510 m

85 210 m
1250 m
150 m

22 Find, in simplest form, an algebraic expression for the area of each figure.
a b 2a + 3 c
8n
3y 5a
n + 10
190 Mathscape 9 Extension

d T U e 3x + 7 f

6x
W V 2d
TV = 6p 5x + 3
UW = 4p + 7 c+3

23 Find the value of the pronumeral in each of these.

a b c X Y

7 cm 27 cm

W Z
t cm y cm XZ = p cm, WY = 26 cm

Area = 133 cm2 Area = 243 cm2 Area = 195 cm2

d 6 cm e 15 cm f L
10 cm

k cm K M

18 cm KM = 14 cm N
m cm LN = u cm
Area = 84 cm2
Area = 130 cm2 Area = 63 cm2

■ Further applications
24 The sides of a right-angled triangle are in the ratio 8 : 15 : 17. If the perimeter of the triangle
is 160 cm, find the area.
25 Heron’s formula states that the area of any
c triangle with sides a, b, c is given by
a a+b+c
A = s ( s – a ) ( s – b ) ( s – c ) , where s = --------------------- .
2
a Show that a triangle with sides of length 5 cm,
b
12 cm and 13 cm is right-angled.
b Find the area of the triangle using Heron’s formula.
bh
c Verify this answer using A = ------ .
2
 Chapter 5: Measu remen t 191

26 Use Heron’s formula to find the area of each triangle. Answer correct to 1 decimal place.
a b c
7 mm
5 mm 12 mm 20 mm
12 mm
14 mm
8 mm
11 mm
8 mm

TRY THIS The area of a circle

One of the most difficult problems in mathematics is to find the area of a circle whose
radius is known. Archimedes (c. 287–212 BC), a famous Greek mathematician,
discovered one method which is similar to that given below.
Step 1 Draw a circle of any radius and accurately draw 4 diameters at 45° to one
another to form 8 equal sectors.
Step 2 Cut out the 8 sectors and arrange them as shown. The figure is roughly a
parallelogram. What is its length and vertical height?

r Area of parallelogram =
h
base × vertical height

1
–C
2

Step 3 Cut each sector exactly in half to form 16 sectors. Place the sectors side
by side. The figure is now much closer to a parallelogram. What is its area?

1 Describe the problems with assuming the shape is a parallelogram.

2 How could you reduce these problems?
3 What do you think of the following argument?
If the sectors are made very very very narrow, then the shape becomes very very
very close to a parallelogram. If we imagine the sectors to be so thinly sliced that
their width could not be measured, then the shape becomes an exact
parallelogram.
Area of circle = area of parallelogram
= base × vertical height
= 1---2- circumference × radius
192 Mathscape 9 Extension

5.8 Area of a circle

■ Area of a circle
The previous activity should have convinced you that the area of a circle can be found using
the formula below.

The area of a circle with radius r units

is given by:
r
A = πr2

■ Area of a sector

The area of a sector which subtends an

angle θ at the centre is given by: r r
θ θ
A = πr2 × ---------
360

Example 1
EG Find the area of each circle, correct to 1 decimal place.
+S
a b
14

5 cm
cm

Solutions
a A = πr2 b A = πr2
= π × 52 = π × 72
= 78.5 cm2 (1 decimal place) = 153.9 cm2 (1 decimal place)
NOTE: In these examples, the exact areas would be 25π cm2 and 49π cm2.
 Chapter 5: Measu remen t 193

Example 2 Solution
EG Find, correct to 2 decimal A = πr2
+S
places, the length of the 150 = πr2
radius in a circle whose area 150
is 150 m2. r2 = ---------
π
150
∴ r = ---------
π
= 6.91 m (2 decimal places)

Example 3 a b
EG Find the total area of each
+S
figure, correct to 4
A1 A2
significant figures.
10.7 mm
72°
36 mm

Solutions
θ
a A = πr2 × ---------
360
72
= π × 10.72 × ---------
360
= 71.94 mm2 (4 significant figures)
θ
b i A1 = 1
---
2
× 18 × 18 ii A2 = πr2 × --------- iii A = A1 + A2
360
= 162 mm2 90 = 162 + 254.5
= π × 182 × --------- = 416.5 mm2
360
= 254.5 mm2 (4 significant figures)

Exercise 5.8

1 Find the area of each circle, correct to 1 decimal place.

a b c d
13

cm
11.4
cm

8 cm
7.5 cm

e f g h
51
117.3 cm

36 cm cm .6
cm
25
194 Mathscape 9 Extension

2 Calculate the area of a circle with:

a radius 6 cm b radius 95.3 mm c diameter 42 cm d diameter 19.6 m

■ Consolidation
3 Find, correct to the nearest millimetre, the radius of a circle whose area is:
a 153.9 mm2 b 452.4 mm2 c 4300.8 mm2

4 Determine, correct to the nearest centimetre, the diameter of a circle whose area is
1722 cm2.

5 Find the exact area of a circle with radius:

a 3 cm b 7 mm c 19 m

6 Find the exact area of a circle with diameter:

a 8m b 18 cm c 32 mm

7 a Find the radius of a circle whose area is 9π cm2.

b Find the diameter of a circle whose area is 64π cm2.

8 Find the exact area of a circle whose circumference is:

a 10π cm b 16π cm c 26π cm

9 Find the exact circumference of a circle whose area is:

a 36π cm2 b 121π cm2 c 289π cm2

10 Calculate the area of each figure, correct to 1 decimal place. All measurements are in
metres.
a 20 b c

15

d e f 9.4

15°
120°
72° 22.6
12.5

g 51.25 h i
7.8
135° 11.2
140°
 Chapter 5: Measu remen t 195

11 Find, correct to 1 decimal place, the radius of a circle whose area is equal to that of:
a a square of side 8 cm
b a rhombus with diagonals 28 cm and 52 cm

12 Which has the greater area, a semicircle with diameter 12 cm or a parallelogram with base
8 cm and perpendicular height 7 cm?
8c
m

m
13 a Find the length of the diameter.

6c
b Hence, find the area of the circle, correct to 1 decimal place.

■ Further applications
14 In the diagram, O is the centre of the circle and OP is a
perpendicular bisector of the chord LM. If LM = 8 cm and
O OP = 9.6 cm, find the area of the circle, correct to the
nearest square centimetre.
L P M

15 The area of an ellipse is given by the formula A = πab,

b
where a, b are the semi-major and semi-minor axes
respectively. Find, correct to 1 decimal place, the area a
of each ellipse.
a b 3 c
cm
8 cm

12
cm
cm

15
cm
10

12 cm

16 Find the length of the diameter in a circle whose area is equal to that of an ellipse with axes
of length 18 cm and 8 cm.

5.9 Composite areas

Not all figures have a single formula that can be used to calculate their area.

To calculate the area of a composite figure, use one of the following methods.
Method 1
When the figure can be subdivided into smaller figures:

divide the figure up into smaller standard figures

calculate the area of each part

add the areas.
196 Mathscape 9 Extension

Method 2
When a figure(s) has been cut out from a larger figure:

calculate the area of the larger figure

calculate the areas of any smaller figures that have been cut out

subtract the smaller areas from the large area.

Example 1
EG Find the total area, correct to 1 decimal place, if D A
+S
AC = 20 mm, BD = 48 mm, AD = 26 mm. A1
A2

C B
Solution
i A1 = 1--2- xy ii A2 = πr 2 × 1
---
2
iii A = A1 + A2
= 480 + 265.5
= 1
--- × 20 × 48 = π × 132 × 1
---
2 2
= 745.5 cm2
= 480 cm2 = 265.5 cm2
(1 decimal place)

Example 2 17 cm
EG Find the shaded area.
+S
6c
m
10 cm
cm
14

A2 A1

22 cm

Solution
h
i A1 = --- ( a + b ) ii A2 = bh iii A = A1 − A2
2
= 14 × 6 = 195 − 84
10
= ------ ( 17 + 22 ) = 84 cm2 = 111 cm2
2
= 195 cm2
 Chapter 5: Measu remen t 197

Exercise 5.9

1 Find the shaded area in each of the following. All measurements are in centimetres and all
angles are right angles.
a b c
2
6 5 3
8 5 14 3
9 8 11 4
5
8 7

d e 13 f 14

7 2 8 16
4 5 9
12
18 10 6

2 Calculate the total area of each quadrilateral by summing the areas of individual triangles.
a B b Q

P U
A E
F
C T R

D AC = 15 cm QS = 30 mm
S
ED = 6 cm PT = 17.5 mm
BF = 8 cm UR = 12.3 mm

3 Find the shaded area in each of the following. All measurements are in cm.
a 7 b c 4

4 8
11 5 5
5 7

12 13 8 6
198 Mathscape 9 Extension

d e 5 f 20
3 3
4
10 5
6 14 20
4
3 7

■ Consolidation
4 Find the shaded area in each figure.
a 4.5 m b 11 m c

7m
3.1 m
8m
10 m 6m
6m 8.3 m 1.5 m
17 m
12.5 m

d E F e 3.7 m f L

m
7.5 K M
8.1 m
4m

H G
KM = 2.5 m
N LN = 4 m
EG = 10 m, FH = 13.2 m JN = 6 m
10.4 m
J

g 20 m h T i A B
4m
W
6m 3m
11 m
S U 4m
8m
X
25 m SU = 20 m D C
V TV = 12 m
WX = 4 m AC = 15.4 m, BD = 8.5 m
 Chapter 5: Measu remen t 199

5 Determine the shaded area in each of these, correct to 1 decimal place.

a b c 23 mm

7m
m
4m
6 mm
m
33 mm

d e 26 mm f
m
m
5
m

4.
m

16
mm
5
4.

mm
16 mm 30

g 22 mm h i

mm
W X

2.2
31 mm
1.3 mm 1.3 mm
Z Y
WY = 9 mm
XZ = 12 mm
WX = 7.5 mm
28 mm

j P Q k l
15 mm

3.5 mm
15 mm

S R
PQRS is a rhombus. 10.9 mm 1 mm
PR = 50 mm 1 mm
QS = 72 mm
200 Mathscape 9 Extension

■ Further applications
6 B Find the shaded area, correct to 1 decimal place,
given that AC = 24 mm, BC = 13 mm and CD = 37 mm.
A C

7 Find the shaded area in terms of π.

12 cm

TRY THIS Area

1 1
A
–
2
cm B –
2
cm C
Find the area of BHEG.
HINT: Subtract areas that are fractions of the square.

H
1 cm
G

F1 E 3
– cm D
–
4
cm 4

5.10 Problems involving area

Example 1
EG A rectangular patio measuring 7.3 m long and 3.4 m wide is to be concreted. Determine the
+S cost of concreting this patio if the concrete costs $22.50 per square metre.

Solution
i Area = 7.3 × 3.4 ii Cost = area × cost per square metre
= 24.82 m2 = 24.82 × $22.50
= $558.45
 Chapter 5: Measu remen t 201

Example 2
EG A sheep farmer’s property is trapezoidal in shape. 50 m
+S He receives $125 for every sheep that he sells to the
abattoirs. If each sheep on the property has 15 m2 of land
60 m
on which to graze, calculate:
a the area of the property 140 m
b the number of sheep on the property
c the total value of the sheep when they are eventually sold

Solutions
h
a A = --- ( a + b ) b Number of sheep = 5700 ÷ 15 c Value of sheep = $125 × 380
2
= 380 = $47 500
60
= ------ ( 50 + 140 )
2
= 5700 m2

Exercise 5.10

1 Eliza has a poster of the pop group Savage Garden on her bedroom wall. The poster
measures 1.2 m by 40 cm and the wall measures 3 m by 2.4 m. What fraction of this wall
area is taken up by the poster?
2 A sprinkler is situated in the middle of a square garden of side 9 m. The sprinkler waters a
circular section of lawn with a radius of 1.5 m. What area of the lawn is not being watered?
Answer correct to 1 decimal place.
3 The pendulum of a grandfather clock is 90 cm long and swings through an angle of 60°.
Find the exact area swept out by the pendulum in one complete swing from left to right.

■ Consolidation
4 Street parking outside a small shopping centre is in the form of 14 diagonal car spaces, each
on an angle of 60° to the kerb. Each car space is 1.5 m wide and extends 3 m into the road
from the kerb. Calculate the total parking area.
1.5 m

60°
3m

5 A framed print measures 80 cm by 65 cm. The frame is 5 cm wide. Find the area of the
unframed print.
202 Mathscape 9 Extension

6 A roundabout is to be constructed at a busy road intersection. It is to have a diameter of

4.6 m and the road around it is to be 5.2 m wide. Calculate the area of the road, not including
the roundabout. Answer correct to the nearest square metre.

7 A stained-glass window consists of a semicircle above a rectangle. The total height of the
window is 1.6 m and the width is 50 cm.
a Calculate the total area of glass required for 4 windows, correct to 1 decimal place.
b Find the cost if stained glass costs $312 per square metre.

8 The four walls and ceiling in Robyn’s bedroom are to be painted. The dimensions of her
room are: length 4500 mm, width 3100 mm, height 2700 mm. The total area of the door
and windows is 6.3 m2.
a Calculate, in square metres, the total area that is to be painted.
b How many litres of paint are needed if 1 L of paint covers an area of 5 m 2?

9 The council is to lay an 80 cm wide footpath down one side of a 320 m long street. There
is a 5 m wide side street every 60 m.
a How many side streets are there?
b Find the total area of the footpath.
c Calculate the cost of laying the path if concrete and labour costs amount to $12 per
square metre.
10 Find, correct to 1 decimal place, the radius of a circle whose area is equal to that of a
rhombus with diagonals 18 mm and 13 mm.
100 m
11 A 5 m wide running track consists of
two straight sections each 100 m long
m
and a semicircular section at each end 32
with an inner radius of 32 m. Calculate
the area of the running track, correct to
the nearest square metre.
12 4.8 m Carpet is to be laid in the lounge room, dining
4.8 m
room and games room of this house. Find:
4.5 m
2.1 m a the total area to be carpeted
6.2 m b the cost of carpeting these rooms at
$22.50 per square metre

11.4 m
13 A farmer intends to buy this area of land
situated between two parallel highways 3.7 km
2.4 km apart with frontages of 1.1 km and 2.4
3.7 km. km
a Calculate, in hectares, the area of the 1.1 km
farm.
b Find the cost of the farm at $1400 per hectare.
 Chapter 5: Measu remen t 203

14 A swimming pool measures 12 m by 7 m and has a

12 m
3m
heated spa of diameter 3 m at one end. The pool and
7m
spa is surrounded by a 1 m wide tiled path. Calculate
the total area of the path, correct to 1 decimal place.

THEMATICALLY
■ Further applications
15 What fraction of this rectangle
has been shaded?

16 a Calculate the area of this figure and hence show that it is

independent of π.
16 cm b How could you explain this result without actually finding the
area?

0FF

ALLY
M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W

FOCUS ON WORKING MA
O R K I N G
OCUS ON

IC
MATHEMAT
THE SOLAR SYSTEM

WORKING
ON
FOCUS
 204 Mathscape 9 Extension

Introduction
In this activity we will work from tabulated data to compare the sizes of the planets in the solar
system and their distances from the Sun. The nine planets revolve around the Sun in elliptical
paths which approximate circles. It is interesting that the planets all lie in nearly the same plane.
You might first like to check out an atlas or the solar system exploration home page of NASA
G M A T YH E M A T I C A L L Y

to get a good look.

2L EARNING ACTIVITIES

The table below shows the diameters (at the equator) and the average distance of each planet
from the Sun in the solar system. Distances are given in millions of kilometres.
Planet Diameter Average distance from Sun
Sun 1.4 0
Mercury 0.0049 58
Venus 0.012 108
EMATICALL

Earth 0.013 150 (1 AU)*

Mars 0.068 228
Jupiter 0.14 778
Saturn 0.12 1429
Uranus 0.047 2871
F O C U S O N W O R K IHN

Neptune 0.045 4504

MAT

Pluto 0.0023 5914

* The mean distance from the centre of the Earth to the centre of the Sun is called an
Astronomical Unit (symbol AU).
WORKING

1 AU = 150 million kilometres = 1.5 × 108 km

This is a convenient yardstick for measuring distance between objects in the solar system, and
is very useful in solving equations of planetary motion.
1 Using a calculator, work out the ratio of the diameter of the Sun to the diameter of the Earth
(nearest whole number).
ON

If the diameter of Earth was 1 m, what would be the diameter of the Sun? Does this surprise
you?
FOCUS

2 Compare the diameters of the nine planets in the table. (You might like to multiply each
diameter by 1000 to make it easier.)
3 Which planets are close to each other in size? Which planet is the smallest? the largest?
Draw a graph to illustrate your findings.
 Chapter 5: Measu remen t 205

4 Which planet is nearest to Earth? How far away is it?

5 The planets are shown in the order of their distance in millions of km from the Sun. Draw
up a table and convert these distances to AU. What do you notice?
6 On 27 August 2003, Mars was at its closest point to Earth in approximately 70 000 years.

THEMATICALLY
It was just 55.76 million km away. How much closer was it? Why such a long time gap?

8C HALLENGE

In this activity take the speed of light to be 3 × 105 km/s, and use the data in the table as you
need it.
1 The length of Jupiter’s year is 4333 days. How many Earth years does this correspond to?
Describe in words what the ‘Jupiter year’ means.
2 Calculate the average speed of the Earth in its orbit around the Sun in km/h, given that the
length of the orbit is 942 million km. Does the answer surprise you?

ALLY
3 How long would it take a ray of light from the Sun to reach Earth?

4 A ‘light year’ is defined as the distance light travels in 1 year. It is a unit of distance used

FOCUS ON WORKING MA
in astronomy. Calculate the distance that light travels in 1 year in km and convert it to AU.

IC
5 The Sun is relatively close to us when compared to the other stars of our galaxy. Discuss

MATHEMAT
with your teacher or classmate how long it would take for light to reach us from Alpha
Centauri, the nearest star (after our Sun), if it is about 4 1--3- light years away. What does this
imply in terms of time when we study the stars?
NOTE: You can see Alpha Centauri in the south in the night sky. It is the lower of the two
‘Pointers’ to the constellation of the Southern Cross.

E L ET’S COMMUNICATE

WORKING
1 What have you learned about the solar system in these activities? Write a summary of what
has surprised you about our solar system and space to the stars beyond.
2 What do you think is the most important thing for humans to find out next about the solar
system in which we live? Can mathematics help?
ON

%R EFLECTING
FOCUS

Reflect on how important a role mathematics has played in sending spacecraft to the Moon
(relatively close), to Mars and to the outer planets. You might like to check out the NASA
website <[Link]/> to see the extent of mathematics in learning about our solar system,
our galaxy and the universe beyond.
206 Mathscape 9 Extension

1 What do the following prefixes mean: estimate verb 1. to roughly work out the value, size
centi-, milli-, kilo-? or other qualities: We estimated the cost to be $20.
2 Write the following in words: –noun 2. a rough judgment: I think it will take two
100 mg × 10 = 1 g. hours to get there, but it’s only an estimate.
3 Explain the difference between accuracy  Word family: estimation noun
and precision. Why are good estimates important in
4 What is the mass of an object? business and in science?
5 Read the Macquarie Learners Dictionary
entry for estimate:

1 Choose the most appropriate unit that 5 Convert:

could be used to measure: a 1670 mL to L b 1.4 kL to L
a the time needed to boil an egg c 420 L to kL d 5.671 L to mL
CHAPTER RE

b the distance between Australia and e 0.0087 kL to L f 59 mL to L

the United States 6 Complete each of these area conversions.
c the mass of a light bulb a 6 cm2 = mm2
d the length of an eyelash b 3.9 m2 = cm2
e the capacity of an eyedropper c 580 mm2 = cm2
f the mass of a washing machine d 0.004 km2 = m2
g the time needed to drive from Sydney e 72 000 cm2 = m2
to Newcastle f 41 000 m2 = km2
h the capacity of a petrol tanker
7 Convert:
2 Convert: a 8 ha to m2 b 45 000 m2 to ha
a 410 cm to m b 2.3 km to m c 0.64 ha to m 2 d 7310 m2 to ha
c 106 mm to cm d 52 cm to m
8 Within what limits are the following
e 75 m to km f 0.06 cm to mm
instruments accurate?
g 3480 cm to m h 0.02 m to cm
a A speedometer with 10 km/h
3 Convert: markings.
a 3.9 m to mm b 0.56 km to cm b A dressmaker’s tape with 1 cm
VIEW

4 Convert: markings.
a 3640 kg to t b 1.8 g to mg c An altimeter marked in intervals of
c 0.9 t to kg d 310 g to kg 1000 m.
e 86 g to mg f 0.003 t to kg

CHAPTER REVIEW
 Chapter 5: Measu remen t 207

VIEW
9 Within what limits will each of these 17 Nicole’s average stride when jogging is
measurements lie? 57 cm. How many strides will she take in
a The mass of a tomato is 80 g, correct running a distance of 2.5 km? Answer
to the nearest 10 g. correct to the nearest 100 strides.
b The age of an ancient vase is 18 Find the mass in kilograms of 820
2800 years, correct to the nearest bananas if each banana has an average
100 years. mass of 93 g.

CHAPTER RE
c The length of a dragonfly is 36 mm,
correct to the nearest mm. 19 How many 350 g bags of popcorn can be
filled to the top from a machine that holds
10 State the upper and lower bounds for each 25 kg of popcorn?
measurement.
a 9 mm b 206 L 20 An empty industrial water tank is filled at
c 1.8 g d 17.1 m the rate of 75 L/min. How long, in hours
and minutes, will it take to fill the tank if
11 Convert:
it has a capacity of 12 kL?
a 4 min to s b 1 2--3- days to h
21 Warwick needs to take 15 mL of his
c 90 min to h d 3
--- h to min medicine four times a day for 3 weeks.
5
Find, in litres, the amount of medicine
e 75 s to min f 216 h to days that he must take in order to finish the
12 a Express 2 h 23 min 42 s in hours course.
b Express 7.205 h in hours, minutes and
22 Calculate the perimeter of this figure.
seconds.
(All measurements are in millimetres.)
13 Simplify, using the degrees and minutes
1.9
key on your calculator:
a 4 h 23 min − 1 h 38 min 3.6
b 45 min ÷ 12 8.1
14 Express each of these in 24-hour time.
13.8
a 5 am b 9 pm
15.7
c 1:50 am d 11:26 pm
6.4
15 Express each of these 24-hour times in
standard 12-hour time.
9.2
a 0800 h b 1400 h
c 0620 h d 2238 h 23 Find the side length of a rhombus whose
perimeter is equal to that of an equilateral
16 How long is it in hours and minutes
triangle of side 9.6 m.
between 9:25 pm Monday and 4:10 am
Tuesday? 24 A rug measuring 4.6 m by 5.4 m is placed
in the centre of a lounge room floor. The
rug is 180 cm away from the wall on each
side. Find the perimeter of the lounge
room.

CHAPTER REVIEW
 208 Mathscape 9 Extension
CHAPTER RE

25 Which triangle is right-angled? Why? b P Q

A B 20
PR = 11.2 cm
37
12
21 QS = 38.4 cm
29 S R
34 30 Find, correct to 1 decimal place, the
26 Find the value of the pronumeral in each circumference of a circle with:
of these. Answer correct to 1 decimal a diameter 16 cm b radius 51 cm
place where necessary. 31 a Find, correct to 2 decimal places,
the diameter of a circle with
a 36 cm b circumference 54 cm.
b Find, correct to 3 significant
15 21
65 cm figures, the radius of a circle with
k cm cm cm circumference 61 cm.
32 The diameter of a bicycle wheel is 46 cm.
VIEW

t cm How many complete revolutions are

27 a In ∆FGH, ∠H = 90°, FG = 38 mm needed for a girl to cycle 2 km to school?
and GH = 20 mm. Find the length of 33 Calculate the total perimeter of each
FH, correct to 2 decimal places. figure, correct to 1 decimal place.
b In ∆XYZ, ∠X = 90°, XY = 72 mm and
a 22 mm b
XZ = 41 mm. Find the length of YZ,
correct to 3 significant figures. 80° 6 mm
28 Find values for x and y.

y 3.4
x
c d
13

1.2 3 9.4 mm 140°

mm

20 mm
29 Calculate the total perimeter of each
figure.
a 28 cm

60 cm

91 cm

CHAPTER REVIEW
 Chapter 5: Measu remen t 209

VIEW
34 Calculate the area of each figure. 38 Find the value of the pronumeral in each
of these.
a 8m
b
5m a b
13.
21 m
k cm
18.4 m 19 cm
15 cm 8 cm y cm

CHAPTER RE
c 25 m d
7m
9.2 m 12 m Area = 135 cm2 Area = 120 cm2

39 Find, correct to 2 decimal places, the area

of a circle whose:
e 6.3 m f a radius is 11 cm
19 m
b diameter is 13 cm
10 m
40 a Find the exact area of a circle whose
circumference is 14π cm.
15.9 m 27.6 m b Find the exact circumference of a
35 a Find the area of a square whose circle whose area is 25π cm2.
perimeter is 76 cm. 41 Find the total area of each figure.
b Find the perimeter of a square whose a B
area is 169 cm2.
36 a Find the perimeter of a rectangle
whose area is 84 cm2 and width is A E C
6 cm. F
b Find the area of a rectangle whose
perimeter is 71 cm and length is D
22.5 cm. AC = 12.3 m, BF = 7.8 m,
37 Determine the area of a rectangle whose DE = 8.4 m
length is 8.4 m and diagonals are 9.1 m. b 4.6 m

13 m
8.2 m

14.5 m

CHAPTER REVIEW
 210 Mathscape 9 Extension
CHAPTER RE

42 Find the shaded area in each of these, 43 Steven wants to lay new turf in his
correct to 1 decimal place. backyard.
a 14.6 m

16 cm 5m
24 cm
16.9 m 4m
2m
b
15 cm
18.5 cm a Determine the area of Steve’s
backyard.
b Calculate the cost of returfing if the
grass costs $21.40 per square metre.
30 cm
c W X
VIEW

m
3c

Z Y
WY = 9 cm, XZ = 13.4 cm

CHAPTER REVIEW
 Data
representation
and analysis
6
Data representation and analysis
This chapter at a glance
Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

read, interpret and draw a variety of graphs

construct and interpret frequency distribution tables, frequency histograms,
frequency polygons, dot plots, and stem and leaf plots

calculate the mean, median, mode and range of a set of scores

calculate the mean, median, mode and range of the scores in a frequency table,
frequency histogram, frequency polygon, dot plot and stem and leaf plot

solve problems involving the mean, median, mode and range

interpret the data in the cumulative frequency column of a frequency table

use the cumulative frequency column in a frequency table to find the median

construct and interpret a cumulative frequency histogram and a cumulative
frequency polygon (ogive)

use a cumulative frequency polygon to find the median

construct and interpret frequency distribution tables, frequency histograms and
frequency polygons for grouped data

find the approximate mean of a set of grouped data using the class centres

find the modal class of a set of grouped data.

211
212 Mathscape 9 Extension

6.1 Graphs
Graphs are used to represent both numerical and categorical data in a way that makes the data
easier to understand and analyse. A graph must have a title, the axes must be clearly labelled
and the scale chosen must be appropriate. If the scale is inconsistent or incomplete, the graph
can be misleading. These techniques are often used deliberately to give a false impression about
the data.
This table shows the survey results of a Preferred drink Men Women
group of 60 men and 60 women who were Water 14 15
asked to state their preferred non-alcoholic
drink. The graphs below illustrate some or Juice 8 7
all of the data in the table. Soft drink 12 10
Tea 11 16
Coffee 15 12

■ Column graph
A column graph consists of a number of vertical columns, which may be either separate or
joined. The data (either numerical or non-numerical) is marked on the horizontal axis and the
frequency or number is marked on the vertical axis. Column graphs may also use multiple
columns or stacked columns to compare two or more quantities.
Preferred drinks Preferred drinks
18 Key: 35
Men
16 30
Women
14
25
Number of people

Number of people

12
10 20
8 15
6
10
4
5
2
0 0
Water Juice Soft Tea Coffee Water Juice Soft Tea Coffee
drink drink

Drink Drink
 Chapter 6: Dat a represen t at io n an d an alysis 213

■ Bar graph
Preferred drinks A bar graph is a column graph that
has been drawn on its side. The data
Coffee
is marked on the vertical axis and the
frequency is marked on the horizontal
Tea
axis. Like column graphs, bar graphs
Drink

Soft drink are often used to represent non-

Key: numerical data.
Juice Women
Men
Water

0 4 8 12 16 20
Number of people

■ Divided bar graph

A divided bar graph consists of a large rectangle divided into smaller rectangles. The lengths
of the small rectangles are in proportion to the sizes of the categories. The scale used is
1 drink = 2 mm.
Men’s preferred drink
Water Juice Soft drink Tea Coffee

■ Line graph
Preferred drinks
A line graph is usually used to compare two 20
sets of numerical data, such as temperature
versus time, but it can also be used to represent
16
non-numerical data. It consists of a series of
Number of people

line segments. Line graphs are often used to

extrapolate information. This is done by 12
extending the graph and making predictions
based on a trend. This is particularly important Key:
8
Women
in areas such as business and finance. Line
Men
graphs are also used to interpolate information. 4
This is done by taking a limited number of
readings, drawing a line graph, then reading off
0
values between the original points. This Water Juice Soft Tea Coffee
technique is used in areas such as science and drink
health care. Drink
214 Mathscape 9 Extension

■ Picture graph Women’s preferred drink

A picture graph is a simple graph in which a picture Water
or symbol is used a number of times to represent the
Juice
data. A key is used to explain the meaning of the
symbol. Picture graphs are visually appealing, with Soft drink
the picture related in some way to the data. Tea
Coffee

Key:
= 2 women

Women’s preferred drink ■ Sector graph

A sector graph or pie chart consists of a
Key: circle that has been divided into sectors. The
Water sizes of the sectors are in proportion to the
Juice sizes of the categories. The size of the data in
Soft drink each sector can be worked out by measuring
Tea the central angles.
Coffee

■ Radar chart Preferred drinks

Water
A radar chart is used to plot changes 16
in quantities, such as temperature or
water level over a period of time. 12
It can also be used to compare two
8
sets of data.
Coffee 4 Juice
0

Key:
Women
Men
Tea Soft drink
 Chapter 6: Dat a represen t at io n an d an alysis 215

Exercise 6.1

1 This bar graph shows the numbers of burgers sold at a McDonald’s restaurant in a
30-minute period.
McDonald’s burger sales

Cheeseburger
McChicken
Burgers

Fillet of fish
Quarter pounder
Big Mac
0 10 20 30 40
Number of burgers sold
a Which burger was the most popular?
b Which was the least popular burger?
c 22 of which burger were sold during this time?
d Calculate the total number of burgers sold.
e What percentage of sales were Fillet of fish?
f What was the average number of burgers sold per minute?

2 Penelope and Darlene are identical twins. Being very competitive, they decided to graph
their final Year 10 results and compare their performance in each subject.
a Which girl was better at
Final Year 10 results
Mathematics? 100
b Which was Darlene’s best
95 Key:
subject?
c In which subject was the 90 Penelope
difference between their 85 Darlene
marks most noticeable? 80
Marks

d In which subject did 75

Penelope score 77%? 70
e By how many marks did 65
Penelope ‘beat’ Darlene
60
in geography?
f Does the graph give a 55
false impression about the 50
En s

H h
eo ry
hy

rt
ch
ic

is

girls’ performance in one

A
o

en
ap
at

gl
ist
m

Fr
gr

particular subject?
he
at

Explain.
M

Subjects
216 Mathscape 9 Extension

3 Working hours This three-dimensional

column graph shows the
12
number of hours worked last
Key:
week by Dave and Diane.
Number of hours worked

10 Diane
a Why does the graph look
Dave
8
as though the tops of the
columns do not reach the
6 lines? Do they?
b How many hours did
4 Dianne work on
Monday?
2 c How many hours did
Dave work on Tuesday?
0 d Who worked the longest
Mon. Tues. Wed. Thurs. Fri.
day during the week?
Day
e Who worked the most hours last week, and by how much?
f Who worked for 7 hours on one day? Which day was that?

■ Consolidation
4 A group of 60 girls and 60 boys were Favourite clothing colour
asked to state their favourite clothing 36
colour. This stacked column graph 32 Key:
shows their responses. girls
28
a What was the most popular
Number of people

boys
colour overall? 24
b What colour was most 20
favoured by: 16
i girls? ii boys?
12
c How many more boys than girls
preferred green clothing? 8
d Which colour was favoured 4
equally by both boys and girls? 0
e Which colour was preferred by
d

en

ue

le

k
ng
Re

ac
llo

rp
re

Bl

exactly 7 boys?
Bl
ra

Pu
G
Ye
O

f Of those who preferred red Colour

clothing, what fraction were
girls?
 Chapter 6: Dat a represen t at io n an d an alysis 217

5 Draw a column graph to represent the following television viewing habits. Write the
channels on the horizontal axis and the percentage of viewers on the vertical axis.
Type of service Free to air
Pay TV
Channel SBS 2 7 9 10
% of view 8 12 18 21 15 26

6 A group of 300 people were surveyed to find their favourite sport. The results are recorded
in this divided bar graph.
Favourite sports

Hockey

Cricket
Basketball Rugby league Tennis

a Complete this scale for the graph: 1 mm = __ people.

b Which sport was the most popular?
c How many people named basketball as their favourite sport?
d What fraction of those surveyed said cricket was their favourite sport?
e What percentage of respondents voted for hockey?

7 A group of 200 retirees listed the following activities as hobbies. Draw a divided bar graph
to represent this information. Use a scale of 1 person = 2 mm.

Hobby Gardening TV/video Reading Bushwalking Music

Number of people 33 45 42 52 28

8 This graph shows the number of children who Soccer registrations

played junior soccer in Melbart from 1998 to 2003.
a What type of graph is this? Year Number of players
b How many children played soccer in:
1998
i 2000? ii 1999?
c How many more children played soccer in 2003 1999
than 2002? 2000
d In which years did the number of children
2001
playing soccer decline?
e In which year(s) did the greatest increase in 2002
participation occur? 2003
f In which year did 70 000 children play soccer?
Key:
= 20 000 players
218 Mathscape 9 Extension

9 This line graph shows the amount of petrol in the tank of a car.
Petrol consumption graph a How much petrol was
originally in the tank?
32
b What happened at 10 am
and 1 pm?
28
Number of litres in tank

c What is the capacity of the

24 petrol tank? How do you
know?
20 d At what times did the tank
contain 14 L of petrol?
16 e How much petrol was in
the tank at 12:30 pm?
12 f How much petrol did the
car use between 10 am and
8 1 pm?
8 9 10 11 12 1 2 3 4 5
noon g How much petrol was used
between 3 pm and 4 pm?
am Time pm
What does this mean?
h Between what times was the car probably travelling with the greatest speed? How can
you tell?
10 The height of a 50-storey building was regularly recorded during construction as a
measure of progress. Draw a line graph to represent the data with a horizontal scale of
1 cm = 4 months and a vertical scale of 1 cm = 4 storeys.

Time in months 4 8 12 16 20 24 28 32 36 40 44 48
Storeys completed 0 1 5 12 19 26 32 38 40 44 48 50

11 Houses built by This sector graph illustrates the

Knockemdown Constructions number of houses constructed by
Knockemdown Constructions in
Sydney and the Central Coast.
Key: a What other name is given to a
Northern suburbs sector graph?
Eastern suburbs b In which region does the
Western suburbs company build the:
Southern suburbs i most houses?
Inner city
ii least houses?
Central coast
c If 45 houses were built
altogether, how many of these
were in the southern suburbs?
d How many houses did the company build on the Central Coast?
e What percentage of the houses were built in the northern suburbs?
f What fraction of the total number of houses were built outside of Sydney?
 Chapter 6: Dat a represen t at io n an d an alysis 219

12 At Esperanto High School, every student in Year 8 must study a language. The table below
shows the number of students who studied each of the four languages that were offered.
Draw a sector graph with a radius of 3 cm to represent this data.
Language French Spanish Cantonese Japanese
Number of students 42 29 11 38

■ Further applications Employees’ sales in May

35 Allan
13 A computer store manager drew this radar
30
chart to compare the performance of his
salespeople. The graph shows the number of Janine 25 Vijay
computers sold during May by each employee.
20
a How many computers were sold last
month by Harriet? 15
b Who sold 28 computers?
c Who sold the most computers? How many
did they sell? Max Harriet
d Who sold the least? How many did they sell?
e How many more computers did Allan sell than Vijay?
Nerida

6.2 Organising data

Once data has been collected, it must then be organised into a table or graph so that it can be
analysed. In Year 8 you learned to organise statistical data into a frequency distribution table,
histogram, polygon, dot plot and stem and leaf plot. The data in the diagrams below relate to
the number of cars per household in a small street.

■ The frequency distribution table

In a frequency distribution table:
Score Tally Frequency
• the scores are placed in the left-hand column
• a tally column may be used to enter the scores 0 |||| 4
one at a time 1 |||| |||| 9
• the frequency indicates the number of times
that each score occurs. 2 |||| |||| || 12
3 |||| 5
4 || 2

Σf = 32
220 Mathscape 9 Extension

■ The frequency histogram

The frequency histogram is a type of column
12
graph. In a histogram:
• the scores are placed on the horizontal axis
Frequency

8
• the frequencies are shown on the vertical
axis
4 • the columns straddle the scores and are
drawn next to each other without a gap
0 • a space of half the width of one column is
0 1 2 3 4 left on the horizontal axis before the first
Score column is drawn.

■ The frequency
12
polygon
The frequency polygon is a type of line Frequency
8
graph. In a polygon:
• the scores are placed on the horizontal 4
axis
• the frequencies are shown on the
0
vertical axis 0 1 2 3 4
• the polygon begins and ends on the Score
horizontal axis
• the first score is marked one full unit away from the vertical axis.
When a polygon and histogram are drawn on
12 the same set of axes, the polygon joins the
midpoints of the tops of the columns. The area
Frequency

8 under the histogram is equal to the area under

the polygon.
4

0
0 1 2 3 4
Score

■ The dot plot

The dot plot is a simplified version of the
histogram. In the dot plot:
• the scores are placed along a horizontal line
• one dot is placed above the score in a vertical
line each time that score occurs. 0 1 2 3 4
Score
Clusters or bunches are easily seen, as well as
any outliers, that is, scores that are a long way from the other scores.
 Chapter 6: Dat a represen t at io n an d an alysis 221

■ The stem and leaf plot

The stem and leaf plot is similar to a histogram that has been drawn on its
Stem Leaf
side, except that the rows are made up of digits. In the stem and leaf plot:
• the first part of each score is called the stem, and is written on the 2 89
left-hand side of the plot 3 2568
• the remaining part of the number is called the leaf, and is written on 4 478
the right-hand side of the plot. 5 13

For example, the ordered stem and leaf plot above shows the scores 28, 29, 32, 35, 36, 38, 44,
47, 48, 51, 53.
When a large number of scores begin with the same digit(s), the scores
Stem Leaf
can be written in class intervals of 5. For example, this stem and leaf plot
shows the scores 70, 71, 74, 75, 77, 77, 78, 80, 81, 82, 83, 84, 87, 89. 7(0) 014
7(5) 5778
8(0) 01234
8(5) 79
Example 1
EG A fruit grower delivered his bananas to the market. The crates were then opened and the
+S
contents of each crate were counted. The number of bananas per crate is shown below.
Show this data in a:
a frequency distribution table b frequency histogram
c frequency polygon d dot plot
78 78 81 76 83 82 80 79 77 78 83 78
81 82 83 76 79 78 76 77 80 82 82 83
78 80 76 81 83 78 78 77 76 82 81 80

Solutions
a b
Number of
bananas Tally Frequency 8
76 |||| 5
6
77 ||| 3
Frequency

78 |||| ||| 8 4
79 || 2
80 |||| 4 2
81 |||| 4
0
82 |||| 5 76 77 78 79 80 81 82 83
83 |||| 5 Number of bananas

Σf = 36
222 Mathscape 9 Extension

c
8

6
Frequency

0
76 77 78 79 80 81 82 83
Number of bananas
d

76 77 78 79 80 81 82 83
Number of bananas

Example 2 Stem Leaf

EG The stem and leaf plot shows the essay marks out of 25 for a
+S 0(0) 34
group of Year 9 history students.
0(5) 899
a How many students are in the class? 1(0) 223444
b Write down the highest and lowest marks. 1(5) 56677788
c How many students scored more than 60%? 2(0) 001112234

Solutions
a To find the number of students, count the leaves. There are 28 students in the class.
b The highest mark was 24 and the lowest mark was 3.
c 60% × 25 = 15. There are 16 students with a mark greater than 15.

Exercise 6.2

1 Score Tally Frequency a Copy and complete this frequency

distribution table.
12 |||
b Draw a frequency histogram and
13 |||| polygon on the same set of axes to
14 |||| illustrate the data.
15 |||| |||
16 |||| ||
17 ||
Σf =
 Chapter 6: Dat a represen t at io n an d an alysis 223

2 A teacher marked his Year 9 students’ essays out of 10 and posted the following results.
9 4 6 4 8 5 7 6
8 8 6 3 9 6 6 6
7 2 3 10 5 7 6 9
a Organise the data into a frequency distribution table with score, tally and frequency
columns.
b How many students handed in an essay?
c What were the highest and lowest scores?
d What mark was scored by most students?
e What percentage of students scored 6 out of 10?

■ Consolidation
3 The histogram shows Keith’s mobile phone Keith’s mobile phone calls
call times last week, in minutes. 12
a How many calls lasted for 4 minutes?
b For how many calls did he talk for 10
3 minutes or less? Number of calls
8
c How many telephone calls did he make?
d Draw a frequency polygon to illustrate 6
the data. 4
2

0
1 2 3 4 5 6 7
Length of call (min)

4 Family pets A community group was surveyed

6 to find out the number of pets that
Number of families

5 each family owned. The results of

4
the survey were recorded in this
frequency polygon.
3
a What is the greatest number of
2
pets in any family?
1 b What was the most typical
0 number of pets per family?
0 1 2 3 4 5
c How many families had
Number of pets exactly 2 pets?
d What percentage of families
had more than 2 pets?
224 Mathscape 9 Extension

20 21 22 23 24 25
a Copy and complete this frequency table using the data in the dot plot.
Score 20 21 22 23 24 25
Frequency
b What fraction of the scores are either even or divisible by 3?
c Show this data on a frequency histogram and polygon.

6 40 boxes of matches were opened and their contents counted to check the accuracy of an
automatic packing machine in a factory. The number of matches in each box is given below.
54 49 52 50 51 50 48 49 49 51
53 50 50 51 49 47 52 50 50 50
51 52 48 49 47 50 52 53 54 48
48 47 48 47 49 50 51 50 52 55
a Draw a dot plot to illustrate this data.
b How many matches do you think were supposed to be in each box?

7 Study each of the dot plots below.

i Are there any clusters? If so, where? ii Are there any outliers?
a b

1 2 3 4 5 6 94 95 96 97 98 99 100

8 Stem Leaf Arrange the data in this stem and leaf plot into an ordered
stem and leaf plot.
10 6493
11 784271
12 852086193
13 7672410
14 560914
Stem Leaf
9 The stem and leaf plot shows the number of seeds per
watermelon in a batch of watermelons. 3 12567
a How many watermelons are there? 4 0334788
b What was the maximum number of seeds found 5 22225779
in a single watermelon? 6 44568
c What was the most typical number of seeds in a watermelon?
d In what percentage of the watermelons were there less than 50 seeds?
 Chapter 6: Dat a represen t at io n an d an alysis 225

10 Stem Leaf The stem and leaf plot shows the maximum daily
temperatures in an outer Sydney suburb during one month.
0(5) 7889 a Find the difference between the highest and lowest
1(0) 023334 temperatures in the table.
1(5) 555667889 b On how many days was the temperature in the 20s?
2(0) 112344 c In which season do you think these temperatures were
2(5) 56779 taken?

■ Further applications
11 50 students from Barnsley High School aged from 12 to 17 years were invited to take part
in a swimming carnival. The number of 13 year olds was 2 more than the number of 12 year
olds. The number of 14 year olds was 3 times the number of 12 year olds. The number of
15 year olds was twice the number of 14 year olds. There were equal numbers of 13 year
olds and 17 year olds and there were twice as many 16 year olds as 17 year olds.
a Find the number of students that were invited from each age group and hence complete
this frequency table.
Age 12 13 14 15 16 17
Number of students
b Which age group had the highest representation?
c Find the average age of the swimming squad, correct to 1 decimal place.

6.3 Analysing data

■ Measures of central tendency
When data has been collected and organised into a table or graph, the next step is to analyse
this information. We can try to find a value that is typical or representative of the data. In
particular, we often speak of an average; however, the term ‘average’ is frequently used
incorrectly. Depending on the context, the word average may refer to the middle score (i.e. the
median), the score that occurs most frequently (i.e. the mode) or to the sum of the scores divided
by the number of scores (i.e. the mean). Each of these measures is central to the data in some
sense. Hence, they are called measures of central tendency.

■ The mean

The mean is the sum of the scores divided by the number of scores. The symbol for the mean
is x .
226 Mathscape 9 Extension

sum of the scores

Mean ( x) = --------------------------------------------
number of scores

i.e. Σx
x = --------- where • x is the mean
n
Σ • x is the sum of the scores
• n is the number of scores

The mean of the data in a frequency distribution table is given by:

Σ fx where • x is the mean

x = ------------
-
Σ f • Σ
f x is the sum of the scores
• Σ f is the number of scores

To find the mean of a large number of multiple scores using a calculator:

set the calculator to statistics mode (SD)

clear the statistics memory by pressing 2ndF AC

enter multiple scores by pressing score × frequency M+ (or score 2ndF '
frequency M+ depending on the calculator)

repeat this until all of the scores have been entered

press the mean key x .

NOTE: These steps may vary for different calculators.

■ The median

When a set of scores has been arranged in ascending order, the median is the number in the
middle; that is, the number of scores below it is equal to the number of scores above it. The
median is equal to the middle score if the number of scores is odd, or to the average of the two
middle scores if the number of scores is even.

When a set of n scores has been arranged in ascending order, the median is:

the ⎛ ------------⎞ th score if n is odd
n+1
⎝ 2 ⎠

the average of the --- th and ⎛ --- + 1⎞ th scores if n is even.
n n
2 ⎝2 ⎠
 Chapter 6: Dat a represen t at io n an d an alysis 227

■ The mode

The mode is the score with the highest frequency. That is, it is the score that occurs more times
than any other. If a set of scores has two or more scores each with the highest frequency, then
there would be two or more modes.

The mode is the score with the highest frequency.

■ Measure of spread
Measure of spread refers to the way in which data is spread out or clustered together. The
simplest measure of spread is the range. This tells us the difference between the highest and
lowest scores but only shows the extreme values in a distribution. It does not tell us whether
the scores bunch up or how spread out they might be relative to each other. In Year 10 you will
examine other measures of spread that give this information.

Range = highest score − lowest score.

Example 1
EG Find the mean of 3, 8, 2, 5, 7, 1, 5, 1.
+S
Solution
sum of the scores
Mean = -----------------------------------------
number of scores
3+8+2+5+7+1+5+1
= --------------------------------------------------------------------
8
32
= ------
8
=4

Example 2
EG Copy and complete this frequency distribution table, then find the mean, correct to
+S
2 decimal places.
Score (x) Tally Frequency ( f ) fx
7 ||||
8 |||| ||
9 |||| ||||
10 |||
11 |||| |
12 ||
Totals =
228 Mathscape 9 Extension

Solution
Score (x) Tally Frequency ( f ) fx
7 |||| 4 28
Σ fx
x = -------------
8
9
|||| ||
|||| ||||
7
10
56
90
Σ f
294
= ---------
10 ||| 3 30 32
11 |||| | 6 66 = 9.19
(2 decimal
12 || 2 24 places)
Σ f = 32 Σ f x = 294

Example 3
EG Find the mean of these scores, correct to 2 decimal places.
+S
Score 1 2 3 4
Frequency 8 7 12 10

Solution
Set the calculator to statistics mode and clear the memory. Enter the scores as either:
1 × 8 M+ 2 × 7 M+ 3 × 12 M+ 4 × 10 M+
or 1 2ndF ' 8 M+ 2 2ndF ' 7 M+ 3 2ndF ' 12 M+ 4 2ndF ' 10 M+
Press the mean key x . Answer: x = 2.65 (2 decimal places)

Example 4
EG Find the median of each set of scores.
+S
a 12, 17, 13, 19, 8, 23, 10 b 42, 18, 36, 14, 29, 7

Solutions
a In ascending order, the scores are 8, 10, 12, 13, 17, 19, 23. There are an odd number of
scores and the middle score is 13. Therefore, the median is 13.
b In ascending order, the scores are 7, 14, 18, 29, 36, 42. There are an even number of scores
and the two middle scores are 18 and 29. The median is the number that lies halfway
18 + 29
between 18 and 29. Median = ------------------
2
= 23.5
 Chapter 6: Dat a represen t at io n an d an alysis 229

Example 5
EG Find the mode of each set of scores.
+S
a 3, 7, 9, 7, 8, 2, 4, 7 b 15, 26, 17, 15, 20, 17, 11

Solutions
a There are more 7s than any other score. Therefore, 7 is the mode.
b There are two 15s and two 17s, which is more than any other score. Therefore, 15 and 17
are both modes.

Example 6
EG Find the range of the scores 19, 52, 37, 66, 102, 36, 99.
+S
Solution
Range = highest score − lowest score
= 102 − 19
= 83

Exercise 6.3

1 Find the mean of each set of scores, correct to 1 decimal place where necessary.
a 9, 7, 10, 3, 6, 5 b 14, 19, 11, 14, 20, 16, 17
c 37, 61, 72, 90, 83, 55, 46, 12 d 21.6, 22.3, 20.9, 25.2, 29.4
e 42.9, 50.1, 36.5, 62.7, 31.2, 53.8 f 5, −2, 8, 4, −3, −7, 0, −9

2 Find the median of each set of scores.

a 20, 34, 17, 15, 41, 38, 9 b 7, 6, 1, 9, 4, 10, 3, 4, 12
c 182, 101, 147, 118, 132 d 12.3, 6.8, 11.4, 19.1, 17.5, 14.8, 20.2
e 8, 5, 2, 10, 6, 6 f 29, 46, 72, 51, 18, 40, 67, 33
g 4, 9, 8, 3, 9, 7, 0, 4, 7, 3 h 17.6, 13.5, 14.1, 8.2, 19.7, 10.4

3 Find the mode of each set of scores.

a 3, 8, 6, 1, 8, 4, 9 b 14, 16, 11, 10, 18, 11, 17, 5
c 42, 37, 39, 42, 30, 39, 21, 45 d 106, 110, 106, 103, 110, 110, 106

4 Find the range of each set of scores.

a 5, 9, 4, 8, 2, 10 b 21, 13, 17, 25, 19, 8, 23
c 9.4, 7.2, 6.6, 8.7, 1.5 d −3, 9, 4, −7, 0, −2, 11
230 Mathscape 9 Extension

■ Consolidation
5 Find the mean, median, mode and range for each set of scores, correct to 1 decimal place
where necessary.
a 36, 30, 37, 38, 30, 31, 34 b 213, 251, 240, 239, 251, 295, 201
c 5.9, 15.3, 20.6, 5.9, 18.7, 5.9 d −46, 17, 0, −3, 75, 31, −20, −64

6 Use your calculator to find the mean of each set of scores, correct to 2 decimal places.
a Score 1 2 3 4 5 b Score 10 11 12 13 14 15
Frequency 4 7 9 12 6 Frequency 3 16 4 10 8 11

c Score 48 49 50 51 52 d Score 95 96 97 98 99 100

Frequency 23 15 20 18 21 Frequency 18 10 3 7 3 14

7 Find the median, mode and range of each set of scores in Q6.

8 How many scores are in a set if:

a the median is the 17th score and there are an odd number of scores?
b the median lies between the 23rd and 24th scores and there are an even number of
scores?
c there are 12 scores below the median and there are an odd number of scores?
d there are 39 scores after the median and there are an even number of scores?

9 Copy and complete these frequency distribution tables, then find the mode and mean,
correct to 1 decimal place where necessary.
a x Tally f fx b x Tally f fx
10 ||| 54 |||| ||||
11 |||| 55 ||||
12 |||| || 56 |||| ||
13 |||| 57 |||
14 |||| |||| 58 |||| |||| ||||
15 |||| ||| 59 |||| ||||

10 The number of points scored in each game by a soccer team during the season is shown
below.
1 3 2 5 1 0 1 3 2 4 0 1
2 0 1 1 3 2 0 0 1 0 4 2
1 1 3 2 0 1 1 5 3 1 2 1
 Chapter 6: Dat a represen t at io n an d an alysis 231

a Organise the data into a frequency distribution table with score (x), tally, frequency (f )
and fx columns.
b Calculate the mean, correct to 1 decimal place.
c Write down the mode.
d Find the median.
e In what percentage of games did the team fail to score? Answer correct to the nearest
whole per cent.

11 Find the mean, mode, median and range for the data shown in each diagram.
a b
20 20

16 16

Frequency
Frequency

12 12

8 8

4 4

0 0
1 2 3 4 5 6 1 2 3 4 5 6
Score Score

12 The students in 9C were given a list of 20 countries and asked to name the capital city of
each. The dot plot shows the number of correct responses by each student.

11 12 13 14 15 16 17 18 19 20
Score
a Find the mean and mode for the data.
b Which scores could be classified as outliers?
c Find the mean of the scores, excluding the outliers.

13 This stem and leaf plot shows the ages of patients Stem Leaf
who arrived after 9 pm at a certain medical centre on 0 89
Saturday night. 1 124677
a How many patients visited the centre? 2 013455689
b What was the most typical age of a patient? 3 3488
c What was the median age of the patients? 4 222459
d What was the average age of the patients? 5 01338
e What was the range of the patients’ ages? 6 255678
232 Mathscape 9 Extension

14 Stem Leaf The stem and leaf plot shows the heights of children in a
Year 6 class in centimetres.
10(0) 14
10(5) 756986 a Arrange the data into an ordered stem and leaf plot.
11(0) 4232044 b Find the modal height(s).
11(5) 978876 c What is the range of the students’ heights?
12(0) 30120 d Find the median height.
12(5) 555

15 The data below shows the number of grapes on each bunch of grapes on sale at a local fruit
shop.
47 36 42 37 45 48 41 35 28
36 33 24 44 32 27 35 31 40
43 47 34 28 38 32 46 33 36
a Arrange the data into a stem and leaf plot with stems 2(0), 2(5), etc.
b What is the modal number of grapes?
c What is the median number of grapes?

■ Further applications
16 The maximum temperatures on the first 9 days of July in a small town were:
3°C, 4°C, 3°C, 7°C, 5°C, 3°C, 4°C, 5°C, 6°C
Explain carefully what the temperature could have been on 10 July if for the first 10 days:
a the modal temperature was 3°C b the temperature range was 5°C
c the median temperature was 4°C d the mean temperature was 4°C

17 The histogram shows the ages of a group Students’ ages

of children. Each child is aged from 7 to 10
11 years. Copy and complete the
histogram so that the average age of the 8
Number of students

children is exactly 9 years.

6

0
7 8 9 10 11
Age (years)
 Chapter 6: Dat a represen t at io n an d an alysis 233

6.4 Problems involving the mean

The mean can be affected by the addition (or subtraction) of scores from a set. When the new
score(s) are well above or well below the mean, the mean may increase or decrease significantly.

When a score x is added to a set of scores and x is:

greater than the mean, the mean will increase

less than the mean, the mean will decrease

equal to the mean, the mean will stay the same.

Example 1
EG a A set of 13 scores has a mean of b A set of scores has a mean of 7 and
+S
15. Find the sum of the scores. a sum of 119. Find the number of
scores.

Solutions

a Σ x
x = --------- b Σ x
x = ---------
n n

Σ x
15 = ---------
119
7 = ---------
n
13
×n ×n
×13 ×13
7n = 119
Σ x = 15 × 13
÷7 ÷7
∴ Σ x = 195 ∴ n = 17
∴ The sum of the scores is 195. ∴ There are 17 scores.

Example 2 Solution
EG
+S
The mean of 3 scores is 14.
If two of the scores are 17 Σ x
x = ---------
n
and 9, find the third score.
9 + 17 + x
14 = ------------------------
3
x + 26
14 = ---------------
3
×3 ×3
42 = x + 26
−26 −26
∴ x = 16
∴ The third score is 16.
234 Mathscape 9 Extension

Example 3
EG Without performing any calculations, state whether a mean of 50 will increase, decrease or
+S
stay the same when a score of:
a 20 is added b 90 is added c 50 is added

Solutions
a The score being added is less than the mean, ∴ the mean will decrease.
b The score being added is greater than the mean, ∴ the mean will increase.
c The score being added is equal to the mean, ∴ the mean will stay the same.

Example 4
EG The mean of a set of 18 scores is 12. Find the mean of the scores, correct to 2 decimal places,
+S
after a score of 25 is added.

Solution
i Find the sum of the scores before the ii After the extra score is added, the sum
extra score is added: of the scores will increase by 25, while
the number of scores will increase by 1.
Σ x
x = ---------
n Σ x
x = ---------
n
Σ x
12 = --------- 216 + 25
18 = ---------------------
18 + 1
×18 ×18
241
= ---------
∴ Σ x = 216 19
= 12.68 (2 decimal places)

Exercise 6.4

1 a A set of 5 scores has a sum of 30. Find the mean of the scores.
b The sum of a set of 16 scores is 624. What is the mean of the scores?
c Find the mean of a set of 27 scores whose sum is 788.4.
2 a A set of 9 scores has a mean of 4. Find the sum of the scores.
b The mean of a set of 22 scores is 57. What is the sum of the scores?
c Find the sum of a set of 35 scores whose mean is 12.8.
3 a A set of scores has a mean of 7 and a sum of 28. Find the number of scores.
b The mean of a set of scores is 15 and the sum of the scores is 540. What is the number
of scores?
c Find the number of scores in a set whose mean is 43.6 and sum is 2616.
 Chapter 6: Dat a represen t at io n an d an alysis 235

■ Consolidation
4 a The mean of a set of three scores is 20. If two of the scores are 35 and 15, find the
3rd score.
b The mean of a set of four scores is 17. If three of the scores are 11, 18 and 23, find the
4th score.
5 A set of 15 scores has a mean of 24. Find, correct to 1 decimal place, the new mean after
each of these scores is added to the set.
a 48 b 17 c 24
6 State whether the mean will increase, decrease or stay the same when a score is added to a
set and the score is:
a greater than the mean b less than the mean c equal to the mean
7 A set of 28 scores has a mean of 16. Find, correct to 1 decimal place, the new mean after
each of these scores is taken out of the set.
a 40 b 10 c 16
8 State whether the mean will increase, decrease or stay the same when a score is taken out
from a set and the score is:
a greater than the mean b less than the mean c equal to the mean
9 The average weight of a forward in a certain Rugby team is 94 kg. Find the approximate
weight of the forward pack, given that there are 8 forwards in a Rugby team.
10 After 16 games this season, Meera’s goal average in netball is 5.5 goals per game. How
many goals has she scored so far this season?

11 The average weight of a baby in a maternity ward is 3.2 kg and the total weight of the babies
is 80 kg. How many babies are there?
12 Makhaya opens the batting for his cricket team. His first four scores this season have been
17, 82, 43 and 35. How many runs must he score in his next innings to have a batting
average of 50?
13 Janine was absent on the day her class sat for a mathematics test. Her teacher marked the
tests that night and found that the class average was 72% for the 29 students who sat for the
test. Janine returned to school the next day and scored 66% on the test.
a What effect will her mark have on the class average? Why?
b Calculate the new average, correct to 1 decimal place.
c The teacher decided that Joelle’s mark of 18% was an outlier. She decided to work out
the mean again, taking this score out of the calculation. What effect will the loss of this
mark have on the class average? Why?
d Calculate the new average, including Janine’s mark and excluding Joelle’s mark.
236 Mathscape 9 Extension

■ Further applications
14 a The mean of a set of 6 scores is 13. After a 7th score is added to the set, the new mean
is then 15. Find the 7th score.
b The mean of a set of 11 scores is 27. After a 12th score is added to the set, the new mean
is then 30. Find the 12th score.
15 a The mean of a set of 19 scores is 31. When one of the scores is taken out of the set, the
new mean is then 29. Find the score that was taken out.
b The mean of a set of 44 scores is 52. When one of the scores is taken out of the set, the
new mean is then 53. Find the score that was taken out.
16 Herschel has an average of 76% on the first four tests of the semester. Find the highest
possible mark he can score this semester if he has two more tests to go and each test
contributes equally towards his report mark.
17 A real estate agent sold 15 houses last month at an average price of $420 000. A second
agent sold 25 houses at an average price of $480 000. What was the average price overall
for the houses sold by these two agents last month?

TRY THIS The English language

Use the skills learned in this chapter to investigate some or all of the following.
a How often is each of the letters of the alphabet used? A newspaper or a novel
would be a great source to test.
b Using your dictionary estimate how many words start with a, b, . . . z.
c What is the average length of a word? Look at words in both adults’ and children’s
books.
d What is the average number of words in a sentence? Compare words found in
adults’ and children’s books.
e Can you formulate a rule based on word length that will decide whether a book is
suitable to be read by, for example, a 6-year-old, an 8-year-old or a 12-year-old
child?

6.5 Cumulative frequency

The cumulative frequency column (cf ) in a frequency distribution table gives a progressive
total of the frequencies. Each cumulative frequency represents the sum of the frequencies for
that score and those scores that are less than it. The cumulative frequency column can be used
to answer questions such as ‘how many scores are less than or equal to 8?’ It can also be used
to calculate the median.
 Chapter 6: Dat a represen t at io n an d an alysis 237

A frequency histogram and polygon can be drawn using the frequencies as the heights of the
columns. Similarly, a cumulative frequency histogram and cumulative frequency polygon, or
ogive, can be drawn using the cumulative frequencies.

To draw an ogive:

draw a cumulative frequency histogram with the columns having heights equal
to the cumulative frequencies of the scores

join the top right-hand corners of the columns with a line graph, starting with the
bottom left-hand corner of the first column.

NOTE: The ogive finishes at the top of the last column and is not drawn back down to the
horizontal axis as for the frequency polygon.
The median can also be determined graphically from the ogive.

To find the median of a set of discrete, individual scores from an ogive:

draw a horizontal line from the halfway mark on the vertical axis to the ogive

draw a vertical line down to the horizontal axis

read off the median.

Example 1
a x f b x f
EG For each of these frequency tables:
+S 1 3 1 4
i add a cumulative frequency column
2 5 2 2
ii write down the number of scores that
are less than 4 3 9 3 9
iii find the median 4 7 4 10
5 12 5 3
6 13 6 2

Σf = 49
Σf = 30
Solutions
a i Cumulative ii The cumulative frequency for 3 is 17.
x f frequency ∴ There are 17 scores less than 4.
1 3 3 iii There are 49 scores, so the median is the
2 5 8 ⎛ 49 + 1-⎞
-------------- th, or 25th score. Now, the 24th
⎝ 2 ⎠
3 9 17
score is a 4, so the 25th score is a 5.
4 7 24 ∴ The median is 5.
5 12 36
6 13 49

Σf = 49
238 Mathscape 9 Extension
i

b i Cumulative ii The cumulative frequency for 3 is 15.

x f frequency ∴ There are 15 scores less than 4.
1 4 4 iii There are 30 scores, so the median lies
halfway between the 15th and 16th scores.
2 2 6 Now, the 15th score is a 3 and the 16th score
3 9 15 is a 4.
4 10 25 ∴ The median is 3.5.
5 3 28
6 2 30

Σf = 30

Example 2
EG Draw a cumulative frequency histogram Cumulative
+S
and ogive for the data in this frequency Score Frequency frequency
distribution table and hence find the 25 3 3
median.
26 5 8
27 2 10
28 1 11
29 3 14
30 4 18

Σf = 18

Solution
As there are 18 scores, the halfway Cumulative frequency
mark on the vertical axis is at 9. 20
histogram
18
The median of the scores in this
16
Cumulative frequency

distribution is 27. Ogive

14
12
Halfway point
10
9
8
6
4
2
0
25 26 27 28 29 30
Score
 Chapter 6: Dat a represen t at io n an d an alysis 239

Exercise 6.5

1 Roman programmed his computer to simulate tossing 10 coins 50 times. The results are
shown in the frequency distribution table below.
a Copy and complete this frequency distribution table.
Number of Frequency Cumulative
tails Tally ( f) frequency (cf )
2 |||
3 ||||
4 |||| ||||
5 |||| |||| ||||
6 |||| |||| |
7 ||||
8 |||

Σf =
b On how many occasions were there:
i exactly 4 tails? ii 4 tails or less? iii less than 4 tails?
iv exactly 6 tails? v 6 tails or less? vi less than 6 tails?
vii exactly 8 tails? viii 8 tails or less? ix less than 8 tails?

2 Copy and complete these frequency distribution tables, then find the median using the
cumulative frequency column.
a Score b Score
(x) Tally f cf (x) Tally f cf
1 |||| || 100 |||| ||
2 ||| 101 |||| ||||
3 |||| || 102 |||| |||| |||| ||
4 |||| | 103 |||| |||| ||||
5 |||| |||| 104 |||| |||
6 |||| |||| 105 |||| |
7 |||| | 106 ||||

Σf = Σf =
240 Mathscape 9 Extension

■ Consolidation
3 The number of take-away meals sold each day by a Chinese restaurant is shown below.
18 22 19 25 22 21 20 23 24 18
20 20 21 23 22 24 22 23 21 23
23 22 21 19 20 23 20 22 22 23
24 23 20 19 25 18 23 22 23 23
a Organise this data into a frequency distribution table with score, tally, frequency and
cumulative frequency columns.
b On how many days did the restaurant sell:
i 20 meals? ii less than 24 meals?
iii more than 22 meals? iv at least 21 meals?
c Use the cumulative frequency column to find the median number of meals sold per day.

4 A preschool teacher recorded the time taken by a group of children to individually complete
a jigsaw puzzle. The completion times in minutes are:
7 9 13 15 10 8 14 8 11 12
9 7 10 11 9 8 8 13 15 10
12 13 8 7 10 11 8 9 9 8
a Organise the data into a frequency distribution table and include a cumulative
frequency column.
b How many children took part?
c What fraction of the children completed the puzzle in:
i 10 minutes? ii less than 9 minutes? iii no more than 11 minutes?
d What percentage of the children completed the puzzle in 12 minutes or less?
e Find the median completion time.

5 An 8-sided die in the shape of a regular octahedron has its faces numbered from 1 to 8.
The die was rolled 25 times and the number showing on the uppermost face each time was
recorded in this dot plot.

1 2 3 4 5 6 7 8
Number rolled on die
a Draw a frequency distribution table with score, frequency and cumulative frequency
columns.
b What is the median?
c How many scores are above the median but less than 8?
 Chapter 6: Dat a represen t at io n an d an alysis 241

6 Draw a frequency distribution table with score, frequency and cumulative frequency
columns for the data in each of these cumulative frequency histograms.
a 12 b 12

10 10
Cumulative frequency

Cumulative frequency
8 8

6 6

4 4

2 2

0 0
1 2 3 4 5 6 13 14 15 16 17 18
Score Score

7 Draw on the same set of axes, a cumulative frequency histogram and ogive for the data in
this table.
Score 80 81 82 83 84 85 86
Frequency 2 1 3 2 4 3 4

8 Use the ogive to find the median for each set of discrete data.
a b c
14 14 28
Cumulative frequency

Cumulative frequency

Cumulative frequency

12 12 24
10 10 20
8 8 16
6 6 12
4 4 8
2 2 4
0 0 0
1 2 3 4 5 6 8 9 10 11 12 13 20 21 22 23 24 25
Score Score Score

d 32 e 16 f 32
28 14 28
Cumulative frequency

Cumulative frequency

Cumulative frequency

24 12 24
20 10 20
16 8 16
12 6 12
8 4 8
4 2 4
0 0 0
1 2 3 4 5 6 15 16 17 18 19 20 48 49 50 51 52 53
Score Score Score
242 Mathscape 9 Extension

■ Further applications
12
9 Jocelyn threw a dart several times at the dart
board shown and recorded her results in the 10
form of a cumulative frequency histogram.

Cumulative frequency
However, she was interrupted while drawing 8
the last column and did not complete it.
If the median score was 3.5, find the 6
number of times she hit the number 5.
4
5 1
2

4 2 0
1 2 3 4 5
3
Score

10 Copy and complete this

Score Frequency Cumulative
frequency distribution
(x) ( f) frequency fx
table and hence find the
median of the scores. 1 3
2 7
3 12
4 20
5 7
6 60
7

Σf = Σ fx = 189

6.6 Grouped data

Frequency graphs and tables can be constructed easily when the number of scores is small.
However, this method is not very practical when there is a large number of scores. For example,
how do we create a frequency distribution table for a set of 50 different scores that ranges from
1 to 100, and of what use would it be?
In these cases we group the data into class intervals, such as 1–10, 11–20 etc., to form a grouped
frequency distribution. This allows us to organise the data into tables or graphs and hence make
judgements about the data. We usually include the class centres in a grouped frequency
distribution table. Class centres are the values that lie halfway between the lower and upper
limits of each class interval. For example, in the class interval 11–15, the class centre is 13.
 Chapter 6: Dat a represen t at io n an d an alysis 243

When grouping data:

the class intervals should not overlap

the intervals should be of equal width

all intervals within the range of the data should be included, even if they do not
contain any scores in the distribution.

The main disadvantage with grouping data is that some information will be lost. For example,
we no longer know what the individual scores are in the distribution so we cannot calculate the
mean, median, mode or range exactly. We also can’t determine whether the scores are
distributed evenly within each class interval or are clustered together at one end. (In practice,
we assume that the scores are evenly distributed.) Since individual scores are not known, we
find the modal class rather than the mode. With single data we use an fx column, where fx is the
frequency × the score. With grouped data we use an (f × cc) column, where f × cc is the
frequency × the class centre.

Σ
( f × cc )
NOTE: -------------------------- is then only an estimate for the mean, not the exact mean. Why?
Σ f
Example 1
E G a Organise the following scores into a grouped frequency distribution table with class, class
+S
centre (cc), tally, frequency ( f ) and (f × cc) columns. Use class intervals of 60–64,
65–69, etc.
65 72 69 73 84 79 66 77 81 75
66 68 78 83 74 89 84 75 71 68
70 81 64 62 67 72 75 88 81 86
65 63 72 79 80 67 87 66 73 71
b Estimate the mean of the scores correct to 1 decimal place.
c What is the modal class?

Solutions
a
Σ ( f × cc )
b x = --------------------------
Class
Class centre (cc) Tally
Frequency
( f) f × cc Σf
60–64 62 ||| 3 186 2965
= ------------
65–69 67 |||| |||| 10 670 40
= 74.1 (1 decimal place)
70–74 72 |||| |||| 9 648
75–79 77 |||| || 7 539
80–84 82 |||| || 7 574
85–89 87 |||| 4 348
Totals: 40 2965
c The modal class is 65–69, since it contains 10 scores, which is more than any other class.
244 Mathscape 9 Extension

Example 2
EG a Draw a cumulative Class Cumulative
+S
frequency histogram Class centre Frequency frequency
and ogive for the data in
141–145 143 1 1
this grouped frequency
distribution table. 146–150 148 2 3
b Use the ogive to 151–155 153 2 5
estimate the median.
156–160 158 3 8
161–165 163 2 10
166–170 168 1 11

Solutions
Σf = 11

a With grouped data, the individual scores are not known. Therefore, we can only estimate
the median.
12
11
10
Cumulative frequency

9
8
7
6
5.5
5
4
3
2
1
0
143 148 153 158 163 168
Score (class centre)
b Median ⯐ 153 + (0.7 × 5)
= 156.5

Exercise 6.6

1 Write down the class centre for each of these class intervals.
a 5–7 b 10–14 c 22–25 d 30–35
 Chapter 6: Dat a represen t at io n an d an alysis 245

2 a Copy and complete this grouped data frequency distribution table.

Class Frequency
Class centre (cc) Tally ( f) f × cc
1–5 |||
6–10 | | ||
11–15 |||| ||||
16–20 | | || | | | | | | | | |
21–25 |||| |||| ||
26–30 | | || | |
Totals:

b What do the totals Σ f and Σ (f × cc) represent in a grouped data frequency table?
3 a Organise these scores into a frequency distribution table with class intervals of 20 –24,
25–29, etc. Your table should include the following headings: class, class centre, tally,
frequency and fx.
22 30 42 35 49 41 36 35 30 25
24 49 34 22 40 33 30 47 21 29
41 36 22 45 38 37 28 31 44 39
b What is the modal class?
c How many scores are there in the table?
d Estimate the mean of these scores using the totals
1 decimal place.
Σ f and Σ (f × cc), correct to

■ Consolidation
4 A security firm has set a minimum height requirement of 160 cm for its security guards.
The heights (in cm) of the guards are:
165 171 183 174 172 185 183 169 175
179 170 184 181 178 173 162 177 179
172 178 166 164 171 187 181 176 172
177 189 190 173 175 188 192 160 187
163 171 164 185 173 174 179 184 191
a Organise the data into a frequency distribution table with class intervals of 160–164,
165–169, etc.
b Draw a frequency histogram and polygon for the data, using the class centres on the
horizontal axis.
c What is the modal class?
Σ
d Estimate the average height of the guards using the totals f and (f × cc). Σ
246 Mathscape 9 Extension

5 The table below gives an indication of the number of people that attended all first-grade
Rugby league matches during a season. The figures have been rounded to the nearest 1000
people, then grouped.
Crowd (in ’000s) 1–7 8–14 15–21 22–28 29–35 36–42
Frequency 15 52 45 39 27 4
a How many matches were played during the season?
b Write down the class centre for each class interval.
c Using the class centres, estimate:
i the total number of people who attended matches during the season
ii the average match crowd size

6 This stem and leaf plot shows the marks of a group of

Stem Leaf
Year 11 students in a Business Studies examination
marked out of 50. 0 799
a Why would it be inappropriate to organise this data 1 25168416
into a frequency distribution table with individual
2 0497356244
scores?
b Draw a grouped data frequency distribution table 3 658450379018
with class intervals of 0–9, 10–19, etc. 4 8794257
c Use the frequency table to estimate the mean of the
scores.
d What is the modal class?
e What is the median class?

7 This histogram gives an indication of the Crime rates

number of crimes that were committed in 8
a suburb over a six-month period. 7
a What are the class intervals?
6
b What is the greatest number of
5
Frequency

crimes that could have been

committed in any one month? 4
c What is the modal class? 3
d Estimate the average number of 2
crimes that occurred per month 1
during this period.
0
22 27 32 37 42 47
Number of crimes (class centre)
 Chapter 6: Dat a represen t at io n an d an alysis 247

8 Use these ogives to estimate the median score.

a 12 b 28

10 24

Cumulative frequency
Cumulative frequency

20
8
16
6
12
4
8
2 4

0 0
2 7 12 17 22 14 19 24 29 34
Class centre Class centre

9 The daily number of calls made to the 000 telephone number over a period of 4 weeks is:
134 137 145 122 155 148 152
144 143 149 135 121 140 151
146 133 128 125 127 136 136
149 150 147 145 134 131 124
a Draw a grouped data frequency distribution table for this data, with class, class centre,
tally, frequency and cumulative frequency columns. Use class intervals of 120–124,
125–129, etc.
b Draw a cumulative frequency histogram and ogive.
c Use the ogive to find the median number of 000 calls made per day.

10 This stem and leaf plot shows the average daily noise Stem Leaf
level in decibels (dB) at a construction site.
7(0) 1224
a Draw a cumulative frequency histogram and
7(5) 55789
ogive for this data using class intervals 70–74,
8(0) 0133344
75–79, etc. Write the class centres on the
8(5) 667788999
horizontal axis.
9(0) 001123
b Use the ogive to estimate the median daily noise
9(5) 56788
level in decibels.

■ Further applications
11 By convention, when calculating the mean of a grouped frequency distribution, we assume
that the average score within each class is equal to the class centre. If, however, the scores
are clustered about the lower end of each class interval and we calculate the mean in the
usual manner, would our estimate for the mean be too large or too small? Why?
 248 Mathscape 9 Extension

12 Consider the following set of scores.

15 16 18 19 26 26 27 29 30 31 31 33 40 41
43 44 46 46 47 48 50 50 51 53 55 57 57 58
a Calculate the mean of the individual scores, correct to 2 decimal places.
HEMATICALLY

b Construct a frequency histogram with the following class intervals:

i 10–19, 20–29, … ii 15–24, 25–34, … iii 15–19, 20–24, …
c Write down the modal class of the data in each histogram.
d Find the mean of the data in each histogram, correct to 2 decimal places where
necessary. Compare these answers with the mean of the individual scores calculated
in part a.
e Which histogram best illustrates the distribution of the data? Why?

0FF OCUS O N O R K I N M I CAAL LL LYY

O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G
LY

WORLD HEALTH
GA TM
F O C U S O N W O R K IHNE M A LT
I CA
MAT WORKING

Introduction
The health of people from different nations around the world varies tremendously. In the so-
called ‘developed’ countries, such as Japan, the United States and Australia, people can expect
ON

to live longer than others living in ‘third world’ countries, such as Malawi or Zambia. This
statistic is called life expectancy. It is the average age at which people die in any given year. In
1999 in Australia, for example, this figure was 79 years. On the other hand in Zambia in Africa
FOCUS

in 1999, the life expectancy was 38 years.

Another indicator of health is the number of infants who die in a country before the age of
1 year. In 1999 in Australia, five children died per 1000 live births. This is called the
 Chapter 6: Dat a represen t at io n an d an alysis 249

infant mortality rate. In the early 1990s, young children were dying without apparent reason while
asleep in their cots. This led to a huge increase in funding for research to find out why. Red Nose
Day became the opportunity to give to this appeal. SIDS (Sudden Infant Death Syndrome), as it
became known, has now been dramatically decreased. Not all countries are so lucky.
Statistical data on health is used by organisations like the World Health Organization and

FOCUS ON WORKING MATHEMATICALLY

UNICEF to target support for countries in need. Documenting causes of death, such as malaria,
typhoid, AIDS, heart disease and so on, is helpful information for immunisation programs, and
educational programs to help people understand how to combat disease and malnutrition in
their communities. It helps focus attention on the need for supporting clean water programs,
water conservation, efficient farming, sewage disposal, hospital construction, training of health
workers and so on. Today the concept of ‘global health’, in which attention is given to
controlling disease across international boundaries, is widely accepted as a duty of care to the
peoples of the world. The United Nations plays a major role in meeting this goal.

2L EARNING ACTIVITIES

In the table below, two indicators of public health—life expectancy and infant mortality rates—
are shown for 24 selected countries. The data is sorted by highest life expectancy in 1999 to

TICALLY
lowest. The intention is to use the data to review the ideas you have learned in this chapter.
World health indicators for 24 selected countries
Life expectancy at Infant mortality rate
Country birth in years per 1000 live births

G MATHEMA
1980 1999 1980 1999
Japan 76 81 8 4
Australia 74 79* 11 5†
France 74 79 10 5
Sweden 76 79 7 4
Finland 73 77 8 4
United Kingdom 74 77 12 6

ON WORKIN
United States 74 77 13 7
Cuba 74 76 20 7
Argentina 70 74 35 18
China 67 70 42 30
Brazil 63 67 70 32
Indonesia 55 66 90 42
Guatemala 57 65 84 40
India 54 63 115 71
FOCUS

Bangladesh 48 61 132 61
Iraq 62 59 80 101
Gambia 40 53 159 75
 250 Mathscape 9 Extension

Life expectancy at Infant mortality rate

Country birth in years per 1000 live births
1980 1999 1980 1999
Kenya 55 48 75 76
HEMATICALLY

Mozambique 44 43 145 131

Ethiopia 42 42 155 104
Zimbabwe 55 40 80 70
Botswana 58 39 71 58
Malawi 44 39 169 132
Zambia 50 38 90 114
* As compared to 60 for Aboriginal and Torres Strait Islander Australians.
† As compared to 20 for Aboriginal and Torres Strait Islander Australians.
Source: 2001 World Development Indicators, World Bank at <[Link]/
hnpstats/[Link]>
1 Look closely at the data for life expectancy and infant mortality rates for the whole table.
What do you immediately notice about countries with high life expectancies? About
LY

countries with low life expectancies?

A LT

2 Compare the life expectancy data for 1980 with 1999. What do you notice? What reasons
I CA

could you give for life expectancy to actually fall rather than rise?
GA TM

3 What was the average age at which people died in Indonesia in 1999?
4 What type of graph would best suit the life expectancy data for the countries in the table?
Draw your graph.
F O C U S O N W O R K IHNE M

5 What statistics might be most appropriate to describe the life expectancy data? The infant
mortality data? Calculate these statistics.
MAT

6 If men lived on average to 75 years in Australia in 1999, can the life exectancy of women
be calculated? What assumption would you have to make?
7 Does the data in the table imply that people in Kenya did not live beyond 48 in 1999?
WORKING

Justify your answer.

8 It might be claimed that Japan is the healthiest country in which to live. Would you agree?
What additional statistical data would you need to make a more informed decision?
9 What was the chance that a child born in Australia in 1999 would not live beyond 1 year?
Are there some sections of the Australian community where this is more likely to happen
than others?
ON

8C HALLENGE
FOCUS

The World Health Report (1999), Making a Difference, charts the 20th century revolution in
health which has led to a drop in birth rates and dramatic gains in life expectancy. But not
everyone has benefited. The report predicted that more than a billion people will enter the 21st
century without having participated in the health revolution.
 Chapter 6: Dat a represen t at io n an d an alysis 251

1 Compare the data in the table with the general finding of the above Report that great
progress has been made in world health. To what extent would you agree? How can
mathematics be used to encourage governments of wealthy countries to take more action?
2 Is it reasonable to expect that all countries will eventually have the same life expectancy?
Why? Why not?

FOCUS ON WORKING MATHEMATICALLY

3 What causes, other than disease, malnutrition and poverty, might contribute to the low life
expectancy for adults and children in the developing world?

E L ET’S COMMUNICATE

Discuss in class the kind of data you would like to see in order to make a sensible conclusion
about the health of the Australian people, children, adults, men and women. Are statistics
misleading sometimes? Discuss how statistical evidence can inform:
• the success or otherwise of community campaigns against smoking and other addictive
substances
• whether child immunisation is a good thing
• the health of Indigenous Australians.

%R EFLECTING

Reflect on the important role statistics has played in the case for the development of programs
to support global health. Is it true that a healthy Australia depends on a healthy world? On this
basis, what action could the Australian government take, for example, with respect to pollution
of the Earth’s air? How much do we pollute it? Should we try to reduce our production of
carbon dioxide from motor cars, or the burning of coal to produce electricity?

1 Sketch the difference between a column graph noun a diagram which shows the relationship
and a line graph. between two or more things by dots, lines or bars
2 Explain what is meant by a sector graph. Why is the ability to read data from a graph
3 Write down what is meant by the mean of so important for doctors and nurses in
a set of scores. hospitals?
4 Read the Macquarie Learners Dictionary
entry for graph:
F
 252 Mathscape 9 Extension
CHAPTER RE

1 Population of Australian states f What percentage of Australians live

September 2001 in Tasmania? Answer correct to the
nearest whole percentage.
Key: 2 Religious beliefs
NSW
Vic. 20
Key:
Qld
Women
SA 16 Men
WA
Tas.
12
NT
ACT
8
This sector graph is based on data
collected by the Australian Bureau of 4
Statistics. It shows the relative
populations of each Australian state and
0
VIEW

territory in September 2001.

ic

an

lim

ish

er
a Which state or territory contains
ol

th
lic

w
us
th

O
Je
ng

M
Ca
approximately one-third of the
Australian population? A
A group of 30 men and 30 women were
b Which state or territory has the surveyed about their religious beliefs.
second largest population behind a How many Catholics were surveyed?
New South Wales? b How many of the women surveyed
c Measure the angle at the centre of the were Muslim?
Queensland sector. Hence, estimate c Which was greater, the number of
the total Australian population, Jewish women or the number of
correct to the nearest 100 000 people, Catholic women?
if the population of Queensland is d What percentage of those surveyed
3 642 400. were Jewish?
d Measures the angles for the Western e How many more Catholic men were
Australia and South Australia sectors. surveyed than Anglican women?
Does the total population of these f For which religions were more
states exceed that of Queensland? women surveyed than men?
e If the Australian population is 3 Find the mean, median, mode and range
19 442 300 and the population of for each set of scores.
South Australia is 1 503 700, find the a 9, 13, 6, 15, 8
angle at the centre of the South b 24, 21, 30, 23, 26, 26, 20, 22
Australian sector. c 26, 11, 26, 40, 11, 12

CHAPTER REVIEW
 Chapter 6: Dat a represen t at io n an d an alysis 253

VIEW
4 The number of sandwiches sold each day 6 This dot plot shows the number of
at a busy café is shown below. newspapers sold each day by a newsagent
53 52 48 50 47 51 51 53 48 50 over a 28-day period.
49 48 49 47 52 51 53 53 51 48
Daily newspaper sales
51 52 51 49 47 53 51 51 48 50
a Organise the data into a frequency
distribution table with score, tally,

CHAPTER RE
frequency, cumulative frequency and
fx columns. 57 58 59 60 61 62 63 64
b Draw a frequency histogram and Number of newspapers sold
polygon on the same set of axes. a What was the greatest number of
c What was the least number of newspapers sold in one day?
sandwiches sold on any day? b What was the modal number of sales?
d What was the modal number of c Find the range of the daily sales.
sandwiches sold? d How many newspapers were sold
e On how many days were less than altogether?
50 sandwiches sold? e What was the average number of
f Calculate the average number of newspapers sold per day?
sandwiches sold per day. f Are there any outliers?
g Draw a frequency polygon for this
5 Complete the data in this frequency
data.
distribution table, then find the mean.
7 This stem and leaf plot shows the number
Score Frequency Cumulative of hours worked each week by a casual
(x) ( f) frequency fx teacher over a school year.
1 3 Stem Leaf
2 12 0 7789
3 19 1 34456668889
2 0012233457789
4 22
3 11234469
5 40
a For how many weeks did the teacher
6 24
work?
7 b What was the range of hours worked
per week?
Σf = 40
Σ fx = c What was the median number of
hours worked per week?
d Write down the modal number of
hours worked.
e Redraw this stem and leaf plot using
stems of 0(5), 1(0), 1(5) etc.

CHAPTER REVIEW
 254 Mathscape 9 Extension
CHAPTER RE

8 Find the mean, median, mode and range i equal to the mean
for the data in each of these frequency ii less than the mean
tables, correct to 1 decimal place where iii greater than the mean
necessary. b Determine the corresponding effects
on the mean if the score was taken out
a x 8 9 10 11 12 of the set.
f 7 5 2 6 3 14 a The mean of a set of 9 scores is 24.
When a further score is added to the
b x 1 2 3 4 5 6 set, the new mean is 25.5. Find the
f 5 9 3 12 15 14 score that was added.
b The mean of a set of 15 scores is 12.
9 a A set of 18 scores has a mean of 7.5. After a score is taken out of the set,
What is the sum of the scores? the new mean is 11.5. Find the score
b A set of scores has a mean of 13 and that was taken out.
a sum of 286. How many scores are
15 The data in the table shows the age
there?
groups of people who responded to a
VIEW

10 The mean of a set of 5 scores is 11.8. If 4 survey that was conducted in a music
of the scores are 17, 9, 14, and 6, find the store.
5th score.
Age (years) Frequency
11 A set of 16 scores has a mean of 41. Find
the new mean, correct to 1 decimal place, 8–14 21
after a score of: 15–21 40
a 25 is added b 17 is taken out
22–28 53
12 The table below shows the number of
tickets written by a parking officer during 29–35 39
the first four days of the week. 36–42 28
Day Mon. Tues. Wed. Thurs. 43–49 19
Number of a How many of those surveyed were
16 10 13 21 21 years of age or younger?
tickets
b What was the modal class?
aWhy were the number of tickets c What age could the oldest person
highest on Thursday? have been in this survey?
b How many tickets would the officer d What percentage of those surveyed
need to write on Friday to write an were older than 28 years of age?
average of 15 tickets per day? e Estimate the average age of those
13 a State whether the mean would who took part in the survey. (Answer
increase, decrease or stay the same if correct to the nearest whole year.)
a score was added to a set and that
score was:

CHAPTER REVIEW
 Chapter 6: Dat a represen t at io n an d an alysis 255

VIEW
16 Find the median score in each of these. 17 Matt’s best 30 times for the 100 m sprint
a 12 are given below, in seconds.
11.6 11.1 10.9 10.5 11.4 12.3
Cumulative frequency

10 11.5 10.6 10.5 11.0 12.1 11.9

8 11.6 11.7 10.4 10.5 10.7 12.0
11.2 11.7 12.4 10.2 11.0 11.8
6 11.3 10.9 11.5 12.3 10.1 10.2

CHAPTER RE
a Organise the data into a grouped
4 frequency distribution table with
class, class centre, tally, frequency,
2
cumulative frequency and f × cc
0 columns. Use class intervals of
92 93 94 95 96 10.0–10.4, 10.5–10.9, etc.
Score b What is the modal class?
b 14 c On how many occasions did Matt run
under 11.5 seconds?
12 d Use the totals in the table to estimate
Cumulative frequency

10 Matt’s average time for the 100 m

sprint.
8 e Draw a cumulative frequency
histogram and ogive.
6 f Use the ogive to estimate Matt’s
median time.
4

0
31 32 33 34 35 36
Score

CHAPTER REVIEW
7 Probability

This chapter at a glance

Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

use the language of probability to describe the likelihood of an event
occurring

repeat an experiment a number of times to determine the relative
frequency of an event

estimate the probability of an event from experimental data using relative
frequencies

simulate a probability experiment by generating random numbers on a
calculator or computer

design a device that could be used to produce a given relative frequency

calculate the theoretical probability of an event occurring.
Probability

256
 Chapter 7: Pro babilit y 257

7.1 Probability and its language

In many everyday situations, events take place that we cannot predict with any certainty. For
example, when a person leaves home by car, they do not know whether a particular set of traffic
lights 10 km away will be green when they reach it. A farmer plants canola hoping that it will
succeed, but cannot confidently predict the weather. We would all love to know which
questions will appear in the mathematics examination but we can only guess what the teacher
will include. While we cannot be certain what will happen in any of these cases, it is important
that we make the best possible prediction. The branch of mathematics that we use to do this is
called probability.
People often discuss the likelihood of a particular event happening, to make judgements about
what might happen, and to take action based on their decisions. The person driving from home
may decide that the traffic lights will probably be red because they have driven that way many
times and usually have to stop. A student in the mathematics class could decide that there will
almost certainly be a question on probability in the examination. They might decide this
because they have looked at past papers and found that most of them had such a question.
We often discuss the likelihood of events occurring using terms such as ‘very likely’, ‘good
chance’, ‘almost certain’, ‘probably’, ‘unlikely’, and ‘extremely unlikely’. We use probability
to make these statements more precise by giving a numerical value to the likelihoods.

Example 1
EG Ten balls are identical except that they have a number from 1 to 10 written on them. The balls
+S
are placed in a bag and a blindfolded person draws one ball from the bag. How likely is it that:
a ball number 3 is drawn? b the ball drawn has an even number?
c the ball is number 14? d the ball has a number greater than 2?
e the ball has a number less than 20?

Solutions
a Not very likely. Only one out of the 10 balls has 3.
b Quite likely. Five of the balls have an even number.
c Impossible. The highest number is 10!
d Highly likely. Most of the numbers are greater than 2.
e Certain. All the numbers are less than 20!
All the balls in example 1 were identical apart from the number, and the person drawing them
was blindfolded. This means that each ball is equally likely to be drawn. We say that the
drawing is random.
Ten different balls can be drawn. Each of the possible results is called an outcome, and the
results—1, 2, 3, 4, 5, 6, 7, 8, 9, 10—form the set of all possible outcomes.
The types of occurrences described in example 1 are called events, for example, the ball is
either 3 or 7.
258 Mathscape 9 Extension

The whole procedure described in example 1 is called an experiment and each drawing by the
person is called a trial.

Exercise 7.1

1 Describe the probability of each of the following events occurring.

a You will become a pilot at some time during your life.
b You will captain an Australian cricket team.
c You will have a mathematics lesson tomorrow.
d Your best friend will marry and have children.
e You will have a job sometime before you are 30.
f Your brother will pass his driver’s licence test at the first attempt.
g Someone in your mathematics class will become a mathematics teacher.

2 A die has 6 faces, with 4 faces coloured blue, 1 green and 1 yellow. An experiment is
conducted in which this die is thrown and the colour on the uppermost face is noted.
a List all possible outcomes for this experiment.
b Are all the outcomes equally likely?
c How likely do you consider each of these events?
The uppermost face is:
i yellow ii yellow or blue
iii red iv blue or yellow or green

3 You are told that a spinner has 5 equal sectors coloured red, green
and blue. You are also informed that the chance of spinning a red is
much greater than that of spinning a green or a blue. How many
sectors of each colour do you think the spinner has?

4 For each of the following experiments:

i list all possible outcomes
ii indicate, with reasons, if all the outcomes are equally likely.
a A normal die (with faces numbered 1 to 6) is rolled.
b Three cards with numbers 8, 9 and 10 are placed face down.
Two are chosen at random and their numbers added.
c Three friends are interested in which of them will
5
achieve the highest mark in a mathematics test.
d An archer shoots a single arrow at this target. 7
e An archer shoots two arrows and the scores are added. 5 7 9 7 5
7
5
 Chapter 7: Pro babilit y 259

5 A spinner has 8 equal sectors. Make three copies of the diagram

and colour it using red, blue and yellow sectors so that if it is
spun:
a it is most likely to stop on blue
b red and yellow are equally likely
c red is most likely, blue next, and yellow least likely.
Can you colour this spinner so that all these colours have equal
chances?

■ Consolidation
6 A perfect cube has blank faces. You can write any numbers you wish on the faces.
Select numbers for the faces so that, in each case:
a an even number is more likely than an odd number
b a number greater than 10 is very likely
c a number less than 20 is very likely
d parts a, b and c apply.

7 Choose coloured balls to be put in a bag so that the following conditions are all met.
When one ball is drawn:
a blue is the most likely colour and crimson is possible
b yellow is more likely than crimson and red is not possible

8 For each of the following situations suggest how you would perform a random selection.
a A basketball coach wishes to appoint a team secretary from the squad of 10 players.
b You need to select one letter from the alphabet.
c You need to select 3 numbers less than 100.
d There are 3 movies you would like to see tonight.
e The school choir has 30 members but only 18 can perform in the combined high
schools’ choir.
In each case, is random selection really appropriate?
9 As a visitor to a school you visit a class where the students are doing a test. The teacher says
‘The person who tops the class will probably be a girl’. What can you deduce from this
remark?
10 a You read in a newspaper that, to raise money for a charity, three prominent citizens (yet
to be named) will race over 100 m during the lunch break at an international cricket
match. Are the outcomes equally likely?
b The next day the announcement is made that the three people will be the prime minister
of Australia, the world 100 m champion and a famous film star. Are the outcomes
equally likely?
c The 100 m champion runs backwards and the race is won by the film star. Are the
outcomes equally likely?
260 Mathscape 9 Extension

11 For each of the following decide whether the choice has been random.
a A kindergarten class of 30 pupils sit in pairs at their desks. The teacher chooses two
children to take a message to another teacher. He chooses one of the desks and sends
the two children seated at that desk.
b A cube, cylinder, cone, square pyramid and octahedron are placed in a bag and a
blindfolded student draws one shape from the bag.
c A researcher wishes to survey opinions of a group of people. He places their names in
an alphabetical list and chooses every 7th person for interview.
d A teacher often needs to choose individuals or groups of students from her class. She
prepares a spinner with all the students’ names on it and spins it to select students one
at a time until she has the group size she requires.
e A teacher chooses a child as class captain by numbering the children 1 to 20 and
throwing a dart at a dartboard with 20 sectors numbered 1 to 20.

■ Further applications
12 a One year there are 24 horses competing in the Melbourne Cup. We are interested only
in the winning horse.
i How many outcomes are there? ii Are all outcomes equally likely?
b A girl runs a sweep in which she sells 31 tickets with a prize for only the winner. After
all 31 tickets are sold, she conducts a draw to determine which ticket has which horse.
i Before the draw, do all tickets have an equal chance of winning?
ii After the draw, do all tickets have an equal chance of winning?

13 a Gamblers have often been heard to say ‘There’s no such thing as a certainty.’
Precisely what do they mean? Are they correct?
b A scientist might claim that no event can be certain, while a mathematician may claim
that certain events can easily be found. How are they differing in their views?
14 In a probability experiment, Jessica tosses a coin repeatedly until it comes up tails, and
records the number of tosses required. Describe the sample space for this experiment. Are
all outcomes equally likely?
15 Design a probability experiment for which the sample space is infinite.

7.2 Experimental probability

In exercise 7.1 we examined some aspects of probability but we did not give any numerical
values to probabilities. We may have decided that one event was more likely than another but
we did not say by how much it was more likely.
 Chapter 7: Pro babilit y 261

We represent probability numerically by finding the proportion of times a particular event

occurs. Suppose that there are red and green balls in a bag and for each trial we draw one ball
and note its colour. We know that for one trial the ball will be either red or green but that is all
we know. We don’t know how often it would be green (or red) if we repeated the trial many
times. One way to answer our question is to carry out an experiment—repeat the trial over and
over to see what proportion of the time we have selected a green ball.
The table shows the results from such an experiment.
Trial 1 2 3 4 5 6 7 8 9 10 6 green
Colour R G G G G R R G G R and 4 red
Trial 11 12 13 14 15 16 17 18 19 20 14 green
Colour G G R G G G R G G G and 6 red

Trial 21 22 23 24 25 26 27 28 29 30 21 green
Colour G R G G R G G R G G and 9 red

After 2 trials we have 1 red and 1 green so we might guess that we will draw green
1
--- the time (50%).
2
4
After 5 trials we have 1 red and 4 green, which suggests drawing green ---
5
or 80% of the time.
6
After 10 trials, 4 red and 6 green— -----
10
- or 60%.

After 30 trials, 9 red and 21 green— 21

------ or 70%.
30
We can see that the more trials we conduct the better estimate we have of correct theoretical
probability.
For any particular event A, the probability of A, P(A), is the proportion of trials favourable to
A out of the total number of trials. This experimental probability is called a relative frequency.

number of trials favourable to A

P(A) = -----------------------------------------------------------------------------------
total number of trials

For the above experiment, after 30 trials we have:

number of green balls
P(A) = ----------------------------------------------------
number of trials
21
= ------
30
7
= ------
10
where event A = drawing a green ball.
262 Mathscape 9 Extension

Example
3
EG An ordinary die with faces labelled 1 to 6 has had one
+S 7
corner sliced off, thus creating a seventh face labelled 7.
We want to know the experimental probability for each
number being face down when the die is thrown. 2
1
The results of throwing the die 60 times are shown
below:

4 2 5 7 1 4 6 3 5 3 4 6
6 5 5 6 2 3 5 7 5 2 2 4
3 2 7 4 6 3 1 6 4 1 3 1
4 3 5 6 2 3 7 4 2 5 7 6
5 3 6 2 7 6 5 1 5 4 1 4
What are the experimental probabilities for each of the possible outcomes?

Solution
The frequencies of each outcome are:
1—6 times 2—8 times 3—9 times 4—10 times
5—11 times 6—10 times 7—6 times
The probabilities are:
6 8 9 10
P(1) = ------ P(2) = ------ P(3) = ------ P(4) = ------
60 60 60 60
11 10 6
P(5) = ------ P(6) = ------ P(7) = ------
60 60 60
Remember that these are estimates based on the 60 trials. The results would probably vary a
little if we conducted more trials. The more trials we perform, the more accurate our results
are likely to be.
If an outcome is impossible (e.g. getting 8 in example 1), then the probability will be 0:
0
P(8) = ------ = 0.
60
If an outcome is certain (e.g. getting a number less than 8 in example 1), then the probability
60
will be 1: P(1 to 7) = ------ = 1.
60

An impossible event has a probability of zero.

A certain event has a probability of 1.

All probabilities are fractions in the range 0
P
1.

 Chapter 7: Pro babilit y 263

Exercise 7.2

For most of these questions, work in pairs or small groups.

1 a Copy this diagram onto 4.5 cm 4.5 cm
light cardboard, and then
cut it out. Fold it along the 60°
dotted lines and use sticky 2 3
tape to form the triangular 4 cm 4 cm
4.5 cm 4.5 cm
pyramid. Label the sides
1 to 4 with the equilateral 1
triangle as 1 (see diagram).
b If this shape was rolled 100 times, 60° 60°
predict how many times the top 4 cm
face would be: i 1 ii 2 iii 3 iv 4.
Give reasons for your predictions.
c Carry out an experiment to check 4
4.5 cm 4.5 cm
your predictions.
d Were your predictions confirmed by
the experiment?

2 Seven friends play handball in the school playground. They often argue about which of
them is the best player, so they decide to record the results of 100 games. For each game
they recorded in a table the player who spent most time at the top position, and the player
who was eliminated most.
Player with most Player with most
Name time at top position times eliminated
Varia |||| |||| |||| 14 |||| |||| 10
Thanh |||| |||| |||| 15 |||| |||| |||| | 16
Seeza |||| |||| |||| | 16 |||| |||| |||| |||| 20
Roger |||| |||| |||| ||| 18 |||| |||| |||| |||| ||| 23
Leigh |||| |||| 9 |||| |||| |||| 15
Lee-Ann |||| || 7 |||| |||| |||| 15
Greg |||| |||| |||| |||| | 21 | 1
Total 100 Total 100
a For each player find that player’s probability in any particular game of:
i spending most time in top position ii being eliminated most
b Which player do you consider to be the best at handball? Give reasons for your answer.
c Which player do you consider to be
i worst? ii second best?
Give reasons for your answer.
264 Mathscape 9 Extension

3 a Three students were discussing the possible outcomes when 3 coins are tossed
simultaneously. They decided that only 4 different outcomes were possible: i 3 heads,
ii 2 heads and 1 tail, iii 1 head and 2 tails, and iv 3 tails. They decided that since there
were four outcomes the probability for each one would be 1--4- . Do you agree?
b As a check they decided to perform an experiment tossing one coin each and recording
their results. The results of 100 trials are shown in the table.
3 heads 12 Taking into account the results of their experiment, what are
2 heads and 1 tail 36 the probabilities of each event? Give your answers as
decimals.
1 head and 2 tails 38
3 tails 14 How would you explain this result?

4 The Australian netball selectors want to select a player for the goalshooter position.
Each of 10 players’ results over recent matches are collected and presented in this table.
Player Shots Baskets Player Shots Baskets
A 80 60 F 50 41
B 50 34 G 90 72
C 60 48 H 100 68
D 60 50 I 80 68
E 70 49 J 75 50
a State, as a fraction, the relative frequency of success for each player.
b Use your calculator to express each probability of shooting a basket as a decimal.
c Which player has the highest probability of success based on this data?

■ Consolidation 1.5 cm 1.5 cm

60°
5 a Copy this diagram onto light 1
cardboard, and then cut it out. 5
Fold it along the dotted lines and 3 2
use sticky tape to form the solid 4 cm 4 cm
shown. Label the sides 1 to 5
with 1 as the smallest triangle 1.5 cm 60° 1.5 cm
and 5 as the largest triangle. 60° 4 cm 60°
b If this shape was rolled 100
times, predict how many times 1.5 cm 4
the top face would be:
i 1 ii 2 iii 3 iv 4 v 5.
Give reasons for your predictions.
c Carry out an experiment to check your predictions. 1
d Were your predictions confirmed by the data? 3 4
2
5
 Chapter 7: Pro babilit y 265

6 Take a drawing pin, drop it from a height of about 40 cm onto your desk and note whether
it stops point up or point down. Continue to repeat the experiment and complete this table.
Estimated probability
Number of trials Number point up of point up
5
10
15
20
25
30
35
40
a Compare your different estimates for the probability of point up. What changes do you
notice as the number of trials increases?
b Compare your probabilities with those of two or three of your classmates. What do you
notice?
c What basic principle do your results suggest for finding experimental probabilities?

7 A card sharp wishes to know the probability of a hand of 5 cards having at least 1 heart.
a Shuffle a deck of cards and deal 4 hands of 5 cards, dealing one at a time to each hand.
Record the number of hands dealt and the number that had 3 or more cards of any
particular suit.
Repeat this experiment, shuffling the cards well between deals, until you are confident
of the probability. Record the probability for this event.
b Would the result be different if the cards had been dealt one full hand at a time? Give
reasons for your answer.
c Would the result be different if 10 hands were dealt at a time? Give reasons for your
answer.
You may wish to experiment further to check your answers.

■ Further applications
8 a A bag contains 3 objects of identical size but not all the same colour. A blindfolded
person draws one object from the bag, its colour is noted by an assistant, and the object
is returned to the bag.
i How many trials would you require to be confident that you knew the colours of the
3 objects?
ii Ask a friend to place 3 objects in a bag without letting you see the colours. Perform
the experiment to test the accuracy of your answer to part i.
b i If the bag in part a contained 10 objects, how many trials would you need to be
confident of the colours of the objects?
266 Mathscape 9 Extension

ii With a friend, perform the experiment to check your answer.

c From your results in parts a and b, what factors influence the number of trials needed
to make good predictions?

9 A gold mining company is aware of a gold-bearing reef 200 m below the surface. To check
the value of the reef and decide whether to mine it, 10 exploratory holes are drilled and the
gold content, in grams of gold per tonne (gAu/t), for each sample is assayed.
The results are:
8.3 gAu/t 14.8 gAu/t 22.1 gAu/t 15.7 gAu/t 10.4 gAu/t
16.7 gAu/t 14.9 gAu/t 16.8 gAu/t 9.6 gAu/t 17.5 gAu/t
a If another hole was drilled, what would be the probability of it assaying at 15 gAu/t or
higher?
b On the basis of these results a company employee suggests that when the reef is mined
there is a probability of 1--2- that gold production will exceed 15 gAu/t. Do you agree?
Give reasons for your results.
c What do you think is the best method of using the drill results?

10 Five friends are about to play a game but need to decide who will have first turn. The only
equipment available is a 50c coin. Devise a procedure that gives each person the same
chance of being chosen. Check your procedure experimentally to make sure it provides
equal chances for all 5 friends.

TRY THIS Two-up

In two-up, two coins are tossed into the air. Players bet on the
outcome—both heads, both tails, or odds (a head and a tail).
What is the probability of obtaining five odds in a row?
Perform a trial and then state your results. How does the
total class result compare with the theoretical result
(1 in 32)?

7.3 Computer simulations

Most computers, and some calculators, have a function that generates random numbers.
The function may vary between computer and calculator brands, though.
A common form of random number generated is to provide a number between 0 and 1 (not
including 1) with all numbers in that range being equally likely. The number of decimal places
provided varies but for this exercise we will assume 6 decimal places. We will also use the word
RANDOM to indicate that the generator is to produce a random number.
 Chapter 7: Pro babilit y 267

Example 1
EG Show how a random number generator could be used to simulate the throwing of a die where
+S
all 6 numbers are equally likely.

Solution
1 We use our computer to produce a random number that lies in the range
0  RANDOM  1.
2 We need a random number from 1 to 6 so we multiply the random number by 6.
Our number now lies in the range 0  6 × RANDOM  6.
3 We now truncate the number, that is, we ignore all of the figures after the decimal point.
(Note that truncating is not the same as rounding off because the number always goes
down to the nearest whole number.)
At this stage our numbers will be one of 0, 1, 2, 3, 4, 5.
4 The last step is to add 1 to the number. Our number will now be one of the numbers 1, 2,
3, 4, 5, 6 with all numbers equally likely.
The following table summarises this procedure.
Step Range of values Example
1 Obtain RANDOM number. 0  RANDOM  1 0  0.412869  1
2 Multiply by 6. 0  6 × RANDOM  6 0  2.477214  6
3 Truncate to whole number. RANDOM is 0, 1, 2, 3, 4 or 5 Number is 2
4 Add 1. RANDOM is 1, 2, 3, 4, 5 or 6 Number is 3

The procedure gives us a number from 1 to 6, with all numbers equally likely in just the same
way as throwing a normal 6-sided die.
The procedure for simulating the experiment in example 1 using a commonly available
graphics calculator is provided here.

■ Casio (CFX 9850G plus) procedure

The keys required for producing a random number 1 to 6 are:
AC/ON , EXE , OPTN , F6 ( ) , F4 (NUM) , F2 (INT) , ( , 6 , EXIT , F3 (PROB) ,
F4 (Ran #) , + , 1 , )

The command is now prepared and each time you press EXE you will get another random
number from 1 to 6.
If you want random numbers from 1 to 50, say, just replace the 6 by 50. All other steps remain
the same.
268 Mathscape 9 Extension

Example 2
EG Show how a random number generator could be used to simulate drawing 1 ball from a bag
+S
of 10 balls (4 black, 3 red, 2 blue and 1 yellow).

Solution
Step Procedure Example
1 Assign a colour to each of the numbers 1, 2, 3 and 4 all black
1 to 10 as the question requires. 5, 6 and 7 all red
8 and 9 both blue
10 yellow
(It doesn’t matter which numbers are
which colours as long as we have the
correct number of each colour.)
2 Obtain a random number. 0.821615
3 Multiply by 10. 8.21615
4 Truncate the number. 8
5 Add 1. 9
6 Check for the colour chosen. blue

We can simulate an experiment where a number of balls are selected one at a time, the colour
noted and the ball returned. All we need to do is repeat the process several times. For example:

× 10 truncate add 1 convert to colour

0.712194 → 7.12194 → 7 → 8 → blue
0.134728 → 1.34728 → 1 → 2 → black
0.024555 → 0.24555 → 0 → 1 → black
In this simulation the balls drawn were blue, black and black. Of course, many other sequences
were possible.

Example 3
EG Show how a random number generator could be used to simulate dealing a hand of 5 cards
+S
from a normal playing deck of 52 cards.

Solution
Assign numbers to the cards:
Numbers 1 to 13 to spades Ace, 2, 3, … Jack, Queen, King
Numbers 14 to 26 to hearts Ace, 2, 3, … Jack, Queen, King
Numbers 27 to 39 to diamonds Ace, 2, 3, … Jack, Queen, King
Numbers 40 to 52 to clubs Ace, 2, 3, … Jack, Queen, King
 Chapter 7: Pro babilit y 269

Select 5 random numbers

0.600032 0.001278 0.437151 0.912349 0.721638
Multiply by 52 ↓ ↓ ↓ ↓ ↓
31.201664 0.066456 22.731852 47.442148 37.525176
↓ ↓ ↓ ↓ ↓
Truncate 31 0 22 47 37
Add 1 32 1 23 48 38
Cards represented ↓ ↓ ↓ ↓ ↓
6 of Ace of 10 of 9 of Queen of
diamonds spades hearts diamonds diamonds

Exercise 7.3

You will need access to a random number generator, such as a computer spreadsheet, graphics
calculator or other computer or calculator facility.
1 Complete these as a class or group using a graphics calculator. Follow the directions for the
calculator for each simulation.
a Driving test simulation. This assumes that the probability of passing a driving test at
any particular attempt is 1--4- . Prepare your calculator to give a random number from
1 to 4. Take 1, 2 or 3 as ‘fail’ and 4 as ‘pass’.
Each person is to take a turn to make one trial at the driving test until you pass.
i At which attempt did you pass?
ii How many attempts did most people take?
iii How many attempts did the last person take?
b Die elimination. This is best with a group of 8–10 people.
Prepare your calculator to yield a random number from 1 to 6 (for the faces of a die).
All members of the group are to simulate one throw of the die. The lowest score is
eliminated. If two or more people have the lowest score, they all stay in the game.
i How many trials were required to find a winner?
ii Early in the game, how likely was it that someone would be eliminated?
iii Late in the game, how likely was it that someone would be eliminated?
iv How do you explain your answers to parts i and ii?
v What would happen if 50 people played this game?
c Pick a card elimination. This simulates a game in which people take it in turns to draw
a card from 5 cards (10, Jack, Queen, King, Ace of spades). If the 10 of spades is drawn,
the person is eliminated (and sits down). If the Jack, Queen or King is drawn, the person
is still in and remains standing. If the Ace is drawn, the person can choose any other
person to be eliminated. Prepare your graphics calculator to give a random number
from 1 to 5. The whole class is to stand and takes turns to try your luck.
i How likely were you to be eliminated at any one drawing?
ii How many times were people eliminated by a classmate?
iii How many trials were there altogether?
270 Mathscape 9 Extension

iv Using your answers to parts ii and iii, what is the experimental probability of one
particular person having the opportunity to eliminate someone else?
d Babies, babies, babies. This is best done as a whole class activity so that results can be
compared. The situation simulated is that you are married and each year you and your
spouse have the following possible outcomes:
baby boy—72/300 baby girl—70/300
twin boys—2/300 twin girls—2/300
twins, one boy and one girl—4/300 no child—150/300
Prepare your graphics calculator to give a random number from 1 to 300.
Assign the code:
boy 1 to 72 twin boys 293 or 294
girl 73 to 142 twin girls 295 or 296
no child 143 to 292 twins, boy/girl 297 to 300
Take turns to simulate the results for each year for a period of 10 years, recording your
results.
i How many sets of twins would you have expected in the class? How many were
there?
ii How many couples had more than 6 children?
iii How many couples had fewer than 3 children?
iv What were the smallest and largest numbers of children?
v Did any couple have all boys or all girls?
e Cutting cards. Use teams of about 5 members. One person from each team is to cut the
cards. The highest card wins a point for that team. Take turns cutting the cards until 50
points have been awarded.
You will need to prepare your calculator to give random numbers 1 to 52.
Numbers could be assigned to cards:
1—Ace of hearts 2—Ace of diamonds 3—Ace of clubs
4—Ace of spades 5—King of hearts 6—King of diamonds
7—King of clubs 8—King of spades 9—Queen of hearts
10—Queen of diamonds, etc.

■ Consolidation
2 Program your graphics calculator (or computer) to provide a random number:
a from 1 to 10 b from 1 to 100 c from 1 to 500
d from 10 to 20 e from 50 to 100 f from 100 to 120
g which is an even number less than 41
h which is an even number between 19 and 31

3 Use your random number generator to simulate each of the following experiments.
a One card is drawn from a set of 10 cards labelled 1 to 10.
b One person is selected from 100 people numbered 1 to 100.
c A number is selected from the even numbers 2, 4, 6, … 40.
d A spinner with 40 sections is spun once.
e A die with faces 2, 4, 6, 8, 10, 12 is rolled.
f A 4-sided die with faces 3, 6, 9, 12 is rolled.
 Chapter 7: Pro babilit y 271

■ Further applications
4 Simulate each of these experiments:
a A cube with 3 red, 2 blue and 1 white face is rolled.
b A spinner has 12 sections with these pictures—1 television set, 1 CD player, 2 soccer
balls, 3 tins of tennis balls and 5 bottles of soft drink. It costs $50 to spin the wheel and
the prize is the picture at which the wheel stops.
c A pack of cards has 13 spades, 13 clubs, 13 hearts and 13 diamonds. One card is
selected at random and the suit noted.
d A class has 13 boys and 15 girls. One class member is chosen at random.
5 What are the advantages of simulating experiments? Suggest situations in which simulation
would be better than real experimentation.

TRY THIS The game of craps

The game of craps was invented by African–Americans in about 1800. Two dice are
thrown. The player rolling the dice wins if they obtain a total of 7 or 11 on the first
throw. If they throw 2, 3 or 12 it is called a ‘crap’ and the player loses their money.
Any other total is called a point. The player continues rolling the dice until they can
gain another point by rolling this total again. They win except if rolling a total of 7,
which is a loss.
Can you simulate this game using a spreadsheet?
First we need to generate a random number between 1 and 6 to act as a die. In
Microsoft Excel we put in cell A1: = INT(RAND( ) * 6 + 1). Then we use the ‘Edit’
function to fill down to A100. Similarly, we put the formula into cell B1 and again fill
down. In cell C1 we can put the total of the dice rolled in A1 and B1. Hence, put in
cell C1: = A1 + B1.
Thus, you would have the following but not with the same numbers.

A B C
1 2 6 8
2 4 3 7
3 5 1 6
.
.
.
.
Now continue and finish this game simulation.
272 Mathscape 9 Extension

7.4 Theoretical probability

It is not always necessary to experiment to discover the probabilities of certain events.
Sometimes we may be able to construct a theoretical description of the situation.
For example, if a die is a perfect cube and is thrown in a game, there is no reason to assume that
the six possible outcomes—1, 2, 3, 4, 5, 6—are not equally likely. Similarly, if we draw one
card from a deck of 52 all the different cards should have the same chance of being drawn.
The probability of an event A is given by:

number of outcomes favourable to A

P(A) = ---------------------------------------------------------------------------------------------
total number of possible outcomes

With this formula all outcomes must be equally likely.

Example 1
EG Ten identical pieces of cardboard are numbered 1 to 10. One card is chosen at random. What is
+S
the probability that it is:
a 3? b even? c either 4 or 7? d less than 7? e greater than 12?

Solutions
a 1
------
10
(number of outcomes favourable = 1)

b 5
------
10
= 1
---
2
(2, 4, 6, 8, 10 are all favourable outcomes)

c 2
------
10
= 1
---
5
(4 and 7 are favourable)

d 6
------
10
= 3
---
5
(1, 2, 3, 4, 5, 6 are favourable)
e 0 (there are no cards greater than 12)
A theoretical probability gives a measure of the rate of success of an event if many trials were
conducted. It does not mean that you will get exactly that score in a single experiment. That is,
what happens in an experimental trial may be different from what we expected theoretically.

Example 2
EG A person tosses a coin 6 times, recording each result.
+S
a What is the probability of a head at each toss?
b Theoretically, how many heads would you expect in 6 tosses?
c Perform this experiment. How many heads did you get?
d What was the experimental probability of a head in a single toss?
 Chapter 7: Pro babilit y 273

Solutions
a 1--2-
b 3 (You would expect half heads and half tails.)
c One possible result: H T T T H T 2 heads
d Experimental probability = 2--6- = 1--3-
The experimental result is not what we had expected theoretically. This is not surprising
because we know that the theoretical result will not always occur. It is the average of all the
results over a very large number of trials.

Exercise 7.4

1 The spinner shown is spun. What is the probability of it

stopping on:
1 3
a 1? b 2? c 3?

1
2 A card is drawn at random from a normal deck of 52 cards.
What is the probability of it being:

2
a the three of spades? b any of the four threes?
1
c a club? d a black card? 4
e a Jack, Queen or King? f a red Ace?

3 At a fête a raffle has 100 tickets at $1 each. The prize is valued at $50. The first five people
to come along are very keen to win the prize. Mrs Alix buys 40 tickets, Mr Steptoe 30,
Mr Naba 5, Mrs Naba 5 and Dr Georgiou 20.
a Find the probability of each of these people winning the prize.
b Which person has the greatest probability of winning the prize?
c Who will win the prize?
d If the raffle was run 1000 times, with each person buying the same number of tickets as
they bought this time, how many times would you expect each person to win? How sure
are you that this number would occur in practice?
4 The probability of any mathematics test being on a Wednesday is 1/5. If there were 200
mathematics tests, how many of them would you expect to be on a Wednesday? Can you
be certain that there will be exactly that number on a Wednesday?
5 A 4-digit number is formed using the digits 8, 7, 5, 2. What is the probability that the
number:
a begins with 5? b is less than 4000? c is greater than 4000?
d is odd? e is at least 9000? f is less than 9000?
274 Mathscape 9 Extension

6 A cube has 6 faces.

a Show how you could colour its faces so that, when thrown,
it has P(red) = 1--2- , P(yellow) = 1--3- , P(white) = 1--6- .
b Suppose that you toss this cube 60 times.
i How many of each colour would you expect?
ii You tried the experiment and the results were 28 red,
21 yellow, 11 white. Do these results surprise you?
iii Explain why this experimental result might be different
from your theoretical prediction.

■ Consolidation
7 An 8-sided die has faces labelled 1 to 8. If the die is rolled, what
is the probability of obtaining:
a a 5? b an even number?
c a number greater than 3? d a number divisible by 3?

8 A 20-sided die (a regular icosahedron) is labelled 2, 4, 6, 8, … 38, 40. If the die is rolled,
what is the probability of:
a an even number? b an odd number?
c a multiple of 5? d a number divisible by 12?
e a number less than 20? f a number greater than 4?
7
9 A basketballer has a -----
10
- chance of scoring from the free-throw line. If the player has 60 free
throws, how many would you expect to be successful? In a game would the player
definitely score that number?
10 A bag contains 20 balls. When a ball is drawn at random we know that:
P(silver) = 1
---
2
P(gold) = 2
---
5
P(white) = 1
------
20
P(black) = 1
------
20
What are the contents of the bag?
11 A bag contains 24 balls. If a ball is drawn at random, we know that:
P(red) = 1--8- P(blue) = 1
---
4
P(green) = 5
---
8
What are the contents of the bag?
12 Two friends each have a pack of 52 cards. They each draw a card at random from the pack.
What is the probability that they have both drawn:
a the same suit? b the same number? c the same card?
 Chapter 7: Pro babilit y 275

■ Further applications
13 Four students are about to play cards and draw one card each to decide who deals first. The
person with the highest card will deal first. The cards are, from highest to lowest, Ace,
King, Queen, Jack, 10, 9, 8, 7, 6, 5, 4, 3, 2. If numbers are equal, then they compare suits
with hearts highest, then diamonds, clubs and finally spades.

Peter draws a Jack of clubs then replaces his card in the pack. Ellie draws a 6 of hearts then
replaces it. Sasha draws a 10 of diamonds then replaces it. Cecilia is the last to draw. What
is her chance of winning?
14 Design a spinner, with coloured sectors with the following probabilities:
P(blue) = 1--3- P(red) = 1--4- P(hyacinth) = 1--4- P(tan) = 1
---
6

15 A boy holds his mathematics textbook

open as shown. His friend tosses an
ordinary die into the book, and it falls
with an edge in the centre and two faces
up. What is the probability that:
a the two faces up are 3 and 5?
b one of the two faces up is a 4?
c the sum of the two faces is 6?
d the sum of the two faces is 7?

16 A girl rolls two ordinary dice. What is the probability that both dice show the same number?

17 Archie rolls a red die with faces numbered 1, 2, 3, 4, 5, 6. Alicia rolls a blue die with faces
numbered 2, 3, 4, 5, 6, 7. Archie wins if his red die shows the higher number or if the
numbers are equal. Alicia wins if her blue die shows the higher number. Who has the better
chance of winning? Why?

TRY THIS Winning chances

A slot machine has 3 dials, each with 10 positions
R S
using any of four different symbols: tennis, soccer, S
Rugby or golf. T R
T
For $1 per spin the machine pays $20 for 3 tennis, $10 G T
S
for 3 soccer, $100 for 3 Rugby, and $900 for 3 golf. R
Secret investigators have discovered for you that the
number of symbols on each dial are—
dial 1: 2T, 3S, 1R, 4G dial 2: 1T, 2S, 2R, 5G dial 3: 4T, 4S, 2R, 0G
Can you calculate what are the real chances of winning?
 276 Mathscape 9 Extension

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G
G M A T YH E M A T I C A L L Y

A PARTY GAME: ROLL A SIX AND EAT THE

CHOCOLATE
EMATICALL

Introduction
F O C U S O N W O R K IHN

Have you ever played this party game? Players sit in a circle and take it in turn to roll a die. If
you get a six you immediately put on a funny hat and a bib and begin to eat a bar of chocolate
MAT

using a knife and fork. You cannot pick up the chocolate with your fingers! You continue eating
until someone else throws a six. They then grab the knife and fork, put on the hat and bib and
try to eat as much as they can before another six is thrown. The game ends when there is no
WORKING

more chocolate.

2L EARNING ACTIVITIES

For these activities we will assume that there are 4 players (including yourself) and that you
throw first.
ON

1 What is the probability that you will get the chance to eat the chocolate on your first throw?
What is the probability that you will not get the chance to eat the chocolate on your first
FOCUS

throw?
2 What is the probability that you will get the chance to eat the chocolate on your second
throw? What is the probability that you will not get the chance to eat the chocolate on your
second throw?
 Chapter 7: Pro babilit y 277

3 The results of a hypothetical game are shown in the table below. The letter N indicates NOT
A SIX and the letter Y indicates YES A SIX. The players are Marcia, Ali, Jo and yourself.
In this game you ended up eating the rest of the chocolate just after Jo had her last turn and
the game ended.
Look down the first column. You threw the die first and did not get a six. Then Marcia tried

THEMATICALLY
but did not get a six. Neither did Ali. Does Jo have a greater chance of getting a six? Why?
Why not? Would the event ‘throwing a six’ in this game be a dependent or independent
event? Why?
Player 1st throw 2nd throw 3rd throw 4th throw
You N Y N Y
Marcia N N Y N
Ali N N N N
Jo Y N N N

4 Draw a probability tree to show the possible outcomes for the game. Show the pathway N,
N, N, Y on your tree diagram. What is the probability of observing this outcome for the first

ALLY
round?
5 What is the probability that Ali did not throw a six in the game?

FOCUS ON WORKING MA
IC
6 Who threw a six but had the least time to dress up and eat the chocolate? Who had the most

MATHEMAT
time?

8C HALLENGE

This activity can be done in a group.

1 Carry out the following experiment: Throw a single die 4 times and count the number of
times you get a six. Repeat this 49 times. Draw up a table to show the results for the total

WORKING
of 50 trials. You may wish to do this on a spreadsheet using a random number generator.
The formula =INT(RAND()*6 + 1) will generate numbers from 1 to 6 at random.
2 There are four possible outcomes for each experiment, 0 sixes, 1 six, 2 sixes, 3 sixes and
4 sixes. Summarise the data, showing the observed frequencies and relative frequencies of
the number of sixes. Graph the results. What is the shape of the distribution? How do the
results compare with the theoretical results from your probability tree?
ON

3 Calculate the relative frequency of observing at least one six in 50 trials.

FOCUS

4 Calculate the theoretical probability of observing at least one six in 4 throws of a single
unbiased die. How does the result compare with the observed result of your experiment?
5 Show that the theoretical probability of observing at least one six in n throws of a single
5 n
unbiased die is 1 – ⎛ ---⎞ .
⎝ 6⎠
 278 Mathscape 9 Extension

E L ET’S COMMUNICATE

The mathematical analysis of probability was prompted by a French gentleman gambler

FOCUS ON WORKING MATHEMATICALLY

Antoine Gombaud, known as the Chevalier de Mere, in the 17th century. He attempted to make
money gambling with dice. Probability theory had not been developed, but de Mere made
money by betting that he could roll at least one six in four throws of a die. Experience led him
to believe that he would win more times than he would lose with this bet.
1 De Mere reasoned that since the chance of rolling a six with a die are 1 in 6, the chance of
rolling a six in 4 tries would be 4--6- or 2--3- . Discuss with your neighbour why his reasoning was
wrong.

2 From the results of your work in this activity, discuss why de Mere did in fact make money
from this bet.

%R EFLECTING

In 1654, de Mere approached the famous mathematician Blaise Pascal with a problem. He had
lost money on a new game he had invented. He bet that he could roll a double six in 24 throws
of two dice. Pascal explained to de Mere why in the long term he had won in the first game but
had lost in the other. However, his ideas prompted Pascal to contact his mathematician friend
Pierre Fermat. From their correspondence the theory of probability was born.
Reflect on how mathematics is often developed through a human need, in this case the analysis
of risk. The insurance industry today was founded on this analysis.

1 What is meant by the following terms: simulate verb Formal 1. to make a pretence of: He
a at random? simulated admiration to flatter her. 2. to imitate or
b equally likely? make a copy of: They simulated diamonds to make the
c experimental probability? cheap jewellery.
2 Explain the difference between relative  Word family: simulation noun—simulator
noun a device used in training or experiments that
frequency and theoretical probability in a simulates movement or flight.
simple experiment.
3 Read the Macquarie Learners Dictionary How does the common English meaning
entry for simulate: differ from the mathematical meaning?
 Chapter 7: Pro babilit y 279

VIEW
1 A darts player throws one dart at this dart a List all possible outcomes.
board and their score is recorded. b Are all the outcomes equally likely?
If not, indicate which ones are i most
likely ii least likely.
1 3 2 Choose coloured balls to be placed in a
7 5 bag so that all the following conditions
are met. When one ball is drawn:

CHAPTER RE
a green is the least likely colour
9 20 10 b red is the most likely colour
c brown and yellow are equally likely
3 a Explain what is meant by random
6 8 selection.
4 2 b Outline a method for randomly
choosing two students to represent
your class at an interschool event.
4 A wheel is spun to decide which prize a quiz show contestant wins. Possible results are:
car ($52 000) holiday ($4650) TV ($1200)
spin again dinner for two ($180) two concert tickets ($150)
no prize
The results of 60 spins are:
TV spin holiday concert concert dinner
dinner car dinner no prize spin concert
spin dinner concert concert dinner TV
dinner no prize car dinner holiday spin
spin spin concert concert concert no prize
TV concert dinner concert concert dinner
dinner no prize TV dinner dinner spin
dinner spin dinner concert dinner holiday
car holiday spin no prize TV dinner
spin dinner TV concert dinner concert
a Complete the table below.
Prize Tally Total Experimental probability
Car
Holiday
TV
Dinner
Concert
Spin
No prize

CHAPTER REVIEW
 280 Mathscape 9 Extension
CHAPTER RE

b If the wheel was a circle divided into

20 sectors, estimate the number of
sectors for each prize. 3 cm 3 cm
5 Draw two small D
circles (radius A 70° 70°
approximately 4 cm
B 70° 70° 3 cm
5 cm) that 3 cm
A
intersect to give
C 4 cm A E
three regions of
approximately 3 cm 3 cm
equal size. Create an experiment in which 70° 4 cm 70°
you toss a small object, such as a coin, 70° 70°
onto the circles drawn. Perform a F
sufficient number of trials of the 3 cm 3 cm
experiment to enable you to estimate the
probabilities of events A, B, C and D:
A = the object stops completely inside
VIEW

one of the shaded regions B

B = the object stops completely inside
region B b If this shape was rolled 100 times,
C = some part of the object is touching a predict how many times the top face
circle would be
D = the object stops completely outside i A ii B iii C
the figure iv D v E vi F
6 a Copy this diagram onto light Give reasons for your predictions.
cardboard, and cut it out. Fold it along c Carry out an experiment to check
the dotted lines and use sticky tape to your predictions.
form a solid shape. d Were your predictions confirmed by
Label the large square face A, the the experimental data?
small square face B, and the other
faces C, D, E and F.

CHAPTER REVIEW
 Chapter 7: Pro babilit y 281

VIEW
7 Program your graphics calculator (or 9 A regular octahedron (8 identical faces) is
computer) to: labelled 10, 12, 14, …, 24. If it is rolled,
a provide a random number: what is the probability of:
i from 1 to 30 ii from 50 to 100 a an even number?
b simulate a game where an 8-sided die b a number greater than 20?
(labelled 1, 2, 3, … 8) is rolled. You c a multiple of 3?
win if you roll a 1 or an 8. How often d a multiple of 5?

CHAPTER RE
will you win? Use your simulation to 10 Choose coloured balls to put in a bag so
experiment and check your findings. that a random selection of one ball has the
8 This spinner is following probabilities:
spun. What is the B R 1
R G a P(crimson) = ---
4
probability of it
G Y 1
stopping b P(aqua) = ---
3
on:
R R c P(hyacinth) = 1
------
a green (G)? 12
b red (R)? W B 1
R G d P(lemon) = ---
6
c blue (B)?
d yellow (Y)? 1
e P(white) = ---
6
e white (W)?
f P(black) = 0

CHAPTER REVIEW
8 Surds

This chapter at a glance

Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

determine whether a number is rational or irrational

distinguish between surds and square roots

define a real number

arrange rational and irrational numbers in ascending order

locate the position of a surd on the real number line

express surds in simplest form

express surds of the form a b as entire surds

add and subtract surds

multiply and divide surds

expand binomial products that contain surds

rationalise the denominator of a fraction

add and subtract fractions that have surds in the denominator.
Surds

282
 Chapter 8: Su rds 283

8.1 Rational and irrational

numbers
Real numbers are numbers that can be represented by points on the number line. They can be
divided into two sets of numbers: the rational numbers and the irrational numbers. These terms
are defined below.

■ Rational and irrational numbers

a

A rational number is a number that can be written in the form --- , where a and b
b
are integers and b ≠ 0.

An irrational number is a number that cannot be written in this form.

More simply, a number is rational if it can be expressed as a fraction, or ratio. Integers, mixed
numerals, percentages, terminating and recurring decimals can all be expressed as fractions.
Therefore, they are all rational numbers.
3 7
Some examples of rational numbers are 3, −2, 0, --- , 1 --- , 0.87, 0.4̇ and 15%. There is an infinite
4 9
number of rational numbers between any two numbers on a number line.
The set of irrational numbers includes π, decimals that neither terminate nor recur and surds
(see below). When an irrational number is expressed as a decimal, the decimal continues
indefinitely; however, there is no recurring pattern in the digits.

■ Surds
When a real number other than zero is squared, the result is always a positive number, while
the square of zero is zero. Therefore, every positive number has two square roots. One square
root is a positive number, the other square root is a negative number. For example, the two
square roots of 9 are 3 and −3, as 32 = 9 and (−3)2 = 9. The notation , however, only refers
to the positive square root of a number; that is, 9 = 3, and not −3.

x is the positive square root of x for x > 0

x = 0 if x = 0

x is undefined if x < 0

Square roots and other roots of numbers may be either rational or irrational. A surd is a root of
a rational number that is itself irrational. For example:
1 Numbers such as 2 and 3 7 are called surds because they are irrational roots. These
numbers cannot be written as integers or fractions and do not have decimal equivalents that
either terminate or recur. We can only find approximate decimal values for surds.
284 Mathscape 9 Extension

2 Numbers such as 9 and 3 8 are not called surds because they are rational roots. These
numbers can be written as integers ( 9 = 3 and 3 8 = 2).

A surd is an irrational number of the form n x , where x is a rational number and

n ≥ 2 is an integer.

NOTE: All surds are irrational numbers; however, all irrational numbers are not surds.

■ Locating surds on the number line

Although surds do not have exact decimal equivalents, we can still locate their exact position
on the number line. For example, we could locate the exact position of 2 on a number line as
follows.
Step 1 Draw a number line using a scale of 1 unit = 2 cm. Leave enough space above the line
to perform the construction.

0 1 2 3

Step 2 Construct ∆OAB with OA = AB = 1 unit. Show by Pythagoras’ Theorem that the exact
length of OB is 2 units.
B

2 1

O A
1
0 1 2 3

Step 3 Place the compass point at O and using a radius of length OB, make an arc to cut the
number line at P as shown. The interval OP is the same length as the interval OB, as
OP and OB are equal radii of the circle with centre O. Therefore, OP = 2 units and P
represents the exact position of the irrational number 2 on the number line.

2 1

O A P
1 2
0 1 2 3
 Chapter 8: Su rds 285

■ A proof that 2 is not rational

This proof is based on contradiction!
a
If 2 is rational then it must be able to be expressed in the form --- (b ≠ 0) where a and b are
b
integers and have no common factor.
a
i.e. 2 = --- (b ≠ 0)
b
a2
so 2 = ----2-
b
∴ a = 2b2
2

∴ a is divisible by 2.
2

Hence, a is divisible by 2.
Let a = 2k.
∴ (2k)2 = 2b2
∴ b2 = 2k2
∴ b2 is divisible by 2.
Hence, b is also divisible by 2.
This means that a and b have a common factor of 2, which is a contradiction of our original
a
assumption that 2 is rational and could be expressed in the form --- , where a and b had no
b
common factor.
Hence, the assumption is false and 2 is not rational.

Example 1
EG State whether each number is rational or irrational.
+S π
a 27% b 0.3̇ c 6 d ---
4
Solutions
27
a 27% = --------- , ∴ 27% is a rational number.
100
1
b 0.3̇ = --- , ∴ 0.3̇ is a rational number.
3
c 6 = 2.449 489 743 …, which neither terminates nor recurs, ∴ 6 is an irrational
number.
π π
d --- = 0.785 398 163 …, which neither terminates nor recurs, ∴ --- is an irrational number.
4 4
286 Mathscape 9 Extension

Example 2
EG Arrange 30 , 4.6, 5, 3 3 in ascending order.
+S
Solution
Write any surds as decimals, correct to 3 decimal places.
30 , 4.6, 5, 3 3
= 5.477, 4.6, 5, 5.196
In ascending order, the numbers are 4.6, 5, 5.196, 5.477
i.e. 4.6, 5, 3 3 , 30 .

Exercise 8.1

1 State whether or not each of these numbers is a surd.

a 3 b 4 c 10 d 15 e 25
f 33 g 36 h 49 i 50 j 90
k 3 6 l 3 8 m 3 30 n 3 88 o 3 100

2 State whether each of these numbers is rational or irrational.

1 2
a --- b 9 c 2 d 1 --- e 0.6
2 3
f π g 0.3̇ h 1.7 i 2 5 j 144
k 25% l 3+ 11 m 82 n 99 o 5.3%
1
p −5 q 1 r 3 27 s --- t 16 + 49
π
3 5
u 4+ 5 v 3 w 81 x 2:3 y -------
2

3 State whether each number is rational or irrational.

1 π
a 0.7 b 5 --- % c 12 d ---
2 3
e 4:1 f 0 g 3 343 h 2005
18 22
i ---------- j ( 3 )2 k 2 2 l ------
2 7
m 3 × 102
2
n 4π o 0.2̇7̇ p 22
4 Between which two consecutive integers do each of these surds lie?
a 5 b 19 c 76 d 150
 Chapter 8: Su rds 287

■ Consolidation
5 Express each of these irrational numbers as a decimal, correct to 1 decimal place.
a 7 b 3 13 c 4 47 d 5 61
e 1+ 5 f 11 − 3 g 3 29 h 3 2+2 7
1 15 1 43
i ------- j ------- k ---------- l ----------
5 2 2 3 5 7
1 + 10 3 + 11 14 – 3 2 2+ 6
m ------------------- n ----------------------- o ---------------------- p ----------------
2 5 2 5 2– 6

6 Arrange each group of numbers in ascending order.

a 13 , 3.4, 15 , 3.7 b 9.6, 96 , 83 , 9.15
3 41
c 3 2 , 3.6, 90 , 4 d 4 3 , 7, ------ , 3 5
6
e 26 , 5, 2 6 , 3 3 f 1 + 67 , 4 5 , 12 – 11 , 10.1

7 The method outlined here allows for the location of all possible surds on the real number
line.
a Construct a number line with intervals of 1 unit marked on it, then construct another
line parallel to this such that the lines are 1 unit apart.

A B

1 unit

O
1 2 3 2 3
b Show that the interval OA has length 2 units. Use a compass to locate the position of
2 on the number line.
c Find the length of the interval OB and hence locate the position of 3 on the number
line.
d Repeat this process two more times to locate the position of 5 on the number line.

8 Here is another method for locating surds on the number 1 B

line.
a Construct a number line with intervals of 1 unit 3 1
A
marked on it. On this number line, construct a
2
right-angled triangle with perpendicular sides of 1
length 1 unit and hypotenuse OA as shown.
O 1 2 32 3
288 Mathscape 9 Extension

b Show that the interval OA has length 2 units. Use a compass to locate the position of
2 on the number line.
c At A, construct an interval AB of length 1 unit, perpendicular to OA. Show that the
interval OB has length 3 units. Use a compass to locate the position of 3 on the
number line.
d Repeat this process two more times to locate the position of 5 on the number line.

9 This diagram, not drawn to scale, shows the position of P

11 marked at Q on a number line. If the interval AP has
length 2 units, find:
a the irrational number that is represented by the point A 2
on the number line
Q
b the exact length of the interval AQ.
O A 11
10 Construct a number line with intervals of length 1 unit
marked on it, where 1 unit is equal to the diameter of a 10 cent coin.

0 1 2 3
a Determine the exact circumference of the coin, in units.
b Explain how the position of π could now be located on this number line.

■ Further applications
11 Classify each of the following as always rational, sometimes rational or never rational, for
positive integers a, b. If the expression is sometimes rational, explain under what conditions
this is the case.
a ( a )2 b a2 c a+ b
a
d a–b e a× b f -------
b

8.2 Simplifying surds

When a surd is expressed in the form n it is called an entire surd. Some examples of entire
surds are 2 , 5 and 14 . A surd n is in its simplest form when n is not divisible by a
square number (other than 1). That is, the number is not divisible by 4, 9, 16, 25, 36, …
When we simplify surds we make use of the fact that ( x ) 2 = x = x 2 .
 Chapter 8: Su rds 289

To simplify a surd of the form n :

Express n in the form p × q where n = pq and p is the largest square
number which divides into n.

Write the answer in the form a q , where a = p .

Example 1
EG Simplify each of these surds.
+S
a 12 b 200 c 5 63

Solutions
a 12 = 4× 3 b 200 = 100 × 2 c 5 63 = 5 × 9 × 7
= 2× 3 = 10 × 2 = 5×3× 7
=2 3 = 10 2 = 15 7

Example 2
EG Express 3 7 as an entire surd.
+S
Solution
3 7 = 9× 7
= 63

Example 3
EG Simplify:
+S
a 16 p b a7 c 18x 2 y 3

Solutions
a 16 p b a7 c 18x 2 y 3
= 16 × p = a6 × a = 18 × x 2 × y 3
= 4× p = a3 × a = 9 × 2 × x2 × y2 × y
=4 p = a3 a = 3× 2×x×y× y
= 3xy 2y

Exercise 8.2

1 Express each product in the form n.

a 2× 5 b 3× 7 c 7× 2 d 5× 3
e 11 × 2 f 3 × 13 g 10 × 3 h 5 × 11
290 Mathscape 9 Extension

2 Evaluate:
a 2× 2 b 3× 3 c 7× 7 d 11 × 11
e 2 2×2 2 f 4 3×4 3 g 5 2×5 2 h 3 7×3 7
2 2 2
i ( 5) j ( 13 ) k (2 5) l ( 4 2 )2

3 Express each of these in simplest surd form.

a 8 b 12 c 18 d 20
e 24 f 27 g 28 h 32
i 40 j 45 k 48 l 50
m 54 n 60 o 63 p 72
q 75 r 80 s 84 t 90
u 96 v 99 w 150 x 200

■ Consolidation
4 Simplify:
a 5 12 b 6 20 c 2 27 d 4 28
e 8 45 f 11 48 g 10 50 h 3 63
i 4 72 j 6 75 k 3 88 l 5 300

5 Express in simplest surd form:

a 128 b 160 c 175 d 242
e 243 f 245 g 288 h 396
i 405 j 448 k 675 l 720

6 Express each of the following as an entire surd.

a 2 2 b 3 2 c 2 5 d 3 3
e 4 2 f 2 11 g 3 5 h 4 3
i 5 2 j 2 13 k 3 6 l 2 14
m 2 15 n 3 7 o 6 2 p 5 3
q 4 5 r 2 22 s 3 10 t 4 6

7 Find the value of each pronumeral.

a 2 3 = k b a =7 2 c m 7 = 112 d 275 = 5 y
 Chapter 8: Su rds 291

■ Further applications
8 Simplify these algebraic surds.
a 9a b 25a c a3 d a5
e a2b f ab 2 g a4b h ab 6
i a3b4 j a8b5 k a5b3 l a9b7
m 4a 3 n 12a 4 o 18a 5 p 27a 2 b
q 36ab 4 r 45a 3 b 2 s 48a 4 b 2 t 50a 7 b 11

9 Express as entire surds:

a 7 a b a a c a4 a d ab a
e 5 ab f 2 2a g 4a 2 3ab h 3a 2 b 3 5ab

x–y x+y x–y

10 Show that ------------ ------------ = ------------
x+y x–y x+y

TRY THIS Greater number

Without using a calculator, determine which number is greater:
1 + 2 3 or 8 − 2 3

8.3 Addition and subtraction of

surds
Like surds are surds that have the same number or expression under the radical sign.
• Examples of like surds are 3 2 and 5 2 , 4 3 and 3 , – 2 a and 6 a .
• Examples of unlike surds are 2 and 3 , 5 7 and 5 3 , 3a and 3b .
Surds can be treated in the same way as pronumerals when adding or subtracting. For example,
to simplify 3a + 2a, we add the co-efficients and keep the same pronumeral. That is, we write
3a + 2a = 5a because ‘3 lots of a number a’ plus ‘2 lots of the number a’ is equal to ‘5 lots of
the number a’. However, pronumerals can stand for irrational numbers as well as for rational
numbers. Therefore, by substituting a = 7 , for example, we could write 3 7 + 2 7 = 5 7 .
That is, ‘3 lots of 7 ’ plus ‘2 lots of 7 ’ is equal to ‘5 lots of 7 ’.
When adding or subtracting surds, we add or subtract the rational parts and keep the same
irrational part.
292 Mathscape 9 Extension

a c + b c = (a + b) c and a c – b c = (a – b) c

Expressions such as 3a + 2b cannot be simplified in algebra because 3a and 2b are not like
terms. That is, we would be adding 3 lots of one number with 2 lots of a different number. So
it is with surds. We cannot simplify 3 7 + 2 5 because ‘3 lots of 7 ’ plus ‘2 lots of 5 ’ does
not equal ‘5 lots of 12 ’.

Only like surds can be added or subtracted.

NOTE: In some questions, the surds that are to be added or subtracted may not initially be like
surds. However, once simplified, they may become like surds, in which case they can then be
added or subtracted.

To add or subtract surds:

express each surd in its simplest form

add or subtract the rational parts of like surds

keep the same irrational parts.

Example 1
EG Simplify:
+S
a 3 5+7 5 b 7 2– 2 c 8 6+5 6–4 6

Solutions
a 3 5+7 5 b 7 2– 2 c 8 6+5 6–4 6
= (3 + 7) 5 = (7 – 1) 2 = (8 + 5 – 4) 6
= 10 5 =6 2 =9 6

Example 2
EG Simplify 5 3 + 6 2 – 2 3 + 4 2 .
+S
Solution
5 3+6 2–2 3+4 2 = 5 3–2 3+6 2+4 2
= 3 3 + 10 2

Example 3
EG Simplify:
+S
a 18 + 32 b 5 20 – 2 45
 Chapter 8: Su rds 293

Solutions
a 18 + 32 b 5 20 – 2 45
= ( 9 × 2 ) + ( 16 × 2 ) = (5 × 4 × 5) – (2 × 9 × 5)
= 3 2+4 2 = (5 × 2 × 5) – (2 × 3 × 5)
=7 2 = 10 5 – 6 5
=4 5

Exercise 8.3

1 a Does 9 + 16 = 25?
b Evaluate 9, 16 and 25 . Does 9 + 16 = 25 ?
c Evaluate 2, 3 and 5 correct to 3 decimal places. Does 2+ 3 = 5?
d In general, does a+ b = a + b?

2 Simplify:
a 5 2+2 2 b 8 3–5 3 c 2 5+7 5
d 10 11 – 6 11 e 2 7+ 7 f 6 3– 3
g 5+ 5 h 13 – 13 i 8 10 – 7 10
j 12 11 + 5 11 k 9 7–4 7 l 6 2+8 2
m 2 3–6 3 n −8 5 + 5 5 o −4 6 – 3 6

3 Simplify:
a 5 2+3 2+ 2 b 7 3–5 3+4 3 c 12 10 – 3 10 – 2 10
d 6+ 6+ 6 e 9 7–2 7–6 7 f 4 5–3 5+8 5
g 4 3–6 3+5 3 h – 3 11 + 6 11 + 4 11 i 2 10 – 3 10 – 4 10

■ Consolidation
4 Simplify by collecting the like surds:
a 4 2+2 3+3 2+ 3 b 5 5+4 3+7 5+6 3
c 8 7+2 5–3 7+2 5 d 10 6 + 9 2 – 3 2 – 6
e 9 3+3 5+5 3–3 5 f 2 10 + 4 11 – 10 + 5 11
g 10 7 + 2 3 – 3 7 – 6 3 h 3 5 – 2 2 – 11 5 + 7 2
i 8 2+ 5+9 2–6 5 j 4 6 – 3 10 + 11 6 + 12 10
k 3 – 10 7 + 3 + 2 7 l 9 13 – 2 – 10 13 – 2
294 Mathscape 9 Extension

5 Express each surd in simplest form, then collect the like surds.
a 8+ 2 b 12 – 3 c 5 + 20
d 27 + 12 e 45 – 20 f 32 – 8
g 63 + 7 h 18 + 50 i 40 – 10
j 45 + 80 k 98 – 32 l 200 + 50
m 8 2 + 72 n 4 7 + 28 o 11 3 – 48
p 7 5 – 20 q 96 + 6 6 r 63 + 8 7
s 13 6 – 3 150 t 15 11 – 5 44 u 6 13 + 2 52
v 8 45 + 3 20 w 4 98 – 5 50 x 7 75 – 6 27

6 Express in simplest surd form.

a 20 + 27 + 45 + 12 b 63 + 7 2 – 28 – 18
c 5 8 + 2 40 – 32 + 4 90 d 4 75 – 2 48 + 7 6 – 3 54
e 7 18 + 125 – 5 32 – 2 80 f 300 – 11 10 + 8 27 + 3 90

■ Further applications
7 Simplify:
a 5 p+3 q+4 p– q b 7 u+2 v–3 u–4 v
c 9 x– y+2 x–6 y d 3 m–4 n–3 m+5 n

8 Simplify:
a 4a + 5 a b 9 p + 16 p c 27x – 12x
d k 3 + 3k k e m 5 + 7m 2 m f 18t 2 – 8t 2
g 75y 3 – 48y 3 h 49u 2 v 7 – 4uv 3 v i 75c 3 d 4 + 10cd 2 3c

8.4 Multiplication and division of

surds
The following rules should be used to multiply or divide surds, where a > 0 and b > 0:

a a
( a )2 = a2 = a a× b = ab ------- = ---
b b
a b a b
a b × c d = ac bd ---------- = --- ---
c d c d
 Chapter 8: Su rds 295

To multiply or divide surds:

multiply or divide the rational parts

multiply or divide the irrational parts

simplify if possible.

NOTE: In questions where the product is large, it is often easier to simplify the surds first, then
multiply.

Example 1
EG Simplify:
+S
a 5× 5 b 3 2×3 2

Solutions
a 5× 5 = 52 b 3 2×3 2
=5 = (3 × 3) × ( 2 × 2)
=9×2
= 18

Example 2
EG Simplify:
+S
a 7× 2 b 4 3×2 5 c 10 × 2

Solutions
a 7× 2 b 4 3×2 5 c 10 × 2
= 7×2 = 4×2× 3×5 = 20
= 14 = 8 15 = 4× 5
=2 5

Example 3
EG Simplify:
+S
a 30 ÷ 6 b 24 55 ÷ 8 5 c 48 ÷ 3

Solutions
a 30 ÷ 6 b 24 55 ÷ 8 5 c 48 ÷ 3
30 24 55 48
= ---------- = ---------------- = ----------
6 8 5 3
30 24 55 48
= ------ = ------ ------ = ------
6 8 5 3
= 5 = 3 11 = 16
=4
296 Mathscape 9 Extension

Exercise 8.4

1 Simplify:
a 5× 3 b 2 × 11 c 7× 5 d 10 × 3
e 7×2 2 f 3 5×4 g 6 2×5 h 2×8 3
i 5 2×4 3 j 3 7×9 3 k 4 5 × 7 11 l 9 3 × 5 13
m 5× 5 n 17 × 17 o 3 2× 2 p 5 3×5 3
q 2× 3× 5 r 5× 7× 3 s 2 7× 2×4 3 t 3 5×2 7×8 2

2 Simplify:
a 10 ÷ 2 b 30 ÷ 5 c 77 ÷ 11 d 42 ÷ 7
e 10 3 ÷ 2 f 21 2 ÷ 7 g 20 6 ÷ 4 h 48 11 ÷ 6
i 2 6÷ 6 j 5 3÷ 3 k 9 5÷3 5 l 24 7 ÷ 6 7
m 8 30 ÷ 2 n 3 26 ÷ 2 o 4 70 ÷ 10 p 9 35 ÷ 5
q 25 21 ÷ 5 3 r 48 22 ÷ 8 2 s 54 30 ÷ 6 3 t 32 65 ÷ 4 5

■ Consolidation
3 Multiply each of the following and give the answer in simplest surd form.
a 6× 2 b 2 × 10 c 3× 6
d 12 × 2 e 2 × 14 f 8× 5
g 3 × 15 h 6× 8 i 5 × 10
j 18 × 3 k 12 × 6 l 15 × 5
m 4 6× 2 n 2 8× 3 o 20 × 5 2
p 3 22 × 6 2 q 2 7×7 8 r 3 8 × 4 10
s 4 3 × 2 30 t 5 12 × 2 8 u 4 33 × 5 3

4 Simplify each of the surds, then multiply. Give your answers in simplest form.
a 6 × 18 b 12 × 20 c 18 × 12
d 24 × 27 e 45 × 63 f 27 × 44
g 50 × 18 h 12 × 48 i 80 × 20
j 28 × 2 3 k 3 20 × 8 l 54 × 7 32
m 8 24 × 3 12 n 6 45 × 5 72 o 3 98 × 5 112
 Chapter 8: Su rds 297

5 Simplify each of the following.

a 24 ÷ 3 b 60 ÷ 5 c 120 ÷ 6
d 72 ÷ 3 e 56 ÷ 7 f 54 ÷ 3
g 18 ÷ 2 h 20 ÷ 5 i 75 ÷ 3
j 3 24 ÷ 2 k 4 90 ÷ 5 l 4 72 ÷ 2 8
m 8 120 ÷ 2 3 n 21 98 ÷ 7 2 o 10 96 ÷ 2 3

■ Further applications
6 Simplify:
a a× b b 3 m×5 n c x× y× z
d 5 p×2 q×3 r e 3 2a × 2 7b × 4 5c f k k× k
g a b×b a h 5 c × 3 cd i 4 3a × 2 12a
j 2 p × 14q k 2 45m × 3 18m l 3 24 p 2 q × 5 32 pq 5

7 Simplify each of these quotients.

a xy ÷ y b pqr ÷ pr c 10 a ÷ 2 a
d 24 uvw ÷ 3 vw e 28gh ÷ 7g f a7 ÷ a
g p2q5 ÷ pq h 14 75a 5 ÷ 2 3a 2 i 10 40x 6 ÷ 2 5x 3

TRY THIS Imaginary numbers

In the Extension 2 Mathematics Course in Year 12, students study imaginary
numbers such as i, where i = – 1 .
1 Is – 1 a surd? Explain your answer.
2 Is – 1 a real number?
3 Find the values of i 2, i 3, i 4.
4 Find the values of i 5, i 6, i 7, i 8. What do you notice?
5 What would be the value of
a i 100? b i 45? c i 79?
298 Mathscape 9 Extension

8.5 Binomial products with surds

The rules for the expansion of binomial products can be applied to expressions that involve
surds.

a(b + c) = ab + ac

(a + b)(c + d) = ac + ad + bc + bd

(a + b)(a − b) = a2 − b2

(a + b)2 = a2 + 2ab + b2

(a − b)2 = a2 − 2ab + b2

Example 1
EG Expand and simplify:
+S
a 2 3( 6 + 5 3) b ( 2 – 3)( 5 + 4)
Solutions
a 2 3( 6 + 5 3) b ( 2 – 3)( 5 + 4)
= 2 18 + 10 9 = 2( 5 + 4) – 3( 5 + 4)
= ( 2 × 3 2 ) + ( 10 × 3 ) = 10 + 4 2 – 3 5 – 12
= 6 2 + 30

Example 2
EG Expand and simplify:
+S
a ( 3 + 5 )2 b ( 5 2 – 6 )2

Solutions
a ( 3 + 5 )2 b ( 5 2 – 6 )2
= 32 + ( 2 × 3 × 5 ) + ( 5 )2 = ( 5 2 )2 – ( 2 × 5 2 × 6 ) + ( 6 )2
= 9+6 5+5 = 50 – 10 12 + 6
= 14 + 6 5 = 56 – 10 12
= 56 – ( 10 × 2 3 )
= 56 – 20 3
 Chapter 8: Su rds 299

Example 3
EG Expand and simplify:
+S
a (4 + 7)(4 – 7) b ( 3 5 – 2 10 ) ( 3 5 + 2 10 )

Solutions
a (4 + 7)(4 – 7) b ( 3 5 – 2 10 ) ( 3 5 + 2 10 )
2
= 42 – ( 7) = ( 3 5 ) 2 – ( 2 10 ) 2
= 16 − 7 = 45 − 40
=9 =5

Exercise 8.5

1 Expand and simplify each of the following.

a 2( 3 + 5) b 7( 5 – 2) c 11 ( 2 + 6 )
d 2 3(5 2 + 5) e 4 2 ( 2 5 – 11 ) f 3 5(6 7 – 9 6)
g 3( 3 + 2) h 5(6 + 5) i 7( 7 – 2)
j 3 2( 2 + 5) k 4 3( 5 – 3) l 5 6(4 6 – 2 5)
m 2( 6 + 8) n 3 ( 15 – 6 ) o 6 ( 8 – 12 )
p 5 3(7 + 8) q 2 10 ( 2 – 5 ) r 3 15 ( 2 3 – 3 6 )

■ Consolidation
2 Expand and simplify:
a ( 2 + 3)( 5 + 2) b ( 3 + 1)( 7 – 4)
c ( 5 – 2)( 3 – 6) d ( 2 + 10 ) ( 7 – 3 )
e ( 6 + 2)( 5 + 7) f ( 5 + 3 ) ( 2 – 11 )
g (5 + 6)(2 + 6) h (4 – 3)(7 – 3)
i ( 5 + 2)( 2 – 3) j ( 7 + 1)( 7 – 2)
k (3 2 + 5)( 2 + 7) l (5 3 – 2)(2 7 + 3)
m ( 2 5 + 11 ) ( 2 5 – 3 ) n (4 2 – 2 5)(2 2 – 5)
o ( 6 + 5)(2 + 2) p (4 + 3)( 8 + 1)
q ( 2 – 3 ) ( 10 + 4 ) r ( 12 + 10 ) ( 3 – 2 )
s (3 2 + 2 3)(5 6 – 3 8) t ( 2 5 – 4 2 ) ( 3 8 – 5 10 )
300 Mathscape 9 Extension

3 Expand and simplify these perfect squares.

a ( 2 + 1 )2 b ( 3 – 2 )2 c ( 5 + 3 )2
d ( 4 + 7 )2 e ( 3 – 6 )2 f ( 5 – 2 )2
g ( 2 + 3 )2 h ( 7 + 5 )2 i ( 5 – 2 )2
j ( 2 2 – 3 )2 k ( 3 2 + 4 )2 l ( 7 – 2 5 )2
m ( 2 3 + 3 2 )2 n ( 5 2 – 4 5 )2 o ( 3 7 + 2 2 )2
p ( 6 + 2 )2 q ( 10 – 5 ) 2 r ( 3 + 12 ) 2
s ( 3 2 – 10 ) 2 t ( 14 – 4 2 ) 2 u ( 2 15 + 6 3 ) 2

4 Expand each expression into a difference of two squares, then simplify.

a ( 2 + 1)( 2 – 1) b ( 7 – 2)( 7 + 2)
c (5 – 2)(5 + 2) d (4 + 3)(4 – 3)
e ( 10 + 3 ) ( 10 – 3 ) f ( 5 – 11 ) ( 5 + 11 )
g ( 13 – 2 ) ( 13 + 2 ) h ( 7 + 15 ) ( 7 – 15 )
i (2 3 + 1)(2 3 – 1) j (3 2 – 2)(3 2 + 2)
k (7 – 3 3)(7 + 3 3) l ( 10 + 2 3 ) ( 10 – 2 3 )
m (2 5 + 3)(2 5 – 3) n (7 – 4 3)(7 + 4 3)
o (4 3 + 5)(4 3 – 5) p ( 19 + 2 2 ) ( 19 – 2 2 )
q (5 2 – 2 5)(5 2 + 2 5) r (3 6 – 5 2)(3 6 + 5 2)

5 Find the value of all pronumerals in each of the following.

a ( 5 2 + 2 5 ) 2 = a + b 10 b ( 2 6 – 3 2 )2 = x + y 3

6 Find the values of m and n in each of these, where m > 0.

a ( m + n ) 2 = 14 + 6 5 b ( m + n ) 2 = 43 – 12 7

■ Further applications
7 Expand and simplify:
a ( 1 + 2 )3 b ( 2 – 3 )4 c ( 3 + 2 2 )4
8 Show that ( 2 + 3 + 6 ) 2 = 11 + 6 2 + 4 3 + 2 6 .

9 a Show that ( 3 + 1 ) 2 + ( 3 – 1 ) 2 is rational.

b Using Pythagoras’ theorem and your result from part a,
find the length of the hypotenuse in this right-angled x cm
( 3 + 1) cm
triangle.
10 Expand and simplify ( 3 + 2 + 5 ) ( 3 + 2 – 5 ) using
( 3 − 1) cm
(a + b)(a − b) = a2 − b2.
 Chapter 8: Su rds 301

8.6 Rationalising the denominator

Fractions that have a surd in the denominator are not easy to work with. To overcome this
problem, we form an equivalent fraction with a rational denominator. That is, we rationalise
the denominator.

■ Rationalising a monomial denominator

If the denominator of a fraction contains a single term, then the fraction is said to have a
monomial denominator. To rationalise a monomial denominator, we use the fact that
a × a = a.

To rationalise a monomial denominator:

multiply the numerator and denominator by the surd in the denominator

simplify the surd in the numerator if possible

cancel any common factors.

■ Rationalising a binomial denominator

(Extension)
If the denominator of a fraction contains two terms, then the fraction is said to have a binomial
denominator.
The conjugate of the binomial a + b is a − b and vice-versa. To rationalise a binomial
denominator, we make use of the identity (a + b)(a − b) = a2 − b2.

To rationalise a binomial denominator:

multiply the numerator and denominator by the conjugate of the denominator

simplify the surd in the numerator if possible

cancel any common factors.

NOTE: If a and/or b are surds, then both a2 and b2 must be integers. Hence a2 − b2 must be
rational.

Example 1
EG Rationalise the denominator in each of these.
+S 1 6 3
a ------- b ---------- c -------
5 5 2 8
302 Mathscape 9 Extension

Solutions
1 5 6 2 3 8
a ------- × ------- b ---------- × ------- c ------- × -------
5 5 5 2 2 8 8
5 6 2 24
= ------- = ---------- = ----------
5 10 8
3 2 2 6
= ---------- = ----------
5 8
6
= -------
4

Example 2 Solution
EG 14 + 6 14 + 6 2 28 + 6 2
+S Express ------------------- in simplest ------------------- × ------- = ---------------------------
2 2 2 2
surd form with a rational 2 7+6 2
denominator. = ---------------------------
2
2( 7 + 3 2)
= --------------------------------
2
= 7+3 2

Example 3 (Extension)
EG Rationalise the denominator in each of these.
+S 1 3 5+2
a ---------------- b ------------------- c ----------------
7–2 2 3+3 5–2
Solutions
1 7+2 3 2 3–3 5+2 5+2
a ---------------- × ---------------- b ------------------- × ------------------- c ---------------- × ----------------
7–2 7+2 2 3+3 2 3–3 5–2 5+2
7+2 3(2 3 – 3) ( 5 + 2 )2
= ------------------------- = ----------------------------
- = -------------------------
( 7 )2 – 22 ( 2 3 )2 – 32 ( 5 )2 – 22
7+2 3(2 3 – 3) 5+4 5+4
= ---------------- = --------------------------- = -----------------------------
7–4 12 – 9 5–4
7+2 3(2 3 – 3) 9+4 5
= ---------------- = --------------------------- = -------------------
3 3 1
= 2 3–3 = 9+4 5
 Chapter 8: Su rds 303

Exercise 8.6

1 Express each of these fractions with a rational denominator.

1 1 2 3 5
a ------- b ------- c ------- d ------- e -------
2 3 5 7 6
1 1 2 3 7
f ---------- g ---------- h ---------- i ---------- j ----------
3 5 4 3 3 7 2 5 8 2
2 3 3 5 6 5 3
k ------- l ------- m ---------- n ------------- o ----------
3 7 2 3 11 3 2

■ Consolidation
2 Express each fraction in simplest form with a rational denominator.
2 3 6 10 12
a ------- b ------- c ------- d ------- e -------
2 3 2 5 3
3 2 7 5 6
f ------- g ---------- h ---------- i ---------- j ----------
6 10 21 30 42
5 8 6 9 15
k ---------- l ---------- m ---------- n ---------- o -------------
2 5 3 2 5 3 4 6 2 10
3 2 5 3 9 7 12 5 6 11
p ---------- q ---------- r ---------- s ------------- t -------------
4 3 2 5 2 6 5 6 5 10
10 3 8 3 6 4 10
u ---------- v ---------- w ------- x ---------- y -------------
2 21 6 2 5 5

3 Express each fraction in simplest form with a rational denominator.

1+ 2 4– 3 3+ 7 5–2
a ---------------- b ---------------- c ---------------- d ----------------
2 3 5 6
5+2 2 7–2 3 3 2+4 5 3–3 5
e ------------------- f ------------------- g ------------------- h ---------------------------
3 10 2 5 2 7
4+ 2 15 – 2 3 3 5 – 20 3–9
i ---------------- j ---------------------- k ---------------------- l ----------------
2 3 10 3 6
304 Mathscape 9 Extension

4 Rationalise the denominator in each fraction, then simplify.

1 1 1 1 2 3 3 5
a ------- + ------- b ------- – ------- c ---------- + ------- d ------- + -------
2 5 3 7 11 2 5 3
8 2 6 3 2 7 5 2
e ------- + ------- f ------- – ------- g ------- + ------- h ---------- – -------
2 6 3 6 5 3 12 3
1 1 2 3 5 4 3 2 2 3
i ------- + ---------- j ------- – ---------- k ---------- – ---------- l ---------- + ----------
2 2 3 5 4 2 2 3 3 3 2 3 5 2

■ Further applications
5 Express each of these fractions in simplest surd form with a rational denominator.
1 1 1 1
a ---------------- b ---------------- c -------------------- d --------------------
2+1 3–1 5+ 2 7– 3
2 3 7 2
e ---------------- f ---------------- g -------------------- h ----------------
3+ 3 4– 2 6– 5 3+7
1 1 5 11 7
i ------------------- j ------------------- k --------------------------- l ---------------------------
2 3–1 3 5+2 4 3–2 2 5 2+2 5
15 6 1 10
m ----------------------- n --------------------------- o -------------------------- p --------------------------
2 3– 5 3 2–2 3 63 + 28 20 – 18
2+1 5– 3 10 + 7 3 2–2 3
q ---------------- r ---------------- s ----------------------- t ---------------------------
2–1 5+ 3 10 – 7 3 2+2 3

1 1
6 Show that ------------------- – ------------------- is rational, and find its value.
2 2–1 2 2+1

TRY THIS Exact values

Find the exact value of the following series.
1 1 1 1
----------------- + ---------------------- + ---------------------- + … + ---------------------------------
1+ 2 2+ 3 3+ 4 99 + 100
HINT: Try rationalising the denominators.
 Chapter 8: Su rds 305

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G

THEMATICALLY
FIBONACCI NUMBERS AND THE GOLDEN MEAN

ALLY
FOCUS ON WORKING MA
IC
MATHEMAT
Introduction
There is a fascinating sequence of numbers called Fibonacci numbers which are closely related
to patterns of growth in nature. Here it is:
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, …
Can you see the pattern? What would be the next three numbers in the sequence?

WORKING
The sequence itself is named after an Italian mathematician Leonardo Pisano, better known by
his nickname Fibonacci, who described the pattern when solving a problem about the breeding
of rabbits. The date was 1202, well before the invention of the printing press, so his book was
handwritten. You can find out more about him, and the problem he solved, by checking out the
Internet. The properties of the sequence have been investigated for quite a long time. Today,
there is even a learned journal called Fibonacci Quarterly where mathematicians publish their
ON

findings about Fibonacci numbers.

1+ 5
The learning activities below lead to a surprising finding about a special surd ---------------- , which
FOCUS

2
figures prominently in art and architecture.
 306 Mathscape 9 Extension

2L EARNING ACTIVITIES

In this activity we are going to explore some of the patterns in the sequence visually. We will
G M A T YH E M A T I C A L L Y

look at examples of many different types of real numbers: integers, rational numbers and
irrational numbers. If you can, get access to the Internet for this activity.

1 The link of the numbers to patterns of growth

Let’s begin with a visual representation of each number as a square. Start with two squares of
length 1 cm, and build a square of side 2 as shown in the diagram. Continue the process and see
how the growth spirals outwards. You can draw 1--4- circles to show the complete effect. Allocate
about 1--2- page for the whole picture.

3
5
1
2
1
EMATICALL

8
F O C U S O N W O R K IHN
MAT

2 The occurrence of Fibonacci numbers in nature

WORKING

The Internet has some excellent pictures of Fibonacci numbers occurring at growth points in
plants, seed heads (a sunflower is a good example), pine cones, cauliflowers, petals on flowers
and leaf arrangements. Try Ron Knott’s web page at the University of Surrey, for example,
<[Link]/Personal/[Link]/Fibonacci/[Link]> or discuss using a search
engine with your teacher. You will also see Fibonacci numbers occurring in the spiral growth
of shells. Compare the shell spiral with the Fibonacci spiral shown above. You can zoom in on
ON

these pictures for excellent viewing.

If examples could be brought to school for the class to see, it would be even better. Bring in
FOCUS

cauliflower florets, pine cones and so on. Draw up a table to show your results. See if you can
find more examples at the fruit market, in the garden or at the beach.
 Chapter 8: Su rds 307

3 The link to the golden number

An interesting pattern in the sequence is found by forming a new sequence as follows.

1 Start with 1, 1, 2, 3, 5, 8, 13, 21, … Now, divide each term by the one before it, i.e. term 2
by term 1, term 3 by term 2, term 4 by term 3, and so on, to get

THEMATICALLY
1 2 3 5 8
--- , --- , --- , --- , --- , …
1 1 2 3 5

2 Record you results and plot them on a number line. You will see that these rational numbers
(fractions) jump back and forth about a fixed number we call a limit, in this case the golden
mean, or golden number. The further you go, the closer you get to the golden number. Write
down its approximate value from your graph.
3 The golden number is actually an irrational number for which we use the Greek letter Φ
1+ 5
(pronounced phi). Its exact value is ---------------- . Enter this into your calculator and see what
2
you get as an approximation. Write down the value of Φ correct to 3 decimal places.

8C

ALLY
HALLENGE

FOCUS ON WORKING MA
1 Starting from 1, 1, 2, 3, 5, 8, … create another sequence, but this time dividing each term

IC
by the one after it, i.e. term 1 by term 2, term 2 by term 3, and so on. These terms are the

MATHEMAT
reciprocals of the terms in the sequence above. You will get:
1 1 2 3 5
--- , --- , --- , --- , --- , …
1 2 3 5 8
Choose a suitable scale and plot the numbers on a graph as before. What is the approximate
value of the limit?
2 By forming the sequence of the reciprocals we end up with a limit which is close to 0.618.

WORKING
What do you notice?
3 Calculate the reciprocal of the golden number Φ (use 1.618 034) with your calculator.
1
What do you notice? Make a hypothesis about Φ and its reciprocal ---- .
Φ
4 If you can, work out the reciprocal of Φ as an irrational number, you may need help from
your teacher. See if this confirms your hypothesis in Q3.
ON
FOCUS
 308 Mathscape 9 Extension

E L ET’S COMMUNICATE

Does it surprise you that growth in nature has a tendency to conform to numbers of the
FOCUS ON WORKING MATHEMATICALLY

Fibonacci sequence? Check out the Internet first and then write a summary of what you have
learned about the occurrence of mathematics in plant and animal life. You could collaborate
with others in a group and make a poster to illustrate your group findings.
and/or
Design a poster for your classroom that illustrates what you have learned about the golden
number Φ.

%R EFLECTING

In this activity you have seen a close link between the sequences of real numbers, the use of
algebra to generalise a relationship, and the geometry of growth in plants and animals. Notice
how important mathematics is as a whole discipline, its various branches being only part of a
much bigger human activity. Reflect on the value of describing nature mathematically and
tracing its beauty in the shapes of natural things.

1 Write down the meaning of each of the rational adjective 1. sensible or reasonable: a rational
following and give an example of: decision 2. sane or in possession of your reason: He
a a real number was quite rational when he regained consciousness.
 Word family: rationality noun—rationally adverb
b a rational number irrational adjective not rational; not based on
c an irrational number logical judgement: She has an irrational fear of water.
 Word family: irrationally adverb
d an integer
2 Read the Macquarie Learners Dictionary Now note the special meaning given to these
entry for the words rational and words in mathematics. How would you
irrational. explain the difference to a student whose first
language is not English?
 Chapter 8: Su rds 309

VIEW
1 State whether each number is rational or i AP ii AQ iii PQ
irrational. 6 Evaluate:
a 1 3--5- b 5 c 0.82 a 5× 5 b 4 7× 7
d 3 20 e −6 f 71% c 3 2×3 2 d ( 5 3 )2
g 4 + 10 h π i 81 7 Simplify each of these surds.

CHAPTER RE
2 Between which two consecutive integers a 12 b 32 c 2 45
does 3 + 5 2 lie? d 3 112 e a3 f y5
3 Arrange these numbers in ascending
g 27 p h 50x 3 y 4
order.
3 700 , 83 , 8.6, 2 17 8 Express the following as entire surds.
4 If OA = 3 units and AB = 1 unit: a 2 7 b 3 5 c 4 3
d 5 6 e 3 n f k k
B
g c3 c h 2e 6ef

1 9 a If m = 3 7 , find m.
b If 12z = 6 3 , find z.
O 3 A P 10 Simplify:
a find the irrational number represented a 3+ 3 b 9 2+5 2
by P c 8 11 – 3 11 d 6 7–5 7
b write down the exact length of the
interval AP. e 8 3– 3 f 6+ 6+ 6
5 If OP = 13 units, AB = BC = 2 units: g 4 10 + 7 10 – 5 10
C h – 12 5 + 7 5 – 4 5
11 Simplify:
2 a 7 3+5 2+4 3+ 2
B
b 8 2+6 5–3 2– 5
2 c 10 7 – 3 3 – 2 7 + 3 3
O A PQ d 5 10 – 12 11 + 4 11 – 9 10
13 12 Simplify:
a find the integer represented by A a 20 + 45 b 98 – 8
b find the irrational number represented c 4 27 + 48 d 7 80 – 3 125
by Q
c write down the exact length of e 5 18 + 7 48 – 2 32 – 6 12

CHAPTER REVIEW
 310 Mathscape 9 Extension
CHAPTER RE

13 Simplify: j ( 3 10 + 4 2 ) ( 3 10 – 4 2 )
a 3× 7 b 5×4 3 16 a Find values for a and b given that
c 2 5×6 2 d 3 × 2 × 11 ( 2 7 + 3 )2 = a + b 7 .
b Find values for m and n given that
e 30 ÷ 6 f 18 5 ÷ 2 5
( 3 10 – 2 6 ) 2 = m + n 15 .
g 20 42 ÷ 4 7 h 44 ÷ 11 17 Express each fraction in simplest form
14 Simplify: with a rational denominator.
a 20 × 5 b 12 × 6 1 2
a ------- b ----------
7 3 5
c 2 8 × 3 10 d 27 × 32
15 2
e 54 ÷ 3 f 48 ÷ 2 c ---------- d -------------
6 3 10
g 14 120 ÷ 2 5 h 16 63 ÷ 2 7
1+2 3 4+5 2
15 Expand and simplify: e ------------------- f -------------------
3 6
a 2( 7 + 4)
VIEW

Extension
b 2 3( 3 – 5)
18 Express each fraction in simplest form
c 7 2 ( 10 – 2 2 ) with a rational denominator.
d ( 7 + 3)( 5 – 2) 1 1
a ---------------- b -------------------
e (2 5 + 6)( 8 – 3 3) 5+1 11 – 3
f ( 5 + 4 )2 1 12
c -------------------- d ----------------
6– 2 6+ 3
g ( 2 3 – 3 )2
5 6 10 + 3
h ( 2 6 – 3 2 )2 e -------------------- f -------------------
8+ 2 10 – 3
i ( 11 – 2 ) ( 11 + 2 )

CHAPTER REVIEW
 Indices

9
This chapter at a glance
Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

state the base and the index in a number that has been written in index
form

write in the expanded form a number that has been written in index form
and vice versa

evaluate numbers that have been written in index form

express a given number in index form with a specified base or index

simplify numerical and algebraic expressions using the index law for multiplication

simplify numerical and algebraic expressions using the index law for division

simplify numerical and algebraic expressions using the index law for further
powers

simplify and evaluate where possible expressions that contain a zero index

write as fractions expressions that contain negative indices

write fractions in index form using negative indices

write square roots, cube roots and other roots in index form

simplify expressions that contain fraction indices by first writing them with a
Indices

radical sign

solve numerical problems involving indices

express very large numbers and very small numbers in scientific notation

write the basic numeral for a number in scientific notation

enter numbers in scientific notation on a calculator

write a calculator display in scientific notation

write in ascending order numbers that are in scientific notation

solve problems involving scientific notation

convert expressions from surd form to index form and vice versa.

311
312 Mathscape 9 Extension

9.1 Index notation

Index notation is used to shorten the way products of numbers or pronumerals are written. In
the expression 34, 3 is the base and 4 is the index, power or exponent. The index indicates the
number of times the base has been multiplied by itself. That is, 3 4 means 3 × 3 × 3 × 3, or 4
factors of 3. By convention, the index is usually omitted when it is 1.
Example 1 Solutions
EG Express each of these in a 5 × 5 × 5 = 53
+S
index form. b n × n × n × n × n = n5
a 5×5×5 c 2×3×2×2×3
b n×n×n×n×n =2×2×2×3×3
c 2×3×2×2×3 = 23 × 32

Example 2
EG Find values for x and y, if 2x × 5y = 400.
+S
Solution
To find the values for x and y, we first express 400 as the product of its prime factors. To do
this we could use a factor tree; however, it is easier simply to divide 400 by 2s and 5s and
count the number of each factor.

400 ÷ 2 = 200 We have been able to divide 400 by 2 four times, so there must be
200 ÷ 2 = 100 4 factors of 2. The remaining term, 25, is clearly equal to 52,
100 ÷ 2 = 50 ∴ 400 = 24 × 52.
50 ÷ 2 = 25
and 25 = 52

Exercise 9.1

1 Express in index form:

a 5×5 b 2×2×2 c 3×3×3×3
d a×a×a e p×p×p×p×p f y×y×y×y
g a×b×a×b h m×m×n×m×n i g×h×h×g×h×h
j 4×e×e k q×q×q×7×q l u×5×v×u×v×v
m a×a+b n m×m×m−n×n o c×c×c×c+d×d×d
p 6×y×y−z×z q 2×r+3×s×s
r 7×e×e×e−8×f×f+4×g×g

2 Write each of these in the expanded form.

a 32 b 53 c 25 d 74
e n 3 f y5 g 3m2 h 11q6
i pq 2 j p2q k x3y4 l a2bc3
m a2 + b2 n m3 + 3n o p3 − 2q2 p 3a3b2 + 5a2b
 Chapter 9: I n dices 313

■ Consolidation
3 Write each of the following in index form.
a three factors of 2 b two factors of 3 c four factors of k
d x factors of 5 e m factors of n f 2p factors of 3q

4 Evaluate each of the following using a calculator.

a 35 b 83 c 74 d 46
10
2
e ------2- f 34 + 4 3 g 2 × 57 h 125 − 86
4
5 Find the value of n in each of these, where n ⬎ 0.
a 7n = 49 b 2n = 8 c 3n = 81 d 10n = 1000
e n = 36
2 f n = 32
5 g n3 = 64 h n4 = 625

6 Find values for all pronumerals in each of these.

a 36 = 2m × 3n b 50 = 2a × 5b c 375 = 3p × 5q
d 400 = 2 × 5
x y e 392 = 2u × 7v f 648 = a4 × b3
g 1701 = 3 × f
e h 3872 = 2r × s2 i 12 168 = 2a × 3b × c2

7 If 2 p × 3q = 72, find the value of 2q × 3 p.

8 Show, by substituting values for n, that:

a 3 × n2 ≠ (3n)2 b 3n × 4n ≠ 12n

■ Further applications
2
2
9 Evaluate 2 2 .
m
(2 )
10 Find the value of m if 2 = 256.

11 Simplify k2 ÷ (1 + 1 + 1 + 1 + … + 1).
⎭
⎪
⎪
⎪
⎪
⎬
⎪
⎪
⎪
⎪
⎫

k times
12 If 2x = 20, find the value of x correct to 2 decimal places using a guess, check and refine
method.
13 What is the units digit in 263?

9.2 Simplifying numerical expressions

using the index laws
Expressions that contain indices and which have the same base can be simplified using various
index laws. Four of these laws will be developed in Exercise 9.2 for numerical expressions and
then generalised to algebraic expressions in the exercises that follow.
Because of the discovery nature of this exercise, the questions are presented without worked
examples.
314 Mathscape 9 Extension

Exercise 9.2

1 Express each term in the expanded form and hence simplify the expressions, giving the
answers in simplest index form.
a 22 × 2 3 b 33 × 3 4 c 53 × 5 3 d 74 × 7

2 Verify each of the following statements using a calculator.

a 53 × 5 4 = 5 7 b 28 × 25 = 213 c 36 × 3 = 3 7

3 Write down a rule that could be used to quickly multiply terms in index form.

4 Express each term in the expanded form and hence simplify the expressions, giving the
answers in simplest index form.
a 36 ÷ 3 2 b 75 ÷ 7 3 c 27 ÷ 2 4 d 53 ÷ 5

5 Verify each of the following statements using a calculator.

a 211 ÷ 26 = 25 b 59 ÷ 5 2 = 5 7 c 314 ÷ 36 = 38

6 Write down a rule that could be used to quickly divide terms in index form.

7 Express each term in the expanded form and hence simplify the expressions, giving the
answers in simplest index form.
a (23)2 b (52)3 c (73)3 d (32)5

8 Verify each of the following statements using a calculator.

a (54)2 = 58 b (32)6 = 312 c (23)3 = 29

9 Write down a rule that could be used to quickly raise terms in index form to a further power.

■ Consolidation
10 Use the index laws developed above to write each expression in simplest index form.
a 25 × 2 3 b 34 × 3 2 c 76 × 7 5 d 53 × 5 9
e 311 ÷ 37 f 58 ÷ 5 6 g 213 ÷ 25 h 715 ÷ 79
i (5 )3 4 j (7 )8 3 10
k (3 ) 2 l (24)6

11 Explain the error in each of these statements, then correct it.

a 33 × 3 2 = 9 5 b 54 × 5 2 = 5 8 c 75 ÷ 7 5 = 1 5
d 2 ÷2 =2
12 3 4 e (5 ) = 25
4 2 8 f (65)4 = 69

12 Explain the error in each of these statements, then correct it.

a 63 × 6 = 6 3 b 104 ÷ 10 = 104
13 Consider the following pattern with powers of 2.
24 = 2 × 2 × 2 × 2
23 = 2 × 2 × 2
22 = 2 × 2
21 = 2
 Chapter 9: I n dices 315

a How is each line obtained from the previous line?

b Write the next line in the pattern.
c Write a similar pattern using a base of 3.
d What is the value of 30?
e What do you think the value of 50 would be?

■ Further application
14 Use this table of powers of 2 and the index laws developed above to evaluate the
expressions below.

21 2 25 32 29 512
22 4 26 64 210 1024
23 8 27 128 211 2048
24 16 28 256 212 4096

a 16 × 8 b 64 × 32 c 128 × 4 d 256 × 16
e 64 ÷ 4 f 256 ÷ 32 g 1024 ÷ 16 h 4096 ÷ 128
i 43 j 162 k 84 l 45

9.3 The index laws

■ The index law for multiplication
When multiplying expressions that contain indices:

multiply any co-efficients

keep the same base

add the indices.

am × an = am + n

Proof: am × an = (a × a × … × a) × (a × a × … × a)
⎭
⎪
⎪
⎬
⎪
⎪
⎫

⎭
⎪
⎪
⎬
⎪
⎪
⎫

m factors n factors
= (a × a × a × … × a)
⎭
⎪
⎪
⎪
⎬
⎪
⎪
⎪
⎫

(m + n) factors
= am + n
316 Mathscape 9 Extension

■ The index law for division

When dividing expressions that contain indices:

divide any co-efficients

keep the same base

subtract the indices.

am ÷ an = am − n
a m- = am − n
-----
an
a m-
Proof: am ÷ an = -----
an
a × a × … × a ( m factors )
= ---------------------------------
a × a × … × a ( n factors )
= (a × a × … × a)
⎭
⎪
⎪
⎬
⎪
⎪
⎫

(m − n) factors
= am − n

■ The index law for further powers

When raising an expression that contains an index to a further power:

raise any co-efficient to the power outside the grouping symbols

keep the same base

multiply the indices.

(am)n = amn

Proof: (am)n = (am × am × am × … × am)

= am + m + m + … m (n times)
= amn

Example 1
EG Simplify, giving answers in index form:
+S
a 23 × 2 4 b a4 × a5 c x5 × x
d t2 × t3 × t7 e 7n3 × 4n6 f 8p2q4 × 5p6q9

Solutions
a 23 × 2 4 b a4 × a5 c x5 × x
= 23 + 4 = a4 + 5 = x5 + 1
= 27 = a9 = x6
 Chapter 9: I n dices 317

d t2 × t3 × t7 e 7n3 × 4n6 f 8p2q4 × 5p6q9

= t2 + 3 + 7 = 28n3 + 6 = 40p2 + 6q4 + 9
= t 12 = 28n9 = 40p8q13

Example 2
EG Simplify, giving answers in index form:
+S
a 59 ÷ 5 3 b m6 ÷ m4 c p9 ÷ p
x 10-
d ------ e 24y12 ÷ 3y5 f 28c8d 5 ÷ 7cd 2
x2
Solutions

a 59 ÷ 5 3 b m6 ÷ m4 c p9 ÷ p
= 59 − 3 = m6 − 4 = p9 − 1
= 56 = m2 = p8
d x 10-
------ e 24y12 ÷ 3y5 f 28c8d 5 ÷ 7cd 2
x2 = 8y12 − 5 = 4c8 − 1d5 − 2
= x10 − 2 = 8y7 = 4c7d3
= x8

Example 3
EG Simplify, giving answers in index form:
+S
a (25)4 b (a4)3 c (5k)2
d (7m 5)2 e (2c9)3 f (x6y7)4

Solutions
a (25)4 b (a4)3 c (5k)2
= 25 × 4 = a4 × 3 = 52k2
= 220 = a12 = 25k2
d (7m 5)2 e (2c9 )3 f (x6y7)4
= 72m 5 × 2 = 23c9 × 3 = x6 × 4y7 × 4
= 49m 10 = 8c27 = x24y28

Exercise 9.3

1 Simplify each expression by adding the indices.

a n2 × n3 b a5 × a4 c y6 × y2
d t ×t
3 e e4 × e6 f x2 × x5
g m×m 8 h d5 × d5 i p7 × p6
j r ×r
3 5 k b9 × b l z8 × z4
m c4 × c2 × c4 n k5 × k7 × k3 o w2 × w × w8

2 Simplify each expression by subtracting the indices.

a p5 ÷ p2 b x7 ÷ x3 c q4 ÷ q2
d y9 ÷ y e t 10 ÷ t 3 f b6 ÷ b4
318 Mathscape 9 Extension

g n8 ÷ n5 h m11 ÷ m10 i f 13 ÷ f 7
j r9 ÷ r3 ÷ r2 k d 11 ÷ d 7 ÷ d l j 13 ÷ j 6 ÷ j 5

3 Simplify each expression by multiplying the indices.

a (a3)2 b (p4)2 c (x5)3 d (b3)4
e (m )3 3 f (y )
5 4 g (t 6)3 h (n8)2
i (q2)11 j (c5)5 k (h3)9 l (w5)8

4 Simplify each of these.

a 3a4 × a2 b n3 × 2n5 c 2k6 × 9k
d 4y3 × 2y4 e 3c6 × 5c2 f 5t 7 × 4t 2
g 8d × 3d 9 h 6n7 × 5n4 i 4u8 × 8u4
j 2n3 × 3n2 × n4 k 3p4 × 4p5 × 3p l 7z3 × 3z4 × 2z10

5 Simplify each of these.

a 2n6 ÷ n2 b 3b5 ÷ b3 c 6c4 ÷ c
d 10m4 ÷ 2m2 e 8y9 ÷ 4y3 f 21k10 ÷ 7k 4
g 30z6 ÷ 5z h 24p12 ÷ 3p4 i 22x8 ÷ 2x6
j 40m10 ÷ 5m3 ÷ 2m2 k 32s12 ÷ 2s3 ÷ 4s l 60e14 ÷ 5e2 ÷ 3e4

6 Simplify:
a7 d8 n6 k 10
a ----4- b ----2- c ----5- d ------3-
a d n k
2e 9 10m 2 18u 5 15h 10
e -------- f ------------- g ----------2- h -------------
e2 2m 3u 5h 6
24s 7 90z 12 49r 9 54 f 16
i ----------
- j ------------- k ---------- - l -------------
-
6s 5 9z 5 7r 8 6 f 10

7 Simplify each of these.

a (4a3)2 b (3m5)2 c (6g4)2 d (2k9)2
e (2n )5 3 f (3e4)3 g (2q7)4 h (7y6)2
i (10b4)3 j (2w8)5 k (5g6)2 l (10x5)4
m (4c10)3 n (3f )4 o (2v)6 p (6s7)3

■ Consolidation
8 Simplify:
a a2b3 × a2 b x3 × x4y2 c pq3 × p5
d m4n2 × m8n e j 2k3 × j3k4 f y3z5 × y5z2
g 3ab2 × 4a2b h 5mn3 × 2m2n5 i 4u3v6 × 6u3v3
j 7r5s × 3rs5 k 4w2x2 × 9w4x9 l 6c5d 9 × 5c8d
m 8fh8 × 4f 5h9 n 12s7t 9 × 5s4t7 o 7i5j4 × 8i4j12

9 Simplify each of the following:

a a5b6 ÷ a3b2 b m6n9 ÷ m4n2 c g7h10 ÷ g3h
d x y ÷ xy
4 8 3 e u7v 3 ÷ u4v f c8d 5 ÷ c6d 3
 Chapter 9: I n dices 319

g 18y6z11 ÷ 9yz4 h 21a5b2 ÷ 7a4b i 32i 10j 5 ÷ 4i 3j 2

j 35m8n6 ÷ 5m7n2 k 48c6d 13 ÷ 8cd 9 l 33p10q7 ÷ 3p3q4
m 45e11f 14 ÷ 9e5f 8 n 42x4y10 ÷ 6xy6 o 72b12c15 ÷ 6b7c10

10 Simplify:
a (x2y4)2 b (p5q3)2 c (cd4)3
d (u2v3)4 e (r4s3)5 f (a8b)4
g (5m3n4)2 h (9s2t 6)2 i (2c6d 3)3
j (2yz5)4 k (3p4q9)3 l (2g11h4)5
m (5q12r)3 n (2x5y2)6 o (10e3d 8)4

11 Copy and complete these products.

a a4 × = a6 b p3 × = p8 c × s = s7
d 3m × = 3m
2 8 e 2n4 × = 14n8 f × 6t 8 = 30t 11
g × 6b7 = 42b10 h × 3x6 = 24x13 i 7h8 × = 63h9
12 Copy and complete these quotients.
a e8 ÷ = e3 b ÷ y4 = y2 c ÷ q = q3
d 15d 7 ÷ = 5d 3 e ÷ 2g7 = 10g5 f 40u11 ÷ = 8u9
g ÷ 20x = 5x
6 7 h 72k17 ÷ = 8k13 i ÷ 12j 8 = 5j 8
13 Copy and complete each of the following.
a ( )2 = 9p4 b ( )2 = 25z6 c ( )2 = 64m10
d ( ) = 100s
2 8 e ( )3 = 8d15 f ( )3 = 27w9
g ( ) = 16n
4 24 h ( )4 = 81x32 i ( )5 = 32b35

14 Copy and complete:

a a3b5 × = a7b8 b × p3q4 = p8q11 c × y2z4 = y8z12
d 3c4d 6 × = 15c5d9 e 12m5n × = 36m7n5 f × 5u5v4 = 40u10v13

15 Copy and complete:

a p10q8 ÷ = p6q5 b ÷ e2f 2 = e5f 8 c u11v9 ÷ = u7v8
d 30x7y3 ÷ = 6xy2 e ÷ 5m3n4 = 11m10n f ÷ 7c4d 6 = 6c3d 6
16 Copy and complete:
a ( )2 = 16x4y10 b ( )2 = 49m8n12 c ( )2 = 144p6q16
d ( )3 = 8u3v18 e ( )3 = 1000e6f 21 f ( )4 = 16c16d44

■ Further applications
17 If 2x = 3, evaluate:
a 2x + 1 b 2x + 2 c 2x + 5

18 If 3x = 5, evaluate:
a 3x + 1 b 3x + 2 c 3x + 4

19 If 2x = 80, evaluate:
a 2x − 1 b 2x − 2 c 2x − 4 d 2x − 7
320 Mathscape 9 Extension

20 If 5x = 1000, evaluate:
a 5x − 1 b 5x − 2 c 5x − 3 d 5x − 5

21 If 2x = 3, evaluate:
a 4x b 8x c 16x

22 If 3x = 10, evaluate
a 9x b 27x c 81x

9.4 Miscellaneous questions on

the index laws
Example 1
EG Simplify:
+S ⎛ e 11⎞ 5
a k8 ÷ k 2 × k5 b y14 ÷ (y3)2 c ⎜ ------
3⎟
-
⎝e ⎠
Solutions
⎛ e 11⎞ 5
a k8 ÷ k 2 × k5 b y14 ÷ (y3)2 c ⎜ ------
3⎟
-
= k8 − 2 + 5 = y14 ÷ y6 ⎝e ⎠
= k11 = y8 = (e8)5
= e40

Example 2
EG Simplify:
+S 10n 4 × 8n 10
a 45s11 ÷ 5s 4 × 2s6 b (5m6)2 × (2m4)3 c ---------------------------
-
4n × 5n 2
Solutions
10n 4 × 8n 10
a 45s11 ÷ 5s 4 × 2s6 b (5m6)2 × (2m4)3 c ---------------------------
-
= 9s7 × 2s6 = 25m12 × 8m12 4n × 5n 2
= 18s13 = 200m24 80n 14
= ------------3-
20n
= 4n11

Exercise 9.4

1 Simplify:
a y3 × y5 b m7 ÷ m2 c (t 3)4
d b10 ÷ b4 e (a5)3 f k6 × k8
g (z9)2 h d 4 × d7 i p15 ÷ p 8
j (e8)4 k v13 ÷ v l c × c12
 Chapter 9: I n dices 321

2 Simplify:
a 12y8 ÷ 3y6 b 5t 4 × 7t 5 c (6c4)2
d 9p6 × 4p e 49s17 ÷ 7s f (3f 7)3
g 12w5 × 6w7 h (2k8)5 i 45b16 ÷ 5b 6
j (5r12)3 k 11g8 × 10g11 l 56m4 ÷ 8m3

■ Consolidation
3 Simplify these expressions using the index laws.
a n4 × n5 × n2 b p8 ÷ p3 × p5 c y13 ÷ y4 ÷ y2
d y ×y ÷y
5 7 3 e (a4)2 × a3 f x10 ÷ (x 2)3
g (n ) ÷ n
6 5 10 h e7 × (e4)3 i (h4)7 ÷ (h 2 )9
m5 × m4 v 15 ( b7 )3
j ------------------
- k ---------------
- l -----------
-
m2 v3 × v4 b5
4 Simplify:
a (e5 × e4)2 b (v9 ÷ v2)3 c (m4 × m3 ÷ m)5
d8 2 n6 3 ( a 5 )3
d ⎛ ----3-⎞ e ⎛ ----2-⎞ f ------------
⎝d ⎠ ⎝n ⎠ ( a 6 )2
g 2g4 × g7 × 5g2 h 30t 12 ÷ 2t 2 ÷ 3t 6 i 8r5 ÷ 2r3 × 5r9
j (5m4)2 × 4m7 k 40w16 ÷ (2w3)3 l (3a6)2 × (2a4)3
5b 4 × 9b 10 12c 7 × 5c 11 ( 8u 13 ) 2
m ------------------------
- n ---------------------------
- o -----------------
-
3b 5 10c 4 × 3c 6 ( 2u 5 ) 4

5 Simplify:
a 3a4 × 5a3 × 2a b 30g10 ÷ 6g3 × 4g5 c 100x13 ÷ 2x ÷ 5x4
d (3u5)3 × 2u4 e 56d 19 ÷ (2d 4)3 f (4k6)5 ÷ (2k2)5
9v 8 × 8v 6 8m 11 × 10m 2 ( 12b 5 ) 2
g ----------------------
- h ------------------------------
- i ------------------------------
12v 11 5m × 4m 3 4b 2 × ( 3b 3 ) 2
6 Simplify:
( m6 )3 × m4 ( t 8 ) 5 × (t 2) 3 c 30
a -------------------------- b ---------------------------- c ----------------------
-
m7 t 10 ( c2 )4 × c6
s 15 × ( s 4 ) 4 k4 7 11 3 h5
d ------------------------ e (k9)5 ÷ ⎛ -----⎞ f ⎛ h------
-⎞ × ----3-
( s4 )3 × s7 ⎝ k⎠ ⎝h ⎠ 3
h

7 Simplify:
2 20 14
( 3u 4 ) 2 × 6u 10 10 ( pq ) × 20 p q
a --------------------------------------
- b -----------------------------------------------
-
u 4 × ( 3u 2 ) 3 × u 2 ( 2 p 6 q 3 ) 2 × 5p 5 q

■ Further applications
8 Simplify each of the following expressions and evaluate where possible.
a 2a × 2 b b km × kn c 5x × 5 d 3n × 3 n
e 2 ×2
5t t f p ×p ×p
q q q g 5 m + 1 ×5 m + 3 h a2b + 5 × a5 − 2b
322 Mathscape 9 Extension

i 3u ÷ 3 v j 4y ÷ 4 3 k 52k ÷ 5 k l 11w ÷ 11
6e + 3 5x + 2 mp + q x7 y + 6
m ----------
- n ----------
- o ------------
- p -------------
-
63 5x mp – q x 4 + 7y
q (2a)b r (n5)k s (e f ) f t (p2q)6
u (53)7u v (62a)3b w (2x)y + z x (am − n)k

9 Half of 22n would be:

A 2n B 12n C 1n D 22n − 1

10 Find one quarter of 2n in index form.

9.5 The zero index

The index laws for multiplication, division and further powers have used examples in which
the indices are positive integers. We now consider the meaning of the zero index.
an ÷ an = an − n (using the index law for division)
= a0
But, an ÷ an = 1 (the quotient of any number and itself is 1)
Putting these two results together, we have a0 = 1.

a0 = 1, (a ≠ 0)

Example
EG Simplify and evaluate where possible:
+S
a 30 b (3a)0 c 3a0

Solutions
a 30 = 1 b (3a)0 = 1 c 3a0 = 3 × a0
=3×1
=3

Exercise 9.5

1 Copy and complete the following tables.

a 25 2×2×2×2×2 32 b 35 3×3×3×3×3 243
24 2×2×2×2 16 34 3×3×3×3 81
23 33
22 32
21 31
20 30
 Chapter 9: I n dices 323

2 Find the value of each expression using the index key on your calculator.
a 60 b 130 c 280 d 510

■ Consolidation
3 Simplify and evaluate where possible.
a 50 b (−3)0 c a0 d (2k)0
e 2k 0 f 3n0 g 7t 0 h −6p0
i ab0 j p0q k (xy)0 l m2n0p
4 Evaluate:
a 60 + 4 b 5 − 120 c 4 × 70
d 50 + 3 0 e 8a0 − 2 f 9p0 × 5
g 20 ÷ 4t 0 h 3 − 10x0 i 4k0 + 7m0
j p 0 + q 0 + r0 k x0 − y0 − z0 l 3 + 9u0 − 40
m 6a0 − b0 + 3c0 n 14m0 + (14m)0 − 8n0 o 50 + (5a)0 + 5a0
p 3p0 × 7q0 × 2 q (11g2)0 + 110 − 11h0 r 8x0 + 36 ÷ 4y0

■ Further applications
5 a What do you think the value of 00 would be?
b Try to find the value of 00 using a calculator.
c Can you explain the problem?

TRY THIS Smallest to largest

Put the following numbers in order from smallest to largest: 3100, 575, 2125.
HINT: Some lateral thinking is required—use one of the index laws.

9.6 The negative index

Until now our study of indices has only included examples where a3 = a × a × a
the index is a positive integer or zero. We will now look at cases a2 = a × a
where the index is a negative integer. The meaning of the negative a1 = a
index can best be determined by studying the pattern opposite. To a0 = 1
find the next expression in each line, we divide the expression in the 1
previous line by a. From this pattern, we can generalise the meaning a−1 = ---
a
of the negative index. 1
a−2 = ----2-
a
1 1 1
a −1 = --- and a−n = ----n- (a ≠ 0) a−3 = ----3-
a a a

NOTE: a−n is the reciprocal of an.

324 Mathscape 9 Extension

Example 1 Solutions
EG Express each of these as a 1
a 5−1 = ---
1
b 6−2 = ----2-
+S fraction in simplest form. 5 6
a 5−1 b 6−2 1
= ------
36

Example 2 Solutions
EG Write each of these with a 1 1
+S a --- = x−1 b -----4- = w−4
negative index. x w
1 1
a --- b -----4-
x w
Example 3
EG Express each of these without grouping symbols or negative indices.
+S
a (3t)−1 b (5q4)−2 c ( j5k7)−3

Solutions
1 1 1
a (3t)−1 = ----- b (5q4)−2 = --------------- c ( j 5k7)−3 = -----------------
3t ( 5q 4 ) 2 (j k )
5 7 3

1 1
= ----------8- = -------------
15 21
-
25q j k

Exercise 9.6

1 Copy and complete each of the following tables.

a b
24 2 × 2 × 2 × 2 16 34 3×3×3×3 81
23 2×2×2 8 33 3×3×3 27
22 2×2 4 32
21 2 2 31
20 1 1 30
2−1 1
---
1
--- 3−1
2 2
1 3−2
2−2 1
------------
2×2
---
4
3−3
2−3
3−4
2−4

2 Find the value of each expression by using the index key x y on your calculator, then
convert the decimal to a fraction in simplest form.
a 2−1 b 4−1 c 5−1 d 10−1
 Chapter 9: I n dices 325

3 Express each of these as a fraction in simplest form.

a 3−1 b 7−1 c 8−1 d 12−1 e 4−2 f 5−2
g 7−2 h 11−2 i 2−3 j 3−3 k 2−5 l 3−4
m 5 −3 n 2 −4 o 10 −3 p 3−5 q 9−2 r 2−6
4 Write each expression with a positive index.
a m−1 b p−1 c h−2 d n−3 e e−6 f y−4
5 Write each of these with a negative index.
1 1 1 1 1 1
a --- b --- c ----2 d ----3- e ----5- f ----8-
a x c u p y
■ Consolidation
6 Find the value of n in each of these.
1 1 1 1
a --- = 5n b --- = 7n c --- = 2n d --- = 3n
5 7 4 9
1 1 1 1
e --- = 2n f ------ = 2n g ------ = 6n h ------ = 3n
8 32 36 27
1 1 1 1
i ------ = 7n j ------ = 2n k --------- = 5n l ------ = 3n
49 64 125 81

7 Express each of these without grouping symbols or negative indices.

a (2m)−1 b (7c)−1 c (5r)−1 d (4q)−1 e (3u)−2 f (6g)−2
g (11t) −2 h (9k) −2 i (2p) −3 j (5s) −3 k (3b)−4 l (2n)−5
m (7x3)−1 n (10y5)−2 o (8w4)−2 p (2z6)−3 q (2c6)−4 r (3a4)−3
s (13v )7 −2 t (5y )12 −3 2
u (a b )3 −2 3
v (p q )5 −4 w (9ef 6)−2 x (3y8z7)−3

8 Evaluate without the use of a calculator.

a 23 + 2−1 b 32 − 3−2 c 2−1 + 2−2
−1
d 5 +5 0 e 70 − 7−1 f 42 + 4−1 + 40
g 2−1 × 10 h 20 × 2−2 i 3−2 × 54
−1
j 3 ×2 −1 k 3 × 2−2 × 12 l 4−3 × 42 × 8
m 2 ÷ 2−1 n 3−2 ÷ 1
------
36
o 50 ÷ 2−3
p 8 ÷ 5−1 q 6−1 ÷ 2−1 r 2−5 ÷ 4−2

■ Further applications
9 Express each of these in simplest form, without negative indices.
1 –1 1 –1 5 –1 –1
a ⎛ ---⎞ b ⎛ ---⎞ c ⎛ ---⎞ d ⎛ 3---⎞
⎝ 2⎠ ⎝ 3⎠ ⎝ 2⎠ ⎝ 4⎠
–2 –2
4 –2 7 ⎞ –2
e ⎛ ---⎞ f ⎛ ---⎞ g ⎛ ---⎞ ⎛ -----
3 7
h -
⎝ 2⎠ ⎝ 3⎠ ⎝ 5⎠ ⎝ 10⎠
–3 –3
3 –4 –4
i ⎛ ---⎞ j ⎛ ---⎞ k ⎛ ---⎞ ⎛ 10
------⎞
2 5
l
⎝ 3⎠ ⎝ 2⎠ ⎝ 2⎠ ⎝ 3⎠
326 Mathscape 9 Extension
–1 –2 –2 –3
m ⎛ 3 ---⎞ ⎛ 2 1---⎞ ⎛ 1 5---⎞ ⎛ 1 2---⎞
1
n o p
⎝ 2⎠ ⎝ 4⎠ ⎝ 6⎠ ⎝ 3⎠
10 Express as fractions without grouping symbols or negative indices.
–1 –1 –1 –1
a ⎛ n---⎞ b ⎛ 5---⎞ c ⎛ a---⎞ d ⎛ 2m
-------⎞
⎝ 6⎠ ⎝ k⎠ ⎝ b⎠ ⎝ 3n ⎠
–2 –2 –3 –4
e ⎛ --x-⎞ f ⎛ 4---⎞ g ⎛ --y-⎞ h ⎛ --2-⎞
⎝ 3⎠ ⎝ h⎠ ⎝ 2⎠ ⎝ d⎠
–3 –5 –2 –5
i ⎛ ---
3⎞
- j ⎛ --e-⎞ k ⎛ --c-⎞ l ⎛ --e-⎞
⎝ m⎠ ⎝ 2⎠ ⎝ d⎠ ⎝ f⎠
2a –2 7 ⎞ –2 –3 –4
m ⎛ ------⎞ ⎛ ------ ⎛ ------
3m⎞ ⎛ -----
2x⎞
n o - p -
⎝ 3⎠ ⎝ 8 p⎠ ⎝ 4n ⎠ ⎝ 5y⎠
2 –2
⎛ u-----⎞ ⎛ ab
–3 ⎛ 10m 4 ⎞ –2 ⎛ 2a 2 b 3⎞ –5
q r ------⎞ s ⎜ -------------
12 ⎟
- t ⎜ -------------
4 ⎟
-
⎝ 4⎠ ⎝ 2⎠ ⎝ 11p ⎠ ⎝ 3c ⎠

9.7 Products and quotients with

negative indices
Example 1
EG Express each of these products as a fraction without any negative indices.
+S 3 –6
a ab−1 b m−1n−1 c 5p−2q4r−3 d --- w
8
Solutions
3 –6
a ab−1 b m−1n−1 c 5p−2q4r−3 d --- w
1 8
= a × --- 1 1 1 1
b = ---- × --- = 5 × ----2- × q 4 × ----3 3 1
a m n p r = --- × -----6-
= --- 8 w
b 1 5q 4
= ------- = ---------- 3
mn p2 r 3 = --------6-
8w

Example 2
EG Express each fraction as a product containing negative indices.
+S
e2 1 8k 2 2
a ----6- b ----------
3 9
- c ---------
- d -------4-
f a b m7 n 5r
Solutions
e2 1 8k 2 2
a ----6- b ----------
- c ---------
- d -------4-
f a3 b9 m7 n 5r
1
= e2 × ----6- 1 1 1 1
= 8 × k2 × -----7- × --- 2 1
f = ----3- × ----9- n = --- × ----4
a b m 5 r
= e2f −6 = 8k 2m−7n−1
= a−3b−9 = 2--5- r –4
 Chapter 9: I n dices 327

Example 3
EG Simplify each expression by adding, subtracting or multiplying the indices, then give the
+S answers without any negative indices.
a n−6 × n2 b t−9 ÷ t−7 c (2v−5)−4

Solutions
a n−6 × n2 = n−6 + 2 b t −9 ÷ t −7 = t −9 − −7 c (2v−5)−4 = 2−4v−5 × (−4)
= n−4 = t −2 1
= ----4- v20
1 1 2
= ----4- = ---2-
n t v 20
= -------
16

Exercise 9.7

1 Express each of these products as a fraction without any negative indices.

a xy−1 b p−1q c ab−2 d u−4v3 e e−3f 2
−1
f g h 5 g wx 3 −7 h bc 6 −1 i r s−4 9 j jk−3
k a−1b−1 l x−2y−1 m e−3f −2 n p−4q−6 o g−5h−2
p 3a−1 q 5c−2 r 2e−4 s 7b−5 t 9k−3
1 –1 1 –2 2 –4 4 –9 3 –6
u --- u
2
v --- p
4
w --- t
3
x --- w
7
y --- n
5

2 Express each fraction as a product containing negative indices.

a x3 p m3 1 c4
a --- b ----- c ----2- d -----4- e ----------
2 4
- f ----5-
b y q n e f d
j 10 1 y6 1 5 3
g ------6 h ----------
7 9
- i ----
- j -----------
3 10
- k --- l ----2-
k g h z u v n p
9 4 11 10 1 1
m ----7- n ---3- o -----5
- p -----6- q ------- r ------
a z t m 3m 5k
1 1 2 3 5 9
s -------2- t ----------3- u ----- v -------2- w -------6- x -----------4-
4g 12a 7t 4r 8y 11 f
■ Consolidation
3 Express each product as a fraction without any negative indices.
a a2b3c−1 b x3y−2z4 c e−3f 2g2 d i−1j−2k3
e u2v−2w−5 f m−1n−3p−2 g r−4s2t−7 h c5de−9
−1
i p q r −1 −1 j wx y 2 −3 −5 k 4a−2b3 l 3mn−1
m 7e−3f −2 n 5a4b−6 o 12r−1s−1 p 8x−4y7
1 −2 5 1 3 −4
q --3- c d r --8- y z s 5--6- a−1b−1 t ------ u2v−8
10
3

4 Express each fraction as a product containing negative indices.

p2 q4 ab 2 u6 1 m4
a ----------- b -------
5
- c ----------
2 4
- d ---------------
2 3 7
- e --------3-
r c v w e f g np
328 Mathscape 9 Extension
1 i3 j5 c6 1 m
f ----------
4
- g --------- h ------------ i -------- j --------8-
a bc k3 d 8 e 11 xyz np
5a 4 3u 5 9 6m 7 10
k ------- - l ------- - m ----------
- n ---------
- o ------
b2 v4 e f3 4
n5 pq
2r 2 4a 5 9 5v 4 8
p -------2- q -------3- r --------------4- s -----------9- t --------------
-
3s 5b 10gh 12w 9y 5 z 10

5 Simplify each expression by adding, subtracting or multiplying the indices, then give the
answers as fractions if they contain a negative index.
a m5 × m−3 b k−7 × k4 c y−6 × y−2 d g3 × g−3
−2
e 5a × a 7 f 2z × 9z
9 −2 −1
g 4t × 6t −8 h 7p−5 × 2p5
i e ÷e
2 3 −2
j j ÷j 9 −7
k q ÷q −4 l y−5 ÷ y−6
m 10u−1 ÷ u4 n 12c3 ÷ 3c−7 o 30 ÷ 6w−2 p 40n−6 ÷ 5n−6
q (d )−3 2 r (s )−2 −4 s (z )6 −3 t (f −4)−7
u (3a )−5 2 v (2h ) −8 −3 w (4m ) −7 3 x (7x−9)−2

6 Simplify, giving your answers as fractions.

a a3 ÷ a8 × a2 b n × n4 ÷ n9 c q2 ÷ q3 ÷ q4
d 15w ÷ 3w ÷ w
4 6 3 e 40p3 ÷ 2p7 × 4p f 6y × 7y2 ÷ 3y7
g 3m ÷ 4m × 12m
2 5 h 2c4 × 3c ÷ 7c11 i 4x3 × 6x2 ÷ 36x8

■ Further applications
7 Simplify, giving answers without negative indices.
a x3 m2 x 3 y –2
a ------
- b ------
- c -------------
- d --------------
-
b –1 x –2 m –2 n 3 x –4 y –1

8 Simplify, giving answers without negative indices.

–3
a 5 × a –2 ⎛ n 4⎞ w –3 w –2
a ------------------
- b ⎜ ----6-⎟ c -------7- × -------5-
( a3 )2 ⎝n ⎠ w w
b 3 ÷ b –5 ⎛ x 3⎞ 5 ⎛ x 4⎞ –2 ( u –2 ) –3 × ( u 5 ) –1
d ------------------
- e ⎜ ----2-⎟ × ⎝ -----⎠ f -------------------------------------
-
( b –1 ) –2 ⎝x ⎠ x u –3 × u 5

TRY THIS Digit patterns

Complete these and note the pattern of the last digits.
21 = 22 = 23 =
24 = 25 = 26 =
27 = 28 = etc.
From such patterns, work out the last digit of the following.
213 × 310
 Chapter 9: I n dices 329

9.8 The fraction index

The meaning of the fraction index can be seen from the following examples.
1 1 1+1
--- --- --- ---
1 Using the index law for multiplication: a × a = a 2 2 2 2

= a1
=a
But a × a = a. 1
---
Putting these results together, we have a 2 = a.
1 1 1 1 1 1
--- --- --- --- + --- + ---
2 Using the index law for multiplication: a 3 × a 3 × a 3 = a 3 3 3

= a1
=a
However, a × a × a = a.
3 3 3
1
---
Putting these results together, we have a 3 = 3 a.

1 1
--- ---
a2 = a a3 = 3 a

■ The general unit fraction index

The results above can be extended to expressions other than the square root and cube root of a
1 1 1
--- --- ---
number. For example, 4 a = a4 , 5 a = a 5 and 6 a = a 6 . In general:

1
---
n a = a n , (n > 0)

1
---
NOTE: The calculator keys x or x y can be used to find roots greater than the cube root.

■ The non-unit fraction index

p
---
Consider the expression a q, where q > 0. This expression can be interpreted in two ways.
p 1 p p
--- ---
p q
⎛ 1---⎞
---
a = (a )
q
or a = ⎜ a q⎟
q

p ⎝ ⎠
= q
a p
= (q a )

p
--- p p
aq = q
a = (q a ) , ( q > 0 )
330 Mathscape 9 Extension

Example 1
EG Evaluate:
+S 1
---
1
---
1
---
1
---
a 16 2
b 27 3
c ⎛ -----
9 ⎞2
- d ⎛ --------
8 ⎞3
-
⎝ 49⎠ ⎝ 125⎠
Solutions
1 1 1 1
--- --- --- ---
a 16 2
b 27 3
c ⎛ -----
9 ⎞2
- d ⎛ --------
8 ⎞3
-
⎝ 49⎠ ⎝ 125⎠
= 16 = 273
9 8
=4 =3 = ------ = 3 ---------
49 125
9 3 8
= ---------- = -------------
49 3 125

3 2
= --- = ---
7 5

Example 2
EG Simplify:
+S
3 8 3
a a 14 b a 15 c 9a d 8a 33

Solutions
3 8 3
a a 14 b a 15 c 9a d 8a 33
1 1 1 1
--- --- --- ---
= ( a 14 ) 2 = (a ) 15 3
= ( 9a 8 ) 2 = ( 8a 33 ) 3
= a7 = a5 = 3a4 = 2a11

Example 3 Solutions
EG Evaluate: 3
--- 3
+S 3
--- 3 a 9 2
= ( 9)
3
b 16
– ---
4 1
= -------3-
– ---
2 4 ---
a 9 b 16 = 33 16 4
= 27
1
= ----------------3-
( 4 16 )
1
= ----3-
2
1
= ---
8
 Chapter 9: I n dices 331

Exercise 9.8

1 Express each of the following with a radical sign ( n ), then evaluate.

1 1 1 1 1 1
--- --- --- --- --- ---
2 2 2 2 3 3
a 4 b 9 c 49 d 81 e 8 f 27
1 1 1 1 1 1
--- --- --- --- --- ---
3 3 2 3 2
g 125 h 1000 i 36 j 64 k 121 l 100 2

■ Consolidation
2 Express each of the following with a radical sign, then simplify.
1 1 1 1 1 1
--- --- --- --- --- ---
a ⎛ 4---⎞ 2 b ⎛ -----
8 ⎞3
- c ⎛ 25
------⎞
2
d ⎛ --------
27 ⎞ 3
- e ⎛ --------
36 ⎞ 2
- f ⎛ 16
------⎞
2
⎝ 9⎠ ⎝ 27⎠ ⎝ 49⎠ ⎝ 125⎠ ⎝ 121⎠ ⎝ 81⎠
1 1 1 1 1 1
--- --- --- --- --- ---
g ⎛ 27
------⎞
3
h ⎛ --------
81 ⎞ 2
- i ⎛ 1 7---⎞ 2 j ⎛ 3 3---⎞ 3 k ⎛ 1 24
------⎞
2
l ⎛13 4--- ⎞ 2
⎝ 64⎠ ⎝ 100⎠ ⎝ 9⎠ ⎝ 8⎠ ⎝ 25⎠ ⎝ 9⎠

3 Express each of these as fractions in simplest form.

–1 –1 –1 –1 –1 –1
------ ------ ------ ------ ------ ------
2 2 3 3 2 3
a 16 b 25 c 8 d 27 e 36 f 125
–1 –1 –1 –1 –1 –1
------ ------ ------ ------ ------ ------
j ⎛ ------⎞ ⎛ -----
2 24 3 2 8⎞ 3
⎛ 11 1---⎞ 2
g 121 h 64 i 64 k - l
⎝ 25⎠ ⎝ 27⎠ ⎝ 9⎠
4 Express each of these in the form (am)n, then simplify.
6 10 22 3 6 3 12 3 30
a a b a c a d a e a f a

5 Simplify:
1 1 1 1
--- --- --- ---
8 2 12 2 9 3 21 3
a ( 9t ) b ( 25u ) c ( 8c ) d ( 125b )
1 1 1 1
--- --- --- ---
12 2 18 2 18 3 15 3
e ( 16e ) f ( 169w ) g ( 64n ) h ( 27v )

6 Simplify:
1 1 1 1
--- --- --- ---
4 4 5 6
a 16 b 81 c 32 d 64

1
---
y y
7 Evaluate each of the following by using the x or x key on your calculator.
a 4 625 b 6 4096 c 5 7776 d 8 256
e 7 2187 f 10 1024 g 9 19 683 h 6 1 000 000
332 Mathscape 9 Extension

8 Express each of these in the form (am)n, then simplify.

4 24 5 35 7 28 6 72
a a b p c k d y

9 Express each of these in index form.

3 3 2 5 3 4
a a b m c e d p
4 3 3 5 7 5 6
e y f k g t h h
3 7 8 5 7 2 9 10
i z j u k r l w
p
10 Express each of the following in the form (q a ) , then evaluate.
3 2 3 2
--- --- --- ---
a 42 b 83 c 16 2 d 27 3
3 3 4 3
--- --- --- ---
4 2 3 4
e 16 f 25 g 8 h 81
3 2 7 5
--- --- --- ---
2 5 3
i 100 j 32 k 8 l 64 6
3 4 3 2
--- --- --- ---
m ⎛ ---⎞ ⎛ 1---⎞ 3 ⎛ -----
1 2 4 ⎞2 ⎛ --------
27 ⎞ 3
n o - p -
⎝ 9⎠ ⎝ 8⎠ ⎝ 25⎠ ⎝ 125⎠
–3 –2 –4 –3
------ ------ ------ ------
q 92 r 125 3 s 32 5 t 49 2
11 Write each of these in surd form.
3 2 4 3
--- --- --- ---
2 3 3 5
a a b m c p d n
5 7 1 1
--- --- – --- – ---
6 2 2 3
e k f y g x h c
3 2 4 7
– --- – --- – --- – ---
2 3 5 6
i e j s k v l b

12 Write each of these in index form.

a x x b x2 x c x×3 x d x2 × 3 x
2 3 4
e x×5 x f x ×4 x g x x h x ×7 x
1 1 1 1
i ------- j ------- k ------- l -------
x 3 x 5 x 7 x

1 1 1 1
m ------- n ---------------- o -----------------
2
- p ------------------
2 3
x x x×3 x x × x x × x
 Chapter 9: I n dices 333

■ Further applications
13 Write each of these in the form a m × n a , where m and n are positive integers.
3 5 4 5
--- --- --- ---
2 2 3 3
a a b a c a d a
1 1
--- ---
2 3
14 a Which is greater, 2 or 3 ? [HINT: Raise each number to the power of 6.]
1 1 1 5
--- --- --- ---
3 2 4 6
b Which is greater, 5 × 3 or 9 × 2 ?

9.9 Scientific notation

A number is in scientific notation if it is written in the form m × 10n, where m is a
number between 1 and 10 and n is an integer.

Scientific notation is also called standard notation. It is used to write very large numbers or
very small numbers.

To express a number in scientific notation:

move the decimal point so that the number is between 1 and 10

multiply this number by a power of 10, where the index indicates the direction
and the number of places that the decimal point would have to be moved to be in
its original position.

To write the basic numeral for a number that has been written in scientific notation:

move the decimal point in the direction and the number of places indicated by
the index in the power of 10.

If the number is greater than 1, then the index in the power of 10 will be positive. If the number
is less than 1, then the index in the power of 10 will be negative.

Example 1
EG Express each of the following in scientific notation.
+S
a 50 000 b 473 000 c 0.002 d 0.000 681

Solutions
a 50000 b 473000
∴ 50 000 = 5 × 104 ∴ 473 000 = 4.73 × 105

c 0.002 d 0.000681
∴ 0.002 = 2 × 10−3 ∴ 0.000 681 = 6.81 × 10−4
334 Mathscape 9 Extension

Example 2
EG Write the basic numeral for each of these.
+S
a 8 × 102 b 3.052 × 105 c 6 × 10−4 d 7.44 × 10−3

Solutions
a 8.00 b 3.05200
∴ 8 × 102 = 800 ∴ 3.052 × 105 = 305 200
c 00006. d 0007.44
∴ 6 × 10−4 = 0.0006 ∴ 7.44 × 10−3 = 0.007 44

Exercise 9.9

1 Express each number in scientific notation.

a 200 b 5000 c 90 000 d 700 000
e 40 f 60 000 g 3000 h 8 000 000

2 Express each number in scientific notation.

a 0.09 b 0.002 c 0.0004 d 0.000 06
e 0.3 f 0.0007 g 0.08 h 0.000 005

3 Write the basic numeral for each of these.

a 5 × 102 b 2 × 103 c 8 × 104 d 3 × 106
e 7 × 10 4 f 9 × 102 g 6 × 103 h 4 × 105

4 Write the basic numeral for each of these.

a 2 × 10−1 b 5 × 10−2 c 9 × 10−3 d 3 × 10−5
e 7 × 10 −2 f 6 × 10−4 g 4 × 10−1 h 8 × 10−6

■ Consolidation
5 Express in scientific notation.
a 1400 b 37 000 c 120 000 d 9 600 000
e 120 f 2500 g 93 000 h 810 000
i 49 j 723 k 2466 l 1490
m 56 700 n 137 000 o 9990 p 6 520 000
q 58.9 r 190.2 s 30.3 t 154.26

6 Write the basic numeral for each of these.

a 9.1 × 102 b 3.2 × 103 c 8.4 × 104 d 2.6 × 106
e 4.3 × 10 3 f 5.9 × 10 g 6.5 × 105 h 7.1 × 104
i 2.9 × 10 j 4.163 × 103 k 5.24 × 102 l 1.1315 × 104
m 3.85 × 10 3 n 8.92 × 104 o 2.685 × 105 p 9.003 × 106
 Chapter 9: I n dices 335

7 Express in scientific notation.

a 0.71 b 0.062 c 0.0094 d 0.000 035
e 0.54 f 0.0017 g 0.036 h 0.000 79
i 0.0051 j 0.09 k 0.000 067 l 0.088
m 0.125 n 0.0352 o 0.4 p 0.000 663
q 0.007 54 r 0.4761 s 0.003 924 t 0.000 011 62

8 Write the basic numeral for each of these.

a 1.9 × 10−1 b 8.6 × 10−3 c 6.4 × 10−2 d 5.8 × 10−5
e 3.1 × 10 −2 f 9.3 × 10−1 g 4.8 × 10−3 h 7.2 × 10−6
i 8.42 × 10−1 j 5.87 × 10−2 k 1.06 × 10−4 l 4.19 × 10−5
m 2.132 × 10 −2 n 4.076 × 10−1 o 7.119 × 10−3 p 1.002 × 10−4

9 Write each of the following in scientific notation, correct to 3 significant figures.

a 17 349 b 2069 c 199 610 d 15.287
e 903.148 f 3566.81 g 0.1662 h 0.022 593
i 0.007 384 9 j 0.000 106 6 k 0.000 009 172 l 0.05̇

■ Further applications
10 Evaluate each of the following using the index laws and without the use of a calculator.
Give your answers in scientific notation.
a (2 × 103) × (4 × 106) b (5 × 102) × (1.5 × 104)
c (1.2 × 10 ) × (6 × 10 )
4 −1 d (3 × 10−5) × (2.5 × 10−2)
8.6 × 10 12 6 × 10 3
e -----------------------
- f ---------------------8-
2 × 10 4 1.5 × 10
9.2 × 10 5 5.4 × 10 –7
g -----------------------
- h -----------------------
-
2.3 × 10 –1 6 × 10 –4

9.10 Scientific notation on the

calculator
Calculators are programmed to give very large and very small numbers in scientific notation.
If you enter 940 000 × 730 000 into a calculator, it will show the answer as 6.86211 because the
number of digits in the answer is more than is available on the display. The answer is actually
in scientific notation and means 6.862 × 1011. It does not mean ‘11 factors of 6.862’.
Numbers can be entered in scientific notation using the exponent key EXP . For example, to
enter 3.4 × 10−7, press 3.4 EXP ± 7. The basic numeral can be found by pressing the
equals key.
336 Mathscape 9 Extension

Example 1
EG Evaluate each of the following using a calculator and give the answers in scientific notation,
+S correct to 4 significant figures.
25
a 0.06498 b 9.5 × 10

Solutions
a Press 0.0649 x y 8 = Calculator readout: 3.14744083−10
Answer = 3.147 440 83 × 10−10
= 3.147 × 10−10 (4 significant figures)
b Press ( 9.5 EXP 25 ) = Calculator readout: 9.74679434512
Answer = 9.746 794 345 × 1012
= 9.747 × 1012 (4 significant figures)

Example 2
EG Evaluate (6.5 × 107) × (9.2 × 1011) using a calculator and give the answer in scientific notation.
+S
Solution
Press 6.5 EXP 7 × 9.2 EXP 11 = Calculator readout: 5.9819
Answer = 5.98 × 1019

Exercise 9.10

1 Use the exponent function EXP on the calculator to find the value of:
a 2.3 × 102 b 5.91 × 103 c 7.04 × 104 d 1.608 × 106
e 5.2 × 10 −1 f 6.42 × 10 −3 g 9.27 × 10 −2 h 3.899 × 10−4

2 Write each calculator display in scientific notation.

a 4.706 b 3.1405 c 9.0509 d 1.78212
e 5.7 −04 f 6.22 −07 g 8.013−11 h 2.637−18

3 a Which two of these expressions have the same meaning:

4 × 103, 43 and the calculator display 403?
b Why don’t all three expressions have the same meaning?

■ Consolidation
4 Evaluate each of the following using a calculator and give your answers in scientific
notation, correct to 4 significant figures.
a 5263 b 93174 c 12.7396
d 0.0037 7 e 0.0469 9 f 0.000 71512
g (5.6 × 104)5 h (9.47 × 10−7) 2
i (7.21 × 10−6)−7
5 –8 – 2 10
j 8.46 × 10 k 3
7.604 × 10 l 4
( 5.299 × 10 )
1 1 1
m ------------------------3- n -----------------------
- o ---------------------------------
-
3
1.74 × 10 2.3 × 10 –4 ( 5.83 × 10 –2 )
 Chapter 9: I n dices 337

5 Evaluate each of the following using a calculator and give your answers in scientific
notation, correct to 4 significant figures.
a (5.4 × 108) × (9.3 × 106) b (8.73 × 105) × (7.36 × 107)
c (3.9 × 10 ) ÷ (5.1 × 10 )
28 11 d (2.13 × 1015) ÷ (1.6 × 109)
e (7.2 × 10 ) × (2.5 × 10 )
19 −4 f (5.98 × 10−6) × (3.47 × 10−12)
8.64 × 10 –17 6.022 × 10 –4
g ----------------------------
- h -----------------------------
-
1.02 × 10 –3 5.97 × 10 20
6 Arrange these numbers in ascending order:
5.2 × 108, 6.7 × 105, 3.94 × 10−12, 8.41 × 10−9, 1.5 × 106, 3.959 × 10−12

■ Further applications
7 The Earth has a mass of 6 × 1024 kg while the planet Jupiter has a mass of 1.2 × 1027 kg.
a Which planet has the greater mass and by how much?
b How many times greater is the mass of the larger planet than that of the smaller planet?

8 The Earth orbits the Sun at an approximate speed of 8333 m/s. Express this speed in
km/h, giving your answer in scientific notation, correct to 1 significant figure.
9 The average distance between the Earth and the Sun (approximately 150 million km) is
defined as one astronomical unit (AU). If the average distance between Pluto and the Sun
is 39.44 AU, express this distance in kilometres in scientific notation, correct to
4 significant figures.
10 The speed of light is approximately 300 000 km/s. If the Sun is about 1.495 × 108 km from
Earth, find the time that it takes for sunlight to reach the Earth. Give your answer in
minutes, correct to 1 decimal place.
11 a The diameter of the Earth is 1.275 × 107 metres. What is the radius of the Earth in
kilometres? Give your answer in scientific notation.
b What is the circumference of the Earth at the equator, in kilometres? Give your answer
correct to the nearest kilometre.

12 a The Moon’s radius is 1.738 × 106 metres and the Earth’s radius is 6.38 × 106 metres.
How many times larger is the radius of the Earth than that of the Moon? Give your
answer correct to 2 decimal places.
b The Sun’s radius is 6.96 × 108 metres. How many times larger is the radius of the Sun
than that of the Earth? Give your answer correct to the nearest whole number.
13 a The mass of an atom of hydrogen is 1.6 × 10−24 grams and the mass of an electron is
9 × 10−28 grams. Which is heavier, and how many times heavier is it? Give your answer
correct to the nearest whole number.
b How many millions of atoms of hydrogen are needed to weigh 1 gram? Give your
answer in scientific notation.
 338 Mathscape 9 Extension

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G
MATHEMATICALLY

MATHEMATICS IS AT THE HEART OF SCIENCE

MATICALLY

Introduction
In this chapter, you have learned about the need for a standard way of writing large and small
numbers. This is called ‘scientific notation’ and a calculator is a very useful device for working
with them. We are now going to explore the usefulness of indices to record important scientific
information.
F O C U S O N W O R K I HNE G

2L EARNING ACTIVITIES
MAT

Facts about our bodies

WORKING

1 Write each of the following facts about the human body in scientific notation.
a Your bone marrow produces about 2 million red blood cells every second.
b On average, the human brain contains about 100 billion nerve cells.
c There are about 100 000 hairs on your head.
d Each of your eyes has about 120 million rods, which give you your perception of the
world.
ON

e Placed end to end, the blood vessels in your body would measure about 100 000 km.
f The tiny tubes (called capillaries) in your kidneys are about 0.0001 m in diameter. They
are so small red blood cells pass through them in single file.
FOCUS
 Chapter 9: I n dices 339

2 Investigate the accuracy of the following statements. A calculator will help.

a ‘Your heart will beat about 3 billion times in your lifetime.’ Assume that your life
expectancy will be 85 years.
b ‘You will breathe about 10 million times in a year.’
c ‘One light year, the distance that light travels through a vacuum in one year, is

THEMATICALLY
approximately 9.46 × 1015 m.’ Take the speed of light to be 299 792 458 m/s.

8C HALLENGE

1 The mass of a water molecule is 0.000 000 000 000 000 000 000 029 9 gram. Write this in
scientific notation.

2 The thickness of the anti-reflection coating on a camera lens is 0.000 000 12 m. Write this
in scientific notation.

3 The diameter of a human hair is 0.000 07 m. Write this in scientific notation. If 1 micron
(µ) is 10−6 m, what is this diameter in microns?

ALLY
4 The accuracy of a clock made by John Harrison to measure longitude (position on the
Earth’s surface east or west of Greenwich) is an amazing story. He managed this superb
technological feat around 1770. Here is a quote from the book Longitude by Dava Sobel

FOCUS ON WORKING MA
(Griffin Press, 1998), which tells how accurate his clock was:

IC
‘In some trials [the clock] lost only 7.287 × 10−7 seconds per second, an accuracy that was not to

MATHEMAT
be achieved again for at least 100 years … And for his own time finding—to see how accurate
his results were—he used the passage of a particular star past a neighbor’s chimney.’

Show that the time lost by Harrison’s clock on a 30-day voyage was theoretically less than
2 seconds.

E L ET’S COMMUNICATE

WORKING
Write a short account of the usefulness of indices in recording small and large scientific
measurements. What new scientific facts did you learn?

%R EFLECTING
ON

Reflect on the way in which mathematics is so basic to the study of medicine, astronomy,
chemistry and physics. Think over this statement: ‘Without mathematics there would be no
FOCUS

science’.
340 Mathscape 9 Extension

1 What is another word for index? 5 Read the Macquarie Learners Dictionary
2 In the expression 100 = 102, which entry for notation:
number is the base?
3 A number is in s______ n______ if it is notation noun a way of writing down things like music
written as the product of a number or dance by using signs or symbols, such as notes or
between 1 and 10 and a power of 10. lines to stand for sounds or marks to stand for
movement
4 What is meant by a negative index?
A fraction index? What sorts of jobs require skills in the use of
notation?

24m 13 – 42e 8 f 12
1 Express each of these in simplest index k --------------
- l ----------------------
form. 3m 8 7e 2 f 5
a 3×3×3×3 m (z4)7 n (3p)3
CHAPTER RE

b a×a×a×a×a
c 7×p×2×q×q×p o (2x5)4 p (rs)5
2 Write each of these in simplest index q (a6b3)8 r (−2j4k9)3
form.
a 72 b k6 7 Simplify:
c ab 3 4 d 5e2 + 3f 4 a t3 × t5 × t2 b d 13 ÷ d 4 ÷ d 2
c y9 × y5 ÷ y3 d (p6)4 × p7
3 Write an expression in index form for
e p19 ÷ (p2)3 f (z10 )4 ÷ (z3)5
‘three factors of five’. 6
4 Find values for all pronumerals in each of h 11 ⎛ v 8⎞
g ---------------- h ⎜ ----4⎟
these. h3 × h2 ⎝v ⎠
a 72 = 2x × 3y b 675 = 3m × 5n 7
(k5) × k4
5 Express in simplest index form: i ----------------------
-
a 53 × 5 7 b 210 ÷ 26 k 12
c (3 ) 5 4
3
9d 13 × ( 2d 3 )
6 Simplify: 8 Simplify --------------------------------
-.
12d 14
VIEW

a n3 × n4 b 5p2 × 3p4
c a8b3 × a4b7 d 1--2- k6 × 8k 9 Evaluate each of these if 2n = 5.
a 2n + 1 b 2n + 2 c 2n + 4
e ab × bc × cd f −5x2y3 × (−8xy4)
10 Evaluate each of these if 5k = 500.
g y9 ÷ y4 h 21c9 ÷ 3c5
a 5k − 1 b 5k − 2 c 5k − 4
i u v ÷u v
12 8 3 j 3t11 ÷ 1--2- t

CHAPTER REVIEW
 Chapter 9: I n dices 341

VIEW
11 Evaluate each of these if 3y = 10. 17 Express the following in simplest form,
a 32y b 33y without negative indices.
c 3 4y − 1 d 35y + 2 –1 –1 –2
a ⎛ 1---⎞ b ⎛ 3---⎞ c ⎛ 5---⎞
12 Express each of these as a fraction in ⎝ 4⎠ ⎝ 2⎠ ⎝ 3⎠
simplest form. –3 –1 –2
a 4−1 b 6−2 c 3−4 d ⎛ 2 1---⎞ e ⎛ 6---⎞ f ⎛m
----⎞
⎝ 2⎠ ⎝ t⎠ ⎝ 7⎠

CHAPTER RE
d 5 −3 e 2 −5
–3 4 –2
13 Write each of these with a negative index.
g ⎛ ------
2 p⎞
h ⎛ --------
8c ⎞
1 1 1 ⎝ q⎠ ⎝ 5d 7⎠
a ---- b ----2- c ----5-
m k a 18 Simplify, then give the answers without
1 1 any negative indices.
d ----9 e ------ -
r x 11 a a8 × a−3 b k −9 × k2
−4
c c ×c 11 d 2p−7 × 8p−4
14 Find the value of n if:
e s ÷s
4 10 f x−3 ÷ x5
1 1 −12 −7
a --- = 7 n b ------ = 8 n g r ÷r h 63u−2 ÷ 9u−6
7 64 −1
i (v6) j (n−5)2
1 1 k (q−4)−8 l (2y−7)−3
c ------ = 2 n d ------------ = 10 n
16 1000
19 Express each of these with a radical sign,
15 Express each of these without any then evaluate.
negative indices. 1 1 1
a ab−1 b p−1q ---
2 ---
2
---
2
−1 −1 a 36 b 64 c 121
c x y d c3d−2 1 1 1
e m−4n−5 f u2v3w−7 d 8
---
3
e 27
---
3
f 125
---
3
4
g r s t −1 −6 h a−1b−2c−3 1 1 1
i 9t −2 j 7e−1f −5g --- --- ---
4 5 6
g 81 h 32 i 1 000 000
3 5
k --- p−3 l --- k−1m2 20 Simplify:
4 9
1 1
– --- – ---
16 Express each of the following as a a 9
2
b 49
2
product without negative indices. 1
– --- 1
– ---
x m3 1 c 8
3
d 1000 3
a -- b -----5- c ----------
2 4
-
y n p q 1 1
– --- – ---
4 5
a4 b5 m6 2 e 16 f 100 000
d ----------
- e -------5- f ------------
-
c7 kn 3 8
x yz 21 Evaluate each of these by using the 1--y-
or y x key on your calculator. x
5m 9 2e 4
g ----------
- h -------- 4 5
n2 p3 3f a 1296 b 16 807
c 7 16 384

CHAPTER REVIEW
 342 Mathscape 9 Extension
CHAPTER RE

22 Simplify each of the following. 1 1

g --------- h ------------
2
10 3 12 6 3 4 b b
a a b w c 4k x
22 3 18 3 21 26 Express each of these numbers in
d 49 p e 8u f 27s
scientific notation.
23 Evaluate: a 3000 b 190 000
3 4 3 c 28 600 d 173.4
--- --- ---
2 3 5
a 9 b 8 c 32 e 0.0004 f 0.026
–4 3
---
2
---
g 0.001 98 h 0.000 583 1
------ 2
3 ⎛ -----
1⎞ 8 ⎞3
⎛ ----- 27 Write the basic numeral for each of these.
d 27 e - f -
⎝ 16⎠ ⎝ 27⎠ a 9 × 102 b 6 × 104
–3
------
–2
------
c 8.7 × 103 d 1.04 × 105
2 3 e 3 × 10 −1 f 7 × 10−3
g ⎛ 100
---------⎞ h ⎛ --------
64 ⎞
-
⎝ 9 ⎠ ⎝ 125⎠ g 1.9 × 10 −2 h 4.61 × 10−6
24 Write each of these in surd form. 28 Use the exponent key EXP to find the
5 2 3 value of each calculator display:
--- --- ---
VIEW

a m
2
b k
3
c e
4 a 905 b 5.604
c 2 −03 d 3.27−05
–2 –5 –7
------ ------ ------
d q
9
e a
6
f z
5 29 Evaluate each of the following, giving the
answer in scientific notation, correct to 4
25 Write each of these in index form. significant figures.
3 a 72653 b 10 2887
a a a b p p c n×4 n
c 0.0847 13 d 0.009 2915
2 1 1
d t ×3 t e ------ f -------
c 4 y

CHAPTER REVIEW
 Geometry

10
This chapter at a glance
Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

determine whether two angles are adjacent

apply the properties of complementary, supplementary, vertically opposite
angles and angles at a point to find unknown angles, giving reasons

state whether a pair of angles on parallel lines are alternate, corresponding
or co-interior

find unknown angles on parallel lines, giving reasons

classify triangles according to their sides and angles

use the angle sum of a triangle to find unknown angles, giving reasons

use the exterior angle property of triangles to find unknown angles, giving reasons

use the properties of isosceles and equilateral triangles to find unknown sides and
angles, giving reasons

use the angle sum of a quadrilateral to find unknown angles, giving reasons

classify the special quadrilaterals according to their side, angle and diagonal Geometry
properties

use the properties of the special quadrilaterals to find unknown sides and angles,
giving reasons

name a polygon according to the number of sides

determine whether a polygon is convex or non-convex

determine whether a polygon is regular or irregular

find the interior angle sum of a polygon by dissecting it into triangles and
by the formula

find the size of the interior and exterior angles of a regular polygon

find the number of sides in a regular polygon given the size of its interior
or exterior angles

state the minimum set of conditions for two triangles to be congruent

identify matching sides and angles in congruent triangles

apply the congruence tests to justify that two triangles are congruent

apply the congruence tests to establish properties of triangles and
quadrilaterals

apply the congruence tests to prove unfamiliar results.
343
344 Mathscape 9 Extension

10.1 Angles
In this course, the emphasis will be on not only finding the correct size of an angle but, more
importantly, on giving correct reasons for each step in your working. While geometric reasons
can be given in many ways, it is important to spell important terms correctly, use only standard
abbreviations and be consistent in your setting out. By convention, the degrees symbol is not
written when Greek letters are used in angles. Relationships between two or more angles can
be used to prove many properties of geometric figures.

■ Adjacent angles
Two angles are adjacent if they:

have a common vertex, and

have a common ray, and

lie on opposite sides of this common ray.

E
For example, ∠EFG is adjacent to ∠GFH because:
G 1 F is a common vertex, and
2 FG is a common ray, and
α 3 the angles lie on opposite sides of FG.
β
F H

■ Complementary and supplementary angles

Complementary angles are two angles whose sum is 90°. Adjacent angles in a right angle are
complementary.
Supplementary angles are two angles whose sum is 180°. Adjacent angles on a straight line
are supplementary.

Complementary angles have a sum of 90°.

Supplementary angles have a sum of 180°.

For example:
A S

α α β
β P R
B C Q
∠ABD and ∠DBC are complementary ∠PQS and ∠SQR are supplementary
angles: α + β = 90° angles: α + β = 180°
 Chapter 10: Geo met ry 345

NOTE: When giving reasons, the terms complementary angles and supplementary angles must
not be used. These terms simply mean that the angles have a sum of 90° or 180°. In geometric
reasoning, you need to explain why the angles have that sum (e.g. angles in a right angle, or
angles on a straight line).

■ Angles at a point
Angles at a point are two or more angles that have a common vertex and whose sum is 360°,
or one complete revolution.

Angles at a point have a sum of 360°.

For example:

β
α + β + γ = 360°
α
γ

■ Vertically opposite angles

Vertically opposite angles are formed by the intersection of two straight lines. Vertically
opposite angles must be equal because they are adjacent and supplementary to a common angle.

Vertically opposite angles are equal.

For example: W Y
*
T ∠WTZ and ∠YTX are vertically opposite angles.
* ∠WTY and ∠ZTX are vertically opposite angles.

Z X
Example 1
EG Explain why α and β are not adjacent angles in each of the following.
+S
a α b α β
c

β
β α

Solutions
a The angles do not have a common vertex.
b The angles do not have a common ray.
c The angles do not lie on opposite sides of the common ray.
346 Mathscape 9 Extension

Example 2
EG Find the value of the pronumeral in each of these, giving reasons.
+S
a b c d
a°
30°
y° y° 25°
35° 130° 140°
p° w°
40°

Solutions
a a + 35 = 90 (angles in a right angle) b y + y + 40 = 180 (angles on a straight line)
∴ a = 55 2y + 40 = 180
2y = 140
∴y = 70
c p + 25 = 130 (vertically opposite angles are equal)
∴ p = 105
d w + 30 + 90 + 140 = 360 (angles at a point)
w + 260 = 360
∴ w = 100

Exercise 10.1

1 For each of the following, state whether the angles α and β are adjacent. If they are not
adjacent, give a reason why.
a b c
α
β α β α β

d e f
β β
α
α
α
β

g h i α
α β
β
α
β

2 Write down the:

a complement of 50° b supplement of 60°
c complement of the supplement of 155° d supplement of the complement of 28°
 Chapter 10: Geo met ry 347

3 What size is the angle that is vertically opposite to an angle measuring 42°?

4 How many degrees are there in:

a 1--2- revolution? b 3
---
4
revolution? c 7
------
12
revolution?

5 Find the value of the pronumeral in each of these, giving brief reasons.
a b c
p°

40° k° 150°
x° 20°

d e c° f

a°
60° 105°
m°

6 Find the value of the pronumeral in each of these, giving brief reasons.
a b c
150°
a° n°
n° n° t° t°
a°

d e f r°
d° r° r°
d°
y° y° d°
y° d°

g h i
v° v°v° h° h°
h° c° c°
v° h° h° c° c°
132° c°

■ Consolidation
7 Find the value of the pronumeral in each of these. (Do not give reasons.)
a b c
110° x° 122°
140° u°
t° q° p°
30°
348 Mathscape 9 Extension

d e f
46° a° g°g°
k°
j° b° 71° 133°
165°
25°

g h i
n° m°
13° 59°
19° 82° v°
c°
w° 25°

j 21° b° k s°
l
22° 108° f°
105° 45°
35°

8 Form an equation and solve it to find the value of each pronumeral. Give brief reasons.
a b c

3m° 111° 5t° 85° 2x°

52°

d e f
(p + 25)°
(u + 17)°
64° 4k° 35°
42°

g a° h i
2 (g − 40)° 3y°
146° 4y°
285° 40°

j k l

97° e°
c° (3w + 16)° e° 3e°
48°
(c + 10)° 195°
 Chapter 10: Geo met ry 349

m n o
4n °
22° 3
(7b − 10)° (3b + 74)°
2e° 152°
e° 53°

9 Find the value of each pronumeral, giving reasons.

a b c

m° x°
a° 84° n°
b° 5x° y°
67° c° 2m°
(z − 15)°

d e f

v°
q° 6u°
49° (2u + 72)° 3s°
6q° 2r°
7p° 9q°
(w − 10)°

g h i

3a° a° 88°
(5d − 13)°
c° 5a° g°
e° f° f°
b°

(2d + 14)°

j k l

164° 3x° y° 70° x° 144°

x° y° z°
128° x°
(2x + 8)°
350 Mathscape 9 Extension

■ Further applications
10 Find the value of x in each of these, giving reasons.
a S b J c P
H T

136° x° 74°
P R E G x°
Q x° F
S Q
T
FJ bisects ∠EFH 51°

d U X e H f K
F
Z
x° P 162°
104° W x° J M
x° L
C D
27°
Y V Q
ZW bisects ∠XZV E

10.2 Parallel lines

Parallel lines are two or more lines that have been drawn in the same plane and never meet.
We say that parallel lines are equidistant. That is, the distance between the lines remains
constant. Arrowheads are used to show that two lines are parallel.
The notation || means ‘is parallel to’. In this diagram we could say that PQ || RS, meaning ‘PQ
is parallel to RS’.
transversal

P Q

R S

A line that cuts two or more parallel lines is called a transversal. When a pair of parallel lines
is cut by a transversal, 8 angles are formed. These angles can be classified into 3 special pairs
of angles: alternate angles, corresponding angles and co-interior angles.
 Chapter 10: Geo met ry 351

■ Alternate angles
Alternate angles:

lie between the parallel lines and on opposite sides of the transversal

are equal in size

form a Z shape.

■ Corresponding angles
Corresponding angles:

lie on the same side of the parallel lines and on the same side of the transversal

are equal in size

form a F shape.

■ Co-interior angles
Co-interior angles:

lie between the parallel lines and on the same side of the transversal

are supplementary

form a C shape.

NOTE: In questions where reasons are required to be given, you must refer to the parallel lines
and name them if they are labelled. It is not good enough to write only ‘alternate angles’, for
example, as a reason.
352 Mathscape 9 Extension

Example 1
EG Find the value of the pronumeral in each of the following, giving reasons.
+S
a b c
A B E F K L
x° a° 48°

30° c°
C D G H M N
115°

Solutions
a x = 115 (corresponding angles, AB || CD).
b a = 150 (co-interior angles, EF || GH).
c c = 48 (alternate angles, KL || MN).

Example 2
EG Determine whether AB || CD in each of these. Diagrams are not drawn to scale.
+S
a A b
C B
A 75°
96°
96°
125°
B C D
D

Solutions
a AB is parallel to CD (alternate angles are equal).
b AB is not parallel to CD (co-interior angles are not supplementary).

Exercise 10.2

1 State whether the angles shown are alternate, corresponding or co-interior.

a b c

d e f
 Chapter 10: Geo met ry 353

g h i

2 State whether these angles are equal or supplementary.

a corresponding angles b alternate angles c co-interior angles

3 Find the value of the pronumeral in each of the following, giving brief reasons.
a b c
50°
t° c°

a° 15° 80°

d e f
105°
140° 95°
y° k°
p°

4 State whether PQ || RS in each of these. If they are parallel, give a reason. (Diagrams are
not to scale.)
a b Q c P
Q 75° Q
P 130° 75°
50° P
R S S
105°
85° S
R
R

■ Consolidation
5 Find the values of all pronumerals in each the following. (Do not give reasons.)
a b
a°
p° 70°
30°
b° q°
r°
c°
354 Mathscape 9 Extension

c d
x°
55°
y°
h° g°
114° f °
z°

6 Find the value of the pronumeral in each of these, giving reasons.

a b c
t° x° 139°
q°
s° y°
78° p°
24°

d e f
u° 121° w°
40°
64° c° v° 153°
b°
144°

g h i
47° 72° 106°
14°
y° r° q°
f° 15°
z°
e°

j k l
m° g° 104°
d° 132° n°
c°
c°
68° 57° h°

m n o
f° v° 59° r° 39°
74° s°
u°
g° 137° 109°

p q r
y° c° e°
143° b° f°
88°
z° d°
x° a° 15°
72°
217°
 Chapter 10: Geo met ry 355

7 Form an equation and solve it to find the value of each pronumeral. Give brief reasons.
a b c
(3c + 5)°
74° 4c° (3a
+8
(9a 9)°
(x − 18)° −3
1)°

8 Find the value of the pronumeral in each of these. (HINT: You will need to draw a line
parallel to the given parallel lines.)
a b c
25° j° 129°
37°
88°
m° h°

32° 10°

d e f
140° 43°
t° 153°
b° e°
155° 38° 30°

■ Further applications
9 Find the value of x, giving reasons.
a P b E c M
Q C
x°
B
K x°
111° J L
S
R T
38° P
x° N Q
16°
U
A D R
d B e V f Q
E P R
x° x°
x°
77° W X
A
G
D S 105° 62° V
F C Y 35° Z T U

WX bisects ∠VWZ
356 Mathscape 9 Extension

g K h A B i V
Q 118°

21° M 51°
J F W X
E
R x° 147°
P x°
L x°
64° S Y Z
D C
N

j G k J l H
L
x° B
H M A
141° K x°
E F P 85°
x° 46°
D E
110° D N 121° C
G 22° F
C Q

10.3 Triangles
■ Classification of triangles
A triangle can be classified according to the length of its sides or the size of its angles.

Classification according to sides:

An equilateral triangle is a triangle in which all three sides are equal in length.

An isosceles triangle is a triangle in which two sides are equal in length.

A scalene triangle is a triangle in which no sides are equal in length.

Equilateral Isosceles Scalene

Classification according to angles:

An acute-angled triangle is a triangle in which all three angles are acute.

A right-angled triangle is a triangle in which there is one right angle.

An obtuse-angled triangle is a triangle in which there is one obtuse angle.
 Chapter 10: Geo met ry 357

Acute-angled Right-angled Obtuse-angled

■ The angle sum of a triangle

The angle sum of a triangle is 180°.

β
That is, α + β + γ = 180°.

α γ B
P Q
α β γ
Proof: • Construct PQ through B, parallel to AC.
• ∠PBA = ∠BAC (alternate angles, PQ || AC)
∴ ∠PBA = α
• ∠QBC = ∠ACB (alternate angles, PQ || AC) α γ
∴ ∠QBC = γ A C
• ∠PBA + ∠ABC + ∠QBC = 180° (angles on a straight line)
∴ α + β + γ = 180°
∴ The angle sum of the triangle is 180°.

■ The exterior angle of a triangle

The exterior angle of a triangle is equal to the sum of the
two interior opposite angles.

β
That is, γ = α + β.

α γ
Proof: • Produce AC to D.
B
• Construct CE parallel to AB. E
• ∠ECD = ∠BAC (corresponding angles, CE || AB) β
∴ ∠ECD = α
• ∠BCE = ∠ABC (alternate angles, CE || AB) β
∴ ∠BCE = β α α
A D
• ∠BCD = ∠ECD + ∠BCE (adjacent angles) C
∴γ=α+β
∴ The exterior angle of the triangle is equal to the sum of the two interior
opposite angles.
358 Mathscape 9 Extension

■ Some other properties of triangles

• In an equilateral triangle, • In an isosceles triangle, • In any triangle, the longest
all angles are 60°. the equal angles are side is opposite the largest
opposite the equal sides. angle and the shortest side is
opposite the smallest angle.
60°

60° 60°

Example 1
EG Find the value of the pronumeral in each of the following, giving reasons.
+S
a b c
80°
65°

55° a°
x° 70°
k° 73°
Solutions
a x + 70 + 80 = 180 (angle sum of a ∆) b a = 55 (base angles of an isosceles ∆ are
x + 150 = 180 equal)
∴ x = 30
c k = 65 + 73 (exterior angle of a ∆)
∴ k = 138

Example 2 Solutions
EG Find the value of the pronumeral
+S in each of these, giving reasons.
a P a ∠QRP = 72° (base angles of an isosceles ∆,
PQ = QR)
72°
∴ m + 72 + 72 = 180 (angle sum of a ∆)
m° Q m + 144 = 180
∴ m = 36

R
b F G b ∠EGF = w° (base angles of an isosceles ∆,
w° EF = EG)
∴ w + w + 80 = 180 (angle sum of a ∆)
80°
2w + 80 = 180
2w = 100
E ∴ w = 50
 Chapter 10: Geo met ry 359

Exercise 10.3

1 Classify each triangle as scalene, isosceles or equilateral.

a b c

2 Classify each triangle as acute-angled, right-angled or obtuse-angled.

a b c
40°
60°
50° 10°
80° 40° 125°45°

3 a State the i smallest angle and b State the i shortest side and
ii largest angle. ii longest side.

A 12 C G
70°
7 10 30° E
80°
B F

4 a Name the equal sides in b Name the equal angles in

this isosceles triangle. this isosceles triangle.
F L
7

10 N
7
E G
M

5 Which two of these triangles could not possibly exist? Why?

11

25
4 9 13 12 D
A 5 C 7 4
B

10 6 19

6 Is it possible for:
a a triangle to have two right angles?
b an equilateral triangle to have an obtuse angle?
c an isosceles triangle to be right-angled? d an obtuse-angled triangle to be isosceles?
e a scalene triangle to be right-angled? f a triangle to have two obtuse angles?
360 Mathscape 9 Extension

7 Find the value of the pronumeral in each of these, giving brief reasons.
a b g° c
60° 25°
30° p°
70° x° 15°

8 Find the value of the pronumerals in each of these, giving reasons.

a b c
t° b° 72°
w°
50° a°
v°

9 Find the value of each pronumeral. (Do not give reasons.)

a b c
b°
40°

116° k°
h°

■ Consolidation
10 Use the exterior angle property to find the value of the pronumeral in each of these, giving
brief reasons.
a b 75° z° c d
d°
80° 67° 130°
49° r°
60° a°
145°

11 Use the exterior angle property to find the value of each pronumeral. (Do not give reasons.)
a b c
n°
x°
21°

u° 86°
 Chapter 10: Geo met ry 361

12 Find the value of the pronumeral in each of the following, giving reasons.
a b c
k° t°
72°
j°
h°
145° r° s° 108° g°
35° 65° 59°

d e f
118° p° c°
102° 138° r°
d° q°
137° 117° a° b°
24° e°

g h i
t° 77°
312°
x° n°
43° u° m°
81° y°

j k l
e° 50°
b°
64° 53°
w° 80° a°
74° v° 32°
f° 43°

m n o
300° 292° i°
v° h°
p° q° 100°
110°
44° j°
u° t° r°
s°

p q r
27° c°
38°
e° 85° d° c°
g° f° b° 141°
33° 40°
84°

s t u
47° v° j° 62°
k° 76° 80°

w° x° m°
64° j° 137°
71° k°
362 Mathscape 9 Extension

13 Form an equation and solve it to find the value of each pronumeral. Give brief reasons.
a b c
y° (y + 10)°
2a° 2p°
(p − 25)°

a° 3a° (p + 65)°

d e (c + 35)° 45°
f
3m° (2u
−2
68° 5)°

48° 105° 81° (u + 40)°

■ Further applications
14 Find the value of x, giving reasons.
a B b R T
c X
U V
x° 109° 112°
x°

A C x°
E 116°
78° Z
Y W
D S
d K e D
f P
M C E
x° T
103° 61°
47° S 53° R
x° 63° x° 82°
G F
L N Q
g K
h E i H
M L A G J
x° 154° 35°
N 66°
52°
Q G 117° P
130° P
J x°
R 65° 47°
B F C D x°
K L M N
j L k A C l
T Y 14°V
136° x°
x°
18° D x°
X
68°
130° Z
G
H J K
B U W
 Chapter 10: Geo met ry 363

m P n B o
A C
47° x° 62°
S 230°
x°
O
67° D Q
Q R E P x° R
RS bisects ∠PRQ
EC bisects ∠BCD S

TRY THIS The badge of the Pythagoreans

Pythagoras (c. 580–500 BC) formed a secret
society among his followers for the study of
mathematics. The penalty for revealing secrets of
the society was death. The Pythagoreans had their
own special sign—by extending the sides of a regular
pentagon, a five-pointed star was formed. This was
believed to have magical mathematical properties.
What is the size of the angles at the points of the
star?

10.4 Angle sum of a quadrilateral

The angle sum of a quadrilateral is 360°.

That is, α + β + γ + δ = 360°.

364 Mathscape 9 Extension
R
Q w°
Proof: • Construct the diagonal PR. v° x°

• u° + v° + w° = 180° (angle sum of ∆PQR) u°

• x° + y° + z° = 180° (angle sum of ∆RSP) z°
P y°
Now, ∠P + ∠Q + ∠R + ∠S = (u° + z°) + v° + (w° + x°) + y° S
= (u° + v° + w°) + (x° + y° + z°)
= 180° + 180°
= 360°
∴ The angle sum of the quadrilateral is 360°.

Example
EG Find the value of the pronumeral in each of the following, giving reasons.
+S
a b
65° 80° 5x°

140° 166°
n°
Solutions 3x° 42°
a n + 140 + 65 + 80 = 360 (angle sum of a quadrilateral)
n + 285 = 360
∴ n = 75
b 3x + 166 + 5x + 42 = 360 (angle sum of a quadrilateral)
8x + 208 = 360
8x = 152
∴ x = 19

Exercise 10.4

1 Find the value of the pronumeral in each of these, giving brief reasons.
a b c
80° 96°
a° 85°
160° t° 87°
110°
74°
52° p°

d e f
129° 142° e° g°
m° 63°
71° 25°
135° 230°
18° 43°
 Chapter 10: Geo met ry 365

■ Consolidation
2 Find the values of all pronumerals in each of the following, giving brief reasons.
a b c
y° q° 52°
92°
x°
145°
115° 80° 156°
75° p° 120° c°
70° d°

d e f
105° 140° x°
47° 162°
23° 50°
73° u°
68° 113°
s°
r° 71° w°
v°

g h i
50° 82° 65°
b° 158°
z°
145°
100° 36° 87° 133°
a° y°
e° f°

j k l
125° 50° n°
137° 157° k°
117° j°

h° m° 73°
36° 101°
g° 108°

3 Find the values of all pronumerals in each of these.

a b c
x° a°
53°
56°
75° 81° p°
b° q°
80° 136° r°
30° y° 71° 107°
60°

d e f
77° 100° u° 62°
h° 70° 38° d°
138° v° f° e° 24°
31° 69°
32°
82° g°
66° 84°
366 Mathscape 9 Extension

4 Form an equation and solve it to find the value of the pronumeral in each of these.
a b c
3k° 80°
50°
k° 2k° 3c° 2c°
3k° x°
60° 2x°
(x + 30)°

d e f
71° 264°
30° 3t° t°
(140 − y)°
(a + 14)° 4a°
11y°
72°
29° 200°

■ Further applications
5 Find the value of x, giving reasons.
a b c
S W D
T 92° X 66°
136° 121° 81°
Y 154° 65° C
E 148°
131° x° U x°
V B
P Q R x°
A F

d N e f F E
Y
x° 100°
82°
P 95° X x° K
58° 84° Z 70°
x° L M 85°
28° G 40°
V H J
K W

g h i
Q U T U D E
22°
115° 85° C x°
x° 80° 116°
R Y F
X x° B 75° A
164°
T V
P S W
 Chapter 10: Geo met ry 367

j K k Q
l
J L
96° x° H 103° R 80°
V x° x°
M N
P 124°
84° S 134° K
113° L U 78°
144°
E F G 62°
T
J
MN bisects ∠JML

10.5 Special quadrilaterals

The diagrams below show the classic representations of the special quadrilaterals. However, we
should not rely totally on these stereotypes. We will now define these quadrilaterals more clearly,
look at their properties and consider questions such as ‘Is a square a rhombus?’.

Trapezium Parallelogram Rhombus

Rectangle Square Kite

■ Definitions

A trapezium is a quadrilateral with at least one pair of opposite sides parallel.

A parallelogram is a quadrilateral with both pairs of opposite sides parallel.

A rhombus is a parallelogram with two adjacent sides equal in length.

A rectangle is a parallelogram in which one angle is a right angle.

A square is a rectangle with two adjacent sides equal in length.

A kite is a quadrilateral with two pairs of adjacent sides equal in length.
368 Mathscape 9 Extension

The angle sum of a quadrilateral is 360°.

Properties of a parallelogram: Properties of a rhombus:

opposite sides are parallel
all properties of a parallelogram

opposite sides are equal
all sides are equal

opposite angles are equal
diagonals are perpendicular

diagonals bisect each other
diagonals bisect the angles at the vertices
Properties of a rectangle: Properties of a square:

all properties of a parallelogram
all properties of a rectangle

all angles are right angles
all sides are equal

diagonals are equal
diagonals bisect the angles at the vertices

diagonals are perpendicular
Properties of a trapezium: Properties of a kite:

one pair of opposite sides are
two pairs of adjacent sides are equal
parallel

Think about the question ‘Is a square a rhombus?’. One of the tests for a rhombus is that it must
have all sides equal. We know that in a square all sides are equal. Therefore, a square is a
rhombus because it meets one of the tests for a rhombus. This means that the square has all of
the properties of a rhombus, and some other properties as well. If a square is a rhombus, must
a rhombus be a square?

Example
EG Find the values of all pronumerals in each of the following, giving reasons.
+S
a x cm b K L c A B
P Q 28°
z° y° AE = 9 cm
b°
a° AC = p cm
6 cm E BD = q cm
75° D C
S R
10 cm N M
c cm

Solutions
a i x = 10 (opposite sides of a parallelogram are equal)
ii y = 75 (opposite angles of a parallelogram are equal)
iii z + 75 = 180 (co-interior angles, PQ || SR)
∴ z = 105
b i a = 90 (diagonals of a rhombus are perpendicular)
ii b = 28 (diagonals of a rhombus bisect the angles at the vertices)
iii c = 6 (sides of a rhombus are equal)
c i p = 18 (diagonals of a square bisect each other)
ii q = 18 (diagonals of a square are equal)
 Chapter 10: Geo met ry 369

Exercise 10.5

1 Complete this table using ticks to show which of the properties apply to each quadrilateral.

Parallelogram

Trapezium
Rectangle

Rhombus
Square

Kite
All sides are equal
Opposite sides are equal
All angles are right angles
Opposite angles are equal
Opposite sides are parallel
Equal diagonals
Diagonals bisect each other
Diagonals are perpendicular
Diagonals bisect the angles at the vertices

2 How many axes of symmetry has a:

a square? b rectangle? c parallelogram?
d rhombus? e trapezium? f kite?

■ Consolidation
3 Write true (T) or false (F) for each of these.
a a square is a rectangle b a rectangle is a square
c a rhombus is a parallelogram d a square is a rhombus
e a trapezium is a parallelogram f a parallelogram is a trapezium
g a rectangle is a parallelogram h a rhombus is a square
i a parallelogram is a rhombus j a rhombus is a trapezium

4 Classify each of the following quadrilaterals giving brief reasons. (Diagrams are not drawn
to scale.)
a b c
370 Mathscape 9 Extension

d e f

g h i

j k l

m n o

p q r

5 In each of the following, draw a diagram and use it to find the required lengths.
a The diagonals of the rectangle ABCD intersect at E. If AC = 12 cm, find the length of BD
and BE.
b The diagonals of the parallelogram PQRS intersect at T. If PT = 10 cm, find the length of
TR and PR.
c The diagonals of the rhombus JKLM intersect at N. If JL = 18 cm and KN = 11 cm, find
the length of JN and KM.
6 Classify each of these quadrilaterals. Hence, find the value of all pronumerals.
a 9 cm b y cm c
a°
r° 80° x°
p cm 3 cm z cm c cm
5 cm b°
s°
q cm 7 cm
6 cm
 Chapter 10: Geo met ry 371

d e f
g° p° 40° 35°
r° 70°
e° h° z°
f° q° y°
30° 20° x°
70°

g t°
h i a cm
u° a°
d°
10 cm 50° b°
v°
b° 75° 8 cm
c° 30°
64°
w cm c°
25°

7 Find the value of the pronumerals in each figure, giving reasons.

a c cm b c
b° 25°

t° p°
a°
8 cm

d e f
73° 6c
e° m 8 cm
b°
m uc a°
vc m

8 Find the value of the pronumerals in each figure, giving reasons.

a b c
a° b° p°
z°

52° q°
y° 63°
65°

d e e° 45° f v°
41° °
m° 78° g° 140 t°
u°
f°
n°
t°
372 Mathscape 9 Extension

g h i
i° h° c° 48°

117°
g° y° x°
15° d°

z°
j°

9 Find the values of a and b in each of the following. (Do not give reasons.)
a A B b P Q
c C D
74° a° b° b°
G

b° a° 10°
D C 50°
a° 55°
24° E
S R F
ABCD is a parallelogram, PQRS is a rhombus. CDEF is a parallelogram,
AB = AC. CG ⊥ FD.
d T U e E F f P Q
74°
Y a° 26°
X a°
b° b° J
a° b°
S T R
116°
38° H G
W V
TUVW is a square, EFGH is a rhombus, PQRS is a parallelogram,
TU || XY. EJ bisects ∠FEG. PS = PT.
g P h T i B
W X S A a° 32°
b°
52° a°
E
Q
b°
a°
b° W D C
Z Y 140°
V U
WXYZ is a rhombus, STUV is a square, VW = UW, ABCD is a rhombus,
WX = WY. ∆SWT is equilateral. ∆BEC is equilateral.
 Chapter 10: Geo met ry 373

■ Further applications

10 Find the value of x, giving reasons.

a A
b W V c C E D
B
109°
x°
110°
E x° x°
X Z Y B A
D C
ABCD is a rhombus. VWXY is a parallelogram, ABCD is a parallelogram,
∆WXZ is equilateral. BC = BE.

d E D e U T f Q P
x°

T 112°
Z U
18° Y
G x°
F x° H V W X R S
J
DEFG is a square. TUVW is a rectangle. PQRS is a rhombus,
TU bisects ∠PTS.
g X h P i
U T Q Q P
125° 66° 37°
V
x° T
Y Z x° 62° U
28° U x° V T
V W
S R R S
TUVW is a parallelogram. PQRS is a rhombus, PQRS is a square.
UV || PQ.
j kC l M L
K J H D
x° S
x° Q
14° 36°
N P G R x°
N P
L M 84°
F E
JKLM is a square, CDEF is a rhombus, QRSL is a rectangle,
JKNP is a parallelogram. GH || FD. ML = MN, ML || NP.
374 Mathscape 9 Extension

TRY THIS Five shapes

Draw an irregular quadrilateral with sides 4, 6,
4 6
8 and 10 cm long. Join the midpoints of the S P
sides PQRS, and cut out the five shapes formed.
Can you arrange the four triangles to cover the
large central piece exactly? What shape is it?

R Q
10 8

10.6 Polygons
■ Common polygons
A polygon is a closed figure bounded by only straight sides. The name of a polygon is based on
the number of sides that make up the boundary of the figure. The names of the first 10 polygons
are shown below.

Sides Polygon Sides Polygon

3 Triangle 8 Octagon
4 Quadrilateral 9 Nonagon
5 Pentagon 10 Decagon
6 Hexagon 11 Undecagon
7 Heptagon 12 Dodecagon

■ Convex and non-convex polygons

A polygon can be convex or non-convex. A convex
polygon is a polygon in which all of the diagonals
lie within the figure. All interior angles are less than
180°. A non-convex polygon is a polygon in which
at least one diagonal does not lie completely within
the figure. One or more interior angles is greater Convex polygon
than 180°. Non-convex polygon
 Chapter 10: Geo met ry 375

■ The interior angle sum of a polygon

The sum S of the interior angles of any n-sided polygon is given by S = (n − 2) × 180°.

Proof: Let P1P2P3P4…Pn be a convex polygon with n P2

sides. Choose any point O inside the polygon and
join it to each of the vertices, forming n triangles. P3
The angle sum of each triangle is 180°, therefore, P1
the sum of the angles in n triangles is 180n°.
P4
However, this includes the angles around O whose
sum is 360°. These angles must be subtracted from O
the angles around the boundary of the polygon to Pn
give the interior angle sum S. P5
P6
Hence, S = 180n° − 360°
= 180°(n − 2), on factorising
An alternative proof of this result is developed in Q8–10 of the following exercise.

■ The exterior angle sum of a polygon

When one side of a polygon is produced, the angle between this produced side and an adjacent
side of the polygon is called an exterior angle of the polygon.

The sum of the exterior angles of any convex polygon is 360°.

Proof: Let P1P2P3P4…Pn be a convex polygon with n sides. If

each side of the polygon is produced as shown, then the P2
sum of the interior and exterior angles at each vertex is
180°. As there are n interior angles and n exterior angles, P3
the total sum of these angles is 180n°. P1
We know that the sum of the interior angles is 180°(n − 2).
The interior angles must be subtracted from the total angle P4
sum to find S, the sum of the exterior angles of the
polygon. Pn

Hence, S = 180n° − 180°(n − 2) P5

= 180n° − 180n° + 360° P6
= 360°

■ Regular polygons
A regular polygon is a polygon in which all of the sides are equal and all of the angles are
equal. The size of the interior and exterior angles in a regular polygon can be found by dividing
the sum of these angles by the number of angles.
376 Mathscape 9 Extension

In any regular n-sided convex polygon:

180° ( n – 2 )

each interior angle measures -----------------------------
n
360°

each exterior angle measures ----------- .
n

Example 1 Solutions
EG 540°
ABCDE is a regular a S = 180°(n − 2) b Interior angles = -----------
+S 5
pentagon. Find: = 180°(5 − 2) = 108°
a the angle sum of the = 180° × 3
pentagon = 540°
b the size of each interior 360°
c Exterior angles = -----------
angle 5
c the size of each exterior = 72°
angle

Example 2 Solutions
EG A regular polygon has a Interior angle = 180° − exterior angle
+S
exterior angles of 40°. (angles on a straight line)
Calculate: = 180° − 40°
a the size of the interior = 140°
angles 360°
b Exterior angle = ----------- , where n is the number of sides
b the number of sides n
360
40 = ---------
n
40n = 360
∴n =9
∴ The polygon has 9 sides.

Exercise 10.6

1 Name the polygon that has the following number of sides.

a 3 b 4 c 5 d 6 e 7
f 8 g 9 h 10 i 11 j 12

2 State whether each polygon is convex or non-convex.

a b c d
 Chapter 10: Geo met ry 377

3 Draw each of the following:

a a convex hexagon b a convex octagon
c a non-convex quadrilateral d a non-convex pentagon

4 Can a triangle be non-convex? Explain.

5 Give a two-word name for each figure, including whether it is regular or irregular.
a b c d

6 What name is given to a regular:

a 3-sided polygon? b 4-sided polygon?

7 a Name a quadrilateral whose:

i sides are equal but angles are not ii angles are equal but sides are not
b Are the figures in a regular?
c If the sides are equal in a polygon, does this mean that the angles must be equal?
d If the angles are equal in a polygon, does this mean that the sides must be equal?

■ Consolidation
8 a Draw a convex pentagon ABCDE and divide it into triangles by drawing a line from one
vertex to each of the other vertices.
b How many triangles are formed?
c Hence, find the angle sum of the pentagon.
d Would the angle sum be different if the figure was non-convex?

9 Use the method outlined in Q8 to find the angle sum of:

a a hexagon b a heptagon c an octagon

10 a Copy and complete this table, using your

Number of Number of
results from Q8 and Q9.
sides triangles Angle sum
b How many triangles would be formed in
a polygon that has n sides? 3 1 180°
c By how much must the number of 4 2 360°
triangles be multiplied to give the angle
5
sum?
d Write down a formula that could be used 6
to find the angle sum of any 7
n-sided polygon.
8
378 Mathscape 9 Extension

11 Use your formula from Q10 to find the angle sum of each of these regular polygons. Hence, find
the value of x.
a b c
x°
x°

x°

12 Find the size of the interior angles in a regular:

a nonagon b decagon c dodecagon
13 Calculate the size of the interior angles in a regular polygon that has 15 sides.

14 Form an equation and solve it to find the value of the pronumeral in each polygon.
a b
100° 120°140°
2x°
105°
155°
165°
110° 115° (3y + 8)°

360°
15 Use the formula θ = ----------- to find the size of each exterior angle θ in a regular:
n
a pentagon b octagon c decagon
d hexagon e nonagon f dodecagon

16 Find the size of the exterior angles in a regular polygon that has 15 sides.
17 A regular polygon has 24 sides.
a Find the size of the exterior angles. b Hence, find the size of the interior angles.
c Use your answer in part b to find the angle sum of the polygon.

18 How many sides are there in a regular polygon whose exterior angles each measure:
a 120°? b 72°? c 30°? d 12°?

19 Find values for a and b in each of these regular polygons.

a b c
(7b − 4)°
5a° (5b + 13)°

(a − 8)°
4a° (b + 10)°

20 Find values for x and y, giving reasons. All polygons are regular.
a b c
y°
x°
x° y°
y°
x°
 Chapter 10: Geo met ry 379

d e f
x° 80°
y°
x° 110° y°
y° 50°
x°

21 Find, correct to the nearest minute, the size of the interior angles in a regular:
a heptagon b undecagon

■ Further applications
22 Calculate the angle sum of a polygon whose exterior angles are 20°.

23 Explain why a regular polygon cannot have interior angles measuring 80°.

24 A tessellation is a pattern of shapes that fit together exactly so that they completely cover
a given area. Which of the regular polygons with up to 12 sides will tessellate? Why?
25 Construct a regular pentagon in a circle using a pair of compasses, then measure the size of
the interior angles.

TRY THIS How many diagonals in a polygon?

A diagonal is a line that goes from one corner of a figure to an opposite corner.
A square has 2 diagonals.
How many diagonals are there in a pentagon?
Clearly there are 5.
Copy and complete the following table.

Polygon Sides (S) Number of diagonals (D)

Square 4 2 Can you find the pattern?
Pentagon 5 5 What is the rule linking
S with D?
Hexagon 6
7
8
9
380 Mathscape 9 Extension

TRY THIS An investigation of triangles

Triangles have only three sides and are the simplest of all polygons. As a result, they
are frequently used in many aspects of our everyday lives. In addition, all of the other
polygons can be subdivided into triangles, and therefore any knowledge of triangles
is helpful in dealing with other polygons.
This raises an important question: ‘What information do we need in order to
completely determine a triangle?’ That is, how many measurements do we need in
order to be able to construct a particular triangle?
In this investigation, we will test all of the various possibilities in order to establish
the minimum set of conditions needed to construct a given triangle, or to say that
two triangles are identical.
A triangle has three sides and three angles, so at first there appear to be six
possible measurements we might need. We remember, however, that the three
angles of a triangle have a sum of 180°, so knowing the sizes of two angles is the
same as knowing all three. This means that we need only consider the sizes of three
sides and two angles.
A number of different possibilities need to be considered:
One measurement • Just one angle
• Just one side
Two measurements • Two sides
• One angle and one side
Three measurements • Three sides
• Two angles (effectively three angles)
• Two sides and one angle, with the known angle between the
two sides
• Two sides and one angle, with the known angle not
between the two sides
Four measurements • Three sides and one angle
• Two angles and one side (effectively three angles and one
side)
Five measurements • Three sides and two angles (effectively three sides and
three angles)
It seems clear that the first two in the list above, ‘just one angle’ and ‘just one side’,
do not provide enough information. There is, therefore, no need to test them.
Now let us test the other possibilities.
For this investigation you will need to work in pairs. One person in each pair should
be A, and the other B. (You may decide to swap roles between cases.) Each pair
should test two or three possibilities and report their findings to the class.
 Chapter 10: Geo met ry 381

Step 1 A draws any triangle without showing it to B.

Step 2 A then measures the required number of sides and/or angles. Be as
accurate as you can with these measurements.
Step 3 A tells B the lengths of any required sides and sizes of any required
angles.
Step 4 B then tries to construct the triangle, using ruler, protractor,
compasses and the measurements provided by A.
Step 5 A and B then compare triangles and consult to determine whether the
particular case provided sufficient information to ensure that an
accurate copy of the original triangle was constructed.
Step 6 After testing several cases, report your findings to the class.

10.7 Tests for congruent triangles

Two triangles are said to be congruent if they have exactly the same size and shape. Each
triangle can be obtained from the other by performing one or more of the following
transformations—translation, rotation or reflection. The sides and angles that are in the same
positions relative to other sides and angles are called matching sides and matching angles.
The symbols ≡ and ≅ are used to mean ‘is congruent to’.

If two triangles are congruent, then:

the matching sides are equal in length

the matching angles are equal in size

the figures are equal in area.

It is not necessary to know the measurements of every side and every angle in a pair of triangles
in order for us to be certain that the triangles are congruent. Having completed the previous
investigation, you should have deduced the following four tests for congruent triangles. These
tests represent the minimum amount of information that is needed to prove that two triangles
are congruent.

1 If the three sides of one triangle are equal to the three sides of another triangle,
then the two triangles are congruent (SSS).
382 Mathscape 9 Extension

2 If two sides and the included angle of one triangle are equal to two sides and the
included angle of another triangle, then the two triangles are congruent (SAS).

3 If two angles and one side of one triangle are equal to two angles and the
matching side of another triangle, then the two triangles are congruent (AAS).

4 If the hypotenuse and a second side of one right-angled triangle are equal to the
hypotenuse and a second side of another right-angled triangle, then the two
triangles are congruent (RHS).

NOTE: 1 If the three angles of one triangle are equal to the three angles of another triangle,
then the triangles are not necessarily congruent. That is, AAA is not a test for
congruent triangles.
2 When naming congruent figures, the vertices must be given in matching order.
Thus, for the triangles below, we would write ∆ABC ≡ ∆XYZ.
B Y

A C X Z
 Chapter 10: Geo met ry 383

Example 1
EG The triangles shown are congruent. Name these congruent triangles, giving the vertices in
+S
matching order.
Q 11 cm E
G
7 cm 10 cm
7 cm 10 cm
P R
11 cm F

Solution
∠P and ∠G are matching angles (both angles are opposite the 10 cm sides).
∠Q and ∠F are matching angles (both angles are opposite the 11 cm sides).
∠R and ∠E are matching angles (both angles are opposite the 7 cm sides).
∴ ∆PQR ≡ ∆GFE.

Example 2
EG State the test that could be used to prove that the following pairs of triangles are congruent.
+S
a B E b Q S T

3 5 6 3 7 25° 9
7 25° 9
A C D F P R U
6 5

c K d L V U
G
64° 13 5
4 5 13
4 52° H
64° 52° M N W
J L
F

Solutions
a AB = EF = 3, BC = DF = 5, AC = DE = 6, ∴ ∆ABC ≡ ∆EFD (SSS)
b PQ = SU = 7, ∠PQR = ∠SUT = 25°, QR = TU = 9, ∴ ∆PQR ≡ SUT (SAS)
c ∠FGH = ∠KJL = 64°, ∠GHF = ∠JLK = 52°, FG = JK = 4, ∴ ∆FGH ≡ ∆KJL (AAS)
d ∠LMN = ∠VUW = 90°, LN = VW = 13, LM = UW = 5, ∴ ∆LMN ≡ ∆WUV (RHS)
384 Mathscape 9 Extension

Exercise 10.7

1 State the test that could be used to prove that these pairs of triangles are congruent.
a b 17°
113° 17°
7 9
4 6 6
113°

7 4 9

c 11 d
62°
29
21
14 14

11 62°
29 21

2 State whether each pair of triangles is congruent. If they are congruent, state the test used.
a b
8
17 53°
5 8 17
9 5
61°
61° 53°
9
c d
8 8
9 12
17 104°
17 104°
12 9

e f
118° 118°
5 3 5
24° 15 24°
15
3
g h 5
3
19
19 4
50° 50° 3 4
23
23 5
 Chapter 10: Geo met ry 385

i j
14 14
41° 37° 18
16 41° 16 18 37°
13° 13°

k 10 l 29
9
29
7 20
7 9
10
20

■ Consolidation
3 Is ∆PQR ≡ ∆UTS? Why/why not?
Q S U
41° 71°
68°

68°
71° 41°
P R T

4 Find a pair of congruent triangles in each of these and state the test used.
a 11
11
48° 48° 77°
48° 11
B C
A
77° 77°

b
25 B 7 7 25
7 25 C
A

c
18

18 154°
A B 18 C
15
154°
154°
15 15
386 Mathscape 9 Extension

d 5
5
A 8 5
8 10 B 11 C
10
10

5 Find six pairs of congruent triangles from those below and state the test used to justify the
congruence.

C
B D
A

E F H
G

J K L
I

■ Further applications
6 Determine whether the triangles in each pair below are congruent. All lengths are in mm.
a b
7 7

60° 80° 11
30°
40° 40° 60°
11
 Chapter 10: Geo met ry 387

c d 8
30° 15
8
30°
15 17
75° 8

7 In ∆ABC, ∠A = 56°, ∠C = 42° and BC = 8 cm. Determine whether each of the following
triangles is congruent to ∆ABC.
a In ∆PQR, ∠Q = 56°, ∠R = 42°, QR = 8 cm.
b In ∆XYZ, ∠Y = 82°, ∠Z = 42°, YZ = 8 cm.
c In ∆LMN, ∠L = 82°, ∠N = 56°, MN = 8 cm.

10.8 Congruence proofs

The standard congruence proof for triangles has five steps.

To prove that two triangles are congruent:

identify the triangles that are being used in the proof

name the three pairs of equal sides or angles

name the congruent triangles, giving the vertices of the triangles in matching
order, and state the congruence test used.

NOTE: By convention, the sides or angles on the LHS of the proof should belong to one
triangle and the sides or angles on the RHS should belong to the other triangle.

Example 1 Solution
EG In ∆JKL and ∆NML:
+S K N
• KL = LM (given)
L • ∠JKL = ∠LMN (alternate angles, JK || MN)
• ∠KLJ = ∠NLM (vertically opposite angles are equal)
∴ ∆JKL ≡ ∆NML (AAS).

J M

• KL = LM
• JK || MN
Prove that ∆JKL ≡ ∆NML.
388 Mathscape 9 Extension

Example 2 Solution
EG E In ∆EGD and ∆EGF:
+S • DG = GF (EG bisects DF)
• ∠EGD = ∠EGF = 90° (EG ⊥ DF)
• EG is a common side
∴ ∆EGD ≡ ∆EGF (SAS).
D F
G

• EG bisects DF
• EG ⊥ DF
Prove that ∆EGD ≡ ∆EGF.

Example 3 Solution
EG T In ∆TPS and ∆TQR:
+S P Q • TS = TR (given)
• ∠TPS = ∠TQR = 90° (∠s in a rectangle are right
angles)
• PS = QR (opposite sides of a rectangle are equal)
S R ∴ ∆TPS ≡ ∆TQR (RHS).
• PQRS is a rectangle
• TS = TR
Prove that ∆TPS ≡ ∆TQR.

Example 4 Solution
EG W X In ∆XWZ and ∆WXY:
+S • XZ = WY (given)
• WZ = XY (given)
• WX is a common side
Z Y ∴ ∆XWZ ≡ ∆WXY (SSS).
• XZ = WY
• WZ = XY
Prove that ∆XWZ ≡ ∆WXY.
 Chapter 10: Geo met ry 389

Exercise 10.8

1 Copy and complete each of the following congruence proofs.

a F b A E

E G

C
H B D
In ∆EFG and ∆EHG: In ∆ABC and ∆EDC:
EF = … (given) BC = CD (……)
FG = HG (……) AC = … (given)
… is a common side ∠ACB = … (……)
∴ ∆EFG ≡ ∆… (SSS) ∴ ∆ABC ≡ ∆… (…)

2 a P b W

Q S R X Y
∠QPS = ∠RPS and PS ⊥ QR. XW = XY and XZ ⊥ WY.
Prove that ∆PQS ≡ ∆PRS. Prove that ∆XWZ ≡ ∆XYZ.

■ Consolidation
3 a D b S U c P Q
C
R
T
F S T
E
Prove that ∆CDE ≡ ∆FED. Prove that ∆PQR ≡ ∆TSR.
R V
Prove that ∆RST ≡ ∆VUT.
390 Mathscape 9 Extension

d J Ke f E
F
O
O
M L
L M N H
G
Prove that ∆MJK ≡ ∆KLM. O is the centre of the O is the centre of the
circle. circle.
Prove that Prove that
∆OLM ≡ ∆ONM. ∆EOF ≡ ∆GOH.
4 a C b K L c W
X Y
D
B F

E N M
Z
• CE and BF bisect each • KLMN is a • ZW bisects XY
other. parallelogram. • ZW ⊥ XY
Prove that Prove that Prove that
∆BCD ≡ ∆FED. ∆KLN ≡ ∆MNL. ∆XWZ ≡ ∆YWZ.
d G e Q f S T
X
F

E W
V U
S
H
P R
• FE ⊥ EH • ∠QPS = ∠QRS • STUV is a
• FG ⊥ GH • SQ bisects ∠PQR parallelogram.
• EH = GH Prove that • SW = XU
Prove that ∆QPS ≡ ∆QRS. • VW = XT
∆FEH ≡ ∆FGH. Prove that
∆SVW ≡ ∆UTX.
 Chapter 10: Geo met ry 391

g J P K h A B i U

V
T

M N L D E C W
• JKLM is a rhombus. • ABCD is a square. • TU || WV
• MN = PK • AE = BE • TW || UV
Prove that Prove that Prove that
∆JMN ≡ ∆LKP. ∆ADE ≡ ∆BCE. ∆UTW ≡ ∆WVU.
j K k A B l F
X
E G
L J
Y H
D C
M N
D
• LJ || MN • ABCD is a • EFGH is a rhombus.
• KJ || LN parallelogram. • DE = DG
• JL bisects KM • AY = XC Prove that
Prove that Prove that ∆DEH ≡ ∆DGH.
∆KLJ ≡ ∆LMN. ∆AYB ≡ ∆CXD.

■ Further applications
5 For each of the following, draw a diagram and label it with all of the given information,
then complete the proof.
a LMN is an isosceles triangle with LM = LN. PMN is another isosceles triangle with
PM = PN, where P lies on the opposite side of MN to L. Prove that ∆LMP ≡ ∆LNP.
b JKLM is a rectangle. N is a point on KL such that JN = MN. Prove that ∆JKN ≡ ∆MLN.
c ABC is an isosceles triangle with AB = AC. P and Q are the midpoints of AB and AC
respectively. Prove that ∆PBC ≡ ∆QCB.
392 Mathscape 9 Extension

TRY THIS Triangle angles

Suppose that we continue drawing triangles as shown in the diagram below. What is
the size of the angles in the last triangle that you are able to draw? ∠ABC = 10°.
A
10°
B

10.9 Deductive reasoning and

congruent triangles
The properties of many figures as well as other general geometric results can be deduced by
first proving that two triangles are congruent. It follows that if one triangle is congruent to
another triangle, then the matching sides and angles in those triangles must be equal. The
equivalence of these matching sides and angles can be used, for example, to prove that:
• two lines are parallel
• two lines are perpendicular
• a line bisects an interval
• a line bisects an angle
• a given triangle is isosceles
• a given quadrilateral is a parallelogram, a rectangle, a rhombus or a square.

Example 1 Solution
EG B a In ∆ABC and ∆ADC:
+S • BC = CD (given)
x cm
• ∠BCA = ∠DCA (AC bisects ∠BCD)
y° • AC is a common side
A C
15° ∴ ∆ABC ≡ ∆ADC (SAS)
7 cm b • AB = AD (matching sides of congruent ∆s)
∴x=7
D
• ∠BAC = ∠DAC (matching angles of congruent ∆s)
• AC bisects ∠BCD ∴ y = 15
• BC = CD
a Prove that ∆ABC ≡ ∆ADC.
b Find values for x, y giving
reasons.
 Chapter 10: Geo met ry 393

Example 2 Solution
EG T a In ∆PRS and ∆QRU:
+S • PS = QU (given)
• ∠RPS = ∠RQU = 90° (UP ⊥ ST, SQ ⊥ TU)
P Q
R • ∠PRS = ∠QRU (vertically opposite ∠s are equal)
∴ ∆PRS ≡ ∆QRU (AAS)
b • RS = RU (matching sides of congruent ∆s)
S U
∴ ∆SRU is isosceles.
• PS = QU
• UP ⊥ ST
• SQ ⊥ TU
a Prove that ∆PRS ≡ ∆QRU.
b Hence, prove that ∆SRU is
isosceles.

Example 3
EG a If ∆ABD ≡ ∆CDB, prove that AB || DC. b If ∆ABD ≡ ∆CBD, prove that BD ⊥ AC.
+S
A B B

D C
A D C

Solutions
a ∆ABD ≡ ∆CDB (SSS)
∴ ∠ABD = ∠BDC (matching angles of congruent ∆s)
∴ AB || DC (alternate ∠s are equal)
b ∆ABD ≡ ∆CBD (SSS)
• ∠BDA = ∠BDC (matching angles of congruent ∆s)
• ∠BDA + ∠BDC = 180° (∠s on a straight line are supplementary)
∴ ∠BDA = ∠BDC = 90°
∴ BD ⊥ AC
394 Mathscape 9 Extension

Exercise 10.9

1 Each pair of triangles below is congruent. Name the congruent triangles with the vertices
in matching order and state the test that justifies their congruence. Hence, find the value of
the pronumeral, giving a reason. All lengths are in cm.
a b 6
B Q F
E 41° V
85° 85° 9
7 10 p 11
11
(u – 4)
60° 60° U 41°
A C P R
12 12 G T
6
c X d C
L K 16
78°
22
29 29 20 54° (2e – 7) E
21 I
13 54°
Z 78°
16 D
M 20 N 3x
Y J

2 Each pair of triangles below is congruent. Name the congruent triangles with the vertices
in matching order and state the test that justifies their congruence. Hence, find the value of
the pronumeral, giving a reason. All lengths are in cm.
a b Z
8 E 7
Q S F
83° 32° X
60°
8 60°
5 10 8 7
10 8 5y°
65°
g° 55° 65°
G D F
R 5 Y
H
c I
d U
A 15 L N
J 122° 17 (9u − 1)°
23° 12
17 12
13 13
K
122° 35° (k + 14)° T
B 15 C 62°
M
V
 Chapter 10: Geo met ry 395

■ Consolidation
3 For each of the following:
i copy the diagram and mark on it all of the given information
ii prove that the two triangles are congruent
iii hence, find the value of the pronumeral, giving a reason. (All lengths are in mm.)
a b R
A 12
C
k°
Q S
E
100°
P
D x B
AB and CD bisect each other. PS = SR, QS bisects ∠PSR.
c d T U
G
(a – 8) 2y
F V
H 14 18
6
W X
E
EF ⊥ FH, GH ⊥ FH, FG = EH. TU || WX, TU = WX.
e C E f C D
(4w – 6)°
3x
4 6
2

38°
B D F F E

BC || DE, CD || EF, BD = DF. CF || DE, CF = DE.

4 PQR is an isosceles triangle with PQ = PR. S is a point on the base QR.

a i If PS is the altitude from the apex P to the base QR, prove that ∆PQS ≡ ∆PRS.
ii Hence, show that PS bisects the base QR.
b i If PS is the median joining the apex P to the midpoint of the base QR, prove that
∆PQS ≡ ∆PRS.
ii Hence, show that PS bisects the apex angle P.
c i If PS is the angle bisector of angle P, prove that ∆PQS ≡ ∆PRS.
ii Hence, show that PS is also a perpendicular bisector of the base.
5 In ∆PQR, S is a point on QR such that PS ⊥ QR. Show that ∆PQR is isosceles if:
a PS also bisects ∠P. b PS also bisects the side QR.
396 Mathscape 9 Extension

6 EFGH is a kite with EF = EH and GF = GH.

a Prove that ∆EFG ≡ ∆EHG.
b Hence, show that the diagonal EG bisects ∠FEH.

7 Prove the following properties of parallelograms by first proving that two triangles are
congruent.
a The opposite sides of a parallelogram are equal.
b The opposite angles of a parallelogram are equal.

8 ABCD is a parallelogram. The diagonals AC and BD intersect at X.

a Prove that ∆AXD ≡ ∆CXB.
b Hence, show that the diagonals of a parallelogram bisect each other.

9 WXYZ is a rectangle.
a Prove that ∆WZY ≡ ∆XYZ.
b Hence, show that the diagonals of a rectangle are equal in length.

10 QRST is a rhombus. The diagonals intersect at X.

a Prove that ∆QRX ≡ ∆SRX.
b Hence, show that the diagonals of a rhombus are perpendicular.

11 AE and BD bisect each other. A B

a Prove that ∆ABC ≡ ∆EDC.
b Hence, prove that AB || DE.
C

D E

■ Further applications

12 In the quadrilateral TUVW, TU = WV and TU || WV. T U

a Prove that ∆TUV ≡ ∆VWT.
b Hence, show that TW || UV.
c What kind of quadrilateral is TUVW? Why?

W V
13 ABCD is a quadrilateral in which the diagonals AC A B
and BD bisect each other at E.
a Prove that ∆AED ≡ ∆CEB. Hence, show that E
AD || BC.
b Prove that ∆AEB ≡ ∆CED. Hence, show that
AB || DC.
c Hence, show that ABCD is a parallelogram. D C
 Chapter 10: Geo met ry 397

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G

THEMATICALLY
DOES A TRIANGLE HAVE A CENTRE?

ALLY
FOCUS ON WORKING MA
IC
MATHEMAT
Napoleon Bonaparte

WORKING
Introduction
Establishing the centre of a circle, a square or a rectangle is easy enough. There is a unique point
which qualifies as the centre of each of these figures. In this activity, we will investigate the
question ‘Does a triangle have a centre?’ Various points that could stake a claim to being the
centre of a triangle will be considered and a new point called a Fermat point will be introduced.
You will also learn about a famous theorem that carries the name of Napoleon Bonaparte.
ON

2L EARNING ACTIVITIES
FOCUS

You will need a set square, ruler, a sharp pencil and a pair of compasses for this activity.
Alternatively, the activity will work well using the software packages Geometer’s Sketchpad
or Cabri Geometry. This activity is very suitable for group work.
 398 Mathscape 9 Extension

Draw a scalene acute-angled triangle ABC and construct each of the following:
1 the medians of the triangle
A
MATHEMATICALLY

B C

The medians are concurrent at the centroid G. Write down some important geometrical
properties of G.
2 the right bisectors of the sides
A
MATICALLY

M
F O C U S O N W O R K I HNE G
MAT

B C
WORKING

The right bisectors are concurrent at the circumcentre M. Write down some important
geometrical properties of M.
FOCUS ON
 Chapter 10: Geo met ry 399

3 the angle bisectors

A

THEMATICALLY
I

B C

The angle bisectors are concurrent at the incentre I. Write down some important
geometrical properties of I.
4 the orthocentre

ALLY
A

FOCUS ON WORKING MA
IC
MATHEMAT
O

B C

The altitudes are concurrent at the orthocentre O. Write down some important geometrical

WORKING
properties of O.
5 Which of the above points best qualify as the centre of a triangle based on your results so
far? Discuss this in groups and use the geometrical properties of G, M, I and O to make a
case. You may disagree!
6 Finally, using about half a page, construct the points G, M, I and O for a single triangle
ABC. What do you notice? If you were accurate, the points G, M and O will lie on a straight
ON

line. This line is called the Euler line of the triangle, after Leonhard Euler
(1707–1783), the Swiss mathematician who discovered it. Why does the incentre I not lie
FOCUS

on this line? Discuss with your teacher.

7 If you are using Geometer’s Sketchpad or Cabri Geometry software, drag the vertex A and
note that G, M and O are always collinear.
 400 Mathscape 9 Extension

8C HALLENGE

We will now construct one further point of concurrence called a Fermat point. It is named after
MATHEMATICALLY

the French mathematician, Pierre de Fermat (1601–1665) who discovered it.

Draw a scalene acute-angled triangle ABC. Construct an equilateral triangle on each side as
shown, and join AD, BE and CF. These lines are concurrent at the Fermat point P.

P
MATICALLY

B C
F O C U S O N W O R K I HNE G
MAT

D
WORKING

1 Make a list of some of the geometrical properties of the figure. For example, angles APB,
BPC and CPA are all 120°. By using congruent triangles show that AD = BE = CF.
2 The Italian mathematician Evangelista Torricelli (1608–1647), a contemporary of Fermat,
showed that the Fermat point P is such that the sum PA + PB + PC is a minimum. Would
this make the Fermat point an ideal candidate for the centre of a triangle? Compare the
Fermat point P with the circumcentre M. How do they differ?
ON

3 There was a proviso to Torricelli’s result. The angles of triangle ABC must be less than
120°. Why do you think this is so?
FOCUS
 Chapter 10: Geo met ry 401

4 Show that PA + PB + PC is equal in length to the lines AD, BE and CF.

5 Draw a new triangle ABC and construct the Fermat point P. Now construct the
circumcircles of the equilateral triangles on each side of triangle ABC. What do you notice?
6 Verify Napoleon’s theorem: The centres of the equilateral triangles drawn on each side of

THEMATICALLY
∆ABC, themselves form an equilateral triangle. Check it out on the Internet.

E L ET’S COMMUNICATE

Write a conclusion to your work to answer the original question ‘What is the centre of a
triangle?’

%R EFLECTING

Reflect on the practical uses of the ‘centres’ you have drawn in this activity. The website
<[Link]/acad/sanders/[Link]> has some fascinating applications.

ALLY
FOCUS ON WORKING MA
IC
MATHEMAT
1 Two lines drawn in the same plane that 5 Read the Macquarie Learners Dictionary
never meet are called p______. entry for intersect:
2 Compare and contrast the scalene and
isosceles triangles. intersect verb 1. to cut or divide by passing through
3 Define polygon for a new mathematics or across: This line intersects the circle. 2. to cross:
dictionary. There is a signpost where the streets intersect.
4 Match the following words with their Why do architects and engineers have to
meanings: understand geometrical principles?

WORKING
Trapezium A quadrilateral with two pairs of adjacent sides equal
Rhombus A parallelogram in which one angle is a right angle
Parallelogram A parallelogram with a pair of adjacent sides equal
Rectangle A quadrilateral that is both a rhombus and a rectangle
ON

Square A quadrilateral with both pairs of opposite sides parallel

Kite A quadrilateral with at least one pair of opposite sides parallel
FOCUS
 402 Mathscape 9 Extension
CHAPTER RE

1 For each of the following, state whether b P R

the angles α and β are adjacent. If they
are not adjacent, give a reason why.
108°
a b 72°
β
β
α α Q S
c Q
c d α
α
β 124° S

β
P 124°
2 What kind of angle measures:
a 180°? b 41°? c 360°? R
d 125°? e 90°? f 273°?
6 Classify each of these triangles as either
VIEW

3 Copy and complete these statements. scalene, isosceles or equilateral.

a Vertically opposite angles are a b
_______.
b Complementary angles add up to
_______.
c Supplementary angles add up to
_______. c
d Angles at a point add up to _______.
4 List all pairs of:
a alternate angles
b corresponding angles 7 Classify each of these triangles as either
c co-interior angles right-angled, acute-angled or obtuse-
angled.
a b a 109° b
d c 17°
72°
e f
54°
h g
18°
5 State whether or not PQ || RS in each of 8 a Name the shortest and longest sides
these, giving a reason. in this triangle.
a 47° B
P Q
82°

R 49°
S
21° 77°
A C

CHAPTER REVIEW
 Chapter 10: Geo met ry 403

VIEW
b Name the smallest and largest angles k 114° 70°
in this triangle.
11 q°
P R
l
16 14 147°

CHAPTER RE
a°
Q 56°
86°
9 Can a triangle with sides 23 mm, 51 mm
and 25 mm possibly exist? Explain. 11 Form an equation and solve it to find the
10 Find the value of the pronumeral in each value of the pronumeral in each of these.
of these, giving brief reasons. a b (a + 10)°
a b 50°
55° u° u°
p° u° 4a°
y° 107° 138°

c d c
k°
(7k − 20)° (3k + 16)°
e° 128° 85°

d
e f (m + 30)°
t°
35° 2m°
n°
3m° 66°
116° 84°

g h
80° 12 Find the values of the pronumerals in
each of these, giving reasons.
r°
68° a
55° x°
76° w°
i j
b° v°
81° 81°

73° 44° m°

CHAPTER REVIEW
 404 Mathscape 9 Extension
CHAPTER RE

b h
50° p° q° f°
e°
125°

71°
52°
c
144° i
a°
14°
b° 123°
r°
136°
d s°

q° j
52° k°
p°
22°
VIEW

48°
70°
e j°
73°
d° k 36° 21°
e° 154°

f°
85°
f e°
64°
l
y° w
z°
x°
53° y° x° 158°
z° 141°
g
u° m
x°
v°
12° 131°

75° 118° w° 67°

CHAPTER REVIEW
 Chapter 10: Geo met ry 405

VIEW
n c rhombuses and give a reason.
u° 59° 80°

72° B
A
152°
v°

CHAPTER RE
o
e° f°
161° D
84° C

102°
d squares and give a reason.

13 Determine which figures (not drawn to A

scale) are: B
a parallelograms and give a reason.

A B C
D

14 Write true (T) or false (F) for each of

these.
a The opposite angles in a rhombus are
C equal.
D
b The diagonals in a rectangle are
perpendicular.
b rectangles and give a reason. c The diagonals bisect each other in a
parallelogram.
d The diagonals bisect the angles at the
A B
vertices in a square.
15 Find the values of the pronumerals in
each of these, giving reasons.
a R Q
P
f ° 109°
C V
D

g° h°
S T
U
• QRST is a parallelogram
• VS = VU
CHAPTER REVIEW
 406 Mathscape 9 Extension
CHAPTER RE

b L K 22 How many sides has a regular polygon

b° 69° with:
c° a exterior angles measuring 15°?
a°
J b interior angles measuring 175°?

23 The triangles in each pair are congruent.

M N In each case, name the congruent triangles
• KLMN is a rhombus giving the vertices in matching order and
c F state the test used. Hence, find the value
E of the pronumeral, giving reasons.
u°
A a P
D
s°
15 cm
r° t° S Q
G
H 11°
a cm
VIEW

R
B C
• ABCD is a square b M
• HG || EF
16 Name the polygon that has the following
number of sides.
a 4 b 5 c 6 4r° 24°
d 8 e 10 f 12 K

17 Define carefully each of the following L N

terms. c I
a convex polygon
F
b regular polygon u cm
18 Is a rhombus a regular polygon? Why/ 4 cm 9
why not? u G
19 Calculate the interior angle sum of each H
of these regular polygons, then find the E
size of their interior angles. d W Y
a pentagon b nonagon
20 Find the size of the exterior angles in a
regular: )° (5x
– 13 X
+2
a decagon b dodecagon
(1 1x 9)°
21 Find the size of the interior and exterior
angles in a regular polygon with 20 sides. V Z

CHAPTER REVIEW
 Chapter 10: Geo met ry 407

VIEW
24 R 26 D E

G F
• DG = EF

CHAPTER RE
Q T S • DG || EF
a Prove that ∆DGF ≡ ∆FED.
• RT ⊥ QS
b Hence, prove that DE || GF.
• RT bisects ∠QRS
a Prove that ∆RQT ≡ ∆RST. 27 D
A B
b Hence, prove that ∆QRS is isosceles.
25 W V X

C
Z Y
• CD bisects AB
• WXYZ is a rectangle • AC = CB
• VZ = VY a Prove that ∆DCA ⊥ ∆DCB.
a Prove that ∆VWZ ≡ ∆VXY. b Hence, prove that CD ⊥ AB.
b Hence, prove that V is the midpoint
of WX.

CHAPTER REVIEW
11 The linear
function

This chapter at a glance

Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

read, plot and name ordered pairs on the number plane
The linear function

determine the quadrant in which a given point lies

find the length of a horizontal or vertical interval given the co-ordinates of its end
points

solve simple co-ordinate problems involving the perimeter and area of triangles and
quadrilaterals

derive an equation that describes a discrete linear relationship and graph it on the
number plane

draw the graph of a line given its equation by plotting points

find the x - and y - intercepts of a line given its equation

determine by substitution whether a point lies on a line

graph vertical and horizontal lines with equations x = a and y = b

find the gradient of a straight line using the ratio of the vertical rise and
horizontal run

determine whether a line will increase or decrease from left to right by considering
the sign of its gradient

state the gradient and y -intercept of a line given its equation

write the equation of a line given its gradient and y -intercept

explain the effect on the graph of a line by changing the gradient or y -intercept

determine whether two lines are parallel by considering gradients

find the co-ordinates of the fourth vertex of a parallelogram by considering gradients

sketch the graph of a line given its equation by considering the gradient and
y -intercept

find by substitution into y = mx + b, the equation of the line that has a given
gradient and passes through a given point

graph a straight line by plotting the y -intercept, then using the gradient to find
another point that will lie on the line

compare similarities and differences of linear relationships

graph two lines on the same number plane and hence determine their point of
intersection

find the equation of a line after translation or reflection.
408
 Chapter 11: The lin ear fu n ct io n 409

11.1 The number plane

The number plane is made up of four quadrants y
separated by two perpendicular lines called axes. The
4
horizontal number line is referred to as the x-axis and the
vertical number line is referred to as the y-axis. Second 3 First
quadrant 2 quadrant
A point is located by giving the horizontal reading first 1
(i.e. the x-value), followed by the vertical reading (i.e. the
y-value). The readings are given in the form of an ordered −4 −3 −2 −1 0 1 2 3 4 x
−1
pair or pair of co-ordinates (x, y). The point where the
two axes intersect is called the origin and its co-ordinates −2
Third Fourth
are (0, 0). quadrant −3 quadrant
−4
The distance between two points in the number plane is
measured in units.

Example 1 y
EG State the co-ordinates of each point. 3
+S E
a A b B c C d D 2 A
e E f F g G h H B F 1
G
Solutions −3 −2 −1 0 1 2 3 x
D −1
a A(1, 2) b B(−2, 1) c C(2, −3) −2 H
d D(−3, −1) e E(0, 3) f F(2, 0) −3 C
g G(−1, 0) h H(0, −2)

Example 2 Solutions
EG In which quadrant would a (−3, −4) lies in the third quadrant
+S
each point lie? b (2, 5) lies in the first quadrant
a (−3, −4) b (2, 5) c (1, −2) lies in the fourth quadrant
c (1, −2) d (−6, 7) d (−6, 7) lies in the second quadrant

Example 3 Solutions
EG Find the distance between a The x-values (i.e. 8 and 3) differ by 5 and the y-values
+S
the points: are equal, ∴ the distance AB = 5 units.
a A(3, 10) and B(8, 10) b The y-values (i.e. 1 and −2) differ by 3 and the x-values
b P(4, −2) and Q(4, 1) are equal, ∴ the distance PQ = 3 units.
410 Mathscape 9 Extension

Exercise 11.1

1 y Write down the co-ordinates of each point.

a A b B c C
T 4 K
d D e E f F
L 3 A O
g G h H i I
B 2 R j J k K l L
G
1 M E m M n N o O
Q N
p P q Q r R
−4 −3 −2 −1 0 1 2 3 4 x
I −1 D s S t T u U
F −2 J
U −3 H
C −4 P S

2 In which quadrant does each point lie?

a (−2, 4) b (1, 7) c (6, −2) d (−3, −4)
e (4, 1) f (−1, −1) g (−3, 7) h (8, −5)
i (−5, −7) j (−6, 1) k (9, −4) l (6, 11)

■ Consolidation
3 Find the distance between each pair of points.
a (2, 3) and (7, 3) b (−1, 0) and (3, 0) c (−8, −4) and (−1, −4)
d (5, 3) and (5, 14) e (0, −2) and (0, 3) f (−2, −11) and (−2, −2)

4 Write down the co-ordinates of the point that is:

a 4 units to the right of (2, 5) b 7 units to the left of (0, 6)
c 8 units above (4, −5) d 10 units below (−7, 1)

5 a Find the co-ordinates of D in the first y

A(−2, 3) D(x, y)
quadrant such that ABCD is a rectangle.
b Find the perimeter of ABCD.
c Find the area of ABCD.
0 x
B(−2, −1) C(6, −1)
 Chapter 11: The lin ear fu n ct io n 411

6 y
N(x, y) K(2, 4)

0 x
M(−7, −3) L(5, −3)

a Find the co-ordinates of N, a point in the second quadrant, such that KLMN is a
parallelogram.
b Find the area of KLMN.

7 The vertices of ∆ABC are A(1, 2), B(5, 4) and C(9, 2). The perpendicular from B meets AC
at D.
a Mark this information on a diagram.
b By inspection, what kind of triangle is ABC?
c Find the area of ∆ABC.

8 a Plot the points T(−2, 2), U(10, −3) and V(−2, −8) on a number plane.
b Find the area of ∆TUV.

9 A set of points is said to be collinear if they lie in a straight line. Plot each set of points on
a number plane, then state whether they are collinear.
a (−2, 1), (1, 2), (4, 3) b (0, 3), (2, 5), (5, 6)

10 Find the co-ordinates of the centre and the length of the radius of a circle that passes through
the points (5, 10), (1, 6), (5, 2) and (9, 6).
y
11 The circle shown has centre A and the diameter BC is B
parallel to the y-axis.
a Find the co-ordinates of A, B and C.
b Find the exact circumference of the circle. 0 5 13 x
A
c Find the exact area of the circle.
C
12 The circle shown has centre E(5, 5) and touches the x-axis y C
and y-axis at A and B respectively. Find the co-ordinates
of A, B, C and D.
B D
E

0 A x
412 Mathscape 9 Extension

■ Further applications y
13 A circle centre C, where C lies on the x-axis, cuts the P
x-axis at x = −2 and x = 8 and the y-axis at P and Q.
a Find the co-ordinates of C.
b Find the length of the radius. −2 0 C 8 x
c Find the co-ordinates of P and Q, and hence calculate
the length of the chord PQ. Q

On some occasions it is more 90°

useful to describe the position of a 8
7 B
point in terms of its distance F 6
(r units) from another point, O, C 5 θ is measured
and the angular rotation, θ, 4 in an
about the point O. 3 anticlockwise
2 J A
This is usually written as (r, θ). direction
1
Such ordered pairs are called polar 180° D 0°
co-ordinates. Use the diagram O E 360°
opposite to answer Q14. G
H
I K
14 Give the polar co-ordinates of
each point.
a A b B c C
L
d D e E f F
g G h H i I 270°
j J k K l L

11.2 Graphing straight lines (1)

If the terms in a number pattern increase or decrease by a common difference, then they are said
to form a linear relationship. Linear relationships can be described by an algebraic expression
or by drawing their graph. When graphed on a number grid or number plane, the points lie in a
straight line.
In chapter 2, we described linear relationships with the equation y = ∆x + , where ∆
represented the common difference between the y-values, or bottom numbers, in a table of
values. We will now write this equation as y = mx + b.
The equation of a line describes the relationship between the x- and y-co-ordinates of every
point on the line. For example, the equation:
• y = 2x describes a line in which the y-value of each point is twice the x-value.
• y = x + 3 describes a line in which the y-value of each point is 3 more than the x-value.
1
• y = --- x − 1 describes a line in which the y-value of each point is 1 less than half the
2
x-value.
 Chapter 11: The lin ear fu n ct io n 413

To graph a linear relationship using a table of values:

substitute each x-value into the equation to find the corresponding y-value

plot the points on a number plane

draw a straight line through the points if appropriate.

To graph a linear relationship by its intercepts:

substitute x = 0 into the equation to find the y-intercept

substitute y = 0 into the equation to find the x-intercept

draw a straight line through the intercepts.

Example 1
EG
+S

a Copy and complete this table of values.

Number of squares (x) 1 2 3 4 5
Number of dots (y)
b How many dots are being added in each step?
c Write down an equation in the form y = mx + b that shows the relationship between the
number of dots and the number of squares in each step.
d Plot the values from this table on a number grid, with the number of squares along the
horizontal axis and the number of dots along the vertical axis. Is the relationship linear?

Solutions
a Number of squares (x) 1 2 3 4 5
Number of dots (y) 3 5 7 9 11

b 2 dots are being added in each step.

c The equation is of the form y = mx + b, where m is the common difference between the
y-values.
∴ m = 2.
We now use m = 2 and one of the points in the table (1, 3) to find the value of b.
y = mx + b
3 = 2(1) + b
3 =2+b
∴b =1
∴ The equation is y = 2x + 1.
The graph shows a linear relationship. The dots are not joined because the number of
squares must be a whole number.
414 Mathscape 9 Extension

d y
12
11
10
9
8
Number of dots

7
6
5
4
3
2
1

0 1 2 3 4 5 6 7 x
Number of squares

Example 2 y
EG 6
Draw the graph of the line y = 2x + 3 using a table of values.
+S

+3
5

2x
Solution 4

y=
y = 2x + 3 y = 2x + 3 y = 2x + 3 3
y = 2(−1) + 3 y = 2(0) + 3 y = 2(1) + 3 2
y = −2 + 3 y =0+3 y =2+3 1
∴y =1 ∴y =3 ∴y =5
−3 −2 −1 0 1 2 3 x
−1
x −1 0 1
−2
y 1 3 5 −3

Example 3
EG Find the x- and y-intercepts and hence sketch the line 3x + 2y = 12.
+S
Solution y
6
When x = 0: 3(0) + 2y = 12
5
2y = 12
3x

4
∴y =6
+2

3
y=

When y = 0: 3x + 2(0) = 12
12

2
3x = 12
1
∴x =4
−5 −4 −3 −2 −1 0 1 2 3 4 5 x
−1
−2
 Chapter 11: The lin ear fu n ct io n 415

Exercise 11.2

a Draw the next two steps in this pattern.

b Copy and complete this table of values.
Number of circles (x) 1 2 3 4 5
Number of dots (y)
c How many dots are being added in each step?
d Write down an equation in the form y = mx + b that shows the relationship between the
number of dots and the number of circles in each step.
e Plot the values from this table on a number grid, with the number of circles along the
horizontal axis and the number of dots along the vertical axis.
f Should the points be joined? Explain.
g Is the relationship linear?

a Draw the next two steps in this pattern.

b Copy and complete this table of values.
Number of triangles (x) 1 2 3 4 5
Number of dots (y)
c How many dots are being added in each step?
d Write down an equation in the form y = mx + b that shows the relationship between the
number of dots and the number of triangles in each step.
e Plot the values from this table on a number grid, with the number of triangles along the
horizontal axis and the number of dots along the vertical axis.

a Draw the next two steps in this pattern.

b Copy and complete this table of values.
Number of squares (x) 1 2 3 4 5
Number of dots (y)
c How many dots are being added in each step?
416 Mathscape 9 Extension

d Write down an equation in the form y = mx + b that shows the relationship between the
number of dots and the number of squares in each step.
e Plot the values from this table on a number grid, with the number of squares along the
horizontal axis and the number of dots along the vertical axis.

■ Consolidation
4 Copy and complete these tables of values, then graph each line on a separate number plane.
y=x+3 y = 3x
a x 0 1 2 b x −1 0 1
y y
y=5−x y = 2x − 3
c x 1 2 3 d x 0 1 2
y y
y = 3x + 1 x+y=4
e x −1 0 1 f x 0 1 2
y y
5 Graph each of these lines on a separate number plane by plotting at least 3 points.
a y=x b y = 4x c y = −x d y=x+4
e y=x−3 f y=1−x g y = 2x + 1 h y = 3x − 2
i y = 2 − 2x j x+y=2 k 2x + y = 6 l 3x − y = 3

6 Find the x- and y-intercepts and hence sketch each of the following lines.
a y=x+3 b y=x−2 c y=4−x d y = 2x + 6
e y = 12 − 3x f y = −2x − 5 g x − 2y = 8 h 4x + y = 6
1 1 2
i 3x + 4y = 36 j y = --- x + 1 k y = 2 − --- x l y = --- x − 6
2 3 3
7 a Graph the lines y = x, y = 2x and y = 3x on the same number plane.
b What is the effect of the co-efficient in each equation?
1
8 Which line would be steeper, y = --- x or y = 2x? Why?
2
9 a Graph the lines y = x, y = x + 2 and y = x − 2 on the same number plane.
b Are the lines parallel?
c What is the effect of the constant term in each question?
10 What transformation must be performed on the line y = x to obtain the graph of:
a y = x + 5? b y = x − 3? c y = x + 2? d y = x − 7?
11 What transformation must be performed on the line y = x to obtain the graph of y = −x?
12 Describe the transformation that would map:
a y = x + 2 onto y = x + 5 b y = −x + 4 onto y = −x − 1
c y = 2x − 4 onto y = 2x d y = −3x − 5 onto y = −3x − 6
 Chapter 11: The lin ear fu n ct io n 417

13 What would be the equation of each line after it was reflected in the y-axis?
1 1
a y=x b y = −2x c y = --- x d y = − --- x
2 3
e y=x+1 f y=x−4 g y = −3x + 2 h y = 5 − 2x

■ Further applications
14 Describe the two transformations that would be necessary to map:
a y = x onto y = −x + 3 b y = 2x onto y = −2x − 4 c y = −3x onto y = 3x − 7
d y = x + 3 onto y = −x e y = 2x − 1 onto y = −2x + 2 f y = 5 − 4x onto y = 4x − 5

TRY THIS Size 8

Find out the different sizes given for women’s dresses. How does the size of the
dress relate to the actual measurement of the dress? Draw a graph relating the
dress size to this dress measurement. Is it linear?

11.3 Graphing straight lines (2)

■ Horizontal and vertical lines
When an equation of the form x = a is graphed on the number plane, the result is a vertical line
that cuts the x-axis at a.
y
Consider the line that passes through the given points. The 4
x- and y-values have no direct relationship but the x-values for 3
all these points are 4s. Hence, the equation of the line is x = 4. 2
By plotting the points, it is clear that the line must be vertical 1
and cut the x-axis at 4.
−1 0 1 2 3 4 x
x 4 4 4 4 4 −1
y 0 1 2 3 4
When an equation of the form y = b is graphed on the number plane, the result is a horizontal
line that cuts the y-axis at b.
y
Consider the line that passes through the given points. The 4
x-and y-values have no direct relationship but the y-values for 3
all these points are 2s. Hence, the equation of the line is y = 2. 2
By plotting the points, it is clear that the line must be 1
horizontal and cut the y-axis at 2.
−1 0 1 2 3 4 x
x 0 1 2 3 4 −1
y 2 2 2 2 2
418 Mathscape 9 Extension

x = a is the equation of a vertical line, cutting the x-axis at a.

y = b is the equation of a horizontal line, cutting the y-axis at b.

■ The condition for a point to lie on a line

To determine whether a point lies on a line, we substitute the co-ordinates of the point into
the equation of the line. If the co-ordinates satisfy the equation, then the point lies on the line.
If the co-ordinates do not satisfy the equation, then the point does not lie on the line. It is not
necessary to draw the graph of the line.

A point lies on a line if its co-ordinates satisfy the equation of the line.

For example, the points (0, 2), (1, 3), (5, 7) (−2, 0) and (−3, −1) would all lie on the line
y = x + 2 because in each point, the y-value is 2 more than the x-value. Would the point (7, 5)
lie on this line? Why?

■ The intersection of straight lines

If two straight lines graphed on a number plane are:
• parallel, they will have no points of intersection
• concurrent, they will have exactly one point of intersection.
For example:
y y
2
2 x+ 4 y (1, 5)
y= + =
y =x 7− x
0 x 0 2x
3
x−
−3 y=

Parallel lines Concurrent lines

If two straight lines intersect, then they do so at a unique point. As this point lies on both lines,
its co-ordinates must satisfy both equations. This fact allows us to find the simultaneous
solutions of two equations in x and y.

The co-ordinates of the point of intersection of two straight lines satisfy the equations
of both lines.
 Chapter 11: The lin ear fu n ct io n 419

Example 1 Solution
EG Determine whether the point y = 5 − 2x
+S
(−3, 11) lies on the line 11 = 5 − 2(−3)
y = 5 − 2x. 11 = 5 + 6
11 = 11
The co-ordinates satisfy the equation,
∴ the point lies on the line.

Example 2
EG Find the point of intersection of the lines y = 2x + 1 and y = 7 − x.
+S
Solution y
y = 2x + 1
x 0 1 2 7

y 1 3 5 6
5 (2, 5)
y=7−x
x 0 1 2 4 y=
7
−
y 7 6 5 3 x

+1
2x
2
y=

1
From the graph, the point of
intersection is (2, 5). 0 1
−3 −2 −1 2 3 4 5 6 x
−1

−2

Exercise 11.3

1 Plot each set of points on a number plane. Draw the line that passes through these points
and write down its equation.
a x 3 3 3 3 3 b x −2 −1 0 1 2
y 0 1 2 3 4 y 3 3 3 3 3

c x −1 −1 −1 −1 −1 d x −2 −1 0 1 2
y −1 0 2 2 3 y −2 −2 −2 −2 −2
420 Mathscape 9 Extension

y
2 Write down the equation of each line.
f d a g
6
5
4 e
3
2 b
1
x
−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6
−1
−2
−3 c
−4
−5
−6 h

3 At what point do these lines intersect?

a x = 3 and y = 2 b y = 1 and x = 4 c y = −3 and x = −6

4 Find the co-ordinates of the point of intersection of:

a the line x = 1 and the x-axis b the line y = 7 and the y-axis

5 a What is the equation of the x-axis? Why?

b What is the equation of the y-axis? Why?

6 Write down the equation of the line that is equidistant from the lines:
a x = 2 and x = 8 b y = 1 and y = −7

7 Find the equation of the line that is:

a parallel to the x-axis and passes through the point (2, 6)
b parallel to the y-axis and passes through the point (−1, 4)
c perpendicular to the x-axis and passes through the point (5, −2)
d perpendicular to the y-axis and passes through the point (−8, −1)

8 Which of the following points lie on the line y = 2x − 7?

A(4, 1) B(0, 7) C(12, 17) D(−8, −23)
E( 1--2- , −6) F(−6, 5) G(3 1--2- , 0) H(−10, −13)

9 Which of the following lines pass through the point (−2, 3)?
y=x+5 y=5−x y = 2x + 7 y = −x + 1
3
y = 9 − 3x x + 2y = 4 y = – --- x 2x + 3y + 13 = 0
2
10 Find the co-ordinates of three points that lie on the line 2x − y = 12.
 Chapter 11: The lin ear fu n ct io n 421

11 Find the value of the pronumeral in each ordered pair if:

a (2, r) lies on the line y = x + 7 b (k, 4) lies on the line y = 11 − x
3
c (−5, t) lies on the line 2x + y = 8 d (p, −6) lies on the line y = --- x
4
12 Find the value of the pronumeral in each ordered pair if the line:
a y = 5x + 4 passes through (g, 4) b y = 2 − 9x passes through (−2, s)
2
c y = – --- x passes through (−15, u) d 3x − 4y + 5 = 0 passes through (a, 8)
3
1
13 a Find the value of c if (3c − 1, − 2) lies on the line y = --- x − 6.
5
b Find the value of m if (−1, 3) lies on the line y = mx + 7.
c Find two possible values for a if the line ax − y + 8 = 0 passes through the point (a, 17).

14 Graph each pair of lines on the same number plane, then write down the co-ordinates of
their point of intersection.
a y = 3 and x = −2 b y = x and y = 5
c y = −x and y = x − 6 d y = x + 4 and y = 2 − x
e y = 3x and y = x + 2 f y = x − 3 and y = 2x − 1
g y = 2x and y = −3x − 5 h y = 1 − x and y = 3 − 2x

15 a Does (−2, 3) lie on the line y = 2x + 7?

b Does (−2, 3) lie on the line y = x + 5?
c What is the geometric significance of this result?

16 Determine by substitution whether each pair of lines intersect at the given point.
a y = 5x − 4 and y = 8 − x, (2, 6) b y = x + 1 and y = 1 − x, (−1, 0)
c y = 2x − 10 and y = 7 + x, (−3, 4) d y = 6x − 5 and y = 1 − 6x, ( 1--2- , −2)

17 Graph the lines y = 2x + 1 and 2x − y = 3 on the same number plane and hence explain why
they have no point of intersection.

■ Further applications
18 In a stable there are x horses and y jockeys, where x + y = 9. Between them, the total number
of legs is 26.
a Show that, in simplest form, the total number of legs is given by 2x + y = 13.
b Graph the lines x + y = 9 and 2x + y = 13 on the same number plane and find their point
of intersection.
c How many horses and jockeys are there?

19 A child’s money box contains x 5c coins and y 10c coins. There are 20 coins altogether with
a total value of $1.65.
a Show that x + y = 20 and x + 2y = 33 (in simplest form).
b Graph the lines on the same number plane and find their point of intersection.
c Find the number of 5c coins and 10c coins.
422 Mathscape 9 Extension

11.4 Gradient of a line

The gradient or slope of a line is a measure of how steep it is. The symbol for gradient is m.

vertical rise
Gradient (m) = -------------------------------------
horizontal run
Vertical
rise
Horizontal run

If the line is ‘going up’, or increasing from left to right, then its gradient is said to be positive.
If the line is ‘going down’, or decreasing from left to right, then its gradient is said to be
negative.
y y N
e gr egat
s itivent ad ive
Po adi ien
gr t

0 x 0 x

y
The greater the gradient (+ or −), the steeper is the line. m = −2 m=2
The gradient of a horizontal line is 0, while the m = −1 m=1
gradient of a vertical line is not defined. Why?
m = − 12 m = 12

x
0

y
m=1
2
If a line is inclined to the x-axis at an angle of 45°, then for
1 2 every point on that line, the vertical rise is equal to the
1 horizontal run. Hence, the gradient of this line is equal to 1.
45° It follows then that a line that is inclined to the x-axis at an
0 1 2 x
angle of less than 45° has a gradient of less than 1, and a line
that is inclined to the x-axis at an angle that is greater than 45°
has a gradient greater than 1.
 Chapter 11: The lin ear fu n ct io n 423

If a line is increasing from left to right, then it has a positive gradient.

If a line is decreasing from left to right, then it has a negative gradient.

The gradient of a horizontal line is 0.

The gradient of a vertical line is not defined.

The gradient of a line that is inclined to the x-axis at an angle of 45° is 1.

Example 1
EG Find the gradient of each interval.
+S
a b c

Solutions
rise rise rise
a m = -------- b m = -------- c m = --------
run run run
3 4 5
= --- = – --- = ---
4 2 5
= −2 =1

Example 2
EG Find the gradient of each line.
+S
a y b y
(2, 5)

−2 0 x
(−4, 1)

0 x
−8

Solutions
a The rise and run are distances, and are therefore y
positive. However, the line is decreasing from left 2 units
to right, so the gradient is negative.
−2 0 x
rise
m = --------
run 8 units
8
= – --- −8
2
= −4
424 Mathscape 9 Extension

b Draw a right-angled triangle on the line using y (2, 5)

the given points and hence find the rise and
the run. The line is increasing from left to right,
so the gradient is positive. 4 units
rise (−4, 1)
m = --------
run 6 units
4 0 x
= ---
6
2
= ---
3

Exercise 11.4

1 State whether the gradient of each line is positive, negative, zero or undefined.
a y b y c y d y

0 x 0 x 0 x 0 x

e y f y g y h y

0 x 0 x 0 x 0 x

2 Find the gradient of each interval.

a c g
b d e f

h
k
i j
l
p
n o
m r
q
 Chapter 11: The lin ear fu n ct io n 425

■ Consolidation
3 a Choose 3 different pairs of
y points that lie on the line and
7
use them to calculate its
6 gradient.
5 b Copy and complete this
4 statement: ‘Any two points
3 that lie on a line can be used
2 to calculate its ______.’
1

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 x
−1
−2
−3
−4

4 Find the gradient of each line.

a y b c y d y
y
5 3

−5 0 x 0 1 x 0 2 x −2 0 x
−1 −10

e y f y g y h
y
(3, 7)
9 −12
0 10 x 0 x 0 x
−6 0 −4 −9
x

i y j k y l y
y
(2, 5)
4 (−4, 12) (−7, 1)
0 x 0 x x 0
(5, −2) x
0 5
(3, −5)

5 Plot each pair of points on a number plane. Hence, find the gradient of the interval joining
these points.
a P(1, 1) and Q(3, 7) b G(−2, 5) and H(2, 1) c C(−4, −5) and D(4, 5)
d J(11, −2) and K(1, 10) e E(−1, 0) and F(7, 4) f R(−8, −5) and S(1, 1)
426 Mathscape 9 Extension

6 y a Find the gradient of PQ and SR. Is PQ || SR?

Q(1, 5) b Find the gradient of QR and PS. Is QR || PS?
c What type of quadrilateral is PQRS? Why?
R(4, 4)
d Copy and complete this statement:
‘If two lines are parallel, then they have the
P same ______.’
(−2, 1)
0 S(1, 0) x y
L(1, 4) M(9, 6)

7 a Find the gradient of each side of the K(−4, 1)

quadrilateral KLMN.
0 x
b What type of quadrilateral is KLMN?
Why?

N(−6, −3)

8 B(2, 7) a Find the gradient of each interval.

y
D(3, 5) b Which intervals are parallel?

A(−4, 2) H(7, 2) (Diagram not to scale.)

C(−1, 1)
0 x
F(−2, −3)
G(1, −3)

E(−5, −6)

9 Use the fact that parallel lines have the same gradient to find the co-ordinates of D, the
fourth vertex of the parallelogram ABCD, in each of these.
a y D(x, y) b y D(x, y)
A(1, 3)
A(−5, 1)
C(5, 2)
0 B(0, 0) x 0 x

C(1, −2)
B(−7, −6)
c y B(2, 8) d y
C(−3, 7)
D(x, y)
A(−3, 4)
x B(−2, 4) A(5, 2)
0
C(4, −2) 0 x

D(x, y)
 Chapter 11: The lin ear fu n ct io n 427

■ Further applications
10 y a Derive a formula for the gradient of the
y2 interval PQ, using the co-ordinates of P
Q(x2, y2)
and Q.
b Hence, find the gradient of the line that
y1 passes through the points:
P(x1, y1) i (0, 1) and (2, 9)
0 x1 x2 ii (5, −1) and (−1, 3)
x
iii (−2, −3) and (−3, −8)

TRY THIS Hanging around

A hang-glider is at the top of a cliff 400 m high. The cliff has a slope, or gradient,
of 1 in 4. At the bottom of the cliff there is a lake 1500 m wide. The hang-glider
jumps off the cliff with a rate of descent of 1 in 40. Will it clear the lake?

11.5 The linear equation y = mx + b

When the equation of a straight line is written in the form y = mx + b, it is said to be in gradient–
intercept form, where m is the gradient of the line and b is the y-intercept. For example, if a
line has a gradient of 3 and cuts the y-axis at 7, then its equation is y = 3x + 7.
Notice that when the gradient is 0 (i.e. m = 0), the equation y = mx + b becomes y = b, which is
the standard equation of a horizontal line.

The gradient–intercept form of the linear equation is y = mx + b, where:

m is the gradient, and

b is the y-intercept.
428 Mathscape 9 Extension

Example 1
EG State the gradient and y-intercept of each line.
+S
a y = 3x + 5 b y = 4x − 2 c y = −2x − 11
2x
d y = 9 − 5x e y=x f y = ------
3
Solutions
a m = 3 and b = 5 b m = 4 and b = −2 c m = −2 and b = −11
d m = −5 and b = 9 e m = 1 and b = 0 f m = 2--3- and b = 0

Example 2
EG Find the equation of each of these lines.
+S
a y b y
8 6

x
−4 0 x 0 10

Solutions
a i The line is increasing from left to b i The line is decreasing from left to
right, so the gradient is positive. right, so the gradient is negative.
rise rise
m = -------- m = --------
run run
8 6
= --- = – ------
4 10
=2 3
= – ---
ii The line cuts the y-axis at 8, ∴ b = 8. 5
ii The line cuts the y-axis at 6, ∴ b = 6.
iii Substituting into y = mx + b, the
equation of the line is y = 2x + 8. iii Substituting into y = mx + b, the
3
equation of the line is y = – --- x + 6.
5

Example 3
EG 2
Graph the line y = --- x + 1 by plotting the y-intercept, then y
+S 3 7
using the gradient to find two other points on the line. 6
5 (6, 5)
Solution 4 2
The y-intercept is 1 and the gradient is 2--3- . 3 (3, 3)
3
Beginning at the y-intercept (0, 1), count 3 units 2 2
to the right and 2 units up, then mark the point (3, 3). 1 3
Beginning at this point, count 3 units to the right and −2 −1 0 1 2 3 4 5 6 7 8 x
−1
2 units up, then mark the point (6, 5). Draw the line that −2
passes through these 3 points.
 Chapter 11: The lin ear fu n ct io n 429

Exercise 11.5

1 For each of the following, state the gradient and y-intercept.

a y = 2x + 3 b y = 3x − 1 c y = −2x + 5
d y = −4x − 3 e y=x+4 f y = −x + 2
g y = 3 + 5x h y=6−x i y = 2x
1 1
j y = −7x k y = --- x + 4 l y = --- x − 5
2 3
2 3 6
m y = --- x + 1 n y = 8 − --- x o y = −2 − --- x
3 4 5
p y = 3(x − 2) q y = 4(2x + 5) r y = −2(5 − 7x)

2 Write down the equation of the line that has:

a a gradient of 4 and y-intercept of 2 b a gradient of −3 and y-intercept of 5
c a slope of 1 and y-intercept of −4 d a slope of − 1--2- and cuts the y-axis at −7
e a gradient of 5 and passes through the origin
f a slope of −1 and passes through the origin

■ Consolidation
3 Find the gradient and y-intercept of each line, and hence write down its equation.
a y b y c y
3 1
−1 0 x −2 0 x 0 2 x
−6

d y e y f y
7
10 −8
0 x 0 7 x
0 2 x −2

g y h y i y

12 2
−6 0 x
−3 0 x 0 5
x
−4

j y k l y
y
12
6
x
0 7 x 0 10
−9 0 x
−3
430 Mathscape 9 Extension

4 Find the equation of each of the following lines.

y a
10
9
8
b
7
6
5
f 4
3
2
1 c
−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 x
−1
−2
−3
−4
−5
−6
e −7
−8
−9
−10 d

5 By substitution into the equation y = mx + b, find the equation of the line that passes through
the given point with the given gradient.
a (1, 1), m = 2 b (2, 3), m = 1 c (−1, 2), m = 3
d (−2, −4), m = −2 e (5, 0), m = −1 f (0, 4), m = −3
g (2, 4), m = 1
---
2
h (−4, 5), m = − 1--2- i (6, −1), m = 1
---
3

j (−6, 2), m = − 2--3- k (4, −3), m = − 5--4- l (8, −3), m = 3

---
2

6 Graph each of these lines by plotting the y-intercept, then use the gradient to find two other
points on the line.
1
a y=x+4 b y = 2x + 3 c y = --- x – 1 d y=2−x
2
1 1
e y = −3x + 4 f y = – --- x – 2 g y = --- x + 1 h y = 2 − 4x
3 4
1 2 3 3
i y = 5 − --- x j y = --- x + 2 k y = --- x − 3 l y = – --- x – 1
2 3 2 4
 Chapter 11: The lin ear fu n ct io n 431

7 Choose the equation that best describes each graph below.

• y = 2x + 5 • y = 2x − 5 • y = 5 − 2x • y = −2x − 5
a y b y c y d y
x
0 x 0 0 x 0 x

8 Choose the equation that best describes each graph below.

• y = 7 − 3x • y = 3x + 7 • y = −3x − 7 • y = 3x − 7
a y b y c y d y

0 x 0 x 0 x 0 x

9 Choose the equation that best describes each graph below.

1 1
• y = 2x • y = −2x • y = --- x • y = – --- x
2 2
a y b y c y d y

0 x 0 x 0 x 0 x

10 Choose the equation that best describes each graph below.

• y = 5x • y = −5x • x=5 • y=5
• x = −5 • y = −5 • y = 5x + 1 • y = 5x − 1
1 1
• y = 1 − 5x • y = −5x − 1 • y = --- x • y = − --- x
5 5
a y b y c y d y

0 x 0 x 0 0 x
x

e y f y g y h y

0 x 0 x 0 x 0 x
432 Mathscape 9 Extension

i y j y k y l y

0 x 0 x 0 x 0 x

11 i What does each set of lines have in common?

ii How do they differ?
a y = 2x, y = 2x + 7, y = 2x − 4 b y = 3x + 5, y = x + 5, y = 5 − 1--2- x
c y = x, y = 4x, y = --2- x, y = − --3- x
1 2
d y = 4, y = −3, y = 0, y = 3--5-

12 Choose from the equations below, the lines that:

a slope to the left b pass through the origin
c have a positive y-intercept d have a gradient that is greater than 1
e are perpendicular to the x-axis
A y = 5 − 2x B y=x C y = 1--2- x − 1 D x=4
5
E y = 3x F y = −x − 2 G y = 7 + 2x H y = – --- x
6
5
I x=0 J y = --- x − 3 K y = −x L x = −2
4
13 Consider the line with equation y = 1--2- x + 3. What would be the effect on the graph by
changing:
a the gradient to 2? b the gradient to − 1--2- c the y-intercept to −1?

14 Consider the line with equation y = 1--3- x + 2.

a What would be the effect on the graph if the gradient was changed to 0?
b What would the equation become as a result of that change?

■ Further applications
15 Find the equation of the line that passes through the point:
a (2, 10) and cuts the y-axis at 4
b (−1, 11) and cuts the y-axis at 9
c (4, −6) and cuts the y-axis at −4

16 Find the equation of the line that passes through the points:
a (2, 11) and (5, 20) b (6, 9) and (−10, 1) c (12, 2) and (−6, 14)

17 Find the equation of the line that cuts the x-axis at p and the y-axis at q, where p > 0
and q > 0.
 Chapter 11: The lin ear fu n ct io n 433

TRY THIS Latitude and temperature

Below is a list of coastal Australian cities with their latitude (in degrees and minutes)
and average annual air temperature (°C). Can you find a relationship of the form
T = kL + c where k and c are constants, T = temperature in degrees Celsius and

FOCUS ON WORKING MATHEMATICALLY

L = latitude in degrees?

City Latitude °C City Latitude °C

Hobart 42°53′ 12.4 Perth 31°57′ 18.2
Melbourne 37°49′ 14.9 Brisbane 27°28′ 20.6
Sydney 33°50′ 17.4 Darwin 12°25′ 27.5
Source: Commonwealth Year Book
When you have found a rule, use a Commonwealth or State Year Book to look up
temperatures of other coastal cities and test the rule to see how well it works. Does
your rule work for inland cities? (If not, can you suggest a reason?)

0FF OC U S O N ORKING M I CAAL LL LYY

O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W
TELEVISION ADVERTISING

F
 434 Mathscape 9 Extension

Introduction
Every month, companies spend thousands of dollars on advertising. It has been found by
market research that television is generally an excellent medium in which to advertise a
product, particularly if it is shown during a popular program. However, it is very expensive.
MATHEMATICALLY

In this activity we will look at some hypothetical data to investigate a possible relationship
between the amount of money spent on advertising and the volume of sales. A company wants
to know whether television advertising is worthwhile, that is whether advertising is actually
related to sales.

2L EARNING ACTIVITIES

Materials: graph paper, ruler and pencil, a graphics calculator or Excel spreadsheet
The following table shows company data for monthly sales (y) against television advertising
expenditure (x) for a random sample of 10 months taken from the two previous years. Monthly
sales (y) is the dependent variable and monthly TV advertising expenditure (x) is the
independent variable. The mathematical objective is to obtain a linear equation that will predict
MATICALLY

monthly sales as a function of advertising expenditure.

Month TV advertising Sales
(x) × $100 000 (y) × $100 000
1 1.1 110
2 0.7 70
F O C U S O N W O R K I HNE G

3 0.8 82
4 0.9 90
MAT

5 1.0 94
6 1.2 105
7 0.7 86
WORKING

8 1.2 100
9 0.9 75
10 1.0 98

1 On graph paper draw a scatter diagram of the data in the table showing x on the horizontal
ON

axis and y on the vertical axis. Choose a suitable scale, say 1 cm = 0.1 units on the x-axis
and 1 cm = 10 units on the y-axis. Adjust the origin as convenient.
FOCUS

2 Examine the shape of the scatter diagram. What do you notice? Calculate the mean of the
x-values x and the mean of the y-values y and plot this point M (x, y) on the graph.
 Chapter 11: The lin ear fu n ct io n 435

3 Draw a line of best fit, using your eye to guide you. Assume that this line will pass through
M. It should be as close to as many of the points on the scatter diagram as possible.
4 Now measure the gradient (or slope) of the graph. Let this number be m.
5 Where does the graph cross the y-axis? Let this number be b.

THEMATICALLY
6 Write down the equation of the graph using your values for m and b.
7 Use your model to predict the sales volume for a month if the TV advertising expenditure
is raised to $140 000.
8 Do you feel that there is enough evidence for the company to conclude that TV advertising
expenditure is indeed related to volumes of sales? Why? What assumptions would the
company have to make in using the equation to predict sales volumes from TV advertising
expenditure?
9 Do you think the figures for TV advertising expenditure are realistic? See if you can find
out from the Internet what some companies spend on TV advertising per month as a fraction
of their sales.

8C

ALLY
HALLENGE

FOCUS ON WORKING MA
IC
1 Use a graphics calculator or a spreadsheet such as Excel to plot the data in the table on a
scatter diagram, and calculate the slope and the y-intercept of the line of best fit. What is

MATHEMAT
the correlation coefficient for this data? Discuss the goodness of fit to a linear model with
your teacher.
2 You may have found that the calculated line of best fit y = 58x + 36 (rounding to the nearest
whole numbers) is quite different from what you obtained by eye. What methods do people
use when they want greater accuracy, but a computer is not available? Discuss this in class
with your teacher.

WORKING
E L ET’S COMMUNICATE

Discuss what you have learnt from this activity with a classmate or perhaps if you have worked
in groups for the activity, with the group members. Can the group pose another problem that
arises from what you have found? For example, is a linear model the best one for predicting
sales? What else could be used?
ON

%R EFLECTING
FOCUS

Mathematics is a powerful tool for predicting relationships in the world of business to guide
decision-making. Think over the use of mathematics for economic forecasting and the indices
that are regularly reported on TV as evidence of the health of the economy.
436 Mathscape 9 Extension

1 Explain the difference between an axis 5 Read the Macquarie Learners Dictionary
and an origin. entries for linear and lineage:
2 If the terms in a number pattern increase
or decrease by a common difference, they linear adjective 1. relating to lines or length: a linear
are said to form a l__________ measure 2. arranged in a line: a linear series
relationship.
lineage noun 1. descent from a line of ancestors:
3 What is another word for gradient? My family’s lineage can be traced back to the First
4 When is the word concurrent used to Fleet.
describe two lines on a graph? Compare the uses of these related words.

1 Write down the co-ordinates of: 5 y

a A b B c C d D
e E f F g G h H D A(3, 4)
CHAPTER REVIEW

i I j J k K l L
x
y
0
B 3 F C B(3, −1)
2 I
E 1 A
aWrite down the co-ordinates of C and
K J D such that ABCD is a square.
−3 −2 −1 0 H 1 2 3 x b Calculate the perimeter.
−1 G
6 a Plot the points R(4, 7), S(4, −3) and
−2 D
C T(−5, −3) on a number plane.
−3 L b Find the area of ∆RST.
2 In which quadrant does each point lie? 7 The circle shown has centre R and
a (2, −4) b (−3, −1) diameter PQ perpendicular to the y-axis.
c (1, 5) d (−7, 6) Find the co-ordinates of P, Q and R.
y
3 How far apart are the points:
a (3, 5) and (10, 5) 7
b (1, −4) and (1, −2)? R
P Q
4 Find the co-ordinates of the point that is:
0 x
a 6 units above (4, −1)
b 3 units to the left of (−2, −3) −5

CHAPTER REVIEW
 Chapter 11: The lin ear fu n ct io n 437

VIEW
8 a Draw the next step in this pattern. 12 Which two of these points lie on the line
y = 5 − 3x?
A(2, −1) B(0, 2)
C(−4, 17) D(− 1--3- , 4)

b Copy and complete this table of 13 Which two of these lines pass through the
point (3, −4)?

CHAPTER RE
values.
A y = −x + 1 B y = −2x − 2
Number of C y=x−7 D 2x − y = 10
1 2 3 4 5 6
pentagons (x)
14 a The point (a, 5) lies on the line
Number of dots (y) y = 2x − 7. Find the value of a.
b The line 4x + 3y − 7 = 0 passes
c How many dots are added in each
through the point (−2, k). Find the
step?
value of k.
d Write down an equation in the form
y = mx + b that shows the relationship 15 Sketch each of the following lines.
between the number of dots and the a x=4 b x = −2
number of pentagons. c y=1 d y = −3
e Plot the values from this table on a 16 At what point do the lines y = 6 and x = 1
number grid, with the number of intersect?
pentagons along the horizontal axis 17 Write down the equation of each of the
and the number of dots along the co-ordinate axes.
vertical axis. Is the relationship 18 Find the equation of the line that is:
linear? a parallel to the y-axis and passes
9 Graph each of these lines on a number through the point (4, −2)
plane by plotting at least 3 points. b parallel to the x-axis and passes
a y = 3x b y = 2x − 3 through the point (−1, −3)
c y=4−x d 3x + y = 3 19 State whether the gradient of each line is
10 Describe the transformations that would positive, negative, zero or undefined.
be necessary to map: a y b y
a y = −x to y = x − 2
b y = 3x to y = 7 − 3x
c y = 6x − 5 to y = −6x 0 x 0 x
11 Find the x- and y-intercepts and hence
sketch each of these lines. c y d y
a y = 6 − 2x
b 3x − 2y − 12 = 0
0 x 0 x
1
c y = --- x + 1
3

CHAPTER REVIEW
 438 Mathscape 9 Extension
CHAPTER RE

20 Find the gradient of each interval. 23 State the gradient and y-intercept of each
line.
a y = 3x + 8 b y = 4x − 4
a c y=7−x d y = −2x
b c 1 4
e y = --- x + 11 f y = --- x − 1
2 3
24 Write down the equation of the line that
d has:
e
a a gradient of 2 and a y-intercept of −4
f b a slope of −3 and cuts the y-axis at 5
c a gradient of 1--4- and passes through the
origin
g
h 25 For each line find the gradient and the
y-intercept and then write down its
equation.
21 Complete this statement: ‘If two lines are a y b y
VIEW

parallel, then they have the same 6

_______________’. 4

22 Find the co-ordinates of D, the fourth 0 2 x

−1 0
vertex of each parallelogram.
a y B(5, 8)
A(−4, 3) c d
y y
(5, 3)
0 x 0 3
0 x x
C(2, −4) −9
D(x, y)
e y f y
b B(−3, 4) y
A(2, 3)
−6 0 0 x
C(−2, 2)
−8 (4, −6)
D(x, y)

0 x

CHAPTER REVIEW
 Chapter 11: The lin ear fu n ct io n 439

VIEW
26 By substitution into the equation a y b y
y = mx + b, find the equation of the line
that passes through the given point and
has the given gradient. 0 x 0 x
a (2, 13), m = 3
b (−9, 23), m = −2

CHAPTER RE
c (18, 8), m = 2--3-
c y d y
27 Graph each of these lines by plotting the
y-intercept, then using the gradient find
two more points on the line. 0 x 0 x
1
a y=x+3 b y= --- x
2
–1

c y = −3x + 2 d y = – 2--3- x
28 Match each of these equations with one 29 Graph the lines y = x + 3 and y = −3x − 1
of the graphs provided. on the same number plane. Hence, find
• y = 7x + 4 • y = 7x − 4 their point of intersection.
• y = −7x + 4 • y = −7x − 4 30 Determine by substitution whether the
lines 3x − 2y + 18 = 0 and y = 5 − 2x
intersect at (4, −3).

CHAPTER REVIEW
12 Trigonometry

This chapter at a glance

Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

recognise that the ratio of matching sides in similar right-angled triangles
is constant for equal angles

name the hypotenuse, opposite and adjacent sides in a right-angled
triangle in relation to an acute angle

state the values of sin θ, cos θ and tan θ given the side lengths in a
right-angled triangle

find decimal approximations of the trigonometric ratios of a given angle
Trigonometry

find an angle correct to the nearest degree using a calculator, given one
of the trigonometric ratios of the angle

find the length of a short side in a right-angled triangle using trigonometry

find the length of the hypotenuse in a right-angled triangle using
trigonometry

find the size of an acute angle in a right-angled triangle using trigonometry

solve practical problems that involve finding the length of a side by
trigonometry

solve practical problems that involve finding an angle by trigonometry

identify angles of elevation and depression on diagrams

solve practical problems that involve angles of elevation and depression

draw diagrams showing the compass bearing of one point from another
point

draw diagrams showing the true bearing of one point from another point

find the bearing of A from B given the bearing of B from A

solve practical trigonometry problems involving bearings.

440
 Chapter 12: Trigo n o met ry 441

Trigonometry is a branch of geometry. The word trigonometry comes from the Greek words
trigonon, meaning ‘a triangle’, and metron, meaning ‘a measure’. It is concerned with the
measurement of triangles, specifically with finding the length of a side or the size of an angle.
Trigonometry is used in many fields, such as surveying, navigation and astronomy. In
surveying, for example, trigonometry allows us to find the height of a tall building or to
calculate the distance to an inaccessible location, such as a tree that is on the other side of a
river.
Trigonometry is based on the properties of similar triangles. You should remember from Year 8
that in two similar triangles, all angles are equal and the corresponding sides are in the same
ratio.

12.1 Side ratios in right-angled

triangles
In a right-angled triangle it is common to use the Greek letter θ (pronounced theta) to refer to
an angle whose size is unknown. Other Greek letters such as α and β are also used often. The
hypotenuse is the side that lies opposite the right angle. It is the longest side in the triangle. The
two shorter sides are named according to their positions relative to the angle θ.

The sides of a right-angled triangle are named as

follows: Opposite
Hy
po

the side opposite the right angle is called the ten
use
hypotenuse

the side opposite the angle θ is called the opposite θ

the side adjacent to the angle θ is called the adjacent. Adjacent

Example 1 Q
EG In ∆ PQR, name the:
+S
a hypotenuse
b side opposite the angle θ θ
c side adjacent to the angle θ R P

Solutions
a PR is the hypotenuse. b PQ is the opposite side. c QR is the adjacent side.
442 Mathscape 9 Extension

Example 2
EG Find the value of each ratio in ∆ XYZ.
+S
side opposite ∠X side adjacent to ∠X
5 a ------------------------------------------ b ------------------------------------------------
Y Z hypotenuse hypotenuse
side opposite ∠Z
12 c -----------------------------------------------
13 side adjacent to ∠Z

X
Solutions
side opposite ∠X 5 side adjacent to ∠X 12
a ------------------------------------------ = ------ b ------------------------------------------------ = ------
hypotenuse 13 hypotenuse 13
side opposite ∠Z 12
c ----------------------------------------------- = ------
side adjacent to ∠Z 5

Exercise 12.1

1 For each triangle below, name:

i the hypotenuse ii the opposite side iii the adjacent side
a X Z b P Q c C
θ

θ
Y R θ
A B

d L M e P f W
θ θ

N θ V X
O Q

2 Draw ∆TUV in which ∠U = 90°. Which side is:

a opposite ∠ T ? b adjacent to ∠ T ? c opposite ∠V? d adjacent to ∠V?
3 Find the value of each ratio for the triangles below.
side opposite ∠E side opposite ∠E side adjacent to ∠E
i ----------------------------------------------- ii ----------------------------------------- iii -----------------------------------------------
side adjacent to ∠E hypotenuse hypotenuse
12 G
a F b F E c
7
20 29 35 25
37 F

G E G 24
21 E
 Chapter 12: Trigo n o met ry 443

■ Consolidation
4 a Measure the lengths of the sides in each triangle, correct to the nearest millimetre.
i A AB = ii D DE = iii G GH =
BC = EF = HI =
AC = DF = GI =

B C

H I

E F
b Measure the acute angles in the triangles. Which angles are equal to:
i ∠ A? ii ∠ C?
c Are the triangles similar? Why?
d Find, as a fraction in simplest form, the following side ratios.
BC EF HI
i -------- ii -------- iii ---------
AB DE GH
BC EF HI
iv -------- v -------- vi -------
AC DF GI
AB DE GH
vii -------- viii -------- ix ---------
AC DF GI
e What do you notice about the ratios of the matching sides?
5 Without measuring, write down the side ratio in each triangle that is equal to:
UV TU UV
i -------- ii -------- iii --------
TU TV TV
U T a D b Y c R
50°
50° S 50°

C E

Z Q

V 50°
X
444 Mathscape 9 Extension

■ Further applications
6 C Q R M L

P N
Z

B A Y
a Find each of these ratios in simplest form.
AB PR LM XZ
i -------- ii -------- iii --------- iv -------
BC QR MN YZ
b Using your results from part a, write down the angle that is equal to:
i ∠C ii ∠ A iii ∠ Q iv ∠P

12.2 The trigonometric ratios

opposite adjacent opposite
In the previous exercise we saw that the ratios --------------------------- , --------------------------- and -------------------- have
hypotenuse hypotenuse adjacent
constant values in similar, right-angled triangles. Later, we will use this fact to find the length
of a side or the size of an angle in a triangle. Since they are used so often, these ratios are given
special names: the sine ratio (sin θ), the cosine ratio (cos θ) and the tangent ratio (tan θ).
Together they are known as the trigonometric ratios (or trig ratios for short).

The definitions of the trigonometric ratios are:

opposite Hy

sin θ = -----------------------------
Opposite

po ten
hypotenuse use
adjacent

cos θ = -----------------------------
hypotenuse θ
Adjacent
opposite

tan θ = ----------------------
adjacent

NOTE: The abbreviations SOH, CAH and TOA can be used to help you memorise these
definitions.

Example 1 41
EG Find each of the following trigonometric ratios for the given θ
+S
triangle.
a sin θ b cos θ c tan θ 9 40
 Chapter 12: Trigo n o met ry 445

Solutions
opposite adjacent opposite
a sin θ = --------------------------- b cos θ = --------------------------- c tan θ = --------------------
hypotenuse hypotenuse adjacent
9 40 9
= ------ = ------ = ------
41 41 40

Example 2 Solution
EG Find the value of the 3
+S 20 tan θ = ---
pronumeral given that θ 4
3 x 3
tan θ = --- . x ------ = ---
4 20 4
×20 ×20
∴ x = 15

Exercise 12.2

1 Name the opposite side, adjacent side and hypotenuse in each triangle.
a E G b S c I J
θ
θ

θ K
F Q R

2 For each of the following triangles, state as a fraction, the value of:
i sin θ ii cos θ iii tan θ
a 4 b 13 c
θ 8 15
θ
3
5 5 12 θ
17
d e 35 f
29 25
20 θ 7
12
θ 37 θ
21 24

g 41 h 63 i
61
θ 11
16
40 9 65 θ
θ 60
446 Mathscape 9 Extension

3 For each figure, find:

i sin α ii cos α a y b t
iii tan α iv sin β α
v cos β vi tan β v
u
z x β
β α

■ Consolidation
4 Which angle has a: 21
Y Z
a sine of 20
------ ?
29
b tangent of 21
------ ?
20
c cosine of 21
------ ?
29
d sine of 21
------ ?
29
20
29
e cosine of 20
------ ?
29
f tangent of 20
------ ?
21
X
5 Find the value of:
30 C 5 a sin ∠ BAC b tan ∠ BDA
D B
c cos ∠ BAD d sin ∠ ACB
e cos ∠ CAB f tan ∠ BAD
13 g sin ∠ ADB h tan ∠ BAC
12
37 i cos ∠ BCA j tan ∠ BCA
k cos ∠ BDA l sin ∠ DAB
A
A B
6 A rhombus ABCD has diagonals AC and BD of length θ
16 cm and 30 cm respectively, intersecting at E.
a Find the side length of the rhombus. E
b Find values for sin θ, cos θ and tan θ, where ∠ ABE = θ.

D C
7 6 Find values for sin θ, cos θ and tan θ in this trapezium.
(HINT: Draw a right-angled triangle.)
41
9

θ
46
8 In ∆ ABC, AB is perpendicular to BC and AB = BC. Find the value of tan A.

9 Find the value of the pronumeral in each of these:

a b 21 c 24
15 θ θ
x
w
θ k

sin θ = 1
---
5
cos θ = 2
---
3
tan θ = 5
---
6
 Chapter 12: Trigo n o met ry 447

d e f
θ
t 12 45
a
28
θ θ
c
cos θ = 2
--- tan θ = 3
---
7 4 sin θ = 8
---
9

10 In ∆ PQR, ∠ Q = 90°, PQ = 14 mm and QR = 48 mm. Find values for tan P and tan R in
simplest form.
11 B In the isosceles ∆ ABC, AB = BC = 5 cm and AC = 6 cm.
5 cm
Find values for:
a cos A b tan A c sin A
A C
6 cm

12 In the isosceles ∆ PQR, PQ = QR and cos R = 7

------ .
25
Find the length of PR if QR = 50 mm.

13 Write true (T) or false (F) for each of these.

UV UV
T a sin 20° = -------- b tan 70° = --------
TV TU
TV TU
20° 40° c tan 30° = --------- d sin 70° = --------
TW TV
VW VW
e cos 30° =--------- f tan 40° = ---------
70° 30° TW TV
U V W
TU UW
g cos 20° = --------- h sin 60° = ----------
TW TW
UV UW
i cos 70° = -------- j tan 20° = ----------
TV TW
TU TU
k sin 30° = -------- l cos 60° = ---------
TV TW

■ Further applications
14 a If sin2 θ means (sin θ)2, write down values for sin2 θ and cos2 θ.
9
15 b Hence, find the value of sin2 θ + cos2 θ.
c Repeat this question using any two triangles from Q2. What do you
θ notice?
12
15 For each of the following, draw a right-angled triangle and label one of the acute angles as
θ. Use the given ratio and Pythagoras’ theorem to find values for the other ratios.
a If sin θ = 7
------ , find values for cos
25
θ and tan θ.
b If cos θ = 60
------ , find values for sin
61
θ and tan θ.
448 Mathscape 9 Extension

TRY THIS Height to base ratio

Draw a line of height 8 cm and a base line of 1 cm.
Calculate the ratio of height : base and use your
protractor to measure the shaded base angle. Now
extend the base line 1 cm at a time, and again calculate
8 cm the ratio and find the angle. Complete a table:

Distance from base 1 2 3 4 5 6 7 8 9 10

Ratio, height: base
1 cm
2 cm
Angle
3 cm 1 What can you conclude about the ratio and angle
4 cm size relationship?
2 Is the decrease in the angle size constant each
time?

12.3 Trigonometric ratios using a

calculator
■ Degrees and minutes
Angles are measured in degrees and minutes (1 degree = 60 minutes, i.e. 1° = 60′). When we
round off angles correct to the nearest degree, angles with less than 30 minutes are rounded
down and angles with 30 minutes or more are rounded up. The degrees, minutes and seconds
key on your calculator should look like either DMS or ° ′ ″ .

■ Evaluating trigonometric expressions

A calculator can be used to find the value of a trigonometric expression. The order in which
you press the keys will vary between calculator models.

To evaluate a trigonometric expression, either:

press the appropriate trigonometric ratio key, then enter the angle, or

enter the angle, then press the appropriate trigonometric ratio key.
 Chapter 12: Trigo n o met ry 449

■ Finding an angle
The inverse key INV , shift key shift , or second function key 2nd F , can be used to undo
the process of finding the sine, cosine or tangent of an angle, and hence find the size of the angle θ.

To find the size of an angle given either a fraction or decimal:

press either the INV , shift or 2nd F key followed by the appropriate
trigonometric function key

enter the fraction or decimal into the calculator, then press =

round off the angle as required.

Example 1
EG Round off each angle correct to the nearest degree.
+S
a 17°28′ b 32°49′ c 71°30′

Solutions
a 28′ is less than 30′, so we round down, ∴ 17°28′ ⯐ 17°.
b 49′ is greater than 30′, so we round up, ∴ 32°49′ ⯐ 33°.
c 30′ is halfway, so we round up, ∴ 71°30′ ⯐ 72°.

Example 2
EG Evaluate each expression, correct to 2 decimal places.
+S 25.6 sin 73°
a sin 48° b 12 cos 39° c ----------------- d ------------------------------------------
tan 55° cos 10° + tan 25°
Solutions
Calculator steps Calculator readout Answer
a sin 48 = 0.743144825 0.74
b 12 × cos 39 = 9.325751537 9.33
c 25.6 ÷ tan 55 = 17.92531298 17.93
d sin 73 ÷ ( cos 10 + tan 25 ) = 0.659013575 0.66

Example 3
EG Find θ correct to the nearest degree.
+S
a sin θ = 0.4275 b tan θ = 1.1482

Solutions
Calculator steps Calculator readout Answer
a 2nd F sin 0.4275 = 25.30900817 25°
b 2nd F tan 1.1482 = 48.94646772 49°
450 Mathscape 9 Extension

Exercise 12.3

1 Round off each angle, correct to the nearest degree.

a 18°53′ b 26°10′ c 35°30′ d 7°49′
e 41°4′ f 50°22′ g 12°58′ h 63°30′
i 102°17′ j 125°30′ k 142°54′ l 166°51′

2 Evaluate these trigonometric expressions, correct to 2 decimal places.

a sin 35° b tan 54° c cos 12° d tan 18°
e 38 sin 65° f 51 cos 29° g 16.4 tan 83° h 42.7 sin 10°
23 15 57.2 10.4
i ------------------ j ----------------- k ----------------- l ------------------
cos 74° tan 18° sin 45° cos 67°
1 1 1 1
m ----------------- n ----------------- o ----------------------- p ----------------------
sin 55° tan 21° cos 14.6° tan 87.5°

■ Consolidation
3 Evaluate, correct to the nearest hundredth:
10 sin 56° 18 cos 12° 21 tan 84°
a ------------------------- b -------------------------- c --------------------------
7 sin 23° 13 tan 68° 15 cos 71°
cos 70° sin 24° sin 57° + tan 9° cos 15° – tan 40°
d -------------------------------------- e -------------------------------------- f ------------------------------------------
tan 55° cos 18° sin 60°
sin 82° tan 65° cos 33°
g -------------------------------------- h ------------------------------------------- i --------------------------------------------
tan 16° cos 53° cos 72° – sin 10° tan 14° + cos 15°
tan 69° – sin 24° sin 45° + cos 72° cos 40° sin 16°
j ------------------------------------------- k -------------------------------------------- l --------------------------------------
sin 36° + cos 9° tan 29° tan 50° sin 40° cos 16°

4 Find the value of θ, correct to the nearest degree.

a tan θ = 0.2867 b cos θ = 0.9063 c sin θ = 0.9744
d cos θ = 0.4179 e sin θ = 0.6111 f tan θ = 0.9041
g sin θ = 0.8845 h tan θ = 3.0624 i cos θ = 0.6088
j tan θ = 0.5276 k sin θ = 0.8301 l cos θ = 0.0615
m sin θ = 0.0247 n cos θ = 0.9589 o tan θ = 5.7594

5 Find the acute angle θ, correct to the nearest degree.

3 4 1 5
a cos θ = --- b sin θ = ------ c tan θ = ------ d cos θ = ---
7 11 10 6
8 6 2 12
e sin θ = --- f tan θ = ------ g cos θ = ------ h tan θ = ------
9 17 13 5
 Chapter 12: Trigo n o met ry 451

6 Find, as a decimal correct to 3 decimal places, the value of each ratio. (Figures not drawn
to scale.)
a BC b PR c XZ
-------- -------- -------
AC PQ YZ
A Q R X Y
11° 60°

42° P
B C
Z

■ Further applications
7 a If sin θ = 0.7431, find cos θ and tan θ, correct to 4 decimal places.
b If tan θ = 1.5399, find sin θ and cos θ, correct to 4 decimal places.
c If cos θ = 0.1219, find tan θ and sin θ, correct to 4 decimal places.

8 If α = 50°, find, correct to 2 decimal places:

a sin α b sin 2α c 2 sin α
α
d sin ⎛ ---⎞ e sin (α + 30°) f 3 sin (2α − 65°)
⎝ 2⎠

12.4 Finding the length of a side

Pythagoras’ theorem is used to find the length of a side in a right-angled triangle when the
lengths of the other two sides are known. Trigonometry is used to find the length of a side when
the length of one other side and the size of one angle are known.

■ Finding the length of a short side

To find the length of the opposite or adjacent sides:

determine which ratio is to be used

write down a trigonometric equation

multiply both sides by the denominator

evaluate using a calculator.

NOTE: In those questions involving the tangent ratio where the pronumeral would be in the
denominator, it is often easier to find the other acute angle in the triangle and use it to find the
required side length. By using the other angle, the pronumeral should then be in the numerator.
452 Mathscape 9 Extension

■ Finding the length of the hypotenuse

To find the length of the hypotenuse:

determine whether the sine or cosine ratio is to be used

write down a trigonometric equation

take the reciprocal of both sides

multiply both sides by the denominator under the pronumeral

evaluate using a calculator.

Example 1
EG Find the value of the pronumeral in each of the following, correct to 1 decimal place.
+S
a b
74° wm
11 m 27.5 m 62°

am

Solutions
a w
a tan 74° = ------ b cos 62° = ----------
11 27.5
×11 ×11 × 27.5 × 27.5
a = 11 × tan 74° w = 27.5 × cos 62°
= 38.361 558 88 = 12.910 467 98
∴ a = 38.4 (1 decimal place) ∴ w = 12.9 (1 decimal place)

Example 2 n cm
EG Find the length of the hypotenuse, correct to 1 decimal place. 16°
+S
37 cm

Solution
37
sin 16° = ------
n
1 n
----------------- = ------
sin 16° 37
×37 ×37
37
n = -----------------
sin 16°
= 134.234 345 3
∴ The length of the hypotenuse is 134.2 cm (1 decimal place).
 Chapter 12: Trigo n o met ry 453

Exercise 12.4

1 Use the sine ratio to find the value of each pronumeral, correct to 1 decimal place.
a b 21° c
p
y
10 a 34
57°
48° 19

d e 45.6 f
68° b
88.2
11° w
24.1 16°

2 Use the cosine ratio to find the value of each pronumeral, correct to 1 decimal place.
a b c
e s
15° 54° 29
33° g 42
20

d e f

h 36° m
75.2
43° 102.8
61.4
64° z

3 Use the tangent ratio to find the value of each pronumeral, correct to 1 decimal place.
a b 27° c
65°
t 36 c 90
14° x
22
d e d f
47.8 q r
13.9
51°
33°
67.5 78°
454 Mathscape 9 Extension

■ Consolidation
4 Find the value of the pronumeral in each triangle, correct to 2 decimal places.
All measurements are in centimetres.
a b 37° c 41
p 15°
x 26
28° t
12

d e f
a 30
16 f
c 23
21° 59°
44°

g 64 h w i
9° 66° 72
h
y
10
47°

j 39 k l
71° m
g
b 17°
50
80°
16

m n o
27.1 11°
s
d 36.5
15.3
49°
v 78°
 Chapter 12: Trigo n o met ry 455

p q 76.2 r u
60° 86°
z
e
23° 110.7
54.9

5 Find the length of the hypotenuse in each of the following, correct to 1 decimal place.
All measurements are in millimetres.
a x b c 49
43°
20° t
29
15 h
32°

d e f
53°
65 y
8 s
24° 15°
n 16

g h i a
66°
72°
q 51.9
w
18.2
37° 28.3

6 Find the value of each pronumeral, correct to 3 significant figures.

a 15 b c
36°
v
n 11 34 60°
a
29°
456 Mathscape 9 Extension

■ Further applications
7 Draw a diagram and mark on it all of the given information to answer each of the following.
a In ∆ PQR, ∠ Q = 90°, ∠ R = 29° and PR = 18 cm. Find the length of QR, correct to
1 decimal place.
b In ∆ XYZ, ∠ Z = 90°, ∠ X = 42° and XY = 27 mm. Find the length of YZ, correct to
4 significant figures.
c In ∆ TUV, ∠ V = 90°, ∠ T = 75° and TV = 51 m. Find the length of UV, correct to the
nearest metre.
d In ∆ LMN, ∠ M = 90°, ∠ L = 16° and LM = 34 km. Find the length of LN, correct to the
nearest metre.

12.5 Problems involving finding

sides
Many practical problems involving length or height can be solved by the use of trigonometry.

Example 1 Solution
EG 3.7
A ladder leans against a wall sin 65° = -------
+S and makes an angle of 65°
x
1 x
with the ground. The ladder ----------------- = -------
reaches 3.7 m up the wall. sin 65° 3.7
xm
Find the length of the ladder, 3.7 m × 3.7 × 3.7
correct to the nearest 3.7
65°
x = -----------------
centimetre. sin 65°
= 4.082 498 3
∴ The length of the ladder is 4.08 m (to nearest cm).
Example 2 Solution
EG h
A girl is flying a kite which i cos 26° = ----------
+S is attached to the end of a
15.8
15.8 m length of string. The h = 15.8 × cos 26°
26°
angle between the string and 15.8 m hm = 14.200 945 93
the vertical is 26°. Find the = 14.2 m (to
height of the kite above the 1 decimal place)
ground if the girl is holding ii height = 14.2 m + 1.4 m
the string 1.4 m above the = 15.6 m
ground. 1.4 m

∴ The height of the kite above the ground is 15.6 m.

 Chapter 12: Trigo n o met ry 457

Exercise 12.5

1 Answer the following questions, correct to 1 decimal

place.
a A ladder leans against a wall, making an angle of 62°
with the ground. The foot of the ladder is 3 m from the
base of the wall. How far up the wall will the ladder
reach?
b A second ladder of length 6 m leans against a wall and makes an angle of 22° with the
wall. How far is the foot of the ladder from the base of the wall?
c A third ladder leans against a wall and makes an angle of 71° with the ground. Find the
length of the ladder if it reaches 8 m up the wall.
2 A ship at sea is anchored 540 m away from the base of
a vertical cliff. The captain used a clinometer to
measure the angle to the top of the cliff and found it to hm
be 26°. Calculate the height of the cliff, correct to the
nearest metre. 26°
540 m
52° 24 cm
3 The diagonal edge of a sports club pennant makes an angle of 52° with
x cm the stick to which it is attached. Find the horizontal length of the
pennant, given that the diagonal edge is 24 cm. Answer correct to
1 decimal place.
4 The size of a television set is determined by the diagonal
length of the picture screen. In a 120 cm big screen
television, the diagonal makes an angle of 35° with the 120 cm
length of the screen. Calculate, correct to the nearest w cm
millimetre:
35°
a the length l cm, of the screen
b the width w cm, of the screen l cm

5 A mobile phone tower was built 100 m away from

the front gate of a preschool. A child standing at
the gate looked up to the top of the tower at an angle
hm
of 36°. Calculate the height of the tower, correct to
the nearest metre.
36°
100 m
6 A car travelled 320 m along a road that rises steadily at an angle
of 16° to the horizontal. Through what horizontal distance 320 m
did the car travel? Answer correct to 3 significant figures.
16°
458 Mathscape 9 Extension

■ Consolidation
7 A AB is a tangent to a circle with centre O. The interval OB
B
is 48 cm long and cuts the circle at C. Find:
C a the length of the radius, r cm
r cm 60° 48 cm
b the length of the interval BC
O

8 At a certain time of day when the altitude of the sun is 38°, a tree casts a shadow of 22.5 m
on the ground. Find the height of the tree, correct to the nearest metre.
9 The diagonal strut of a rectangular gate makes an angle of 55° with the width. Find, correct
to the nearest centimetre, the length of the diagonal strut given that the gate has a length
of 1.2 m.
10 A square has a diagonal of length 12 cm.
a What size is the angle between the diagonal and the length? Why?
b Use trigonometry to calculate the side length of the square, correct to 2 decimal places.
c Use Pythagoras’ theorem to calculate the side length of the square, correct to 2 decimal
places.
B
11 In the diagram, AC is a diameter of the circle and O is the
centre. If OB = 8 cm, ∠ A = 54° and ∠ ABC = 90°, find: x cm

8c
a the length of the diameter AC

m
b the length of the chord AB, correct to 1 decimal place A 54° C
O

12 The angle between the vertical and the slant edge of a cone is 24° and the perpendicular
height of the cone is 9 cm. Calculate the length of the diameter, correct to the nearest
centimetre.
13 A small child is flying a balloon which is attached to the end of a 14.5 m long string. The
angle between the string and the vertical is 33°. How high is the balloon above the ground
if the hand holding the string is 1.2 m above the ground? Answer correct to the nearest
metre.
14 A surveyor walked 35 m from A to B along a river bank, then measured the angle to a point
C, which lies on the opposite side of the river and is directly in line with the point A.
Calculate the width of the river, correct to the nearest metre, given that ∠ABC = 37°.

15 At a local shopping centre, a wheelchair ramp is inclined to the horizontal at an angle of

14°. Find the length of the ramp if it leads to an entrance that is 2.4 m higher than the
surrounding floor area. Answer correct to the nearest tenth of a metre.
 Chapter 12: Trigo n o met ry 459

16 During a cricket match, one of the batsmen played the ball Fielder Batsman
square of the wicket to a fielder. To run the batsman out at the 28°
bowler’s end, the fielder must throw the ball at an angle of 28°
to the line in which he fielded the ball. If the length of the 22 m
pitch is 22 m, find how far the fielder must throw the ball in dm
order to run the batsman out. Give your answer correct to
1 decimal place. Bowler

17 During recess, Jenny stood in the school playground and looked up at an angle of 27° to
find the time on a clock which is positioned on a wall, 8.2 m above the playground. Find
how far Jenny is standing from the wall if her eye level is 1.2 m above the ground. Answer
correct to 3 significant figures.
18 The rhombus ABCD has a perimeter of 52 cm. The diagonals AC and BD intersect at P and
∠ ABC = 46°.
a Explain why ∠ ABP = 23°.
b Find the length of the diagonal AC, correct to the nearest millimetre.

19 For each of the following, draw an isosceles triangle and mark on it all of the given
information.
a ∆ ABC is isosceles with AB = BC = 24 mm and ∠ BAC = 56°. Find, correct to 1 decimal
place, the length of AC.
b ∆ PQR is isosceles with PQ = QR and ∠ PQR = 132°. S is a point on PR such that
QS ⊥ PR. If QS = 37 mm, find, correct to 1 decimal place, the length of PQ.
c ∆ XYZ is isosceles with XY = YZ, XZ = 82 mm and ∠ XYZ = 118°. W is a point on XZ
such that YW ⊥ XZ. Find, correct to 1 decimal place, the length of YW.

■ Further applications
20 A plane took off and left the tarmac at an angle of 25°. The plane continued to fly on this
line for 5 minutes at a speed of 300 km/h before levelling off. Calculate, in metres, the
height of the plane when it levels off, correct to the nearest metre.
21 Three roads, AB, BC and CD lead to D at the top of a hill. D
The first road AB is inclined at an angle of 10° to the
horizontal. The second road BC is inclined at an
angle of 15° and the third road CD is inclined
at an angle of 20°. The horizontal distances
C 20°
AP, PQ and QR are each 100 m. Show that
h = 100 (tan 10° + tan 15° + tan 20°) h
and hence find DR, the height of the
hill, correct to the nearest metre. B 15°

A 10°
100 m P 100 m Q 100 m R
460 Mathscape 9 Extension

TRY THIS Make a hypsometer

A hypsometer allows you to find the height of an object without doing any
calculations. On graph paper, draw the following, then stick it on thin cardboard.
Make sure you use the same scale on the vertical and horizontal axes. (Ignore the
dotted lines in the diagram for now. They relate to the steps listed overleaf.)
Straw—to sight object through

Sight object Attach thread

from this end at zero mark
10
80°

Distance of object (m)

20
70° 30
60° 40
50° 50
40° 60
30° 70
20°
10° 80

90 80 70 60 50 40 30 20 10 0
Height of object (m)
Cotton thread
Weight (bolt or sinker)

How to use it
1 Walk a certain number of metres from the base of an object (e.g. 40 m).
2 Sight the top of the object through the straw.
3 Place your finger against the thread, then read off the angle (e.g. 50°).
4 Imagine a line (see dotted line in the diagram above) being drawn from 40 m
across to the thread then down to the horizontal axis. The height is 47 m.
h
Check: tan 50° = --------
40
40 tan 50° = h
47.67 = h 50°
Is the tree 47.67 m tall? Does the height the
hypsometer is held above the ground make
any difference? 40 m
 Chapter 12: Trigo n o met ry 461

12.6 Finding the size of an angle

Trigonometry can also be used to find sizes of angles in triangles. In Exercise 12.3 we used the
inverse key INV , shift key shift , or second function key 2nd F , followed by the sin , cos
or tan keys to find the size of an angle given a fraction or decimal value. When we find an
angle, we are actually using the inverse trigonometric functions—sin−1 x, cos−1 x and
tan−1 x. The notation sin−1 x, read as the inverse sine of x, means ‘the angle whose sine is x’. The
expressions cos−1 x and tan−1 x have similar meanings. The inverse trigonometric functions
‘undo’ the basic trigonometric functions of the sine, cosine and tangent ratios, and hence give
the size of the original angle.

The inverse trigonometric functions are used to find the size of an angle, where:

sin−1 x means ‘the angle whose sine is x’

cos−1 x means ‘the angle whose cosine is x’

tan−1 x means ‘the angle whose tangent is x’.

To find the size of an angle:

press either the INV , shift or 2nd F key followed by the appropriate
trigonometric function key

enter the given fraction or decimal, then press =

round off the angle as required.

NOTE: If the side lengths are decimals you will need to use the division and grouping symbols
keys on the calculator rather than the fraction key.

Example
EG Find the acute angle θ, correct to the nearest degree.
+S
a b 24
θ
13
5
θ
8

Solutions

a sin θ = 8
------
13
b tan θ = 24
------
5

θ = sin−1 ⎛⎝ -----
8⎞
13⎠
- θ = tan−1 ⎛⎝ 24
------⎞
5⎠

Press 2nd F sin 8 a b--c- 13 = Press 2nd F tan 24 a b--c- 5 =

θ = 37°58′47.54′′ θ = 78°13′54.16′′
= 38° (to the nearest degree) = 78° (to the nearest degree)
462 Mathscape 9 Extension

Exercise 12.6

1 Use the sine ratio to find the size of the angle marked θ, correct to the nearest degree.
a b θ c
θ

5 6 12
17 40

θ
29

d 22 e f
5.8
θ
21.6
9.8
15.2
13.6 θ

2 Use the cosine ratio to find the size of the angle marked α, correct to the nearest degree.
a b c

7 13 α
10
α 35
α
36
23

d e f
α
2.8 22.6
14 4 78.1
α
α
9.6

3 Use the tangent ratio to find the size of the angle marked β, correct to the nearest degree.
a b c
36 48 β
β

29
12
β 45

17
 Chapter 12: Trigo n o met ry 463

d e 13.7 f
38.2 β
66.1 63.9
25
β
β
19.4

■ Consolidation
4 Find the size of the angle marked θ, correct to the nearest degree.
a b 7 c
4 θ
3 8 5
θ 12 θ

d e θ f 15
θ
13
4 17 6
42
θ

g h i 26
8 14 34 θ
10
θ θ 25

j 3 k l 29
θ
99 41
5
20
θ θ

5 Find α, correct to the nearest degree.

a 15.4 b c 14.7
α 19 α
4.3
8 12
α

d e f 28.3
α
60.4 17.1
15.9
α α
23.8 40.7
464 Mathscape 9 Extension

g α h 3.5 i
α
47.4
20.6 29.2 16.5

34.8
α

6 Draw a diagram and mark on it all of the given information to answer each of the following.
a In ∆ UVW, ∠ V = 90°, UV = 10 cm and VW = 13 cm. Find the size of ∠ W, correct to the
nearest degree.
b In ∆ PQR, ∠ R = 90°, PQ = 63 mm and QR = 24 mm. Find the size of ∠ P, correct to the
nearest degree.
c In ∆ ABC, ∠ A = 90°, AB = 12.2 m and BC = 13.5 m. Find the size of ∠ B, correct to the
nearest degree.

■ Further applications
7 Find θ, correct to the nearest degree.
a b c
θ
5x
3a 20p
θ θ
4a 7x
9p

B
8 Find θ, correct to the nearest degree.
θ
16

A C
11 D 7

12.7 Problems involving finding

angles
Practical problems that involve finding angles can be solved by the use of trigonometry.
Example 1 Solution
EG 72
A ship dropped anchor off the 130 m tan θ = ---------
+S coast of a resort. The anchor fell
130 72
θ ∴ θ = tan−1 ---------
72 m to the sea bed. During the 130
next 2 hours, the ship drifted 72 m = 28°58′46.95′′
130 m. Calculate the angle = 29° (to nearest degree)
between the anchor line and the ∴ The anchor line makes an
surface of the water, correct to angle of 29° with the surface of
the nearest degree. the water.
 Chapter 12: Trigo n o met ry 465

Example 2
EG ∆ LMN is isosceles with LM = MN = 27 mm and LN = 50 mm. Find the size of ∠ LMN, correct
+S
to the nearest degree.

Solution
Draw MP, the perpendicular bisector of ∆ LMN, as shown.
Now, LP = 1--2- LN, ∴ LP = 25 mm.
LP
M i sin ∠ LMP = -------- ii ∠ LMN = 2 × ∠ LMP
LM
25
25 = 2 × sin−1 ------
= ------ 27
27 mm 27 mm 27
25 = 136°
∴ ∠ LMP = sin−1 ------ (to the nearest degree)
27
L P N
25 mm 25 mm
50 mm

Exercise 12.7

In each of the following questions, give all angles correct to the nearest degree.
1 a A ladder of length 5 m leans against a wall. The foot of the
ladder is 1.5 m from the base of the wall. Find the angle
formed between the ladder and the ground.
b The foot of a ladder is 2.3 m from the base of a wall and the
ladder reaches 8.4 m up the wall. Find the angle made by the
ladder with the wall.

2 A rectangle has a diagonal of length 27 cm and a width of θ

27
10 cm. Find the size of the angle formed between the diagonal 10 cm cm
and the width.

3 A ski slope of length 815 m has a vertical drop of

81
320 m. Calculate the angle between the ski slope and
5m the horizontal.
320 m
θ

4 Find the angle at which the Sun’s rays strike the ground at a
certain time of day if a statue of height 4.8 m casts a shadow
of length 1.95 m.
4.8 m

θ
1.95 m
466 Mathscape 9 Extension

5 A straight section of road rises 160 m over a

160 m horizontal distance of 1.2 km. Calculate the angle
at which the road rises.
θ
1.2 km

■ Consolidation
6 The rear door of a removalist’s van is opened and lowered, VALISTS 6.2 m
touching the ground at a point 5.4 m from the back of the
van. The height of the door is 6.2 m. What angle does the θ
door make with the ground? 5.4 m

7 A wheelchair access ramp at a local school rises 1 m for each 4.5 m horizontally. Find the
angle of inclination of the ramp.
8 A straight section of railway track climbs 5.2 km up a hill to a station situated 1.25 km
above the surrounding area. At what angle does the track rise?
9 A rectangle has an area of 108 cm2 and a length of 12 cm. Find the angle formed between
the length and the diagonal.
10 Ben’s kite is attached to a 30 m length of string and is flying at a height of 26 m. The hand
holding the string is at eye level, 1.5 m above the ground.
a Find the height of the kite above eye level.
b At what angle must Ben look up in order to see the kite?

11 Maree’s driveway is 11.3 m long and slopes downward from her house to the street. If the
house is set back 9.1 m from the street, find the angle at which the driveway rises.
12 Colleen and Gary live on opposite sides of a 35 m wide river but directly in line with each
other. Colleen’s house is situated 15 m above the river and Gary’s house is situated 6 m
above the river. At what angle must Colleen look down to see Gary’s house?
13 For each of the following, first draw an isosceles triangle and mark on it all of the given
information.
a ∆ ABC is isosceles with AB = BC = 20 cm and AC = 24 cm. Find the size of the base
angles.
b ∆ LMN is isosceles with LM = MN = 34 mm. K is a point on LN such that MK ⊥ LN and
MK = 18 mm. Find the size of the apex angle LMN.
c ∆ TUV is isosceles with TU = UV and TV = 32 m. W is a point on TV such that UW ⊥ TV
and UW = 11 m. Find the size of the apex angle TUV.

14 A cone has a diameter of 16 mm and a slant height of 25 mm. 16 mm

Calculate the size of the vertical angle θ.
15 A step ladder has legs of length 2.2 m and the maximum distance 25 mm
between the legs is 0.9 m. Find the largest possible angle in which θ
the ladder can be opened.
 Chapter 12: Trigo n o met ry 467

■ Further applications
16 18 cm A trapezium has parallel sides of length 18 cm and 25 cm.
θ The area of the trapezium is 516 cm2.
h cm a Find the height, h, of the trapezium.
b Find the size of the angle marked θ.

25 cm
17 A chord AB of length 16 cm is drawn in a circle with centre O and area 100π cm2. Find the
size of the angle that the chord AB subtends at the centre of the circle.

12.8 Angles of elevation and

depression
The angle of elevation is the angle between the horizontal and
the line of sight when the observer is looking upward.
Li
ne
of
sig
ht
Horizontal
θ Angle of Angle of
depression elevation θ
Horizontal
Li
ne
of
sig The angle of depression is the angle between the
ht horizontal and the line of sight when the observer is
looking downward.
θ Angle of
The angles of elevation and depression involving the same line of depression
sight are equal in size, since the angles are alternate angles Lin
eo
between parallel lines. fs
igh
Angle of t
elevation θ

Example 1 Solution
EG h
The angle of depression tan 36° = ---------
+S from a farmer on top of a
830
ridge to a farmhouse below
36° h = 830 × tan 36°
is 36°. If the farmhouse is = 603.030 298 2
830 m from the base of the h ∴ The height of the
ridge, find the height of the ridge is 603 m (to nearest
ridge, correct to the nearest metre).
metre. 36°
830 m
468 Mathscape 9 Extension

Example 2 Solution
EG 15.4
A tree of height 15.4 m casts tan θ = ----------
+S a shadow on the ground of
5.7
θ = tan−1 ⎛ ----------⎞
15.4
length 5.7 m. Calculate the ⎝ 5.7 ⎠
angle of elevation of the = 69.688 981 57
Sun, correct to the nearest ∴ The angle of
degree. elevation of the Sun
15.4 m is 70° (to nearest
degree).

θ
5.7 m
Exercise 12.8

1 State whether the angle marked θ is an angle of elevation, angle of depression or neither.
a b c d e
θ θ θ

θ θ
f g h i θ j
θ
θ
θ θ

2 From a ship 600 m out to sea, the angle of

elevation of a lighthouse on top of a vertical
cliff is 18°. Find the height of the cliff, correct hm
to the nearest metre. 18°
600 m

3 While cleaning leaves from the guttering around his

roof, a man observes his son playing in the backyard,
30°
6 m away. From the roof of the house, the angle of
hm depression to the child is 30°. Find the height of the
man above the ground, correct to the nearest tenth of
6m a metre.

4 An observer stands on level ground, 45 m away from the base

of a 22 m high flag pole. Find the angle of elevation of the top 22 m
of the pole, correct to the nearest degree.
θ
45 m
 Chapter 12: Trigo n o met ry 469

5 A repairer working at the top of a 300 m high tower sees a

θ train station 750 m away from the foot of the tower. Find,
to the nearest degree, the angle of depression of the train
station from the top of the tower.
300 m

750 m
6 From a bus stop on level ground the angle of elevation
of an open window in an office building is 49°. If the
window is 25 m above the street, calculate the distance
between the bus stop and the building, correct to 25 m
2 decimal places. 49°
dm

7 22° From the top of a 115 m high tower, the angle of depression of
a fountain is 22°. Find, correct to 1 decimal place, the distance
115 m between the fountain and the base of the tower.

dm

8 A hot-air balloon hovering above an airfield remains tethered to

the ground at A by a 50 m long rope. A worker standing on the
ground at A observes the angle of elevation of the balloon to be
41°. Calculate the height of the balloon, correct to the nearest
metre. hm 50 m

41°
A

■ Consolidation
9 The control tower at an airport casts a shadow of length 180 m on the tarmac when the angle
of elevation of the Sun is 55°. Calculate the height of the tower, correct to the nearest metre.
10 From the edge of the footpath, the elevation of a 54 m high crane on a building site is 72°.
How far is the crane from the footpath, to the nearest tenth of a metre?
11 A quarantine station situated on a headland is 475 m above sea level. Calculate, to the
nearest degree, the angle of elevation of the quarantine station from a ferry that is 620 m
from the base of the headland.
12 Two hours after a boat dropped anchor, the captain found that it had drifted 45 m towards
the coast. The angle of depression of the anchor from the bow of the boat was then 76°.
Calculate the length of the anchor line, correct to the nearest metre.
470 Mathscape 9 Extension

13 During a cricket test at the Sydney Cricket Ground, an airship is hovering above the ground
at an altitude of 2 km. Find the angle of depression of the arena from the airship if the
horizontal distance between the airship and the arena is 800 m. Answer correct to the
nearest degree.
14 A spire of length 9 m stands on top of a cathedral. While preparing to carry out repairs, a
surveyor standing on the ground 48 m from the building measures the angle of elevation of
the top of the spire to be 39°. Find the height of the cathedral excluding the spire, correct
to 1 decimal place.
15 Two buildings, each of height 30 m, stand 15 m apart on opposite sides of a street. From
the top of one building the angle of depression of a balcony in the other building is 52°.
Find the height of the balcony above the street, correct to the nearest tenth of a metre.

■ Further applications
16 From the deck of a ship at sea, the angle of elevation of the top of a vertical cliff is 45°. The
angle of elevation of the top of a hotel on the edge of the cliff is 60°. If the ship is anchored
300 m from the base of the cliff, find correct to the nearest metre, the height of the hotel.
17 From the cockpit of an airplane flying at an altitude of 2500 m, the angle of depression of
the airport is 50°. The airplane continues to fly in the same straight line and, after a few
minutes, the angle of depression of the airport is then 66°. Find the distance travelled
between the two sightings, correct to the nearest metre.
18 The angle of elevation of the top of a tree from a point P due west of the tree is 40°. From
a second point Q due east of the tree, the angle of elevation is 32°. If the distance between
P and Q is 200 m, find the height of the tree, correct to 4 significant figures. (HINT: Let the
height of the tree be h m and the distances west and east of the tree be x m and y m.)

TRY THIS Pilot instructions

Imagine you are a pilot and have been given the following instructions.
You must approach the airport at an angle of descent of 10° until you are a
horizontal distance of 5 km from the airport. You are then to approach at an
angle of 5°.
If you are currently flying at a height of 5000 metres, at what horizontal and
vertical distance should you begin your descent?
 Chapter 12: Trigo n o met ry 471

12.9 Bearings
A bearing is a measure of the direction of one point from another point. There are two types
of bearings: compass bearings and true bearings.

■ Compass bearings N
A compass bearing is a deviation involving the four
cardinal directions north, south, east and west. For NW NE
example, a bearing of N20°E means a deviation of 20°
from the north towards the east. Compass bearings are
always measured from the north or south and towards
W E
the east or west. Thus, it is not correct to write a
bearing such as W30°S, as this implies that we are
deviating from the west towards the north by an angle
of 30°. SE
SW

N20°E A bearing such as NE means N45°E. Similarly,

N NW means N45°W, SE means S45°E and SW
A
means S45°W. These bearings are shown on the
diagram above. The diagram to the left shows
N73°W 20°
the bearings of the four points A, B, C and D
D 73° from a point P.
P
W E

48° 55° B

C S55°E

S48°W 030° T
S N W
303° T
■ True bearings Z
30°
A true bearing is a deviation from north, measured 57°
in a clockwise direction. By convention, a true P
bearing is written using 3 digits. For bearings that W E
are less than 100° it is customary to place 1 or 2 61°
zeroes at the front as needed. For example, a
Y 15°
clockwise rotation of 74° from north would be
written as 074°. Similarly, a rotation of 8° would 241° T
X
be written as 008°. The diagram to the right shows
the bearings of the four points W, X, Y and Z from a point P. S 165° T
472 Mathscape 9 Extension

■ Opposite bearings
The opposite bearing of B from A is the bearing of A from B. To find the opposite bearing (or
any change in direction) it will be necessary to draw a new compass at the end of the ray.

To find the bearing of A from B given the bearing of B from A:

draw a compass at B

mark on this compass the angle from north around to the ray BA

on the compass with centre A, find the acute angle between BA and the
north–south axis

use parallel line properties to find the required bearing on the compass with
centre B.

NOTE: (1) Opposite bearings always differ by 180°. That is, the new bearing will be either
180° more than the original bearing, or 180° less.
(2) The reference given after the word ‘FROM’ should be at the centre of the active
compass (i.e. the compass in which you are working).
N′
Example 1
EG The bearing of Q from P is 310°.
+S
Find the bearing of P from Q. 130°
Solution W′ E′ N
Q
i ∠NPQ = 360° − 310°
= 50°
ii ∠N′QP = 180° − 50° 50°
(Co-interior ∠s, N′Q || NP)
S′ W E
= 130° P
∴ The bearing of P from Q is 130°. 310°
NOTE: The bearing of P from Q and the bearing of Q
from P differ by 180°.
S
Example 2
EG Marta walked on a bearing of S65°W for 3.4 km. Find how far west she has walked, correct
+S
to 1 decimal place. N
Solution
x
sin 65° = -------
3.4
W E
∴ x = 3.4 × sin 65°
= 3.081446476 km 65°
3.4
= 3.1 km (correct to 1 decimal place)

x km
S
 Chapter 12: Trigo n o met ry 473

Example 3
EG Kevin drove due north from A to B for 50 km. He then turned and drove due west to C, which
+S
is 72 km from B. Find the bearing of C from A.

Solution N
72
tan θ = ------ 72 km
50 C B

∴ θ = tan−1 ⎛ ------⎞
72
⎝ 50⎠ 50 km
θ
= 55° 13′19.81′′
= 55° (to the nearest degree) W E
A
Bearing = 360° − 55°
= 305°
S

Exercise 12.9

1 i Find the compass bearings from P of the points X, Y and Z.

ii Find the true bearings from P of the points X, Y and Z.
a b c
N N N
X
X 15° Z 9°
Z
40° 73°
P P
W E W E W E
78° P
70° 34° X
Z 10° 46°
Y Y
Y
S S S
d e f
N N N
X Z
Z X
14° 70° P 17° 83° P
W E W E W E
P 68° 65° 54° 15° 49°

Z Y
Y X
Y
S S S

2 Use a pair of alternate angles to find the true bearing of J from K, given that the bearing of
K from J is:
a 126° b 057° c 339° d 228°
e 023° f 352° g 205° h 144°
474 Mathscape 9 Extension

3 In each of the following, find the size of ∠ABC given that:

a i the bearing of B from A is 028° b i the bearing of C from A is 150°
ii the bearing of B from C is 016° ii the bearing of B from C is 305°
N N

A
N N B N

A C C
c i the bearing of C from B is 105° d i the bearing of B from A is 250°
ii the bearing of B from A is 327° ii the bearing of B from C is 232°
N N
N
N
B
C
C N
N
A

A B
e i the bearing of B from C is 241° f i the bearing of B from C is 210°
ii the bearing of A from B is 316° ii the bearing of A from B is 320°
N N

N
A C
N
N
N
A
C

B
B

■ Consolidation
4 For each of the following, draw a neat diagram, then find the required distance, correct to
1 decimal place.
a Lou drove for 72 km on a bearing of 051°. How far did she drive:
i north? ii east?
 Chapter 12: Trigo n o met ry 475

b Annabel jogged for 13 km on a bearing of 122°. How far did she jog:
i east? ii south?
c Erin cycled for 37 km on a bearing of 254°. How far did she cycle:
i south? ii west?
d Michael sailed for 115 km on a bearing of 343°. How far did he sail:
i west? ii north?

5 Answer each of the following, correct to 4 significant figures.

a A ship leaves port and sails 25 km due east from A to B, then turns and sails due north
to C. If the bearing of C from A is 036°, find the distance BC.
b A car travels 148 km due south from P to Q, then turns and travels due east to R. If the
bearing of R from P is 143°, find the distance QR.
c A helicopter flew due west from X to Y, then changed course and flew 86 km due south
to Z. If Z is on a bearing of 205° from X, find the distance between X and Y.
d A yacht sailed due north from F to G, then changed course and sailed 52 km due west
to H. If H is on a bearing of 337° from F, find the distance between F and G.
6 Answer each of the following, correct to the nearest km.
a Moonee is 73 km due east of Lewisville. Newdale is due north of Moonee and on a
bearing of N43°E from Lewisville. Find the distance between Newdale and Lewisville.
b Ulladatta is due south of Tarramoora. Vineyard is 53 km due west of Ulladatta and on
a bearing of S15°W from Tarramoora. Find the distance between Tarramoora and
Vineyard.
c Benning is due west of Ascot. Cartwright is 126 km due north of Benning and on a
bearing of N28°W from Ascot. Find the distance between Ascot and Cartwright.
d Frankston is 78 km due south of Eaglevale. Glenmore is due east of Frankston and on
a bearing of S17°E from Eaglevale. Find the distance between Eaglevale and
Glenmore.
7 Answer each of the following, correct to the nearest degree.
a A catamaran sailed 11 km due south from P to Q, then sailed 16 km due east to R.
Find the true bearing of:
i R from P ii P from R
b Zachary rode due north from A to B, then rode 15 km due west to C, which is 33 km
from A. Find the true bearing of:
i C from A ii A from C
c Ellen drove 107 km due south from V to W, then drove due west to X, which is 135 km
from V. Find the true bearing of:
i X from V ii V from X
d A park ranger flew his helicopter 76 km due east from C to D, then flew 210 km due
south to E. Find the true bearing of:
i E from C ii C from E
476 Mathscape 9 Extension

8 a Martin walked from home (H) to the local store (S) on a bearing of 035°. He then
walked on a bearing of 125° to the park (P), which is 450 m due east of his home.
i Show that ∠HSP = 90°.
ii Find the distance between Martin's home and the store, correct to 1 decimal place.
b Walter sailed his new boat from the marina (M) to a buoy (B) on a bearing of 243°. He
then sailed on a bearing of 333° to a small wharf (W), which is 14 km due west of the
marina to pick up a friend.
i Show that ∠MBW = 90°.
ii Find the distance between the buoy and the wharf, correct to 3 significant figures.
c Tamsin ran 7 km from home (H) to the beach (B) on a bearing of 104°. She then ran on
a bearing of 194° to the gym (G), which is due south of her home.
i Show that ∠HBG = 90°.
ii How far is Tamsin’s home from the gym, correct to the nearest km?

9 In each of the following: N

i Copy the diagram provided and mark
on it all of the given information.
ii Show that the triangle is right-angled.
iii Find the required bearing, correct to
the nearest degree.
W E
a A homing pigeon flew 7 km from its home
on a bearing of 037°. After a short rest, the
pigeon flew 16 km to its destination on a
bearing of 127°. Find the bearing of the S
pigeon from its home.
b While participating in an orienteering N
activity, a group of children walked from
the starting position on a bearing of 212°
until they reached a waterhole. They then
walked on a bearing of 302° for 4 km to a W E
waterfall, which is 5.5 km from the
starting position. Find the bearing of the
waterfall from the starting position.

S
 Chapter 12: Trigo n o met ry 477

c The captain of a ship at sea sights a N

lighthouse 5 nautical miles away on a
bearing of 341°. At the same time, the
lighthouse supervisor sights a yacht on a
bearing of 251°. The distance between the
yacht and the ship is 30 nautical miles.
Find the bearing of the ship from the
yacht. W E

10 Jeff and Erica leave home at 7 pm. Jeff drove due north at 80 km/h while Erica drove due
east at 60 km/h. Find the distance and bearing of Erica from Jeff at 8:15 pm.

11 Anita and Barbara set out at the same time. Anita walked NE at 4 km/h while Barbara
walked SE at 6 km/h. Find the distance and bearing of Anita from Barbara after 2 hours.

■ Further applications
12 A submarine sailed 30 nautical miles from X to Y on a course of 040°. It then sailed
55 nautical miles due east to Z. Find the distance and bearing of Z from X.
13 A fire observation tower T in a national park is 10 km from ranger headquarters R on a
bearing of N52°W. A second tower M is 24 km from headquarters on a bearing of N38°E.
a Find the distance between the towers.
b Find the bearing of:
i M from T ii T from M
iii R from T iv R from M

14 The bearing of a ship F from a lighthouse L is 320°, while the bearing of a second ship G
from the same lighthouse is 285°. Both ships are due north of an oil rig H, which is 15.2
nautical miles due west of the lighthouse. Calculate the distance between the ships, correct
to the nearest nautical mile.
478 Mathscape 9 Extension

TRY THIS The sine rule

B ∆ABC is a non-right-
angled triangle with
altitude BD.

c a
h

A C
D

a Show that h = c sin A

b Show that h = a sin C
a c
c Hence, show that -------------- = --------------
sin A sin C
This is known as the sine rule and it can be used to find the length of a side in a
non-right-angled triangle. Use this rule to find the value of a in this triangle,
correct to 1 decimal place.
B

25 cm a cm

52° 73°
A C
 Chapter 12: Trigo n o met ry 479

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G

FOCUS ON WORKING MATHEMATICALLY

FINDING YOUR LATITUDE FROM THE SUN

TICALLY
Introduction

G MATHEMA
The latitude of a place on the Earth’s surface is a measure of how far the place is north or south
of the equator. It is measured in degrees. For example, Australia stretches between 10° South
and 40° South of the equator. These days, the global positioning system (GPS) lets us read our
position from a satellite very accurately. For example, GPS receivers are regularly installed on
boats and aeroplanes as a safety device. Bushwalkers carry them for the same reason.
The early mariners were able to find their latitude from the Sun by day and from the stars by

ON WORKIN
night. In this activity we will find out how to measure latitude by measuring the angle of the
Sun’s rays at its highest point in the sky. This angle is called the zenith angle.
At noon on about 21 March and 22 September (the time and date varies slightly each year), the
Sun is overhead at the equator. On these days (called the equinox, meaning equal day and equal
night), we can get a direct measure of our latitude. However, we can do the calculation on any
day of the year if we make an appropriate adjustment.

2L
FOCUS

EARNING ACTIVITIES

Materials needed: a 1 m rule, string, a measuring tape and a calculator and a sunny day.
1 Write down the date on which you are taking this measurement, at the top of your page.
This is especially important if the date is different from 21 March or 22 September.
 480 Mathscape 9 Extension

2 If you can, set up the shadow stick (1 m rule) so that the measurements can be taken just
before and just after noon. Twenty minutes before and after at 10-minute intervals would
be suitable. The idea is to measure the length of the shadow when the Sun is at its highest
point in the sky, that is when the shadow of the stick is shortest. Make sure the stick is
vertical.
G M A T YH E M A T I C A L L Y

3 Choose the shortest shadow. The angle x in the diagram is the latitude of your city or town
(strictly speaking, wherever you took the measurement). Use the tangent ratio to
calculate x. Check using an atlas.

The latitude of a point S measured by a shadow stick at noon on 21 March

or 22 September (diagram not to scale).

21 March
and
22 September
EMATICALL

Equator O E
x°

Latitude of S S

T P
F O C U S O N W O R K IHN

x°
MAT WORKING

x°

Shadow stick, 1 m
ON

S T
FOCUS

Shadow
 Chapter 12: Trigo n o met ry 481

8C HALLENGE

Because of the tilt of the Earth to the plane of its orbit (23.5°) the Sun appears to move across

FOCUS ON WORKING MATHEMATICALLY

the sky so that it is overhead no further north than 23.5° (Tropic of Cancer), and no further south
than 23.5° (Tropic of Capricorn). Globes (models of the Earth) are tilted at this angle to show
this clearly.
The diagram below illustrates this idea.

1 It takes 3 months from 21 March to 21 June (92 days) for the Sun to move from the equator
and be overhead at the Tropic of Cancer. During this time it moves through 23.5°. The Sun
then begins the journey back, reaching the equator on 21 September. It is overhead at the
Tropic of Capricorn on 21 December. Make a copy of the diagram in your book.

TICALLY
Tro
pic o
f Ca
nce
r
23.5°

G MATHEMA
Tro 21 June
pic o O
f Ca 23.5 Summer solstice in
Equ °
pric northern hemisphere
orn 23
.5° ator

ON WORKIN
21
M
(Eq arch,
uin
ox) 21 Se
pte
mb
er
21 mm ern
Su uth
De er he
so

ce so mis

Axis
m lst ph
be ic e

23.5°
r e i re

FOCUS

to
plane of
n

the orbit
 482 Mathscape 9 Extension

2 If a measurement of the latitude of S is taken on a day other than 21 March or 21 September,

you can use the following model to make your own calculations. The calculation below is
for 21 April at 12 noon.
G M A T YH E M A T I C A L L Y

7.9°
O A
21 April
x° E

21 M
arch
S
EMATICALL

A
T
21 April
P

Shadow stick
42°
Observed latitude
F O C U S O N W O R K IHN

The number of days from 21 March to 21 April is 31. So, by 21 April, the Sun has moved a
MAT

31
fraction of ------ of 23.5° north across the sky. By using a calculator, a value close to
92
7.9 degrees is obtained. The Sun is now overhead at A.
WORKING

Suppose the observed ‘latitude’ of Sydney (S) at noon on 21 April was 42°.
By using alternate angles we see that x, the true latitude of Sydney, is given by
x = 42° − 7.9° = 34.1°
3 If a measurement is taken between 21 September and 21 December, the adjustment will
have to be added. Draw a new diagram to show the position of the Sun on 11 October.
ON

Calculate the number of degrees it is south of the equator and then find your latitude.
FOCUS
 Chapter 12: Trigo n o met ry 483

E L ET’S COMMUNICATE

Make a poster to illustrate what you have learned about calculating latitude from the position

FOCUS ON WORKING MATHEMATICALLY

of the Sun in the sky when it is overhead at the equator. Include information about the tilt of
the Earth, the days of the equinox, and the days of the solstice and the movement of the Sun
across the sky through the year.

%R EFLECTING

The early mariners of the Mediterranean, such as the Greeks and Phoenicians in the fourth
century BC, experienced the sight of land rising as their ships approached land. Similarly, a
ship’s mast appeared to sink below the horizon when sailing out of port. It was also noticed that
noon shadows always point north above the tropics, but within the tropics they will point north
at some seasons and south in others.
In learning to navigate by latitude, the early mariners came to an inescapable conclusion. What
was it?

1 Use each of the following in a simple equinox noun either of two times of the year when
sentence: the sun is directly over the earth’s equator, making
a angle of depression night and day all over the earth of equal length,
b the tangent ratio occurring about 21 March and 22 September.
c the bearing of Q from P Many other words in mathematics contain the
d latitude of Sydney prefix equi-, for example, equilateral (equal
2 Read the Macquarie Learners Dictionary sides). Can you think of others?
entry for equinox: F
 484 Mathscape 9 Extension
CHAPTER RE

1 Name the hypotenuse, opposite side and b 10

adjacent side in each triangle.
a S T
y
tan θ = 2
---
3
θ θ
U
b N 5 Evaluate each of the following, correct to
θ 1 decimal place.
L
75
a 24 cos 37° b -----------------
tan 52°
sin 28° + tan 49°
c -------------------------------------------
M 5 cos 32°
2 Find values for sin θ, cos θ and tan θ for 6 Find θ, correct to the nearest degree.
each triangle. a tan θ = 4.0108 b cos θ = 0.0773
a c sin θ = 0.1246
θ 37 7 If tan θ = 2.0503, find, correct to
12
VIEW

2 decimal places, the value of:

a sin θ b cos θ
35
YZ
b 8 Find the value of ------- , correct to
XY
60 11 3 decimal places.
Z
θ
61
38°
3 a Find the lengths WX and YZ. X Y
W 9 Find the value of each pronumeral,
30 correct to 1 decimal place.
25 a t cm
Z Y 7 X
b Hence, find in simplest form, the
value of: 17 cm
i sin ∠ WYX ii cos ∠ WZX 43°
iii tan ∠ XWZ iv sin ∠ XWY
v cos ∠ XYW vi tan ∠ XZW b
4 Find the value of the pronumeral in each 69° z cm
of these. 53.1 cm
a 12
θ

c
sin θ = 1
---
4

CHAPTER REVIEW
 Chapter 12: Trigo n o met ry 485

VIEW
c b cm b
29.3

θ
55° 9.2 cm 33
c 8.7
10 Find the value of k in each of these, θ

CHAPTER RE
correct to 2 decimal places.
a 50.6
k mm

21°
18 mm
b
93.4 mm 16 In ∆ XYZ, ∠ Z = 90°, XZ = 25 m and
60° XY = 83 m. Find the size of ∠ ZXY,
k mm correct to the nearest degree.
11 In ∆ DEF, ∠ F = 90°, ∠ E = 17° and 17 A rectangle has a length of 9.4 cm and a
DF = 42 cm. Find, correct to 2 decimal perimeter of 34.2 cm.
places, the length of: a Find the width of the rectangle.
a EF b DE b Calculate, to the nearest degree, the
angle between the diagonal and the
12 A ladder 5.2 m long leans against a wall
width.
and makes an angle of 61° with the
ground. Find how far the ladder reaches 18 After a strong storm, a tree of height 34 m
up the wall, correct to 1 decimal place. broke in two, with the top section resting
on the tree stump. If the stump has a
13 A tree of height 18.5 m casts a shadow on
height of 4.2 m, find to the nearest degree,
the ground. Find the length of the shadow
the angle between the tree and the
when the sun has an altitude of 32°.
ground.
14 a In the isosceles ∆ FGH,
FG = GH = 28 cm and ∠ FHG = 67°.
Find the length of FH, correct to
1 decimal place. 4.2 m
b In the isosceles ∆ UVW, UW = VW,
UV = 13 cm and ∠ UWV = 102°. θ
Find the length of UW, correct to
3 significant figures.
15 Find θ, correct to the nearest degree. 19 a In the isosceles ∆ PQR, PQ = QR.
a S is a point on PR such that QS is
15 perpendicular to PR. If QS = 54 mm
and PR = 90 mm, find the size of
25
∠ P, correct to the nearest degree.
θ

CHAPTER REVIEW
 486 Mathscape 9 Extension
CHAPTER RE

b In the isosceles triangle IJK, b Find the true bearings from P of the
IJ = JK = 35 mm and IK = 44 mm. points X, Y, Z.
Find the size of ∠ IJK, correct to the
N
nearest degree.
20 a From a boat 452 m out to sea, the X
angle of elevation of the top of a cliff Z
is 54°. Find the height of the cliff, 22° 36°
W E
correct to 1 decimal place. 74°
b The angle of depression of a point E
on the ground from the top of a 150 m
Y
high tower is 26°. Find the distance S
between E and the foot of the tower,
correct to 4 significant figures. 24 The bearing of R from Q is 043°, the
21 Calculate the angle of depression of a bearing of R from S is 288°, and the
small fountain from the top of a telegraph bearing of S from Q is 068°. Find the
pole if the pole is 15 m tall and the size of:
a ∠RQS b ∠QRS c ∠RSQ
VIEW

fountain is 21 m from the base of the pole.

Give your answer correct to the nearest
degree.
R
22 Clem is standing at a point A, 38 m away
from the front door of a building. From S
this point, the angle of elevation of the top
of the building is 75°.
a Find the height of the building, Q
correct to the nearest centimetre.
b Clem walks 52 m further away from 25 A ship leaves port and sails due north for
the building to a point B such that B, 115 km, then turns and sails 175 km due
A and the front door of the building west. Find the distance and bearing of the
are in a straight line. Find the angle of ship from port.
elevation of the top of the building 26 Tatum drove 74 km on a bearing of 138°.
then. Answer correct to the nearest How far east did she drive, correct to
degree. 1 decimal place?
23 a Find the compass bearings from P of 27 Ochre Hill is due south of Eastern Valley.
the points X, Y, Z. Jackville is 107 km due west of Eastern
Valley and on a bearing of N13°W from
Ochre Hill. Find, correct to 4 significant
figures, the distance between Ochre Hill
and Jackville.

CHAPTER REVIEW
 Chapter 12: Trigo n o met ry 487

VIEW
28 A pilot flew his light plane 240 km due 30 A surveyor standing at X sights a tower T,
east from F to G, then flew 475 km due 840 m away on a bearing of 037°.
north to H. Find as a true bearing the A second surveyor standing at B, 365 m
bearing of: from X, measures the bearing of X from
a H from F b F from H his position as 307°.
29 Soo Ji walked on a bearing of 295° from a Show that ∠TXB = 90°.

CHAPTER RE
home (H) to the local park (P) to meet her b Find the bearing of the tower from B.
sister. Together they walked on a bearing N
of 205° to the beach (B), which is 380 m T
due west of their home.
a Show that ∠HPB = 90°.
b Find, correct to the nearest metre, the
W E
distance between Soo Ji’s house and X
the park. B
S

CHAPTER REVIEW
13 Simultaneous
equations
Simultaneous equations

This chapter at a glance

Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

solve simultaneous equations by informal methods

solve a pair of simultaneous equations by graphing two lines and finding their
point of intersection

recognise that equations of parallel lines cannot be solved simultaneously

solve a pair of simultaneous equations using the substitution method

solve a pair of simultaneous equations using the elimination method, by direct
addition or subtraction

solve a pair of simultaneous equations using the elimination method, where one
or both equations must first be multiplied by a constant

solve word problems, geometric problems and measurement problems using
simultaneous equations.

488
 Chapter 13: Simu lt an eo u s equ at io n s 489

13.1 Equations with two unknowns

A linear equation that contains only a single pronumeral must have a unique solution. For
example, the only solution to the equation 2x + 1 = 7 is x = 3, as 3 is the only number that can
be doubled and then increased by 1 to give 7. However, equations that contain more than one
pronumeral, such as x + y = 6, have an infinite number of solutions. Some possible solutions
for this equation are:
1 1
x = 6, y = 0 or x = 5, y = 1 or x = 3, y = 3 or x = 7, y = −1 or x = 3 --- , y = 2 --- or x = 4.8, y = 1.2.
2 2
A unique solution can be obtained only if the number of equations being solved is equal to the
number of different pronumerals involved. In these situations, the given equations are solved
simultaneously (i.e. at the same time). For example, it is possible to solve the equations
x + y = 6 and y = 2x simultaneously and obtain a unique solution because there are two
unknowns (x and y) and there are two equations. By inspection, the solution is x = 2, y = 4
because 2 + 4 = 6 and 4 = 2 × 2.
In this section, we will concentrate on solving simultaneous equations by informal methods.
This may involve a guess and check approach, forming a table of values or using a spreadsheet.

Example 1 Solution
EG Form a table of values to find
+S x y x+y 2x + 3y
two positive integers x and y,
which simultaneously satisfy 0 9 9 27
the equations x + y = 9 and 1 8 9 26
2x + 3y = 23. 2 7 9 25
3 6 9 24
4 5 9 23
Therefore, the solution is x = 4, y = 5.

Exercise 13.1

1 State whether it is possible to find unique solutions for each of these problems.
a The sum of two numbers is 7. Find the numbers.
b The product of two numbers is 12. Find the numbers.
c The sum of two numbers is 7 and their product is 12. Find the numbers.
d The total cost of a drink and a sandwich is $3.50. Find the cost of the drink.
e The product of two consecutive positive integers is 20. Find the integers.
f Jan is 8 years younger than her sister Harriet. How old is Jan?
g A straight line passes through the point (3, 1). Find its equation.
h Peter has saved twice as much money as Darren, and together they have saved $36.
How much money has each boy saved?
490 Mathscape 9 Extension

2 Why is it that some of the problems in Q1 have unique solutions while others do not?

3 Write down three pairs of integers a and b that satisfy each of the following equations.
a a+b=9 b 3a − b = 11 c 2a + 4b = 20 d 3a − 3b = 12

4 Is it possible to find values for x and y such that x + y = 5 and x + y = 9? Explain your answer.

5 Determine by substitution whether the given values satisfy each pair of simultaneous
equations.
a x+y=5 x = 2, y = 3 b x−y=3 x = 7, y = 4
x + 3y = 11 x − 2y = 1
c 2x + 3y = 4 x = −1, y = 2 d x − 2y = 9 x = 5, y = −2
4x + 5y = −14 2x + y = 8

■ Consolidation
6 Find the value of each pronumeral by using a guess and check approach.
a x + y = 13 b p + q = 45
x−y=3 p = 2q
c a + 2b = 17 d 3m + 2n = 11
2a + b = 13 4m + 3m = 16
7 Complete this table of values to find integers x and y which satisfy the equations y = x + 8
and y = 2x + 5.
x x+8 2x + 5
0
1
2
3
4
5

8 Find integers x and y, x > 0, which satisfy both equations, by completing a table of values
similar to that in Q7.
a y = 2x b y = 22 − x c y=x+6
y = 3x − 5 y = 4x + 7 1
y = --- x + 9
2
 Chapter 13: Simu lt an eo u s equ at io n s 491

9 Complete this table of values to find integers x and y which satisfy the equations x + y = 7
and 2x + 5y = 23.
x y x+y 2x + 5y
0 7
1 6
2 5
3 4
4 3

10 Find integers x and y, x > 0, which satisfy each pair of equations, by completing a table of
values similar to that in Q9.
a x + y = 14 b x + y = 10 c x−y=8
3x − y = 10 2x + 3y = 27 x − 5y = 12

11 Solve the following problems by using a guess and check approach or by completing a table
of values.
a Sharon is three times as old as Julian and the sum of their ages is 52 years. How old is
each person?
b Dylan is 15 cm taller than Yuri and the sum of their heights is 345 cm. How tall is each
boy?
c Tina paid $1.60 for eight apples while Eloise paid the same amount for two apples and
three pears. Find the cost of each piece of fruit.
d The length of a rectangle is 12 cm more than the width and the perimeter is 42 cm. Find
the dimensions of the rectangle.

■ Further applications
Many pairs of simultaneous equations can be solved by using a spreadsheet. For example, to
solve the equations x + y = 8 and 3x + 5y = 26, set up the spreadsheet as follows.
A B C D
1 X Y X +Y 3X + 5Y
2 0 = 8 − A2 = A2 + B2 = (3*A2) + (5*B2)
3 = A2 + 1
Now, use the Fill Down command to fill the cells down to line 10.
492 Mathscape 9 Extension

The spreadsheet should now look like this.

A B C D
1 X Y X +Y 3X + 5Y
2 0 8 8 40
3 1 7 8 38
4 2 6 8 36
5 3 5 8 34
.
.
.
9 7 1 8 26
10 8 0 8 24
The solutions to the simultaneous equations can be found on line 9, i.e. x = 7, y = 1.

12 Use a spreadsheet to solve the following pairs of simultaneous equations. (Start the x values
at −5).
a x + y = 10 b x − y = −6 c x−y=5
3x + 4y = 33 5x + 6y = 25 4x − 9y = 30

13.2 The graphical method

Equations such as y = 4 − x and y = 3x are called linear equations because they result in straight
line graphs when graphed on a number plane. The solution to a pair of simultaneous linear
equations is given by the co-ordinates of the point of intersection of their straight line graphs.
If the lines are parallel, then they have no point of intersection. In this case, there would be no
solutions to the simultaneous equations.

To solve a pair of simultaneous linear equations graphically:

graph the straight lines on the same number plane

find the co-ordinates of the point of intersection

write the solution that corresponds to this point.

NOTE: The solutions to simultaneous equations are not always integers. In some questions,
therefore, it is necessary to estimate the co-ordinates of the point of intersection of the graphs.
The approximate solution to the simultaneous equations is then written using either fractions
or decimals.
 Chapter 13: Simu lt an eo u s equ at io n s 493

Example
EG Solve graphically the simultaneous equations y = 3x and y = 4 − x.
+S
Solution y
y = 3x
6

y=

x
x 0 1 2

y=3
5

4
−
y 0 3 6

x
4
y=4−x 3 (1,3)
x 0 1 2 2
1
y 4 3 2
−4 −3 −2 −1 0 1 2 3 4 x
The lines intersect at (1, 3). Therefore, the solution is −1
x = 1, y = 3. −2

Exercise 13.2

1 Solve each pair of simultaneous equations by using the graphs below.

1
a y = --- x + 2, y = −2x + 7 b y = 3x − 8, y = −3x − 2
2
y y

8 4
y=
y=

−3x

6 2
−2x

−2
+7

4
−4 −2 0 2 4 x
8
3x −

2 2 −2
1x+
y= 2
y=

−4
−4 −2 0 2 4 x
−2 −6

−4 −8
494 Mathscape 9 Extension

2 Use the given graphs to solve each pair of y

simultaneous equations.
a y=x+3 6
y = 15 − 3x

y = 15 −
3
b x + 7y = 5 4 x+
y=x+3 y=
c y = 15 − 3x

3x
2
x + 7y = 5 x + 7y =
5
−4 −2 0 2 4 6 x
−2

3 The equations y = x + 2 and y = x − 3 have been y

graphed on the same number plane. Is it possible
to find values for x and y that satisfy both 6
equations? Explain your answer. 2
4 x+
y=
3
2 x−
y=
−4 −2 0 2 4 6 x
−2

−4

■ Consolidation

4 Graph each pair of equations on the same number plane and find their point of intersection.
Hence, write down the solution to each pair of simultaneous equations.
a y=x+3 b y = −x c y = 2x
y = 2x + 1 y=x+6 y=3−x
d x+y=5 e y = 3x f x−y=6
x−y=1 2x + y = 5 y = −2x
g 4p + q = 9 h a+b=1 i m − 2n = 2
p−q=1 2a + 3b = 6 n=m−2

1
5 a Graph the equations y = --- x + 1 and x − 2y = 2 on the same number plane.
2
1
b Will solutions be obtained if the equations y = --- x + 1 and x − 2y = 2 are solved
2
simultaneously? Why?
 Chapter 13: Simu lt an eo u s equ at io n s 495

6 On some occasions, it may be necessary to estimate the co-ordinates of the point of

intersection of two straight lines. This estimate can then be refined by substituting into
both equations.
y

300

200
+ 200
5x
y= 100

−20 −10 0 10 20 x

75
x+
15
y=

Use this method to solve the equations y = 5x + 200 and y = 15x + 75 simultaneously.

■ Further applications
7 The school wishes to hire buses to transport students on excursions. It is estimated that
shorter excursions will be about a 40 km return trip while longer excursions may be up to
200 km return.
C

1000
Olly’s Owner-Driver
Cost in dollars

800
600 Trip O’Your Life Bus Company
400
200
0 D
0 40 80 120 160 200
Distance in km
Olly’s Owner-Driver offers buses at a charge of $4.80 per km, and its rival Trip O’ Your
Life Bus Company charges $80 up front to cover insurance plus $4 per km.
a Write down an equation that represents each offer.
b On graph paper, make an accurate copy of the graph provided and label each line with
the name of the company.
c Over what distance would the fee charged by both companies be the same?
d Over what distances will Olly’s Owner-Driver be cheaper?
496 Mathscape 9 Extension

8 A certain factory produces products A and B. P

Product A makes a profit only after 500 items

Profit in thousands of dollars

have been sold, after which a steady profit is
25
made. Product B makes a profit of $10 on the
sale of each item. 20 A
a What profit is made on the sale of 1500
15 B
items of:
i product A? ii product B? 10
b How many items of each product are sold
5
if the profits from each are equal?
c How many items of each product must be 0 N
0 500 1000 1500
sold to make a profit of $8000?
Number of items

13.3 The substitution method

The graphical method of solution for simultaneous equations is quite time-consuming and it is
not sufficiently accurate when the solutions are not integers. Simultaneous equations can be
solved more quickly and with greater accuracy by using an algebraic approach. In this exercise,
we look at one such method—the substitution method.

To solve a pair of simultaneous equations using the substitution method:

number the equations

make one of the pronumerals the subject of one equation

substitute this expression into the other equation

solve the resulting equation

substitute this solution into either of the original equations to find the value of the
other pronumeral.

Example 1
EG Solve the equations y = 2x − 11 and x + 4y = 19 simultaneously, by using the substitution
+S
method.

Solution
y = 2x − 11 …… (1)
x + 4y = 19 …… (2)
i Substitute 2x − 11 for y in equation (2). ii Substitute x = 7 into equation (1).
x + 4(2x − 11) = 19 y = 2(7) − 11
x + 8x − 44 = 19 = 14 − 11
9x − 44 = 19 =3
9x = 63
∴x=7 ∴ The solution is x = 7, y = 3
 Chapter 13: Simu lt an eo u s equ at io n s 497

Example 2
EG Solve the simultaneous equations 2x + 3y = 12 and 5x − 2y = 15 using the substitution method.
+S
Solution
2x + 3y = 12 …… (1)
5x − 2y = 15 …… (2)
12 – 3y 30
i Make x the subject of ii Substitute ------------------ for iii Substitute y = ------ into (2).
2 19
equation (1).
x in equation (2).
5x − 2 ⎛ ------⎞ = 15
2x + 3y = 12 30
⎝ 19⎠
5 ⎛ ------------------⎞ − 2y = 15
12 – 3y
2x = 12 − 3y
⎝ 2 ⎠
12 – 3y 60
∴ x = ------------------ ×2 ×2 5x − ------ = 15
2 19
5(12 − 3y) − 4y = 30
60 285
60 − 15y − 4y = 30 5x − ------ = ---------
19 19
60 − 19y = 30
345
−19y = −30 5x = ---------
30 19
∴ y = ------ 69
19 ∴ x = ------
19
∴ The solution is
69 30
x = ------ , y = ------ .
19 19

Exercise 13.3

1 Use the fact that if a = c and b = c, then a = b to solve the following pairs of simultaneous
equations.
a y = 4x − 7 b y = x − 11 c y = 6 − 2x
y = 2x + 1 y = 3x − 21 y = x − 15
2 Solve each pair of simultaneous equations using the substitution method.
a x+y=5 b y=x+3 c x − y = −8 d y=3−x
y=3 x=4 y = −5 x = −1
e x+y=6 f x + 3y = 14 g 2x − y = 12 h 3x − 2y = −18
y=x y = 2x y = −x y = −3x

■ Consolidation
3 Solve each pair of equations using the substitution method.
a x+y=7 b x+y=6 c 4x + y = 13
y=x+3 x = y − 10 y = 2x − 11
d x + 2y = 8 e 2x + 3y = 16 f 3x + 11y = 12
y=x+1 x=y+3 y=x−4
g 2x + 5y = 30 h 3x + y = 19 i 5x + 2y = 24
x = 2y − 3 x = 3y + 13 y = 14 − 2x
498 Mathscape 9 Extension

4 Solve the following simultaneous equations using the substitution method.

a x−y=1 b x−y=4 c x − y = −3
y=9−x y=6−x y = −x − 11
d 2x − y = 4 e 3x − y = −11 f 5x − y = 4
y=x−3 y=x+7 y = x − 16
g x − 2y = 5 h 3x − 5y = 2 i x − 4y = 17
y=x−1 y=x−2 y = −3 − x
j 2x − 3y = 19 k 4x − 7y = 26 l 3x − 5y = 14
y = 2x − 13 y = 13 − 5x y = 6x + 8
5 Make either x or y the subject of one equation, then substitute it into the other equation to
solve these simultaneous equations.
a x+y=7 b 3x + y = 2 c 2x + 7y = 1
x + 7y = 19 2x + 3y = 20 x + 2y = 2
d x − y = 14 e 2x − y = 6 f x − 5y = 22
2x + 3y = 3 3x + 4y = −46 2x + 9y = 6
g 4x + y = 8 h x − 3y = 3 i 2x − y = 4
5x − 3y = 10 2x − 7y = 5 3x − 8y = 32
6 Solve the following pairs of simultaneous equations. [The solutions contain fractions].
a a + 6b = 7 b 9p + q = 5 c 4m + 8n = 11
3a + 2b = 13 15p − 2q = 12 3m + n = 2
d u + 4v = 5 e 8c − 4d = 9 f 6g − h = 8
3u − 8v = 50 c + 2d = 3 4g + 4h = 3
7 Solve these simultaneous equations using the substitution method.
a 2x + 3y = 8 b 2x + 5y = 23 c 3x − 4y = −1
3x + 2y = 7 7x − 4y = 16 4x − 7y = 2

■ Further applications
x y 4x 5y
8 Solve the equations --- + --- = 5 and ------ + ------ = 13.
2 4 3 8
9 Find values for x, y, z in each of these using the substitution method.
a x+y+z=9 b x − y + z = 13 c x + y + z = 11
y = 5x − 6 y=6−x x − y + z = 15
z = 2y − 5 z = 4y + 9 x + y − z = −7

TRY THIS Find the values

1 You are given that x + y = 42, y + z = 67 and z + x = 55.
a Find x + y + z.
b Hence, find values for x, y, z.
2 You are given that xy = 117, yz = 286 and zx = 198. Find values for x, y, z.
 Chapter 13: Simu lt an eo u s equ at io n s 499

13.4 The elimination method

The second algebraic method of solution is the elimination method. It involves the addition or
subtraction of corresponding terms in each equation to eliminate or remove one of the
pronumerals. In some questions, it may be necessary to first multiply by a constant either one
or both of the equations in order to eliminate a pronumeral.

To solve a pair of simultaneous equations using the elimination method:

number the equations

add the corresponding terms if two like pronumerals have co-efficients which are
numerically equal but opposite in sign, or

subtract the corresponding terms if two like pronumerals have co-efficients
which are numerically equal and have the same sign, or

multiply one or both equations by a constant such that two like pronumerals will
have numerically equal co-efficients, then add or subtract the corresponding
terms in each equation

solve the resulting equation

substitute this solution into either one of the original equations to find the value
of the other pronumeral.

Example 1
EG Solve each pair of simultaneous equations using the elimination method.
+S
a 7x + 2y = 24 b 6x + 5y = 19
3x + 2y = 16 3x − 5y = 17

Solutions
a i 7x + 2y = 24 …… (1) b i 6x + 5y = 19 …… (1)
3x + 2y = 16 …… (2) 3x − 5y = 17 …… (2)
Subtract equation (2) from Add equations (1) and (2).
equation (1). 9x = 36
4x = 8 ∴x=4
∴x=2
ii Substitute x = 2 into equation (2). ii Substitute x = 4 into equation (2).
3(2) + 2y = 16 6(4) + 5y = 19
6 + 2y = 16 24 + 5y = 19
2y = 10 5y = −5
∴y=5
∴ The solution is x = 2, y = 5. ∴ The solution is x = 4, y = −1.
500 Mathscape 9 Extension

Example 2
EG Solve the equations 4x − 3y = 9 and 3x − 2y = 5 simultaneously using the elimination method.
+S
Solution
i 4x − 3y = 9 …… (1) ii Substitute x = −3 into equation (2).
3x − 2y = 5 …… (2) 3(−3) − 2y = 5
Multiply equation (1) by 2 and −9 − 2y = 5
equation (2) by 3. −2y = 14
8x − 6y = 18 …… (3) ∴ y = −7
9x − 6y = 15 …… (4) ∴ The solution is x = −3, y = −7.
Subtract (4) from (3).
−x = 3
∴ x = −3

Exercise 13.4

1 Add these expressions vertically.

a 2x + y b x−y c 4x − 3y d −x + 2y
x+y 3x + y 9x + 3y x + 7y
e 5x − 3y f −10x − 9y g 3x − y h x − 5y
−x + 6y 4x + y x−y 2x − y

2 Subtract these expressions vertically.

a 3x + 5y b 6x + 3y c 4x − y d 3x − 4y
3x + y 2x + 3y x + 6y 5x + y
e 3x + y f 5x − y g 7x − 8y h 6x − 2y
5x − 6y 4x − y 3x − 5y −4x − 11y

3 Solve each pair of simultaneous equations using the elimination method by adding the
equations.
a x+y=5 b x−y=7 c 3x + y = 14
x−y=1 x+y=5 x−y=2
d −x + y = 9 e −5x + y = 3 f 4x + 2y = 14
x+y=3 5x + 3y = 29 −4x + 5y = 35
g x + 3y = 17 h −x + 11y = 4 i 3x − 5y = 23
x − 3y = 5 x + 2y = −4 4x + 5y = 19
j 7x − 2y = 37 k x+y=5 l 7x + 4y = −29
3x + 2y = 13 −x + 2y = 16 −7x + 5y = 11
 Chapter 13: Simu lt an eo u s equ at io n s 501

4 Solve each pair of simultaneous equations using the elimination method by subtracting the
equations.
a 2x + y = 13 b 4x + y = 2 c 5x + y = 22
x+y=8 x+y=5 3x + y = 16
d x + 5y = 21 e x + 9y = 3 f 2x + 3y = 12
x+y=1 x + 12y = 0 2x + 7y = 36
g 2x − y = 8 h 3x − y = 20 i 11x − 2y = 30
x−y=3 x−y=8 3x − 2y = −2
j x − 5y = 22 k 2x − y = 5 l −3x − 9y = 48
x−y=6 2x − 7y = 59 −3x − 4y = 33

■ Consolidation
5 Solve each pair of simultaneous equations using the elimination method.
a x + y = 11 b 2x + y = 20 c 3x − y = 19
x−y=5 x+y=8 x−y=5
d x+y=4 e x + 4y = 3 f 3x − 5y = 46
x − 2y = 13 x+y=6 2x + 5y = 14
g 7x − 2y = 27 h 2x + 7y = 73 i 3x + y = 7
3x − 2y = 7 2x + 3y = 29 8x − y = 37
j x + 3y = 33 k 5x − 2y = 1 l −6x − 7y = 31
5x + 3y = 45 5x − 6y = 13 3x + 7y = −19
m x − 3y = 4 n x − 3y = 14 o 5x − 2y = 37
−x − 2y = −14 x − 9y = 2 −5x + 8y = −13

6 Multiply either one or both equations by a suitable constant, then add or subtract to find x, y.
a x+y=8 b x + 3y = 10 c 3x + 4y = 22
3x + 2y = 21 3x + y = 14 2x + y = 3
d x − 4y = 29 e 2x − y = −3 f x + 2y = 1
4x + 3y = 2 5x + 2y = 15 6x − 5y = 23
g x−y=5 h 4x − 3y = 10 i 5x − 2y = 8
3x − 4y = 12 8x − 4y = 16 7x − 8y = −20
j 2x + 5y = 24 k 3x + 4y = 29 l 2x − 3y = 6
3x + 2y = 14 2x − 6y = 2 3x − 2y = 19
m 4x + 3y = 5 n 6x − 13y = 1 o 2x − 4y = 20
7x − 4y = −19 5x + 2y = −12 7x − 9y = 55
p 3x − 7y = 13 q 2x + 5y = 7 r 2x − 9y = 8
4x + 5y = 3 3x + 2y = −6 −5x − 6y = 37
7 Solve the following pairs of simultaneous equations. [The solutions contain fractions].
a 7p + q = 6 b 5a + 3b = 1 c 6m − 9n = 5
9p + 5q = 22 13a − 9b = 4 8m − 7n = 10
502 Mathscape 9 Extension

■ Further applications
8 Solve each pair of equations simultaneously using the elimination method.
x x y 10 – x y
a --- + y = 9 b --- + --- = 16 c -------------- − --- = 6
4 4 3 3 4
x x y 3x 9 – y
--- + 2y = 2 --- − ------ = 2 ------ + ----------- = 8
6 8 12 4 5

9 Solve for x, y, z using the elimination method.

a x + y + z = 11 b x−y+z=5 c x + 2y + 3z = 10
x+y−z=7 x+y+z=9 2x − y − 3z = 9
x−y+z=1 x + y − z = 15 5x + 4y + 3z = 32
d 2x + y − z = 0 e 2x + 3y − z = 18 f x + 2y + 3z = 4
3x − y + 4z = 10 3x + 2y + 2z = 6 2x + 3y − 5z = 65
x + 2y − z = −6 5x + y − 4z = 1 4x − y − 4z = 31

TRY THIS A Pythagorean problem

Form a pair of simultaneous equations, then solve them to find
x
values for x, y.

y 15
13

13.5 Solving problems using

simultaneous equations
We have already seen that a single equation that contains two pronumerals will not have a
unique solution. We need to solve a pair of equations simultaneously in order to find unique
values for the two unknowns. Similarly, in real-life or for other practical problems, a single
statement relating two unknown quantities may not provide sufficient information to enable us
to solve the problem. However, if two statements are given relating the quantities, then we can
use simultaneous equations to find a unique solution.
 Chapter 13: Simu lt an eo u s equ at io n s 503

To solve a problem using simultaneous equations:

use pronumerals (x and y) to represent the quantities that are to be found

form a pair of equations that show the relationship between the pronumerals

solve the equations simultaneously

use the algebraic solutions for x and y to answer the problem.

Example 1
EG The cost of 1 banana and 3 tomatoes is $0.76, while 2 bananas and 5 tomatoes cost $1.34.
+S
Find the cost of each.

Solution
Let the cost of 1 banana be x cents and the cost of 1 tomato be y cents.
i x + 3y = 76 …… (1) ii Substitute y = 18 into equation (1).
2x + 5y = 134 …… (2) x + 3(18) = 76
Multiply equation (1) by 2. x + 54 = 76
2x + 6y = 152 ∴ x = 22
2x + 5y = 134
Subtract equation (2) from equation (1). ∴ The cost of a banana is 22c and
∴ y = 18 the cost of a tomato is 18c.

Example 2
EG A jar contains 25 coins made up of only 5c and 20c coins. The total amount of money in the
+S
jar is $2.90. How many of each coin are there?

Solution
Let the number of 5-cent coins be x and the number of 20-cent coins be y.
The total number of coins is given by the equation x + y = 25 …… (1).
If there are x 5-cent coins, then the amount of money in 5-cent coins is 5x cents.
If there are y 20-cent coins, then the amount of money in 20-cent coins is 20y cents.
The total amount of money, in cents, is given by the equation 5x + 20y = 290 …… (2).
i x + y = 25 …… (1) ii Substitute y = 11 into equation (1).
5x + 20y = 290 …… (2) x + 11 = 25
Multiply equation (1) by 5. ∴ x = 14
5x + 5y = 125 …… (3) ∴ There are 14 5c coins and 11 20c coins.
5x + 20y = 290 …… (2)
Subtract equation (2) from equation (3).
−15y = −165
∴ y = 11
504 Mathscape 9 Extension

Exercise 13.5

1 For each of the following, form a pair of simultaneous equations, then solve them to find
the numbers. [Let the numbers be x and y.]
a The sum of two numbers is 22 and their difference is 12.
b The difference between two numbers is 27 and one number is four times the other.
c The sum of two numbers is 38 and one number is 8 less than the other.
d The sum of two numbers is 14. The smaller number plus five times the larger number
is 54.
e The first number plus twice the second number is equal to 27, while twice the first
number plus the second number is equal to 24.
f Find two numbers which differ by 3 such that three times the larger number plus twice
the smaller number is equal to 54.

■ Consolidation
2 Form a pair of simultaneous equations and solve them to answer each of the following
problems.
a A man is five times the age of his son and the sum of their ages is 42 years. How old is
each person?
b A drink and three ice-creams cost $3.60, while three drinks and two ice-creams cost
$5.20. Find the cost of each.
c Two apples and three peaches cost $1.35, while four apples and nine peaches cost
$3.75. Find the cost of each.
d The total weight of three tables and ten chairs is 1850 kg while two tables and twelve
chairs weigh 1660 kg. Find the weight of each.
e In a game of legball, the Rhinos scored three tries and four goals for a total of 27 points,
while the Dingoes scored two tries and five goals for a total of 25 points. How many
points are scored for each try and goal?
f Tammy’s piggy bank contains only five-cent and ten-cent coins. If it contains 48 coins
with a total value of $3.45, find the number of each type of coin.
g In the HSC, Craig’s exam result for mathematics exceeded his school assessment result
by 8 marks. The total of the two results was 166 marks. Find Craig’s exam result and
his school assessment result.
h A small community theatre charges admission prices of $15 for adults and $8 for
children. If 85 tickets were sold on opening night and the total takings were $1114, find
the number of adults and children who attended.
i Last weekend a corner store sold 40 bottles of Coola and 55 bottles of Melonade, which
contributed $108 to their total takings for the week. One customer bought a bottle of
each drink and paid $2.25. Find the cost of each drink.
j A rectangle is three times as long as it is wide and the total perimeter is 112 cm. Find
the dimensions of the rectangle.
k The adjacent sides in a parallelogram are in the ratio 3 : 2 and the total perimeter is
150 cm. Find the length of the sides.
 Chapter 13: Simu lt an eo u s equ at io n s 505

l At a children’s birthday party, the children are aged either 12 years or 13 years. If there
are 14 children at the party and the total of their ages is 176 years, find the number of
children in each age group.

3 Form a pair of simultaneous equations by using a geometric property, then solve for x, y.
(All measurements are in cm.)
a 2x + y b 4x + 3y c 13 − 2y

y x−1 x+y 19 − y
15x − 9 3(x − y)
17

5x + 6
d 6x + 4y e f
20°
60° 60° 6y
3x + 9 15 − 5y (2x − y)° (3y + 20)° 2x + y
60°

6
O

−1
4x
g 3x − 4 h i
4x + 2 3x
+7
3x+ 10
(3x + y)°
2y y+
11x − 10
23 − 5y 2(x + y + 2) (4x + 2y)° (2y + 20)°

4 a When the numerator and denominator of a certain fraction are each increased by 1, the
5
value of the fraction is then --- . However, when the numerator and denominator are each
6
3
decreased by 5, the value of the fraction is then --- . Find the original fraction.
4
x
(Hint: Let the fraction be -- .)
y
b After a bill was debated in parliament, the members of the House of Representatives
voted in favour of the bill by a majority of 39. If there were 97 politicians present, find
the number who voted in favour of the bill.
c The straight line with equation y = mx + b passes through the points (2, 10) and
(−3, –25). Find values for m and b and hence find the equation of the line.
d Three times the sum of two numbers exceeds seven times their difference by 14, while
half the difference of the numbers is equal to 12 less than their sum. Find the numbers.
e The diagonals of a rhombus are such that one diagonal is 14 cm longer than the other,
while the sum of their lengths is 46 cm. Find the lengths of the diagonals and hence
determine the perimeter of the rhombus.
 506 Mathscape 9 Extension

f The linear equation F = Ca + b links the temperature in degrees Celsius (C°) and
degrees Fahrenheit (F°). If 10°C is equivalent to 50°F and 30°C is equivalent to 86°F,
find values for a and b. Hence, express the boiling point of water in degrees Fahrenheit.

■ Further applications
FOCUS ON WORKING MATHEMATICALLY

5 a Six years ago, Lydia was three times as old as Keiko. In three years time, Lydia will be
twice as old as Keiko. What are their present ages?
b In a certain two-digit number, twice the tens digit is equal to one less than five times
the units digit. If the digits are reversed and this number is subtracted from the original
number, the result is equal to 14 less than five times the sum of the digits. Find the
number.
c A man paddles his canoe 60 km downstream (i.e. with the current) for 5 hours. Later
that day, he paddles 48 km back upstream (i.e. against the current) for 6 hours. The
man’s rowing speed is constant at x km/h and the water is flowing at a constant speed
of y km/h.
i Explain why x + y = 12 and x − y = 8
ii Hence, find the man’s rowing speed in still water and the speed of the river current.

0FF OCUS ON
O R K I N M I CAAL LL LYY
O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W G

EXPLORING FOR WATER, OIL AND GAS—

THE DENSITY OF AIR-FILLED POROUS ROCK
F
 Chapter 13: Simu lt an eo u s equ at io n s 507

Introduction
In 2002–2003, NSW was devastated by drought, which caused enormous hardship. Water is
crucial for survival in the outback and many farmers, especially those in dry regions, sink bores
on their properties to gain access to sufficient water. The geology of the rocks on the property
informs the farmer of where water might be found.

THEMATICALLY
The density of different types of rock is an important clue to where water may be found.
Sedimentary rocks such as sandstone are much more porous than igneous rocks such as granite.
Inside porous rocks are tiny holes (pores). These pores may trap water, oil or gas under great
pressure deep underground, and so are very important in geological exploration. In this activity,
we will see how simultaneous equations may turn up in the solution of such scientific problems.
The density D of a material is a measure of its mass M per unit volume V. We can express this
mathematically using the equation:
M
D = ----- (1)
V
As you would expect, the density of air-filled porous rock is less than the density of the grains
making up the rock. The formula that links the total density D of air-filled rock to the density
of the rock grains themselves Dr is

ALLY
V
D = Dr ⎛ 1 – -----p-⎞ (2)
⎝ V⎠

FOCUS ON WORKING MA
In this formula, Vp is the volume occupied by the pore space and V is the total volume of the

IC
rock.

MATHEMAT
2L EARNING ACTIVITIES

1 The simultaneous equations (1) and (2) can be used to determine the density D and volume
V of a porous air-filled rock. Write down the other variables which we must know in order
to do this.
2 Examine equation (1). For a given M, what is the shape of the graph of D against V?
3 Examine equation (2). Is Vp always less than V? What happens in the special case when

WORKING
Vp = V? Is this possible?
4 Use an algebraic method to solve the simultaneous equations (1) and (2) for D and V, for
an air-filled porous rock, given that the mass M is 12 kg, the volume of the pore space Vp
is 3 m3 and the density of the rock grains Dr is 1 kg/m3.

8C
ON

HALLENGE

1 For this problem, why is the graph of equation (2) appropriate only in the first quadrant?
FOCUS

What happens at V = 3? What happens to D as V tends to infinity?

2 Check your solution above by drawing the graphs and finding the point of intersection.
Draw up a table of values for each graph and choose your scales carefully.
 508 Mathscape 9 Extension

3 Eliminate D from equations (1) and (2) to obtain an expression for V. Substitute the given
values for M, Dr and Vp and hence find V. Does it agree with your answer above?
4 Eliminate V from equations (1) and (2) to obtain an expression for D. Substitute the values
for M, Dr and Vp and hence find D. Does it agree with your answer above?
5 Comment on the power of the different methods you have used to solve the simultaneous
FOCUS ON WORKING MATHEMATICALLY

equations. What does each one reveal that the others do not?

E L ET’S COMMUNICATE

Write a summary of what you have learned in this chapter about techniques for solving
simultaneous equations. What do you have to be careful about? What particular skills do you
need? What are the advantages and disadvantages of different methods? Discuss this with your
teacher.

%R EFLECTING

In most of the examples in this chapter, the equations to be solved simultaneously were straight
lines. Straight lines can intersect in, at most, one point, so there was only ever the possibility of
one solution. What might happen when one or more of the equations are not straight lines?
What does this indicate about the possible strengths and weaknesses of solving two
simultaneous equations by drawing their graphs?

1 Explain each of the following in a single simultaneous adjective happening at the same time
sentence and give an example.  Word family: simultaneously adverb
a variable In what way is the mathematical meaning
b simultaneous equations similar to the idea of happening at the same
c linear equations time?
d coefficient of x.
2 Read the Macquarie Learners Dictionary
entry for simultaneous:
 Chapter 13: Simu lt an eo u s equ at io n s 509

VIEW
1 State whether it is possible to find unique y
solutions to these problems.
a The difference between two numbers 8
is 5. Find the numbers.

5x
b Ryan is 11 years younger than his 6

+
8

4y
x+
sister Mary-Jane. How old is each

=3
y=

CHAPTER RE
person? 4

2
+ =0
c Brittany spent three times as much x − 10y 26
time on her Commerce assignment as 2
she did on her Maths assignment.
Altogether, she spent 6 hours on the −6 −4 −2 0 2 4 x
two assignments. How long did she
spend on each?
2 Find three pairs of integers p, q that
satisfy the equation 5p − 2q = 13. 6 Graph the equations 2x − y = 1 and
3 Determine by substitution whether the y = 2x + 3 on the same number plane. Is
solution to each pair of simultaneous there a solution for these simultaneous
equations is x = 3, y = −1. equations? Explain.
a 2x + y = 5 b 4x + 3y = 9 7 Solve for x, y:
x−y=2 2x − 5y = 11 y = 5 − 3x
4 Complete this table and hence solve the y=x−7
simultaneous equations x + y = 8 and 8 Solve these simultaneous equations using
2x − y = 7. the substitution method.
a x + y = 12 b 2x + y = 5
x y x+y 2x − y y=x−2 x=y−5
2 8 c 3x + 4y = 13 d x−y=2
x = 3 − 2y y = 3x − 8
3 8
e 4x − y = 10 f x − 3y = 9
4 8 y = 4 − 3x y = 2x + 7
5 8 9 Make either x or y the subject of one
6 8 equation, then solve for x, y using the
substitution method.
5 Use the graphs provided to solve each a 2x − 3y = 4 b 5x − y = 1
pair of simultaneous equations. x + 2y = 9 7x − 2y = 5
a y=x+8 b x − 10y + 26 = 0 c 4x + y = 5 d 6x − y = 18
5x + 4y = 32 y=x+8 8x − 5y = −4 9x + 5y = 14
c 5x + 4y = 32 10 Solve these simultaneous equations using
x − 10y + 26 = 0 the elimination method.
a 3x + y = 13 b 2x + 5y = 8
x−y=7 −2x + y = 4

CHAPTER REVIEW
 510 Mathscape 9 Extension

7x + y = 25 d 3x + 11y = 5
CHAPTER RE

c 14 Form a pair of simultaneous equations

4x + y = 16 3x + 4y = −2 and solve them to answer each of the
e 2x − y = 10 f 6x − 7y = 9 following problems.
−x − y = −5 8x − 7y = 5 a The sum of two numbers is 39 and
11 Multiply one or both equations by a one number is 7 more than the other.
suitable constant, then solve for x, y using Find the numbers.
the elimination method. b Three bananas and two rockmelons
a x + 2y = 7 b 3x − 2y = 1 cost $3.05 while four bananas and
3x + 5y = 19 5x − 8y = 11 one rockmelon cost $1.90. Find the
c 3x + 2y = 4 d 2x − y = −12 cost of each.
2x + 5y = 21 4x + 5y = 18 c Bronya’s piggy bank contains only
e 6x + 5y = 7 f 5x − 3y = −17 10-cent and 20-cent coins. If there are
4x − 3y = 11 −2x − 7y = −26 60 coins with a total value of $7.50,
find the number of 10-cent and
12 Solve these simultaneous equations using
20-cent coins.
the elimination method.
a 2e + 6f = 5 b 24u − 6v = 31 15 Form a pair of simultaneous equations,
VIEW

18e − 12f = 1 36u − 24v = 19 then solve them to find x, y.

13 Solve simultaneously to find for m, n: a (3x − y) cm
m n
---- − --- = 4
3 2 10 cm (x + 3y) cm
5m 3n
------- + ------ = 12
2 4 (7x − 2y) cm
Perimeter = 54 cm
b
30°
(4x + 5y)° (8y + 19)°

CHAPTER REVIEW
 Co-ordinate
geometry
14
This chapter at a glance

Co-ordinate geometry
Stage 5.1/5.2/5.3
After completing this chapter, you should be able to:

find the distance between two points on a number plane using
Pythagoras’ theorem

find the distance between two points using the distance formula

find the midpoint of an interval

find one of the end points of an interval given the other end point and the
midpoint

find the gradient of an interval using the ratio of the vertical rise and
horizontal run

find the gradient of an interval using the gradient formula

rearrange the equation of a line from the general form to the gradient-intercept form
and vice versa

solve problems that involve distance, midpoint, gradient and the equation of a line

find the equation of a line given its gradient and one point on the line

find the equation of a line passing through two points

determine whether two lines are parallel or perpendicular by considering
gradients

find the equation of a line that is parallel or perpendicular to a given line

solve problems that involve parallel and perpendicular lines

graph inequalities on the number plane

write an inequality that describes a given region in the number plane

shade the region that represents the intersection of two or more
inequalities

use co-ordinate geometry to classify triangles and quadrilaterals and
establish their properties

use co-ordinate geometry and deductive reasoning to solve general
problems.

511
512 Mathscape 9 Extension

14.1 The distance between two

points
■ Distance using Pythagoras’ theorem
Pythagoras’ theorem can be used to find the distance between two points, or length of an
interval, on a number plane. Distances that are not an integral may be given either as a decimal
or as a surd (i.e. in the form n ).
In ∆ ABC, c2 = a2 + b2, where c is the length of the hypotenuse and A
a, b are the lengths of the shorter sides.
c
b

C a B

To find the distance between two points:

form a right-angled triangle with the interval as the hypotenuse

find the lengths of the vertical and horizontal sides by counting units

use Pythagoras’ theorem to find the required distance.

■ The distance formula

Pythagoras’ theorem can be used to derive a formula for the distance between two points
A(x1, y1) and B(x2, y2). The formula lets us calculate distance without the need to draw a diagram.

The distance between the points A(x1, y1) and B(x2, y2) is given by:
2 2
d= ( x2 – x1 ) + ( y2 – y1 )

Proof:
y Consider the interval AB with A(x1, y1) and B(x 2, y2)
and the distance between these points d units.
y2 B(x2, y2) Construct ∆ ABC on AB such that AC is perpendicular
to BC.
d
(y2 − y1)
Now, the length of AC is (x2 − x1) units, and the length
y1 of BC is (y2 − y1) units.
A (x2 − x1) C
(x1, y1) By Pythagoras’ theorem,
0 x1 x2 x AB 2 = AC 2 + BC 2
d2 = (x2 − x1)2 + (y2 − y1)2
2 2
∴ d = ( x2 – x1 ) + ( y2 – y1 )
 Chapter 14 : Co - o rdin at e geo met ry 513

Example 1
EG Use Pythagoras’ theorem to find the distance between P(−2, 1) and Q(3, 4). Give your answer
+S
in surd form.

Solution

y The points P and Q are joined and the point R is

Q(3, 4) chosen so that the right-angled triangle PQR is
4
formed with PQ as hypotenuse.
3 PR = 3 − (−2) PQ2 = PR2 + QR2
= 5 units = 52 + 32
P(−2, 1) R
5 = 25 + 9
−2 0 3 x QR = 4 − 1 = 34
= 3 units ∴ PQ = 34 units

Example 2 Solution
EG Use the distance formula to Let P(−2, 3) be (x1, y1) and Q(6, 9) be (x2, y2 ).
+S find the distance between ∴ x1 = −2, y1 = 3, x2 = 6 and y2 = 9
the points P(−2, 3) and 2 2
Q(6, 9). d = ( x2 – x1 ) + ( y2 – y1 )
2 2
= ( 6 – –2 ) + ( 9 – 3 )
2 2
= 8 +6
= 64 + 36
= 100
= 10 units

Example 3
EG ∆ LMN has vertices L(−2, 5), M(4, 5) and N(1 ,8). Show that ∆ LMN is isosceles.
+S
Solution
2 2
i LM = 4 − (−2) ii MN = ( 1 – 4 ) + ( 8 – 5 )
= 6 units = ( –3 ) + 3
2 2

= 9+9
= 18
= 3 2 units
2 2
iii NL = ( 1 – –2 ) + ( 8 – 5 ) iv MN = NL = 3 2 units,
= 3 +3
2 2 ∴ ∆ LMN is isosceles.
= 9+9
= 18
= 3 2 units
514 Mathscape 9 Extension

Exercise 14.1

1 Use Pythagoras’ theorem to find the length of the interval AB. Give your answers correct
to 1 decimal place where necessary.
a y b y c y
5 5 5
4 A A 4 4
B
3 3 3
2 B 2 2
1 B 1 1
−1 01 2 3 4 5 x −4 −3 −2 −1 0 1 x −5 −4 −3 −2 −1 0 1 2 3 x
−1 −1 −1
A −2
−3

2 Use Pythagoras’ theorem to find the length of each interval. Give your answers in
simplest surd form where necessary.
a y Q(5, 9) b y c y
P(2, 15) Q(8, 6)

P(1, 6)
Q(10, 9) P(−4, 1)

0 x 0 x
0 x

d y e y f y
P(−2, 1) P(−2, 6)

0 x
Q(2, 4)
0 x P(−3, −7)
Q(4, −8)
Q(1, −2) 0 x

3 ∆ ABC is isosceles with AB = BC = 10 units and apex B(1, 8). y

The base AC is parallel to the x-axis. D(1, 2) is a point on AC B(1, 8)
such that BD is perpendicular to AC. 10 10
a Find the co-ordinates of A and C.
b Find the area of ∆ ABC. A D(1, 2) C
0 x
4 Use the distance formula to calculate the distance between
each pair of points. Answer correct to 1 decimal place where necessary.
a (5, 2) and (8, 6) b (0, 1) and (12, 6) c (2, 3) and (10, 9)
 Chapter 14 : Co - o rdin at e geo met ry 515

d (3, 4) and (5, 7) e (4, 1) and (3, 3) f (7, 5) and (5, 3)

g (2, 9) and (0, 3) h (2, −1) and (−2, 1) i (3, −5) and (−2, −3)
j (−4, −2) and (−1, 5) k (6, 0) and (−2, 4) l (−7, −6) and (−2, −11)
m (8, 9) and (2, 12) n (−1, −3) and (3, 2) o (−2, −3) and (2, −7)

■ Consolidation
5 a Which point is closer to the origin—G(1, 6) or H(3, 5)?
b Which point is further from N(1, 2)—L(3, 5) or M(5, 3)?

6 Show that the points Q(8, 2) and R(−1, −7) are equidistant from S(3, −2).

7 Show that ∆ LMN with vertices L(3, 4), M(7, 1) and N(10, 5) is isosceles.

8 ∆ ABC has vertices A(−3, 2), B(1, 8) and C(7, 4).

a Show that ∆ ABC is isosceles.
b Use Pythagoras’ theorem to determine whether the triangle is also right angled.

9 Find the perimeter of the trapezium with vertices A(−7, −2), B(−1, 6), C(3, 6) and D(18, −2).

10 The points T(−4, −1), U(8, 8) and V(16, 14) are collinear.
a Find the distance between T and U.
b Find the distance between U and V.
c In what ratio does U divide TV?

11 A circle with centre (7, 6) passes through the point (1, −2).
a Find the length of the radius.
b Find the exact circumference of the circle.

12 y WXYZ is a parallelogram. Find XZ:WY, the

Y(11, 12)
X(−5, 10) ratio of the lengths of the diagonals.

Z(3, 4)
W(−13, 2)
0 x

13 Show that ∆PQR with vertices P(−2, 5), Q(4, 5) and R(1, 5 − 3 3 ) is equilateral.

14 A quadrilateral EFGH has vertices E(4, 6), F(7, 1), G(2, −2) and H(−1, 3).
a Find the lengths of the sides.
b Find the lengths of the diagonals.
c What kind of quadrilateral is EFGH? Why?
15 The vertices of a quadrilateral KLMN are K(6, 4), L(4, 8), M(8, 6) and N(9, 3).
a Find the lengths of the sides.
b What kind of quadrilateral is KLMN? Why?
516 Mathscape 9 Extension

16 P(−1, 7), Q(2, 3), R(2, −2) and S(−1, 2) are the vertices of a quadrilateral.
a Find the length of each side.
b Find the lengths of the diagonals.
c What kind of quadrilateral is PQRS? Why?

■ Further applications
17 The distance between the points C(−5, 1) and D(7, p) is 15 units. Show with the use of a
diagram that there are two possible values for p. Hence, find the possible co-ordinates of D.

14.2 The midpoint of an interval

The point that lies halfway between the two y
end points of an interval is called the
midpoint of the interval. B(x2, y2)
y2
To find the number that lies halfway
between two numbers, we add those y1 + y 2 M
numbers and divide by 2. That is, we take 2
their average. In the midpoint of an interval:
• the x-value lies halfway between the y1 A(x1, y1)
x-values of the two end points,
x1 + x2
i.e. x = ---------------- . 0 x1 x1 + x 2 x2 x
2 2
• the y-value lies halfway between the
y-values of the two end points,
y1 + y2
i.e. y = ---------------- .
2
y For example, in this diagram, the x-value
B(10, 7)
7 halfway between x = 2 and x = 10 is
6 2 + 10
x = --------------- , i.e. x = 6.
5 2
4 M(6, 4) The y-value halfway between y = 1 and
3 1+7
2 y = 7 is y = ------------ , i.e. y = 4.
2
1 A(2, 1)
∴ The midpoint of A(2, 1) and B(10, 7) is
−1 0 1 2 3 4 5 6 7 8 9 10 x M(6, 4).
−1

The midpoint M(x, y) of the interval AB where A(x1, y1) and B(x2, y2) is given by:
x1 + x2 y1 + y2
M(x, y) = ⎛ -----------------, -----------------⎞
⎝ 2 2 ⎠
 Chapter 14 : Co - o rdin at e geo met ry 517

Example 1 Solution
Find the co-ordinates of M, Let A(−3, 2) be (x1, y1) and B(7, 6) be (x2, y2).
the midpoint of the interval ∴ x1 = −3, y1 = 2, x2 = 7 and y2 = 6
EG joining A(−3, 2) and B(7, 6). x1 + x2 y1 + y2
+S M(x, y) = ⎛ ----------------, ----------------⎞
⎝ 2 2 ⎠
–3+7 2+6
= ⎛ ----------------, ------------⎞
⎝ 2 2 ⎠
= (2, 4)

Example 2
EG Find the co-ordinates of R if Q is the midpoint of PR and P(−5, 2), Q(1, 5).
+S
Solution
y
R(x, y)

Q(1, 5)

P(−5, 2)
0 x

i The x-value of Q is equal to the average ii The y-value of Q is equal to the average
of the x-values of P and R. of the y-values of P and R.
x + ( –5 ) y+2
-------------------- = 1 ------------ = 5
2 2
x–5 ×2 ×2
----------- = 1
2 y + 2 = 10
×2 ×2 −2 −2
x−5=2 ∴y=8
+5 +5 ∴ The co-ordinates of R are (7, 8).
∴x=7

Exercise 14.2

1 Find the co-ordinates of the midpoint of the interval joining each pair of points.
a (0, 5) and (2, 9) b (1, 6) and (5, 8) c (4, 11) and (10, 17)
d (7, 3) and (7, 13) e (−2, 3) and (2, 5) f (−1, −2) and (5, 6)
g (4, 1) and (12, −7) h (−6, 3) and (8, −11) i (−2, −9) and (−10, −1)
j (2, 0) and (−8, −2) k (−5, 4) and (5, −4) l (−12, −2) and (−8, 4)
m (1, −1) and (−1, 13) n (−7, −4) and (−9, −14) o (−2, 6) and (6, −2)
p (−15, −8) and (−9, 4) q (0, −5) and (14, −11) r (−3, 13) and (−19, 7)
518 Mathscape 9 Extension

2 Find the co-ordinates of M, the midpoint of the interval LN with:

a L(1, 3), N(2, 5) b L(4, 0), N(7, 3) c L(6, 7), N(1, 10)
d L(8, −3), N(3, −1) e L(−2, 5), N(−3, −3) f L(9, −8), N(−2, 13)
g L(0, −1), N(−9, −10) h L(−4, 3), N(4, −2) i L(−2, 11), N(−13, −6)

■ Consolidation
3 Find the co-ordinates of B, given that M is the midpoint of AB.
a y b c y A(3, 5)
y
B(x, y) A(−1, 6)
M(2, 4)
M(3, 7) M(−2, 1)
B(x, y) 0 x
A(1, 3)
0 x 0 x B(x, y)

d y e y f y A(3, 8)
B(x, y)

0 x M(−1, 4)
B(x, y) −2 M
M 0 x
A(6, −3)
B(x, y) 0 x
A(−7, −3)

4 a Find the co-ordinates of D where E(−3, 1), F(7, 5) and D the midpoint of EF.
b Find the co-ordinates of D where E(1, 4), F(8, −1) and E the midpoint of DF.

5 a y The points P, Q, R, S, T are equidistant. Find the

T
S co-ordinates of Q, R and S given P(−4, 2) and
R
Q T(8, 10).
P

0 x
y
b The points A, B, C, D, E are equidistant. Find the
co-ordinates of C, A and E. E
D
0C 14 x
B
A −10
 Chapter 14 : Co - o rdin at e geo met ry 519

6 The vertices of a quadrilateral ABCD are A(7, 0), B(−3, 0), C(−7, −2) and D(3, −2).
a Find the midpoint of AC.
b Find the midpoint of BD.
c What kind of quadrilateral is ABCD? Why?
R y
7 The intervals PQ and RS bisect each other at T. (−4, 13)
a Find the co-ordinates of T. Q
b Find the co-ordinates of S. T (11, 9)
c What type of quadrilateral is PRQS? Why? P
(−7, 1)
x
0
S

8 The vertices of ∆ TUV are T(−9, 4), U(−1, −2) and V(7, 4). The midpoints of TU and UV are
P and Q respectively.
a Find the co-ordinates of P and Q.
b Show that the line joining these midpoints is half the length of the third side of the
triangle.
9 The midpoint of an interval is (−1, 4). What could the co-ordinates of the end points be?

10 A median is a line drawn from a vertex of a triangle to the midpoint of the opposite side.
The vertices of ∆ XYZ are X(1, 5), Y(5, −3) and Z(7, 4).
a Find the co-ordinates of W, the midpoint of XY.
b Find the length of the median ZW.

11 The end points of the diameter of a circle are (−2, 2) and (8, −10).
a Find the co-ordinates of the centre of the circle.
b Find the length of the radius.

12 A circle with centre C(4, 1) passes through the point P(9, 13). Find the co-ordinates of Q,
the other end point of the diameter PQ.

■ Further applications
13 Find the co-ordinates of V, the midpoint of the interval joining the points:
a U(2a, 3b) and W(6a, 9b) b U(−a, 10b) and W(7a, 0)
c U(−3a, −11b) and W(5a, −3b)

14 In each of the following, form an equation and solve it to find the values of the pronumerals,
given that M is the midpoint of the interval EF.
a E(−1, 7), M(p + 3, 2q), F(11, 17) b E(m − 4, n + 2), M(−1, 6), F(3, 1)
2a
c E(−9, −7), M( ------ , −4), F(5, 2b − 11)
3
520 Mathscape 9 Extension

14.3 The gradient formula

■ Gradient
The gradient or slope of a line is a measure of how steep it is. In exercise 11.4 we defined the
gradient of a line as the vertical rise divided by the horizontal run. Gradient is represented by
the pronumeral m.

vertical rise
Gradient (m) = ------------------------------------- Vertical
horizontal run rise
Horizontal run

If a line slopes to the right, its gradient is If a line slopes to the left, its gradient is
positive. negative.

m⬍0

m⬎0

The gradient of a horizontal line is 0. The gradient of a vertical line is undefined.

m=0 m=∞

The definition above can be used to derive a formula for the gradient of a line that passes
through the points A(x1, y1) and B(x2, y2). This formula can then be used to calculate the gradient
of a line without the need to draw a diagram.

The gradient of the line that passes through the points A(x1, y1) and B(x2, y2)
is given by:
y2 – y1
m = -----------------
x2 – x1
 Chapter 14 : Co - o rdin at e geo met ry 521

Proof:
y l
y2
B(x2, y2)

(y2 − y1)

y1
A (x2 − x1) C
(x1, y1)

0 x1 x2 x

Consider the line l, which passes through the points A(x1, y1) and B(x2, y2) and has gradient m.
Construct ∆ ABC on the interval AB such that AC is perpendicular to BC.
Now, the length of AC is (x2 − x1) units, and the length of BC is (y2 − y1) units.
vertical rise
By definition, m = ---------------------------------
horizontal run
BC
m = --------
AC
y2 – y1
∴ m = ----------------
x2 – x1
NOTE:
rise
• When the definition m = -------- was used to find the gradient of a line, we had to consider
run
whether the gradient was positive or negative according to whether the line sloped to the
y2 – y1
right or to the left. When the gradient formula m = ---------------- is used, this is not necessary as
x2 – x1
the correct sign is determined automatically by the algebra.
• Any two points on a line can be used to find the gradient.

■ Angle of inclination
The gradient of a line is related to the tangent ratio in trigonometry. In fact, the gradient of a
line can be calculated by finding the tangent of the angle at which the line is inclined to the
positive direction of the x-axis.

If a line l is inclined to the positive direction of the x-axis at an angle θ, then its
gradient is given by:
m = tan θ
522 Mathscape 9 Extension

Proof: y
l
Consider the line l with equation y = mx + b, which
makes an angle θ with the x-axis as shown. y2 Q (x 2 , y 2)
Choose P(x1, y1) on the x-axis for convenience and
Q(x2, y2 ) as any other point on the line. The co-ordinates

+b
of R are then (x2, y1). (y 2 − y 1)

mx
y=
Now, the length of PR is (x2 − x1) units and the length
of QR is (y2 − y1) units. y 1 P (x 1, y 1) θ R (x 2 , y 1)
x
opposite 0 x 1 (x 2 − x 1) x 2
By trigonometry in ∆ PQR, tan θ = --------------------
adjacent
QR
= --------
PR
y2 – y1
= ----------------
x2 – x1
∴ tan θ = mPQ
That is, the gradient of the line is equal to the tangent of the angle of inclination to the x-axis.

Example 1
EG Find the gradient of the line that passes through the points:
+S
a C(3, 2) and D(11, 8) b U(4, −6) and V(−1, 4)

Solutions
a Let C(3, 2) be (x1, y1) b Let U(4, −6) be (x1, y1)
and D(11, 8) be (x2, y2). and V(−1, 4) be (x2, y2).
∴ x1 = 3, y1 = 2, x2 = 11 and y2 = 8 ∴ x1 = 4, y1 = −6, x2 = −1 and y2 = 4
y2 – y1 y2 – y1
m = ---------------- m = ----------------
x2 – x1 x2 – x1
8–2 4 – ( –6 )
= --------------- = --------------------
11 – 3 –1 – 4
6 10
= --- = ------
8 –5
3 = −2
= ---
4

Example 2
EG a Find, correct to 1 decimal place, the gradient of a line which meets the x-axis at an angle
+S
of 58°.
b Find, correct to the nearest degree, the angle of inclination to the x-axis of a line whose
gradient is 3--7- .
 Chapter 14 : Co - o rdin at e geo met ry 523

Solutions
a m = tan θ b m = tan θ
∴ m = tan 58° 3
--- = tan θ
7
⯐1.6
∴ θ = tan−1 ⎛⎝ 3--7-⎞⎠
⯐ 23°

Exercise 14.3
rise
1 Find the gradient of each line, using m = -------- .
run
a y b y c y
12
6

−3 0 x 0 4 x 0 8 x
−2

d y e y f y
7 9

−1 0 x −3 0 x 0 15 x
−6

g y h y i (−4, 7)
(1, 5) y
(6, 5) 2

0 x 0 x
0 3 x

j y k y l y
(−9, 4) (−5, 7)
(4, 2)
x
0 x 0 x 0 (4, −5)
(−2, −1) −2

y2 – y1
2 Find the gradient of the line which passes through the given points, using m = ----------------.
x2 – x1
a (1, 3) and (5, 7) b (6, 2) and (12, 5) c (−1, 1) and (2, 6)
d (−4, −3) and (0, 6) e (1, −3) and (−1, 3) f (−4, −2) and (4, 3)
g (3, 5) and (−7, 11) h (4, 0) and (−8, −2) i (−4, −6) and (−1, −2)
j (2, −4) and (6, −10) k (2, 7) and (11, 13) l (7, −5) and (1, 3)
m (−2, 3) and (5, −4) n (−3, 7) and (−4, 2) o (−1, −2) and (−7, −3)
p (5, 3) and (−2, 11) q (−7, 6) and (−3, 14) r (0, 2) and (5, −2)
524 Mathscape 9 Extension

■ Consolidation
3 A straight line passes through the points A(−1, −6), B(0, −4) and C(1, −2). Find the gradient
of the line using the points:
a A and B b B and C c C and A

4 The gradient of a line passing through the points:

a (1, 2) and (k, 10) is 2. Find the value of k.
b (14, −5) and (11, t) is −4. Find the value of t.
3
c (−6, c) and (24, −25) is − --- . Find the value of c.
5

5 If P is the midpoint of K(1, 2) and L(5, 8) and Q is the midpoint of M(4, 6) and N(10, 20),
find the gradient of the line passing through the points P and Q.
6 y ABCD is a rectangle with A(−2, 3) and C(4, −1). Find:
A B a the co-ordinates of B and D
b the slope of each diagonal

0 x

D C

7 V(3, 6) is the midpoint of U(−2, 4) and W(x, y). Find the co-ordinates of W and the gradient
of the line that passes through W and T(6, −3).
8 Consider the points F(2, 3), G(0, 7) and H(−3, 13).
a Find the gradient of FG.
b Find the gradient of GH.
c What can you say about F, G and H?

9 The lines x = 2 and y = −9 intersect at R while the lines x = −1 and y = 3 intersect at S. Find
the gradient of the line RS.
10 a Find the gradient of the line that passes through the points (−1, 2) and (3, 2). What can
you say about the line?
b Find the gradient of the line that passes through the points (5, 1) and (5, 7). What can
you say about the line?
11 B(5, 10) ABCD is a parallelogram with vertices as
y
shown.
A(−1, 6) a Find the gradient of AB and DC.
C(2, 5) b Find the gradient of AD and BC.
c Copy and complete this statement:
D(−4, 1) ‘Parallel lines have the same _________’.
0 x
 Chapter 14 : Co - o rdin at e geo met ry 525

12 The vertices of ∆ LMN are L(−2, 1), M(4, 9) and N(6, 7). The midpoints of LM and LN are
P and Q respectively. Show that the line passing through the points P and Q is parallel to
MN.

■ Further applications
13 Find, correct to 1 decimal place where necessary, the gradient of a line that meets the x-axis
at an angle of:
a 10° b 20° c 25° d 30° e 37°
f 45° g 51° h 60° i 75° j 89°

14 What happens to the gradient of a line as the angle of inclination increases?

15 Find, correct to the nearest degree, the angle of inclination to the x-axis of the line whose
gradient is:
1 1 1 1 1
a ------
10
b ---
5
c ---
4
d ---
3
e ---
2
f 1 g 2 h 3.4 i 7.8 j 25

TRY THIS A line with no integer co-ordinates

The straight line with equation 2x + 6y = 7 does not pass through any points on
the number plane in which both the x- and y-values are integers. Why is this?

14.4 General form of the equation

of a line
In exercise 11.5 we saw that the equation of a straight line can be written as y = mx + b, where
m is the gradient and b is the y-intercept. When the equation is written in this way, it is said to
be in the gradient–intercept form. In some questions, however, it is easier to write the
equation as ax + by + c = 0, where a, b and c are integers and a ⬎ 0. When the equation is written
in this way it is said to be in the general form.

The equation of a straight line in general form is:

ax + by + c = 0, where a, b and c are integers and a > 0.

NOTE: If the equation of a line is written in the general form, we must rewrite it in the gradient–
intercept form to find the gradient.
526 Mathscape 9 Extension

Example 1
EG a Express the equation 3x − 2y + 10 = 0 in the gradient–intercept form.
+S
b Find the gradient and y-intercept.

Solutions
3
a 3x − 2y + 10 = 0 b The equation y = --- x + 5 is in the form
2
+2y +2y y = mx + b, where m is the gradient and
3x + 10 = 2y b is the y-intercept.
÷2 ÷2 3
∴ m = --- and b = 5.
3 2
∴ y = --- x + 5
2
Example 2
EG Express each equation in the general form.
+S 1
a y = 4x − 9 b y = --- x −7
2
Solutions
1
a y = 4x − 9 b y = --- x −7
2
−y −y ×2 ×2
0 = 4x − y − 9 2y = x −14
i.e. 4x − y − 9 = 0 − 2y − 2y
0 = x − 2y − 14
i.e. x − 2y −14 = 0

Example 3
EG Find the x- and y-intercepts of the line 2x + 3y −12 = 0, then sketch the line.
+S
Solution
i To find the x-intercept, let y = 0. ii To find the y-intercept, let x = 0.
2x + 3(0) − 12 = 0 2(0) + 3y − 12 = 0
2x − 12 = 0 3y − 12 = 0
+ 12 + 12 + 12 + 12
2x = 12 3y = 12
÷2 ÷2 ÷3 ÷3
∴x=6 ∴y=4
iii y
6
4
2
−2 0 2 4 6 x
−2
 Chapter 14 : Co - o rdin at e geo met ry 527

Exercise 14.4

1 Write down the gradient and y-intercept of each line.

a y = 3x + 2 b y = 5x − 1 c y = −4x + 3
d y = 6 − 5x e y = −2x − 4 f y = 7x
1
g y = −x h y=8−x i y = --- x + 9
2
3 2 3 1
j y = --- x − 2 k y = 6 − --- x l y = --- – --- x
4 3 5 7
2 Write each of these equations in the general form.
a y=x+6 b y = 4x + 1 c y = 3x − 2
d y=5−x e y = −x + 3 f y = −2x − 6
g y=x h y = −5x i x+y=1
j x−y=3 k 4x + y = 7 l 7x − y = 12
m x + 2y = 5 n 3x + 4y = 8 o x = 3y + 10
1 1
p 3x = 2y + 6 q y = --- x r y = --- x
3 4
1 1 2
s y = --- x + 4 t y = --- x − 3 u y = --- x − 1
2 5 3
1 3 5
v y = 7 − --- x w y = − --- x − 5 x y = 2 − --- x
2 4 6
3 Write each equation in the gradient–intercept form.
a x−y+2=0 b x−y−4=0 c 2x − y + 1 = 0
d x+y+5=0 e x+y−1=0 f 3x + y − 7 = 0
g 2x − y − 9 = 0 h 4x + y + 6 = 0 i 5x − y + 2 = 0
j x − 2y + 6 = 0 k x + 3y − 12 = 0 l x + 2y = 0
m 4x + 4y − 3 = 0 n 6x − 3y + 1 = 0 o 3x − 7y = 0
p 2x − 3y + 3 = 0 q 3x − 2y + 8 = 0 r 5x + 6y − 12 = 0
s 3x − 4y + 5 = 0 t 2x + 7y − 1 = 0 u x − 8y − 10 = 0
v x − 9y − 6 = 0 w 3x + 5y − 10 = 0 x 4x + 6y + 6 = 0

■ Consolidation
4 By substitution into the equation y = mx + b, find the value of b and hence write down the
equation of the line that passes through the point A with gradient m. Give each equation in
the general form.
a A(2, 7) m=3 b A(−4, 1) m=2 c A(5, −3) m = −1
d A(−1, −6) m = −4 e A(8, 0) m= 2 1
--
- f A(−12, 5) m = − 2--3-

5 A straight line passes through the point (−1, 4) with a gradient of 2.

a Find the equation of the line in the form y = mx + b.
b Express this equation in the general form.
c Find the x- and y-intercepts of the line.
d Draw a neat sketch of the line, showing the intercepts with the axes.
528 Mathscape 9 Extension

6 Which line is steeper, 2x − 3y + 7 = 0 or 3x − 4y − 2 = 0? Why?

7 Match each of these equations with one of the graphs below.

a y = 3x − 7 b y = 7 − 3x c y = −3x − 7 d y = 3x + 7
A y B y C y D y

0 x 0 x 0 x 0 x

8 Match each of these equations with one of the graphs below.

a 6x − y − 2 = 0 b 6x − y + 2 = 0 c 6x + y + 2 = 0 d 6x + y − 2 = 0
A y B y C y D y

0 x 0 x 0 x 0

9 Find the equation of each line in the general form.

a y b y c y
2 8

−1 0 x 0 4 x 0 2 x
−12

d y e y f y

1 2
−2 0 x 0 3 x −6 0 x
−8

10 y a Find the gradient of this line.

(3, 9) b Find the equation of the line, giving your answer in the
general form.
5
0 x

11 A straight line cuts the y-axis at 3 and passes through the point (−7, 2).
a Find the gradient of the line.
b Find the equation of the line in the general form.
 Chapter 14 : Co - o rdin at e geo met ry 529

12 a Express the equation 2x + y − 4 = 0 in the gradient–intercept form, then sketch the line.
b Determine whether the point (15, −26) lies on the line.

13 The point (2, −4) lies on the line kx − 4y − 22 = 0. Find the value of k and hence find the
gradient of the line.

14 Find, by inspection, the equation of the line that passes through all of the points in each
table. Give the equations in the general form.
a x 0 1 2 3 b x 0 1 2 3
y 5 6 7 8 y −3 −2 −1 0

c x 0 1 2 3 d x 3 4 5 6
y 0 4 8 12 y 9 11 13 15

e x 0 1 2 3 f x 0 1 2 3
y −1 2 5 8 y 8 7 6 5

g x 0 2 4 6 h x 0 3 6 9
y 0 1 2 3 y 2 4 6 8

■ Further applications
15 Find the gradient and y-intercept of the line that passes through each pair of points. Hence,
find the equation of each line, giving your answers in the general form.
a (1, 7) and (3, 11) b (−1, 4) and (2, 1) c (−6, 11) and (−2, 9)

16 Find, in the general form, the equation of the line that passes through the origin and the
midpoint of (1, 13) and (11, 5).

2 3
17 a Show that tan 34° ⯐ --- and tan 37° ⯐ --- .
3 4
b Hence, find the equation of each line below in the general form.
i y ii y
7

34° 37°
0 x 0 x

18 Find the angle at which each line is inclined to the x-axis, correct to the nearest degree.
a x − 2y + 6 = 0 b 2x − 5y − 20 = 0 c 4x − 3y + 21 = 0
530 Mathscape 9 Extension

14.5 The equation of a line given

the gradient and a point
There are an infinite number of lines that pass y m=2
through any given point. What distinguishes
5 m = 12
between these lines, however, is that each has a
different gradient. The equation of any straight 4
3 (2, 3)
line can therefore be specified exactly if we know
2 m = − 14
the gradient of the line and the co-ordinates of
one point through which it passes. There are two 1
standard methods that can be used to find the −4 −3 −2 −1 0 1 2 3 4 5 x
equation. −1 m = −1

■ The gradient–intercept form of the equation

The given point and gradient can be used to find the y-intercept of the line so that its equation
can then be found.

To find the equation of the line that passes through the point (x1, y1) with gradient m:

substitute the point and gradient into the equation y = mx + b to find the value of b

rewrite the equation y = mx + b using the values for m and b.

■ The point–gradient formula

The point–gradient formula can be used to find the equation of a line without first having to
find the y-intercept.

The equation of the straight line that passes through the point (x1, y1) with gradient
m is given by:
y − y1 = m(x − x1).

Proof: y
Let P(x, y) be any point on the line l which has gradient l
m and passes through the fixed point Q(x1, y1).
y – y1 P(x, y)
Using the gradient formula, m = --------------
x – x1
This can be re-written as y − y1 = m(x − x1). y − y1
Q(x1, y1)
x − x1
0 x
 Chapter 14 : Co - o rdin at e geo met ry 531

Example 1
EG By substituting into the equation y = mx + b, find the equation of the line that has a gradient
+S
of 4 and passes through the point (−2, 7).

Solution
Substituting x = −2, y = 7, m = 4 into y = mx + b gives 7 = 4(−2) + b
7 = −8 + b
∴ b = 15
∴ The equation of the line is y = 4x + 15.

Example 2 Solution
EG Use the point–gradient y − y1 = m(x − x1)
+S formula to find the equation y − −4 = −3(x − 2)
of the line that has a gradient y + 4 = −3x + 6
of −3 and passes through the ∴ y = −3x + 2
point (2, −4).

Example 3 Solution
EG Use the point–gradient y − y1 = m(x − x1)
+S formula to find the equation 2
of the line that has a gradient y − 1 = --- (x − 5)
3
2 ×3 ×3
of --- and passes through the
3 3y − 3 = 2(x − 5)
point (5, 1). Give your
answer in the general form. 3y − 3 = 2x − 10
∴ 2x − 3y − 7 = 0

Exercise 14.5

1 By substituting into y = mx + b, find the equation of the line that passes through the given
point with the given gradient. Give the answers for e–h in the general form.
a (1, 5), m = 2 b (−2, 4), m = 3 c (1, −7), m = −1 d (−5, −4), m = −2
1 1 2 3
e (6, 0), m = --- f (4, −3), m = − --- g (−12, 5), m = --- h (−8, −9), m = − ---
3 2 3 4

2 Use the point–gradient formula to find the equation of the line that passes through the given
point with the given gradient. Give your answers in the gradient–intercept form.
a (3, 5), m = 1 b (1, 2), m = 3 c (−3, 4), m = 2
d (−2, 0), m = 6 e (4, 2), m = −1 f (0, 7) m = −4

g (5, −6), m = −3 h (−1, −4), m = −2 i ⎛ 1---, 7⎞ , m = 2

⎝2 ⎠

j ⎛ 3---, 5⎞ , m = −8 k ⎛ – 2---, – 9⎞ , m = −6 l ⎛ – 4---, – 1⎞ , m = 0

⎝4 ⎠ ⎝ 3 ⎠ ⎝ 7 ⎠
532 Mathscape 9 Extension

■ Consolidation
3 Use the point–gradient formula to find, in the general form, the equation of the line which
has a gradient of:
1 2
a --- and passes through (3, 4) b --- and passes through (5, −2)
2 3
1 3
c − --- and passes through (−1, 2) d − --- and passes through (−3, 7)
3 4
1 5
e --- and cuts the x-axis at 4 f −1 --- and cuts the y-axis at −2
5 6

4 The point (−7, 6) lies on a line whose gradient is –3. Find the equation of the line.

5 a Find the equation of the line which passes through (−4, 9) and has a gradient of −2.
b Does the point (8, −15) lie on this line ?
1
6 Find the equation of the line which has a gradient of --- and passes through the midpoint of
4
(2, 6) and (−4, 10). Give your answer in the general form.
7 a A circle with centre C(5, 10) has a diameter with end points B(1, 14) and D(x, y).
Find the co-ordinates of D.
b Find, in the general form, the equation of the line passing through D that has a slope
3
of --- .
5
8 Find the x- and y-intercepts of the line that passes through the point (−6, 8) and has a
gradient of 4.
9 a Find the co-ordinates of E, the x-intercept of the line with equation 2x + y + 10 = 0.
2
b Hence, find the equation of the line passing through E which has a gradient of − --- .
7
Give your answer in the general form.
10 a Find the co-ordinates of G, the point of intersection of the lines 2x + 3y = 10 and
5x + 2y = 3.
b Hence, find the equation of the line with a gradient of −5 which passes through G.
Give your answer in the gradient–intercept form.

■ Further applications
11 a Find the value of tan 45°.
b Hence, find the equation of the line that is inclined to the x-axis at an angle of 45° and
passes through (−2, 11). Give your answer in the gradient–intercept form.
 Chapter 14 : Co - o rdin at e geo met ry 533

12 a Show that tan 36°52′ is approximately equal to 3--4- .

b Hence, find in the general form, the equation of the line that passes through (−3, 1) and
is inclined to the x-axis at an angle of 36°52′.

14.6 The equation of a line given

two points
There is only one straight line that can be drawn through any two points on a plane surface.
If we know the co-ordinates of two points that lie on a line, then we can find its equation.
In the previous chapter, we found the equation of a line given two points, using simultaneous
equations. This involved substituting each pair of co-ordinates into the equation y = mx + b,
giving two equations in terms of m and b. These equations were then solved simultaneously to
find m and b and thus the equation of the line. In this exercise, we will look at the two standard
methods for finding the equation of a line given two points.

■ The gradient and point–gradient formulae

The equation of the line can be determined using the gradient and point–gradient formulae that
have already been covered.

To find the equation of the line that passes through the points (x1, y1) and (x2, y2):
y2 – y1

find the gradient of the line using the gradient formula m = -----------------
x2 – x1

substitute the gradient and one point into the point–gradient formula
y − y1 = m(x − x1)

give the equation in the required form.

■ The two-point formula

The two-point formula is simply another version of the point–gradient formula. It combines the
two steps above into a single formula.

The equation of the straight line that passes through the points (x1, y1) and (x2, y2) is
given by: y– y y2 – y1
--------------1 = ----------------
-
x – x1 x2 – x1
534 Mathscape 9 Extension

Proof: y
l
Let P(x, y) be any point on the line l which also passes y2 R(x2, y2)
through the points Q(x1, y1) and R(x2, y2).
y – y1 y2 – y1 P(x, y)
y y2 − y 1
Now, mPQ = -------------- and mQR = ----------------
x – x1 x2 – x1 y − y1

But, the points P, Q, and R are collinear, ∴ mPQ = mQR. y1 Q(x1, y1)
x − x1
y – y1 y2 – y1 x2 − x 1
∴ -------------- = ----------------
x – x1 x2 – x1 0 x1 x x2 x

Example 1 Solution
EG Find the gradient of the line Let (3, 1) be (x1, y1) and (5, 9) be (x2, y2).
+S that passes through the y2 – y1
points (3, 1) and (5, 9). i m = ---------------- ii y − y1 = m(x − x1)
x2 – x1
Hence, find the equation of
the line. 9–1
= ------------ y − 1 = 4(x − 3)
5–3
8
= --- y − 1 = 4x − 12
2
=4 ∴ y = 4x − 11

Example 2 Solution
EG Use the two-point formula Let (−2, 5) be (x1, y1) and (4, −1) be (x2, y2).
+S to find the equation of the y–y y2 – y1
line that passes through the -------------1- = ---------------
-
x – x1 x2 – x1
points (−2, 5) and (4, −1).
y–5 −1 – 5
------------------- = --------------------
x – ( –2 ) 4 – ( –2 )
y – 5 –6
------------ = ------
x+2 6
y–5
------------ = −1
x+2
y − 5 = −1(x + 2)
y−5=−x−2
∴ y = −x + 3
 Chapter 14 : Co - o rdin at e geo met ry 535

Exercise 14.6

1 For each of the following:

i find the gradient of the line that passes through the given points
ii find the equation of the line by substituting the gradient and one point into
y = mx + b.
a (2, 5) and (6, 9) b (1, 4) and (−2, 13) c (10, 3) and (2, −1)

2 For each of the following:

i find the gradient of the line that passes through the given points
ii find the equation of the line by substituting the gradient and one point into
y − y1 = m(x − x1).
a (1, 7) and (2, 10) b (−1, −6) and (3, 14) c (−3, 11) and (−7, 19)

3 Use the two-point formula to find the equation of the line that passes through each pair of
points. Give your answers in the general form for g–l.
a (3, 5) and (6, 8) b (1, 3) and (3, 11) c (1, 5) and (−2, −4)
d (−3, 4) and (1, 0) e (0, 3) and (1, −2) f (1, −9) and (−3, −1)
g (3, 1) and (5, 2) h (−1, −5) and (2, −3) i (8, 4) and (6, 5)
j (−5, 16) and (3, 10) k (−8, −9) and (4, 0) l (−3, 1) and (6, −14)

■ Consolidation
4 Find the equation of the line that passes through P(7, 20) and Q, the midpoint of R(−3, 5)
and S(5, 11).
5 a Determine, in the general form, the equation of the line that passes through the points
L(3, 12) and M(9, 20).
b Find the x- and y-intercepts of the line.

6 a Find the equation of the line passing through the points A(−3, 3) and B(5, −13).
b Show that C(−2, 1) lies on the line AB.
c What can you thus say about the points A, B and C?

7 Show that the points X(4, −2), Y(10, 7) and Z ⎛ 3, – 3 ---⎞ are collinear.
1
⎝ 2⎠
8 Find the value of t given that the points U(2, 7), V(−1, −11) and W ⎛ – ---, t⎞ are collinear.
2
⎝ 3 ⎠
9 a Find the co-ordinates of E, the point of intersection of the lines y = 2x − 3 and 4x − y = 5.
b Hence, find the equation of the line that passes through E and the point F(−1, −9).
536 Mathscape 9 Extension

■ Further applications

10 Find, in the general form, the equation of the line that passes through the points S ⎛ ---, – 3⎞
1
⎝4 ⎠
⎛ 3 1⎞
and T 1 ---, 1 ---
⎝ 4 2⎠
11 Consider the points A(5, 20), B(−3, −4), C(3, −5) and D(−5, 9). Find the co-ordinates of P,
the point of intersection of the lines AB and CD.

TRY THIS Car hire

The cost of renting cars at two hiring companies is $70 per
day or $30 per day plus $0.50 per kilometre. Write each
cost as an equation and draw graphs to decide which option
is the best.

14.7 Parallel lines

If the line l1 has gradient m1 and the line l2 has gradient m2, then the lines l1 and
l2 are parallel if:
m1 = m2

Proof: y l1
Let l1 and l2 be parallel lines. A
AC
Now, m1 = --------
BC
∴ m1 = tan ∠ ABC B
l2
C
DF D
and m2 = --------
EF
∴ m2 = tan ∠ DEF
But, ∠ ABC = ∠ DEF (corresponding angles, l1 || l2) E
F
∴ tan ∠ ABC = tan ∠ DEF
∴ m1 = m2 0 x

That is, if two lines are parallel, then their gradients are
equal.
 Chapter 14 : Co - o rdin at e geo met ry 537

Example 1
EG Find the equation of the line that is parallel to y = 2x + 5 and cuts the y-axis at 1.
+S
Solution
y
Let the line y = 2x + 5 be of the form y = m1x + b1 and
the line parallel to this be of the form y = m2x + b2. 7

+1
The line y = 2x + 5 has gradient, m1 = 2, so the 6

2x
parallel line has gradient m2 = 2, as m1 = m2 for 5

y=
parallel lines. 4
If the parallel line cuts the y-axis at 1, then b2 = 1. 3

5
+
∴ The equation of the parallel line is y = 2x + 1. 2

2x
y=
1

−5 −4 −3 −2 −1 0 1 2 3 4 5 x
−1

Example 2 Solution
EG Find the equation of the i In order to find the gradient of the 5x − y + 7 = 0
+S line which is parallel to given line, we need to re-arrange ∴ y = 5x + 7
5x − y + 7 = 0 and passes the equation into the form
through (2, 4). y = mx + b.
ii The line 5x − y + 7 = 0 has gradient y − 4 = 5(x − 2)
m1 = 5, so the line parallel to this y − 4 = 5x − 10
has gradient m2 = 5, as m1 = m2 for ∴ y = 5x − 6
parallel lines. We now use the
point–gradient formula to find the
equation of the line through the
point (2, 4) with gradient 5.

Example 3
EG Show, by considering gradients, that the lines y = 3x, y = 4 − 2x, y = 3x − 5 and y = −2x − 1
+S enclose a parallelogram.

Solution
For the line y = 3x, m1 = 3 For the line y = 4 − 2x, m2 = −2
For the line y = 3x − 5, m3 = 3 For the line y = −2x − 1, m4 = −2
Now, m1 = m3 ∴ y = 3x is parallel to y = 3x − 5
Also, m2 = m4 ∴ y = 4 − 2x is parallel to y = −2x − 1
∴ The figure is a parallelogram (two pairs of opposite sides are parallel).
538 Mathscape 9 Extension

Exercise 14.7

1 Write down the equation of the line that is parallel to:

a the x-axis and passes through P(4, 3) b the y-axis and passes through L(−1, 6)
c the x-axis and passes through T(7, −9) d the y-axis and passes through C(−5, 2)
e the line x = 3 and passes through J(−2, −8)
f the line y = −4 and passes through R(10, 1)
g the line y = 2 and passes through Z(6, −2)
h the line x = −6 and passes through S(9, 4)

2 State whether or not these lines are parallel.

a y = 4x + 9 and y = 4x + 7 b y = 3x + 5 and y = 5x + 3
c y = 6 − 2x and y = 2x + 1 d y = 3x and y = 3x + 7
e y = x + 7 and y = x − 2 f y = x − 4 and y = 5 − x
g y = 5 − 7x and y = 5 + 7x h y = 2x + 7 and y = 4 + 2x
2 3 1 1
i y = --- x − 4 and y = 6 + --- x j y = --- x + 5 and y = 2 + --- x
3 2 4 4
3 Choose the parallel lines from each set.
a y = 3x − 2, y = 4 − 3x, y = 3x + 10 b y = 2 − x, y = −x, y = x + 2

4 Find the equation of the line that is parallel to:

a y = 2x + 5 and cuts the y-axis at 1 b y = 4x − 1 and cuts the y-axis at −3
c y = 3x and has a y-intercept of 6 d y = −x and has a y-intercept of −4
1 4
e y = --- x + 4 and meets the y-axis at 2 f y = --- x − 7 and passes through the origin
2 3
5 Consider the line with equation y = x − 2. What would be the equation of this line if it was
shifted:
a up by 5 units? b down by 1 unit? c up by 9 units? d down by 4 units?

■ Consolidation
6 Express each equation in the gradient–intercept form, then determine whether the lines are
parallel.
a 2x + y − 8 = 0 and y = 2x + 1 b 3x + y + 7 = 0 and 3x + y − 1 = 0
c x + 4y − 4 = 0 and y = 5 − 4x d 5x = 2y − 6 and 5x − 2y + 9 = 0
3
e y = 2x − 3 and 6x − 3y + 7 = 0 f y = − --- x − 2 and 3x − 4y = 10
4
7 Find, in the general form, the equation of the line that is parallel to:
a y = x − 2 and passes through P(2, 5) b y = −4x + 1 and passes through Q(−1, 3)
1 1
c y = --- x − 2 and passes through C(3, −4) d y = 6 + --- x and passes through S(2, 0)
4 5
e 2x + 3y – 15 = 10 and passes through T(4, 1)
f 3x − 8y = 32 and passes through L(−3, −2)
 Chapter 14 : Co - o rdin at e geo met ry 539

8 A(5, 8), B(3, 1), C(−4, −3) and D(−2, 4) are four points.
a Find the gradient of:
i AB ii BC iii CD iv DA
b Which lines are parallel?
c What kind of quadrilateral is ABCD? Why?
9 Show by considering gradients that the lines l1: 3x − 2y + 8 = 0, l2: x − 4y − 3 = 0,
l3: 6x − 4y − 5 = 0 and l4: 3x − 12y + 1 = 0 enclose a parallelogram.

10 EFGH is a quadrilateral with vertices E(1, 5), F(6, 7), G(8, 3), H(−2, −1).
a Find the gradient of each side.
b What kind of quadrilateral is EFGH? Why?

11 a Write down the equation of the line l which is parallel to y = 4 − 3x and cuts the y-axis
at 6.
b Show that l passes through the point P(4, −6).

12 Find the equation of the line that:

a cuts the y-axis at −2 and is parallel to the line joining the points L(−1, 4) and M(5, 7)
b passes through the origin and is parallel to the line that passes through the points
X(2, −3) and Y(5, 6).
13 a Find the co-ordinates of G, the point where the line 3x + 4y + 24 = 0 cuts the y-axis.
b Find the equation of the line that passes through G and is parallel to y = − 1--2- x.

14 A is the midpoint of PQ with P(−3, 1) and Q(7, 5). B is the midpoint of RS with
R(−10, −4) and S(−2, 2). Find the equation of the line that is parallel to AB and cuts the
y-axis at 13.
15 Find the gradient of each line and hence determine the value of k given that:
a y = 2kx − 9 is parallel to y = 1 − 10x
b y = 5x + 7 and kx − 3y + 1 = 0 are parallel lines
c 4x − ky + 8 = 0 is parallel to 2x − 3y − 12 = 0

■ Further applications
16 This question outlines an alternate method for finding the equation of a line that passes
through a given point and is parallel to a given line. It is often referred to as the k-method
for parallel lines.
a Show that the lines ax + by + c = 0 and ax + by + k = 0 are parallel.
b Write down the equation of the line l with constant term k that is parallel to
3x + 2y + 8 = 0.
c If l passes through (1, −4), find the value of k.
d Hence, find in the general form the equation of l, the line that is parallel to
3x + 2y + 8 = 0 and passes through (1, −4).
540 Mathscape 9 Extension

17 Use the k-method outlined in Q16 to find, in the general form, the equation of the line which
passes through the point:
a (2, 1) and is parallel to the line x − 3y + 6 = 0
b (3, −4) and is parallel to the line 2x + y − 5 = 0
c (−5, 2) and is parallel to the line 3x + 7y + 9 = 0
d (−1, −7) and is parallel to the line 5x − 4y − 11 = 0

TRY THIS Temperature rising

Wendy has three thermometers with different linear scales (T1, T2, T3). When T1
reads 18° and 34°, T2 reads 20° and 38°, respectively. When T2 reads 24° and
32°, T3 reads 46° snd 64°. If the temperature on T1’s scale rises 14°, how many
degrees does it rise on T3’s scale?

14.8 Perpendicular lines

If the line l1 has gradient m1 and the line l2 has gradient m2, then the lines l1 and l2
are perpendicular if:
m1m2 = −1

Proof: y
Consider the perpendicular lines l1 and l2 which intersect at l2 b P l1
the origin. Construct ∆POQ as shown, with OQ = a units Q′
P′
and PQ = b units. Rotate this triangle 90° anticlockwise a b
about O to produce the image ∆P′OQ′ in which P′ lies on
the line l2, OQ′ = a units and P′Q′ = b units. O
a Q x

Let m1 be the gradient of the line l1 and m2 be the gradient

of the line l2.
b a
Now, m1 = --- and m2 = − --- .
a b
(NOTE: m2 is negative because the line l2 leans to the left.)
b a
Now, m1m2 = --- × – ---
a b
= −1
∴ If two lines are perpendicular, the product of their gradients is −1.
 Chapter 14 : Co - o rdin at e geo met ry 541

Example 1
EG Find the equation of the line that is perpendicular to y = 3x − 2 and cuts the y-axis at 4.
+S
Solution y
Let the line y = 3x − 2 be of the form y = m1x + b1 and the
line perpendicular to this be of the form y = m2x + b2. 2
The line y = 3x − 2 has gradient m1 = 3, so the −
4 3x
1 y=
perpendicular line has gradient m2 = − --- , since
3
1
3 × − --- = −1.

y=
3 0 x

− 3
−2

1x
If the perpendicular line cuts the y-axis at 4, then b2 = 4.

+
1

4
∴ The equation of the perpendicular line is y = − --- x + 4.
3

Example 2 Solution
EG 1 y − 5 = −4(x + 1)
Find the equation of the line i The line y = --- x + 2 has gradient
+S 1 4
y − 5 = −4x − 4
that is perpendicular to m1 = --- , so any line perpendicular to it
1 4 1 ∴ y = −4x + 1
y = --- x + 2 and passes has gradient m2 = –4, as --- × −4 = −1.
4 4
through (−1, 5). ii We now use the point–gradient
formula to find the equation of the
line through the point (−1, 5) with
gradient −4.

Example 3
EG 1
Show by considering gradients that the lines y = 2x + 1, y = 5 − --- x, y = 2x − 4 and
+S 1 2
y = − --- x − 3 enclose a rectangle.
2
Solution
1 1
For the line y = 2x + 1, m1 = 2 For the line y = 5 − --- x, m2 = − ---
2 2
1 1
For the line y = 2x − 4, m3 = 2 For the line y = − --- x − 3, m4 = − ---
2 2
1 1
Now, m1m2 = 2 × − --- = −1, ∴ y = 2x + 1 is perpendicular to y = 5 − --- x
2 2
1
Similarly, m2m3 = −1, ∴ y = 5 − --- x is perpendicular to y = 2x − 4
2
1
m3m4 = −1, ∴ y = 2x − 4 is perpendicular to y = − --- x − 3
2
1
m4m1 = −1, ∴ y = − --- x − 3 is perpendicular to y = 2x + 1
2
∴ The figure is a rectangle (all adjacent sides are perpendicular).
542 Mathscape 9 Extension

Exercise 14.8

1 Write down the equation of the line that is perpendicular to:

a the x-axis and passes through A(1, 3)
b the y-axis and passes through V(2, −5)
c the x-axis and passes through G(−4, −1)
d the y-axis and passes through Z(−7, 3)

2 State whether or not these lines are perpendicular.

1
a y = x + 3 and y = 2 − x b y = 2x + 5 and y = − --- x + 1
2
1
c y = 3x + 2 and y = 4 − 3x d y = 5x and y = --- x − 3
5
1
e y = −4x − 7 and y = --- x + 6 f y = x + 2 and y = x − 2
4
1 1
g y = − --- x + 8 and y = 3x + 1 h y = 5 − 7x and y = --- x − 2
3 7
2 2 5 4
i y = --- x + 2 and y = − --- x − 4 j y = − --- x and y = --- x + 9
3 3 4 5

3 Choose the perpendicular lines from each set.

1 2 5 2
a y = 3x − 6, y = −3x − 1, y = − --- x − 2 b y = --- x − 4, y = − --- x, y = − --- x + 7
3 5 2 5

4 Find the equation of the line that is perpendicular to:

a y = x + 4 and cuts the y-axis at 2 b y = −2x − 1 and cuts the y-axis at −3
1 1
c y = --- x + 2 and has a y-intercept of −1 d y = 4 − --- x and has a y-intercept of 8
6 5
2 5
e y = − --- x + 3 and meets the y-axis at 6 f y = ------ x − 7 and meets the y-axis at −4
7 12

■ Consolidation
5 Express each equation in the gradient–intercept form, then determine whether the lines are
perpendicular.
1
a y = --- x + 3 and 2x + y + 4 = 0 b 3x − y + 1 = 0 and x + 3y − 12 = 0
2
c x + y + 4 = 0 and y = −x d 5x = 6y − 2 and 6y = 5x + 3
3
e y = 7 − --- x and 8x − 6y + 11 = 0 f 4x − 6y = 3 and 6x + 9y + 2 = 0
4
 Chapter 14 : Co - o rdin at e geo met ry 543

6 Find, in the general form, the equation of the line that is perpendicular to the line:
a y = x + 6 and passes through A(5, 2)
b y = 1 − 7x and passes through N(−2, 3)
1
c y = --- x − 5 and passes through H(−3, −4)
4
5
d y = − --- x + 4 and passes through K(−1, 0)
8
e x − 3y − 1 = 0 and passes through C(−2, 0)
f 4x + 2y − 5 = 0 and passes through J(8, −9)

7 P(5, 11), Q(9, 5), R(−3, −3) and S(−7, 3) are four points.
a Find the gradient of:
i PQ ii QR iii RS iv SP
b Show that PQRS is a parallelogram.
c Is the figure a rectangle? Why?

8 Show by considering gradients that the lines 5x + 3y − 2 = 0, 3x − 5y + 1 = 0,

10x + 6y + 7 = 0 and 9x − 15y − 4 = 0 enclose a rectangle.
9 KLMN is a quadrilateral with vertices K(1, 2), L(4, 6), M(8, 3) and N(5, −1).
a Find the gradient of each side.
b Find the gradients of the diagonals.
c What kind of quadrilateral is KLMN? Why?

10 a Write down the equation of the line that is perpendicular to y = 5x − 6 and cuts the
y-axis at 3.
b Show that this line passes through the point A(10, 1).

11 Find the equation of the line which:

a cuts the y-axis at −1 and is perpendicular to the line joining the points U(−1, −13) and
V(4, 7)
b passes through the origin and is perpendicular to the line that passes through the points
E(−2, 1) and F(4, 9).
12 a Find the co-ordinates of S, the point where the line 3x − 2y + 14 = 0 cuts the y-axis.
b Hence, find the equation of the line that passes through S and is perpendicular to the
line 5x − 4y − 1 = 0.

13 Find the gradient of each line and, hence, determine the value(s) of k given that the line:
1
a y = (k − 7)x + 1 is perpendicular to y = --- x + 6
4
1
b y = --- x − 3 is perpendicular to 6x − ky + 9 = 0
2
c kx + 4y − 2 = 0 is perpendicular to kx − 9y + 7 = 0
544 Mathscape 9 Extension

■ Further applications
14 This question outlines an alternate method for finding the equation of a line that passes
through a given point and is perpendicular to a given line. It is often referred to as the
k-method for perpendicular lines.
a Show that the lines ax + by + c = 0 and bx − ay + k = 0 are perpendicular.
b Write down the equation of the line l with constant term k that is perpendicular to
4x + 5y + 7 = 0.
c If l passes through (2, 3), find the value of k.
d Hence, find in the general form the equation of l, the line that is perpendicular to
4x + 5y + 7 = 0 and passes through (2, 3).
15 Use the k-method outlined in Q14 to find in the general form the equation of the line that
passes through the point:
a (4, 5) and is perpendicular to the line 3x + 2y + 1 = 0
b (−7, 2) and is perpendicular to the line 4x − y + 2 = 0
c (−1, −8) and is perpendicular to the line 2x + 5y − 8 = 0
d (6, −3) and is perpendicular to the line x − 3y − 12 = 0

14.9 Regions in the number plane

When a linear equation is graphed on the number plane, the result is a straight line. When a
linear inequation is graphed, the result is a region or half-plane. A region is a set of points in
the number plane that have something in common. For example, one region is the set of all
points in which the x-values are greater than or equal to zero. It can be represented by shading
the area to the right of the y-axis. The region here includes the points that lie on the y-axis, as
well as those that lie in the shaded area.
y
3
2
1
−3 −2 −1 0 1 2 3 x
−1
−2
−3

The line which divides the number plane into two regions or half-planes is called the boundary
line. In the example above, the boundary line is the y-axis.
 Chapter 14 : Co - o rdin at e geo met ry 545

When an inequation is graphed on a number line, a closed dot is used if we want to include a
particular number in the solution set, while an open dot is used if we want to exclude it.
Similarly, if we want to include the points that lie on the boundary line in our region, we draw
the boundary line as a continuous line. If we do not wish to include these points, then we draw
the boundary line as a discontinuous or broken line. That is, the boundary line may or may not
be a part of a particular region.
For example, the regions represented by the inequalities y ≤ 2 and y < 2 are shown below. The
first region includes all of the points that lie on or below the line y = 2, while the second region
does not include any points that lie on the line.

y y
4 4
3 3
y=2 y=2
2 2
1 1
−3 −2 −1 0 1 2 3 x −3 −2 −1 0 1 2 3 x
−1 −1
−2 −2

y≤2 y<2

To shade the region represented by a linear inequation:

determine whether the boundary line is continuous or discontinuous and
sketch it

choose a point that does not lie on the boundary line and substitute its
co-ordinates into the inequation

if the co-ordinates satisfy the inequation, shade the half-plane in which that
point lies

if the co-ordinates do not satisfy the inequation, shade the half-plane in which the
point does not lie.

NOTE: A simpler method for determining the correct region is to solve the inequation for y.
Then, if the inequality sign is either > or ≥, shade the half-plane above the line. If the inequality
sign is either < or ≤, shade the half-plane below the line.

Example
EG Sketch each region on a separate number plane.
+S
a y ≤ 2x + 4 b y>3−x
546 Mathscape 9 Extension

Solutions y
a The inequality sign is ≤, so the boundary line is
continuous. Choose the origin as the test-point, as it does 6
not lie on the boundary line. 5
y ≤ 2x + 4 4
3
Substitute (0, 0): 0 ≤ 2(0) + 4
2
0≤4
1
Now, 0 ≤ 4 is a true statement, therefore we shade the half-
plane that contains the test-point (0, 0). −3 −2 −1 0 1 2 3 x

b The inequality sign is >, so the boundary line is y

discontinuous. Choose the origin as the test-point, as
it does not lie on the boundary line. 4
y>3−x 3
Substitute (0, 0) 0>3−0 2
0>3 1
Now, 0 > 3 is not a true statement, therefore we shade the −2 −1 0 1 2 3 4 x
−1
half-plane that does not contain the test-point (0, 0).
−2

Exercise 14.9

1 Write down the inequation that describes each of these regions.

a y b y c y
3 5 2
2 4 1
1 3
−2 −1 0 1 2 3 4 x
2 −1
−2 −1 0 1 2 3 4 x
−1 1 −2
−2 −3
−2 −1 0 1 2 3 4 x
−3 −1 −4

d y e y f y
3 3 3
2 2 2
1 1 1
−3 −2 −1 0 1 2 3 x −3 −2 −1 0 1 2 3 x −2 −1 0 1 2 3 4 x
−1 −1 −1
−2 −2 −2
−3 −3 −3
 Chapter 14 : Co - o rdin at e geo met ry 547

2 Sketch each region on a separate number plane.

a x≤1 b y<4 c x > −2 d y ≤ −1

3 In each of the following, name the points that lie within the given region.
a y > 2; A(3, 1), B(0, 4), C(1, 2), D(−2, 3)
b x ≤ −1; A(0, 0), B(−2, 1), C(−1, −3), D(3, −5)
c y ≥ x; A(2, 2), B(4, 3), C(−4, −5), D(5, 7)
d y < x + 3; A(0, 7), B(3, 4), C(1, 1), D(−2, 0)
e y > 2x − 1; A(5, 8), B(3, 5), C(−4, −6), D(−2, −3)
f y ≤ 2 − 3x; A(0, 2), B(−2, 6), C(1, 2), D(−4, 15)

■ Consolidation
4 Write down the inequation that describes each of these regions.
a y b y c y
4 5 3
2
x+

3 4 2
y=

2 3
y=3
1
1 2
−3 −2 −1 0 1 2 3 x
− 3x

1 −1
−3 −2 −1 0 1 2 3 x
−2 −1 0 1 2 3 4 x 1−2
−1 1 x − −3
y= 2

d y e y f y
1 6 3
5 12
−3 −2 −1 0 1 2 3 x 1 x+ 1
y=6

−1 4
y= 3
−2 3
−4 −3 −2 −1 0 1 2 x
− 3x

−3 2 −1
−4 y = −2x − 4 1 −2
−5 −3
−3 −2 −1 0 1 2 3 x

g y h y i y
2x
3 +3 3 3
y=
x

2 6 2 2
y=3

1 1 1
−1 0 1 2 3 4 5 x −3 −2 −1 0 1 2 3 x −3 −2 −1 0 1 2 3 x
−1 =4 −1 −1
−2 x − 2y −2 −2
−3 −3 −3
548 Mathscape 9 Extension

5 Sketch the following regions on separate number planes.

a y≤x b y>x+3 c y<4−x d y ≥ 2x + 1
e y ≤ −2x f y < 3x − 6 g y≥−x−5 h y > 2 − 2x

6 Sketch each of the following regions on a separate number plane.

a 2x + y ≤ 4 b x − 3y > 3 c 3x − 2y ≥ 12

7 Shade the region on the number plane where both of these inequations hold.
a x > 0 and y > 0 b x < 0 and y < 0 c x < 0 and y > 0 d x > 0 and y < 0

8 Shade the region on the number plane enclosed by each set of lines, then find its area.
a y = 0, y = 2x, x + y = 6 b x = 1, y = x − 5, y = 7 − x
1 1
c x = −2, x = 3, y = 0, y = 2x + 10 d x = 0, y = 0, y = --- x + 3, y = 5 − --- x
2 2

■ Further applications
9 Write down inequations which completely describe the shaded region.
a y b y c y
x = −3
x=1

x=3

x
y=
0 1 x −3 0 3 x 0 x
y = −2
−2 y = −3
−3

d y e y f y
2x

3 3
x−
y=
y=

2 2
y=
x+

1 y = 2 − 1x
3

2
−2 0 2 x 0 3 x −2 −1 0 1 2 3 4 x
−1
y=

−2
x=3

−2
−2x

10 a Find the co-ordinates of the point of intersection of the lines y = 2x − 3 and y = x + 1.

b Sketch the region where the inequations y ≤ x + 1 and y ≥ 2x − 3 hold simultaneously.

11 Shade the region where both inequations hold simultaneously.

a y ≤ 2 and y > −1 b x < 0 and y > 1
c y < x and x > 0 d y > 3 and y ≥ 2x
 Chapter 14 : Co - o rdin at e geo met ry 549

1
e y ≤ x + 1 and y ≥ 2 − --- x f x + y < 3 and y > −4x
2
g x + y < 5 and x − 2y ≥ 6 h 2x − y < 3 and 3x + 2y < 6

14.10 Co-ordinate geometry

problems
Co-ordinate geometry problems usually take several steps to solve and often require the use of
a number of different formulae. The original purpose of co-ordinate geometry was to prove
various geometric properties of triangles and quadrilaterals by using algebraic techniques. For
example, to prove that the diagonals of a parallelogram bisect each other, we could show that
the diagonals have the same midpoint. To show that a triangle is right-angled, we could show
that the product of the gradients of two sides is −1.
The following terms are used frequently in co-ordinate geometry problems.

Median: A median of a triangle is an interval drawn from one vertex to the

midpoint of the opposite side.

Altitude: An altitude of a triangle is a perpendicular drawn from one vertex to
the opposite side.

Concurrent lines: Concurrent lines are three or more lines that intersect at a
single point.

Collinear points: Collinear points are three or more points that lie in the same
straight line.

Perpendicular bisector: The perpendicular bisector of an interval is the line that
passes through the midpoint of the interval and is at right angles to it.

Example 1
EG Find the equation of the perpendicular bisector of the interval AB, where A(−2, −4) and
+S
B(6, 10). Give your answer in the general form.

Solution y
i Find the midpoint of AB.
B(6, 10)
−2 + 6 −4 + 10
midpoint = ⎛ ----------------, -------------------⎞
⎝ 2 2 ⎠
(2, 3)
= (2, 3) x
0

A(−2, −4) perpendicular

bisector
550 Mathscape 9 Extension

ii Find m1, the gradient of iii Find m2, the gradient of iv Find the equation of the
AB. the perpendicular perpendicular bisector
y2 – y1 bisector. 4
m1 = ---------------- using (2, 3) and m = − --- .
x2 – x1 m1m2 = −1 for ⊥ lines 7
4
7 y − 3 = − --- (x − 2)
10 – – 4 --- × m2 = −1 7
= ------------------ 4
6 – –2 4 7y − 21 = −4(x − 2)
14 ∴ m2 = − --- 7y − 21 = −4x + 8
= ------ 7
8 ∴ 4x + 7y − 29 = 0
7
= ---
4

Example 2
EG How far is the point (1, 8) from the point of intersection of the lines y = 1 − x and x + 2y = 5?
+S
Solution
i To find the point of intersection of the lines, we solve the y
equations simultaneously.
(1, 8)
y = 1 − x …… (1) d
x + 2y = 5 …… (2) (−3, 4) x+
2y
Substitute (1) into (2). 1 = 5
x + 2(1 − x) = 5 0 x

y=
x + 2 − 2x = 5

1−
2−x=5

x
−x = 3
∴ x = −3
Substitute x = −3 into (1).
y = 1 − −3
∴y=4
∴ The point of intersection of the lines is (−3, 4).
ii Find the distance between the points (−3, 4) and (1, 8).
Let (x1, y1) = (−3, 4) and (x2, y2) = (1, 8)
d= ( x2 – x1 ) 2 + ( y2 – y1 ) 2
= ( 1 – –3 ) 2 + ( 8 – 4 ) 2
= 16 + 16
= 32
= 4 2 units
 Chapter 14 : Co - o rdin at e geo met ry 551

Exercise 14.10

1 The line 2x + ky − 18 = 0 passes through the point (3, 4).

a Find the value of k and, hence, find the gradient of the line.
b Find the x- and y-intercepts of the line.

2 Find in simplest surd form the length of the interval cut off on the co-ordinate axes by the
1
line y = --- x + 4.
3
3 Find the equation of the line that passes through the point (4, −6) and the x-intercept of
3x − 2y + 9 = 0.

4 The interval RS has end points R(−9, 14) and S(11, 2).
a Find the midpoint of RS.
b Find the co-ordinates of P, the point which divides RS in the ratio 3:1.

5 A circle with centre (3, −5) passes through the point (7, −2).
a Find the length of the radius.
b Does this circle also pass through the point (0, −1)? Why?

6 ∆DEF has vertices D(3, −4), E(0, −2), F(−5, 12).

a Find the co-ordinates of G, the midpoint of DF.
b Hence, find the equation of the median EG.
y
7 OPQ is a semicircle with diameter OQ. Show that OP ⊥ PQ. P(4, 2 2 )
Q
O 6 x

8 At what distance from the point (9, −2) do the lines y = x − 4 and y = 3x + 2 intersect?

9 a The lines px − 2y + 7 = 0 and 3x − y − 4 = 0 are parallel. Find the value of p.

b The lines 8x + qy + 6 = 0 and 3x − 4y + 4 = 0 are perpendicular. Find the value of q.

■ Consolidation
10 Prove that ∆ABC is both isosceles and right-angled if A(−1, 2), B(3, 4) and C(5, 0).

11 A quadrilateral PQRS has vertices P(−2, 4), Q(1, 6), R(3, 3) and S(−1, −4).
a Show that the diagonals are perpendicular.
b Show that QS bisects PR.
c Find the lengths of the sides.
d What kind of quadrilateral is PQRS? Why?
1
12 For what value of r will the line y = --- x + r bisect the interval which joins the points (−3, 5)
2
and (1, −7)?
552 Mathscape 9 Extension

13 The vertices of ∆FGH are F(−2, 3), G(2, 5), H(6, −3).
a Show that the triangle is right-angled and name the hypotenuse.
b Find the co-ordinates of E, the midpoint of the hypotenuse.
c Show that E is equidistant from each of the vertices.

14 The ∆XYZ has vertices X(3, 6), Y(3, −4) and Z(3 − 5 3, 1). Show that ∆XYZ is equilateral.

15 The vertices of ∆LMN are L(−7, −2), M(1, 6) and N(5, 2). The sides LM and LN have
midpoints P and Q, respectively. Show that the line joining these midpoints is parallel to
the third side MN and half its length.
16 The points (−2, −1), (1, 4), (5, 2) are three vertices of a parallelogram. Find the three
possible pairs of co-ordinates of the fourth vertex.

17 a Find the point of intersection of the lines x + 2y = 13 and y = 3x − 11.

b Hence, show that the lines x + 2y = 13, y = 3x − 11 and 2x − 5y + 10 = 0 are concurrent.

18 Show that the lines y = 2x + 7, x + y = 1 and 3x + 4y − 6 = 0 are concurrent.

19 Consider the points I(−3, −5), J(1, 7), K(2, 10).

a Find the gradient of the interval IJ.
b Find the gradient of the interval JK.
c What can you thus say about the points I, J, K? Why?

20 a Find the equation of the line that passes through the points (−1, 11) and (6, −3).
b Hence, show that the points (−1, 11), (6, −3) and (2, 5) are collinear.

21 Show that the points (2, −2), (6, 0), (−8, −7) are collinear.

22 Find the equation of the line that is perpendicular to x − 2y + 7 = 0 and passes through the
point of intersection of the lines y = x − 3 and 4x + 3y + 2 = 0.
23 Show that the lines y = −3x − 4, x − 3y = 3, 3x + y = 8 and x − 3y + 15 = 0 enclose a rectangle.
24 A quadrilateral WXYZ has vertices W(2, 6), X(7, 4), Y(10, −3), Z(5, −1).
a Show that WX = YZ and WX || YZ.
b What kind of quadrilateral is WXYZ? Why?

25 The vertices of a parallelogram are P(−9, 5), Q(3, 3), R(7, −3), S(−5, −1). The midpoints of
the sides PQ, QR, RS, SP are T, U, V, W, respectively.
a Find the co-ordinates of the midpoints.
b Show that the intervals PR and QS bisect each other.
c What kind of quadrilateral is TUVW? Why?

26 The quadrilateral CDEF has vertices C(3, 5), D(5, 1), E(1, −1), F(−1, 3).
a Show that the diagonals bisect each other at right angles.
b Find the lengths of the diagonals.
c What kind of quadrilateral is CDEF? Why?
d Find the length of one side.
e Find the area of the quadrilateral.
 Chapter 14 : Co - o rdin at e geo met ry 553

27 The vertices of ∆ABC are A(−2, 2), B(0, 8), C(4, 5). y
D is a point on AC such that BD ⊥ AC.
a Find the length of AC. B(0, 8)
b Find the gradient of AC.
c Find the equation of AC. Answer in the general form. C(4, 5)
d What is the gradient of BD? D
e Find the equation of BD. A(−2, 2)
f Find the co-ordinates of D. 0 x
g Find the distance BD.
h Find the area of ∆ABC.

28 a Find the equation of the line that passes through the points G(2, 4) and H(7, −1).
b Find the point of intersection of GH and the line y = x − 2.
c In what ratio does the line y = x − 2 divide the interval GH?

29 An interval PQ has end points P(5, 8) and Q(−1, 2).

a Find the co-ordinates of M, the midpoint of PQ.
b Find the gradient of PQ.
c Write down the gradient of a line that is perpendicular to PQ.
d Hence, find the equation of the perpendicular bisector of PQ.

30 Find, in the general form, the equation of the perpendicular bisector of the interval YZ,
where Y(−1, −2) and Z(−3, 6).
31 The perpendicular bisector of the interval CD has equation y
4x − 3y + 16 = 0. If C has co-ordinates (−9, 10), find the C(−9, 10)
co-ordinates of D.
0
=
6
+1 0 x
3y
4 x− D

32 R(e, 5) lies on the perpendicular bisector of the points P(−4, −3) and Q(2, 7). Find the value
of e.

■ Further applications
33 Find the co-ordinates of the point on the line y = x − 9 which is equidistant from the points
(1, −4) and (5, −2).
34 The points A(−1, 2), B(3, 6), C(7, −5) are vertices of ∆ABC. The midpoints of AB, BC, CA
are L, M, N, respectively.
a Find the co-ordinates of L, M, N.
b Find the equations of the three medians AM, BN, CL.
 554 Mathscape 9 Extension

c Find the co-ordinates of P, the point of intersection of AM and BN. This point is called
the centroid of the triangle.
d Hence, show that the three medians of the triangle are concurrent.

35 The points A(−3, 0), B(1, 8), C(7, 0) are vertices of ∆ABC. The points L, M, N are points on
the sides AB, BC, CA, respectively, such that CL ⊥ AB, AM ⊥ BC, BN ⊥ CA.
G M A T YH E M A T I C A L L Y

a Find co-ordinates of P, the points of intersection of AM and BN. This point is called the
orthocentre of the triangle.
b Hence, show that the three altitudes of the triangle are concurrent.

36 The points A(−2, 3), B(2, 7), C(8, 3) are vertices of ∆ABC. The midpoints of AB, BC, CA
are L, M, N, respectively.
a Find the co-ordinates of L, M, N.
b Find the gradient of each side of the triangle.
c Find the equation of the perpendicular bisector of each side.
d Find the co-ordinates of P, the point of intersection of the perpendicular bisectors of
AB and CA. This point is called the circumcentre of the triangle.
e Hence, show that the three perpendicular bisectors are concurrent.

0FF
EMATICALL

OCUS O N O R M I CAAL LL LYY

O C U S O N W 0 R K I N G M AATTHHEEMMAATTI C
W
KING

FINDING THE GRADIENT OF A SKI RUN

F O C U S O N W O R K IH N
G MAT
ON WORKIN FOCUS
 Chapter 14: Co - o rdin at e geo met ry 555

Introduction
A contour map is used to show the shape of an area of land, its height above sea level and the
steepness of its slopes. On the map, contour lines join places of equal height above sea level.
The contour interval is the difference in height between two adjacent contour lines. On a given
map, this difference is always kept the same.

THEMATICALLY
With practice, you can easily learn to visualise the three-dimensional shape of features of the
map by looking carefully at the patterns of the contour lines. For example, areas of land where
contour lines are close together have steep slopes. Areas of land where there are only a few
contour lines that are widely spaced are flat. Evenly spaced contours indicate a uniform slope.
Mountains and hills are indicated by sets of contour loops that get smaller and smaller as you
get nearer to the top.
In this activity, we study a contour map and use our knowledge of co-ordinate geometry to find
the average slope (or gradient) of a ski run.

2L EARNING ACTIVITIES

ALLY
How do you find the gradient of a ski run from a contour map? In the following map, what is
the average slope of the ski run from P to Q?

FOCUS ON WORKING MA
Materials needed: A sheet of A4 paper creased to form a sharp edge, a ruler and a workbook.

IC
Study the contour map below.

MATHEMAT
Contour map
1600

1650 N
Q
1700

WORKING
1750
1800 P
T

N
M
ON

Contour interval 50 m.
0 1 2 3 4 5 km
FOCUS

1 Can you visualise the shape of the land? Draw it roughly in your workbook. Write down
the scale of the map and the contour interval.
 556 Mathscape 9 Extension

2 Now, look carefully at the figure below, which shows how to draw a cross-section of the
map along the line MN. Place the straight edge of your piece of paper along the line MN.
Mark M and N on the edge. Then, starting from M, make a mark where the edge of your
paper cuts each contour line.
Marking the paper
G M A T YH E M A T I C A L L Y

1600

1650 N

160
Q
1700

0
1 65
0
1750

1 70
1800

1 75

0
180 P
T
0
1 85

0
1 85 0
1 80 0

0
175
170

M
1 65

0
1 60

0
0

Paper
EMATICALL

3 Draw the axes for your cross-section in your workbook. The horizontal axis must be equal
to the length of the line MN. For the vertical axis, which shows the height above sea level,
choose a scale to suit your needs. It should look like the figure below.
Preparation of grid for the cross-sectional drawing
F O C U S O N W O R K IH N

1900 1900
G MAT

1850 1850
Metres above sea level

Metres above sea level

1800 1800
ON WORKIN

1750 1750

1700 1700

1650 × × 1650

1600× ×1600
FOCUS

Horizontal axis
M N
1600
1650

1700
1750
1800
1850
1850
1800

1750

1700

1650

1600

Pap
er
 Chapter 14: Co - o rdin at e geo met ry 557

4 Place your sheet of paper along the horizontal axis and plot the contour points and heights
to make a line graph. Several points have been plotted for you. Join the points with a single
smooth, curved line and shade with a coloured pencil the area beneath the graph to highlight
the shape.
5 Mark the points P and Q on your graph. What information do you now need to find the

THEMATICALLY
gradient of the ski run? The scale on the contour map shows the horizontal distance between
points on the map.
6 What is the gradient of the ski run, PQ? Make sure you use the same units for vertical rise
and horizontal run. Finally, express your answer as a ratio in the form 1 : x, where x is
rounded off to the nearest whole number.
vertical rise
Average slope of PQ = ---------------------------------
horizontal run

8C ¬ HALLENGE

1 Estimate the height above sea level of the mountain (point T) in the contour map. On a map,

ALLY
such a height is called a ‘spot height’. Major spot heights on prominent features are often
shown as ‘trig stations’. You may have been at the top of a mountain and seen a trig station

FOCUS ON WORKING MA
marked with a brass plate.

IC
2 In the Northern Hemisphere, ski slopes are always preferred on the eastern or southern

MATHEMAT
sides of a mountain. In the Southern Hemisphere, preferred ski slopes are on the eastern or
northern sides of a mountain. Why is this?
3 Where are the ski slopes in Australia located? Can you say whether the mountain in this
activity might be located in Australia? Look again at the maps for evidence. If you like, use
the Internet to check the heights of Australian ski resorts.
4 List as many examples as you can of the use of contours in other contexts, for example, in

WORKING
weather maps. What are lines of equal pressure on a weather map called?

E L ET’S COMMUNICATE

Write a set of clear instructions for calculating the average gradient between two points on a
contour map. Explain why the method can only give you the average gradient.
ON
FOCUS
 558 Mathscape 9 Extension

%R EFLECTING

Gradients are very important in many different situations. The following are all concerned with
FOCUS ON WORKING MATHEMATICALLY

safety issues:
• A gradient sign on a steep descent (say 1 : 5) with a warning that trucks and buses must
use low gears. Have you seen such a road sign?
• The need to know the gradient of a ski slope. Beginners and professionals need different
slopes. Olympic competitions are especially important.
• When building a house, local council rules govern the slope of the driveway you wish to
put in.
• Train lines in Europe built for high-speed trains with operating speeds of 300 km/h, such
as the Train Grand Vitesse (TGV) in France, generally have a maximum gradient of 25 in
1000.
People may use different methods of calculation depending on the practical context, but the
basic mathematical knowledge required is the same. That is what makes mathematics such a
powerful tool in our daily living.

1 Explain the difference between a number gradient noun 1. Specialised the amount of slope or
line and a number plane. steepness in a road, railway or path. 2. a sloping
2 What are co-ordinates? surface
3 Use the term linear relationship in a Write a precise mathematical definition for
simple sentence. ‘gradient’ from what you have learned in this
4 What are co-ordinate axes? chapter.
5 Read the Macquarie Learners Dictionary
entry for gradient:
 Chapter 14: Co - o rdin at e geo met ry 559

VIEW
1 Use the distance formula to find the 8 The vertices of a quadrilateral TUVW are
distance between the points R and S. T(−4, 6), U(3, 4), V(2, −2), W(−5, 0).
Answer in surd form. a Find the midpoint of each diagonal.
a R(2, 4), S(6, 9) b What kind of quadrilateral is TUVW?
b R(−2, 5), S(1, −3) Why?
2 Show that ∆ IJK is isosceles with I(3, 5), 9 Find values for e and f given that

CHAPTER RE
J(−1, 3) and K(1, 7). M(e − 3, 2f − 9) is the midpoint of
3 The vertices of ∆ UVW are U(−2, 1), L(−3, 2) and N(5, 8).
V(8, 7) and W(5, 12). 10 Find the gradient of each line.
a Find the lengths of the sides in surd a y b y
form.
b Use Pythagoras’ theorem to 8 6
determine whether the triangle is x
right angled. −2 0 x 0 9
4 The vertices of a quadrilateral ABCD are
A(1, 1), B(3, 2), C(4, 4) and D(−2, 7). 11 Use the gradient formula to find the slope
a Find the lengths of the sides. of a line that passes through the points:
b What kind of quadrilateral is ABCD? a A(2, 7), B(4, 13)
Why? b J(−1, 3), K(9, 5)
5 Find the co-ordinates of M, the midpoint c Y(−4, −3), Z(0, −9)
of the interval CD with: 12 Find the value of the pronumeral if the
a C(5, 4), D(11, 6) gradient of the line passing through:
b C(−2, 3), D(−6, −1) a Q(g, 4) and R(2, −5) is −3
c C(4, 0), D(7, −5). b D(−7, −5) and E(t, 3) is 2--3-
6 Find the co-ordinates of H, given that M
13 IJKL is a quadrilateral with vertices
is the midpoint of the interval GH.
I(6, 7), J(4, 2), K(−3, −2) and L(−1, 3).
y Find the gradient of each side and hence
H(x, y) show that IJKL is a parallelogram.
G(−4, 3)
M(1, 5) 14 For each of the following equations:
x i write down the gradient and
0
y-intercept
ii sketch the line on a number plane
a y = 2x + 5 b y = −x − 4
7 The points P, Q, R, S, T are equidistant c y = --2- x − 1
1
d y = −3x
with P(1, 10) and T(13, −18). Find the
co-ordinates of Q, R and S.

CHAPTER REVIEW
 560 Mathscape 9 Extension
CHAPTER RE

15 Write down the equation of the line: c y d y

a whose gradient is 1 and y-intercept
is 6
b that has a slope of 3--4- and cuts the 0 x
y-axis at −2 0 x
c that passes through the origin and has
a gradient of − 5--2- 21 Determine, by substitution, whether each
16 Write each of these equations in the point lies on the line 9x − 2y + 5 = 0.
general form. a (3, 16) b (−1, −7)
a y = 5x − 2 b y = −3x + 4 22 a Find the value of k given that the
1
c y = --- x + 7
2
d y = 6 − --- x point (−4, −3) lies on the line
4 5 2x + ky − 7 = 0.
17 Write each of these equations in the b Hence, find the gradient of the line.
gradient–intercept form, then state the
23 Find the equation of this line in the
gradient.
gradient–intercept form.
a x−y+3=0 b 3x + y − 7 = 0
VIEW

c x − 2y − 10 = 0 d 6x + 9y + 4 = 0 y
18 By substitution into the equation
y = mx + b, find in the general form, the 3
equation of the line that passes through:
a (−1, 5) and has a gradient of −2 0 7 x
b (6, 11) and has a slope of 2--3-
19 a Find the x- and y-intercepts of the line 24 Find, by inspection, the equation of the
4x + 3y − 24 = 0. line that passes through each set of points.
b Sketch the line.
c Use your sketch to find the gradient a x −2 −1 0 1 2
of the line. y −5 −4 −3 −2 −1
20 Match each of these equations with one
of the graphs below. b x −2 −1 0 1 2
• y = −5x + 4 • y = 5x + 4 y 1 3 5 7 9
• y = −5x − 4 • y = 5x − 4
a y b y c x −1 0 1 2 3
y 8 7 6 5 4

d x −3 −2 −1 0 1
x 0 x
0 y 3 1 −1 −3 −5

e x −2 0 2 4 6
y 0 1 2 3 4

CHAPTER REVIEW
 Chapter 14: Co - o rdin at e geo met ry 561

VIEW
25 Find, correct to 1 decimal place, the d perpendicular to y = 1--6- x + 2 and
gradient of a line that is inclined to the passes through (3, −4)
x-axis at an angle of:
32 Find the value of k if the lines:
a 36° b 50° c 72°
a y = --2k- x − 7 and 6x − 2y + 9 = 0 are
26 Find, correct to the nearest degree, the parallel
angle at which a line is inclined to the b 3x − 4y = 10 and 5x + ky − 1 = 0 are

CHAPTER RE
x-axis if it has a gradient of: perpendicular.
a 1--6- b 3--2- c 5.4 33 Sketch the following regions on separate
27 Write down the equation of the line that is number planes.
parallel to the line: a x>3 b y≤2
a x = 2 and passes through (−3, 5) c y≥x+1 d y < 2x − 3
b y = −1 and passes through (1, −4) e y > 6 − 2x f 3x + 2y ≤ 6
28 Find, in the general form, the equation of 34 On a number plane, shade the region
the line that passes through the point: where the inequalities x + y < 8 and
a (1, 5) and has a gradient of −3 y ≥ 2x − 1 hold simultaneously.
b (7, −4) and has a slope of 1--2- 35 Shade the region of the number plane
c (−3, 2) and has a gradient of − 5--4- enclosed by the lines x = 0, y = x − 3,
29 Find, in the general form, the equation of x + y = 5, then find its area.
the line that passes through the points: 36 Find the co-ordinates of D, the fourth
a (1, 6) and (5, 14) vertex of the parallelogram ABCD given
b (11, 1) and (3, −5) that A(−6, −3), B(1, −8), C(3, −2) and D is
c (−4, 2) and (−2, −3) a point in the second quadrant.
30 Show that the lines: 37 Find the equation of the perpendicular
a y = 1--3- x − 2 and x − 3y + 5 = 0 are bisector of the interval AB, where
parallel. A(−3, 2) and B(5, 8). Give your answer in
b 6x − 4y − 3 = 0 and 2x + 3y = 7 are the general form.
perpendicular. 38 Show that the points L(−2, −13), M(3, 2),
31 Find the equation of the line that is: N(7, 14) are collinear.
a parallel to y = 1--2- x + 3 and cuts the 39 Show that the lines y = 2x − 7,
y-axis at −2 5x + 2y = 4, 4x − 3y − 17 = 0 are
b parallel to y = 5 − 4x and passes concurrent.
through (−2, 5)
c perpendicular to y = 3--4- x − 1 and passes 40 Show that W(4, 8), X(7, 2), Y(1, −1),
through the origin Z(−2, 5) are the vertices of a square.

CHAPTER REVIEW
 562 Mathscape 9 Extension
CHAPTER RE

41 A triangle has vertices P(-3, 2), Q(1, 9) a Find the gradient of PR.
and R(5, 6). S is a point on PR such that b Find, in the general form, the
QS ⊥ PR. equation of PR.
y Q(1, 9) c Write down the gradient of QS.
d Find, in the gradient-intercept form,
the equation of QS.
R(5, 6) e Find the co-ordinates of S.
S(3, 5) f Find the distance PR, in the simplest
P(−3, 2) form.
x g Find the distance QS, in the simplest
0
form.
h Hence, find the area of ∆PQR.
VIEW

CHAPTER REVIEW
Answers

1 Rational numbers

Exercise 1.1
1 a 2, b 4, c 3, d 6, e 3, f 4, g 4, h 5 2 a 3, b 4, c 3, d 6, e 1, f 1, g 3, h 4, i 4, j 5, k 6, l 3, m 3, n 2,
o 5, p 4, q 4, r 6, s 8, t 7 3 a 80, b 30, c 70, d 90, e 100, f 400, g 300, h 4000, i 9000, j 30 000,
k 500 000, l 900 000 4 a 130, b 170, c 230, d 680, e 1500, f 4000, g 8400, h 12 000, i 46 000, j 76 000,
k 290 000, l 640 000 5 a 4, b 0.5, c 0.073, d 6.209, e 12, f 0.30, g 25.2, h 49.066, i 91.0, j 140, k 7.386,
l 11, m 2020, n 3700, o 4002.1, p 9187.55 6 a i 100, ii 99, iii 99.4, b i 200, ii 190, iii 195, c i 1000, ii 1000,
iii 999, d i 500, ii 500, iii 500

Exercise 1.2
1 a 105.472, b 99.44, c 105.655, 105.5307, 105.46855, d The answer is less accurate. 2 a 0.47, b 4.98,
c 12.14 3 a −254, b −94, c 13 4 a 60.84, b 161.3, c 23.77 5 a 4.8, b 93.5, c 156.1, d 4.1, e 1.6, f 15.7
6 a 274.6, b 191.5, c 1130.6, d 137.8, e 318.9, f 5987.9 7 a 1.82, b 2.33, c 2.15, d 31.14, e 1.84, f 1.64
8 a 0.143, b 4.08, c 237, d 0.577, e 0.269, f 0.0651 9 a 19.96, b 21.99, c 14.14, d 9.87, e 0.32, f 1.26
10 a 13.4, b 6.5, c 65.2, d 2.6, e 22.5, f 3.9 11 a 941.41, b 1.82, c 3.80, d 17.75, e 12.52, f 12.08, g 5.45,
h 3.46, i 602.28, j 1.97, k 3.82, l 0.58, m 9.54, n 6.41, o 6.04, p 35.65, q 0.03, r 1.36, s 547.26, t 25.83,
u 627.01, v 1.42, w 1.98, x −116.22 12 a 20.8, b 1.3, c 9276.5, d 4.1, e 1.7, f −3.7, g 1.6, h 9444.8, i 1.1,
j 52.9, k 14.1, l 2.2 13 a 3.3, b 4.1, c 76.6, d 9.3, e 26.4, f −3.7

Exercise 1.3
1 a 1500, b 4000, c 7000, d 200 000, e 4, f 30, g 100, h 400, i 10 000, j 50, k 12 000, l 25
Many answers are possible for Q2–Q7 2 a 40, b 85, c 480, d 100, e 4, f 13, g 480, h 72, i −140 3 a 6, Answers
b 1000, c 5 4 a 40, b 177, c 105, d 1600 5 a 8, b 11, c 21, d 10 6 a 5, b 9, c 3, d 5 7 a 15, b 225,
c 10, d 0.2 8 120 000 9 a $120, b $30 10 a 35 m2, b 4, c 140, d $1600 11 a 2, 3, 2.2, 2.6, b 10, 11, 10.5,
10.2, 10.7 12 b 3.585 13 a 4.322, b 3.262, c 2.861

Exercise 1.4
1 a 0.2̇, b 0.7̇, c 0.64̇, d 0.35̇, e 0.2̇7̇, f 0.9̇1̇, g 0.4̇8̇, h 0.0̇3̇, i 0.1̇46̇, j 0.0̇29̇, k 0.1̇52̇, l 0.6̇98̇,
m 1.6̇, n 3.8̇1̇, o 8.2̇74̇, p 13.95̇ 2 a 0.3̇, b 0.1̇, c 0.6̇, d 0.4̇, e 0.0̇9̇, f 0.2̇7̇, g 0.16̇, h 0.13̇,
i 0.416̇, j 0.31̇8̇, k 0.83̇, l 0.916̇ 3 a 1.6̇, b yes 4 a 0.1̇42 857̇, b 0.7̇14 285̇, c 0.0̇76 923̇,
2
d 0.3̇07 692̇ 5 a 0.1̇, b 0.2̇, 0.5̇, 0.7̇, 0.8̇, c 1 6 a ---
9
, b 7--9- , c 1--3- , d 2--3- , e 19
99
35
99 11
3 25
33 45
7
------ , f ------ , g ------ , h ------ , i ------ ,

j 22
------
45
, k 11
15
17
18
1
9
20
33
5
6 12
5
------ , l ------ , m 2 --- , n 1 ------ , o 7 --- , p 3 ------ 7 a 0.3̇, b 0.03̇, 0.003̇ 8 a 11
------
30
= 0.36̇, 1
---
6
= 0.16̇
9 a 0.6̇, b 0.06̇
563
 564 Mathscape 9 Extension
ANSWERS

Exercise 1.5
1 a 10 m/s, b 40 km/h, c 9 L/min, d 6 kg/m2, e 8 g/s, f 25 trees/h, g 12 km/L, h $45/h, i 18c/min, j $1.50/kg,
k 3.5 runs/over, l 37.5 crates/day, m 96 beats/min, n 48 kL/h, o 10.4 km/L 2 a 180 cm/min, b 300 g/h,
c $2300/t, d 180 L/day, e 54 km/h, f 4000 kg/ha 3 a 2000 mL/min, b 900 cm/s, c 38 mm/s, d 115c/g,
e 14 600 kg/day, f 23 500 m2/week 4 a 7 cm/s, b 8.5 m/min, c 4.9 L/day, d $0.24/min, e 0.025 kg/m3,
f 59.6 kL/year 5 a 45 m/min, b $80/kg, c 9 km/L, d 3.6 t/day, e 1.95 L/day, f 8.52 km/h 6 a 90 km/h,
b 144 L/h, c 99 kg/h, d 7.2 m/day, e 1.152 km/day, f $24/m, g 20 m/s, h 8.5 kg/min 7 a 1%, b 0.5%, c 1.5%,
d 0.35% 8 a 9% pa, b 10.8% pa, c 15% pa 9 0.042% 10 a $1040/month, b $624/fortnight, c $36.40/quarter,
d $6.80/fortnight 11 a $500/m2, b 60 000 L/km2, c 1.2 t/m3 12 2.5 c/cm3

Exercise 1.6
1 a 18, b 45, c $40.91, d 8.64 L, e 1.2 t 2 a 37, b 25 min, c 4.86 runs/over, d $80/h, e 2 h 3 a 36 km, b 25,
c 400, d 15, e 18 4 a $8.75, b 65 min, c 26.5 L, d 1 1--4- h, e 1200, f $0.98 5 a US$12.15, b 28.18 euro,
c NZ$190.52, d 140.90 euro, e NZ$653.22, f US$2733.75 6 a A$27.56, b A$156.38, c A$195.17,
d A$183.71, e A$930.04, f A$1387.51, g A$1285.94, h A$3914.40 7 a 70 km/h, b 280 km/h, c 12 km,
d 1050 km, e 4 h, f 3 1--2- h 8 a 397.5 km, b 51 km/h, c 3 h 25 min 9 a 1.852 km/h, b 22.5 h, c 8445.12 km
L
10 a C = ---- , b 9.2 L/100 km, c $1344
K

Chapter 1 Review

1 a 3, b 5, c 2, d 6 2 a 80, b 200, c 4000, d 900 000 3 a 340, b 730, c 15 000, d 370 000 4 a 200,
b 4000, c 20 000, d 570, e 2200, f 37 000 5 a 5, b 0.072, c 3.47, d 22.0, e 110, f 9000 6 a 3.97, b −7.59,
c 34.11, d 11.68, e 4.50, f 146.17, g 2.16, h 9.35, i 8.38 7 a 79.90, b 46.81, c 0.36, d 408.66, e 0.96,
f 16.32 8 a 170, b 20, c 1000 9 a 0.3̇, b 0.2̇5̇, c 0.3̇46̇, d 5.91̇8̇ 10 a 0.7̇, b 0.3̇6̇, c 1.583̇
11 a 2--9- , b -----
11
8 2
- , c ------
15
12 a 0.016̇, b 0.0016̇ 13 a 8 m/s, b $5/min, c 24 L/h, d 43 runs/wicket 14 a 42 L,
b 93.75 kg 15 a 420 mm/h b 1800 km/day, c 1350 mL/m2, d 820 cm/s 16 a 2.4 km/h b 6 L/day, c 135 kg/ha,
d 18 km/h 17 a 800 km/h, b 4.8 h, c 340 km 18 a 82.6 km/h

2 Algebra

Exercise 2.1
1 a b c d
x 1 2 3 4 x 0 1 2 3 x 5 6 7 8 x 2 3 4 5
y 4 5 6 7 y 5 7 9 11 y 11 14 17 20 y 3 8 13 18
2 They are the same. 3 a y = 4x, b y = x + 6, c y = 2x + 3, d q = 3p − 1, e q = 5p + 4, f q = 7p − 2,
g b = 2a + 9, h b = 4a + 3, i b = 6a, j t = 5s − 8, k t = 7s + 6, l t = 12s − 5
4 a 5 a
Number of pentagons (p) 1 2 3 Number of squares (s) 1 2 3
Number of triangles (t) 5 10 15 Number of crosses (c) 4 6 8
b t = 5p, c 45 b c = 2s + 2, c 42
6 a 7a
Number of circles (c) 1 2 3 Number of rhombuses (r) 1 2 3
Number of dots (d) 4 7 10 Number of dots (d) 0 2 4
b d = 3c + 1, c 46 b d = 2r − 2, c 78
 Answers 565

8 a 9 a

ANSWERS
Number of squares (s) 1 2 3 Number of rectangles (r) 3 4 5
Number of dots (d) 7 11 15 Number of dots (d) 14 19 24
b d = 4s + 3 b d = 5r − 1
10 a 11 a
Number of circles (c) 3 4 5 Number of crosses (c) 2 3 4
Number of dots (d) 20 24 28 Number of dots (d) 14 19 24
b d = 4c + 8 b d = 5c + 4
12 a y = −7x, b y = −x + 5, c y = −2x + 9, d y = −3x + 20, e y = −x + 6, f y = −3x + 7
13 a 14 a
Number of squares (s) 1 4 9 Number of cans in base (b) 1 2 3
Number of dots (d) 4 9 16 Total number of cans (c) 1 3 6

b(b + 1)
b d = ( s + 1 ) 2 , c 81 b c = --------------------, c 55
2

Exercise 2.2
1 a 12, b 3, c 8, d 15, e 43, f 37, g 10, h 25, i 125, j 75, k 40, l 5, m 8, n 1--3- , o 3, p 4 2 a 12, b 13, c 39,
d 29, e 11, f 8, g 28, h 56, i 19, j 1, k 40, l 36, m 111, n −29, o 63, p −42, q 50, r 120, s 108, t 336, u 6,
v 8, w 3, x 8 3 a −4, b −5, c 9, d −17, e −7, f −3, g 7, h −15, i −5, j −31, k −26, l −56, m −32, n −10,
o −162, p 89, q −9, r −54, s −100, t −510 4 a 5, b 14, c −9, d −11, e 11, f −1, g 17, h −17, i −22, j −19,
k −21, l 69, m −72, n −66, o −12, p −36, q 22, r 72, s 192, t 12, u 10, v 4, w −5, x 5

Exercise 2.3
1 a 10x 2 a 7n, 7n, b Yes, c No 3 a 2s, −2s, b No, c Yes 4 a 9y, b 4n, c 3c, d 6k, e 0, f b, g 7a2, h 8g2,
i 11pq, j 7xy, k 8abc, l 19m2n, m −4t, n 10u, o −9p, p −15j, q −6pq, r −yz, s −10e2, t −2rs2 5 a 9a, b 6b,
c 10k, d −7m, e 8p, f 7r, g −13x, h −12c, i −13e2, j 0, k −3ab, l 4pq 6 a 7q + 2, b 5g + 17, c 8u − 3,
d 13 + t, e 18c + d, f 11j − 4k, g 7 − 2a, h 12 − 6n, i x2 + 5x, j m2 − 2m, k 5w2 + w, l 4a2b + 3ab2 7 a 2k + 5,
b 12c + 5, c 9p + 10q, d 9m + n, e 3t + 16, f 5u + 8v, g 14g + 3h, h 7p − 4q, i −5b − 3c, j 22, k 10y,
l −6m − 2n, m −3x − 6y, n −a + 12b, o 10j − 16k, p 3x2 + 9x, q 8a2 − 3a, r 12u − 5u2, s 6z2 − 5z, t d2 + 3d + 5,
u mn + 5m − 9n 8 a 20k, b 28n, c 4m + 12, d x + 11, e 4y + 14, f 7c + 7 9 a 4x2 + 6x − 14, b 4a2 + 2a + 14,
c −2p2 − p, d 3k2 + 9k − 4, e t2 − 7t + 7

Exercise 2.4
p 2
1 a 6ab 2 a 20n2 3 a 6 4 a 15xy, 15xy, b Yes, c No 5 a --- , --- , b No, c Yes 6 a 15n, b 24c, c 63w,
2 p
d 88g, e 5uv, f 9mn, g 14ab, h 40xy, i 36cd, j 70rs, k 60pq, l 81vw, m a2, n 2e2, o 12k2, p 30h2, q m2np,
r 42c2d, s 20fg2h, t 32vw2x, u 7a, v 4mn, w 18pqr, x 10c2d 7 a 5b, b 3z, c 6k, d 8m, e 6, f 8, g a, h q,
i 10g, j 7n, k 10x, l 6e, m t, n 13v, o u, p 3a, q 8m, r 9e, s ab, t 5s 8 a −21y, b 40x, c −48gh, d 10bc,
e j2, f −27v2, g −35ab2, h 96xy2z 9 a −4c, b 7n, c −3, d −9f, e 7n, f −9k, g 5t, h −12u 10 a 6abc, b 28mnp,
c 2ef, d 2, e 4, f 5, g 21q2, h 4n, i 8a, j 9yz, k 60c2d2, l 2, m 42xy, n −5q, o 20s2 11 a 6, b 7j, c 4, d 30t,
c 1 3h b 3m
e 4y, f 3q, g 5f, h 42mk, i 3a, j 5w2, k 8h, l 12c, m 8q, n −5h, o −27x2 12 a --- , b --- , c ------ , d --- , e -------,
2 k 2 3 5
2 5c 6s 2u 7x 9a 9e
f ------ , g ------ , h -----, i ------ , j --------- , k --------- , l ------
3v 7e 7 3v 12y 11d 7f

Exercise 2.5
1 a 18n, b 3q, c 26j, d 4x, e 24t2, f 32s2, g 60pq, h 20cd, i 3, j 4y, k 7, l 5c, m 48f, n 10, o 4a
2 a 25t, b 7y, c 20g, d 10c, e 15n, f 4, g 15r, h 45f 2, i −19k 3 a 11k, b 13z, c 15n2, d v2, e 7ab,
f 13q, g 14ef, h 12y, i 4s, j 11a, k 33ab, l 10x, m 27g, n −9x, o −9k 4 a 5, b 4, c 4q, d 3
5 a 4 × (2s + 3s) = 20s, b 40pq ÷ (5p × 2q) = 4, c 16a − (4a + 2a) − 7a = 3a, d (24e2 − 6e2) ÷ 6e = 3e,
e (8 × 4n) − (5n × 3) = 17n, f 8w + (9w2 × 6 ÷ 3w) = 26w
 566 Mathscape 9 Extension
ANSWERS

Exercise 2.6
1 a 3a + 12, b 5p − 10, c 7m + 7, d 40 − 8k, e 20h + 28, f 12y − 18, g 15m + 35n, h 18y − 20z, i ab + ac,
j pq − pr, k 2ef + eg, l 4km − 11kn, m 3tu + 3tv, n 18km − 24k, o 20fg − 28fh, p 36rs + 60rt, q x2 + xy,
r b − b2, s 14n2 − 49n, t 27v2w − 72vw2 2 a −2n − 14, b −3b + 18, c −9k + 9, d −88 − 11u, e −10j − 45,
f −42 + 60y, g −xy − xz, h −3tu + tv, i −5cd − 2ce, j −2np − 2nq, k −45rs + 27r, l −24hi + 66hj, m −s2 + st,
n −j − j2, o −30y2 + 72y, p −8m2n − 20mn2 3 a 6x + 30, b 7j − 14, c km + 8m, d 8p + 12, e cd − d2,
f 15ac + 35bc, g 20s2 − 8st, h 6m2n + 16mn2 4 a 5n + 41, b 7c + 20, c 6q + 13, d 36 + 7t, e −3m + 4,
f −14n + 16, g 6a + 24, h 4 + 12x, i −10q − 30, j 20m − 88, k 15 − 2x, l 29c − 6, m 11m + 60, n 5k + 1,
o 6x + 27, p 25t + 6, q 7y + 29, r w + 3 5 a 8n + 22, b 10z + 22, c 15p + 10, d 7w, e x + 27, f −4n + 11,
g 16a + 33, h −10s + 26, i 25b + 18, j 33c − 44, k −11y + 9, l −132, m x2 + 8x + 27, n y2 + 4y − 42,
o 5a2 + 26a, p −2g2 + 24g, q 13u2 − 51u, r 35cd + 30ce 6 a True, b False, c False, d False, e True, f True
7 a 15a + 20, b 22m2n − 8mn2, c 3k2 + 24k, d 14vw − 35v

Exercise 2.7
1 a n + 3, b p − 5, c y + 1, d 2g + 5, e 4a − 3, f 3k − 5m, g x + y, h p − r, i s − 1, j m + 3, k 4 − r, l a + b,
m d + 2, n 4p − 7, o 5z + 4y 2 a 2(c + 4), b 5(y + 2), c 3(6 + q), d 7(5 + p), e 2(h − 7), f 6(t − 5), g 3(11 − r),
h 4(12 − n), i 5(c + d), j 3(x − 2y), k 7(3g + h), l 8(m − 5n), m a(b + c), n u(v − w), o f(e − g), p r(s − 1),
q b(b + c), r k(k − 8), s n(11 + n), t a(1 − a) 3 a 3(2n +3), b 5(2b + 5), c 2(5y + 6), d 4(3k − 2), e 7(3w − 5),
f 3(6s − 7), g 8(2a + 3), h 6(3t − 5), i 3(10p + 9), j 7(2c + 7), k 10(3r − 8), l 11(2e − 9), m 5(7 − 11h),
n 9(10 + 7v), o 13(3 + 2z), p 12(2 − 5j) 4 a 3b(a + 3c), b 2x(y + 4z), c 4q(p − 5r), d 7h(g − 2i), e 2u(2v + 3w),
f 4f(2e + 5g), g 11r(3s − 7q), h 4m(6n − 5p), i 7c(c + 3), j 6w(4w − 1), k 2g(5g − 11), l 5y(3 + 8y),
m mn(p + q), n rt(s − u), o ab(a + b), p de(f − e), q jk(j − km), r 3u(4t + 5uv), s 2ab(2b + 5ac), t 7xy(7xy − 6z)
5 a 3(a + b + c), b p(q + r − s), c a(a − b − c), d 5(r + 2s + 5), e 2x(2x − 5 + 4y), f 6(1 + 4u − 3u2),
g 7(6k2 − 2k + 3), h m(3n − 1 + n2), i 2x(x + y − 3), j 5t(6 − 3u + 2t), k 4c(d + 7c − 5e), l 7f(3 − 10g − 8f),
m ab(a + b + 1), n pq(8 − p + q), o uvw(u − v − w) 6 a HCF is 4, not 2, b p2 = p × p, not p × 2,
c e = e × 1, not e × 0, d b is a common factor also, e 14u has not been divided by 7u,
f 3 is a common factor of 15 also 7 a −2(p + 6), b −3(x + 7), c −5(3g + 4), d −7(2u + 7), e −2(t − 1),
f −8(w − 3), g −4(3k − 4), h −3(3r − 10), i −3(8 + 5m), j −9(2 − 5q), k −12(3 − 2y), l −7(9 + 11c), m −b(a − c),
n −m(n + k), o −x(x + 2), p −e(4 − e), q −3k(3k − 4), r −4a(5 + 7a), s −5b(5 − 11c), t −12y(4x2 + 5y)
8 a (b + c)(a + 5), b (x − y)(m + n), c (p + 3)(p + 4), d (a + 1)(x − 2), e (m − 7)(3 − n), f (p + q)(a2 − 6),
g (c + 4)(5c + 2), h (1 − k)(8 − 3m), i (2s + 3)(y − z), j (3w − 5)(4g + 9h), k (x − 7)(x + 1), l (7b + 2c)(1 − 3d)

Exercise 2.8
5a 4m h x 3n 2k 6d 2w 5e 11s 7 1 14 9
1 a ------ , b -------, c ------ , d --- , e ------ , f ------ , g c, h ------ , i 2b, j ------- , k ------ , l -------- 2 a --- , b --- , c ------ , d ------ ,
7 9 13 2 4 3 5 3 12 8 x p 3y 7q
1 2 4 3 4a 2m 3e t 3n 2a 5k 2d 7y t 3b 17h
e --- , f --- , g --- , h ------ , i ------ , j -------, k ------ , l ----- 3 a ------ , b ------ , c ------ , d ------ , e ------ , f ------ , g ------ , h --------- ,
n c g 4k 5r 5b 4v 4z 4 9 12 15 10 12 28 60
7c m 29r 9u 13w 17x 37 f s 5 5 9 5 13 1
i ------ , j ------ , k --------, l ------ , m ---------- , n --------- , o ---------, p ------ 5 a ------ , b ------ , c --------- , d ---------, e ------ , f ---------,
10 12 15 14 12 18 40 36 2x 6a 20e 12 p 6u 20 f
2 52 37c 7m 3a 31k 4n + 7 11b + 37 8x + 14 13m + 15 5w – 8
g -------- , h --------- , i --------- , j --------, k --------- , l --------- 6 a ---------------, b ---------------------, c ------------------, d ----------------------- , e ---------------- ,
21t 45h 12 j 24z 20g 24n 6 28 15 42 12
33s – 53 x + 11 7c + 55 5e + 37
f --------------------, g --------------- , h ------------------ , i ------------------
45 4 20 24

Exercise 2.9
ab u2 ac 1 1 4cd 27mn 35 xy v2 tw h 1 18e
1 a ------ , b ------ , c ------ , d ------, e -------2-, f --------- , g -------------- , h ----------2- 2 a ------ , b ------ , c ------ , d --- , e -------2- , f ---------,
6 12 bd pq 4x 15 28 48x 20 12 uv g 2s 35 f
40a 52 2a d ad 3d 1 2x 7 8
g --------- , h ----------2- 3 a 2--3- , b ------ , c ------ , d 6--7- , e ------ , f 1--6- , g ------ , h 1--6- , i ------ , j ------ , k -----, l ------------ 4 a 3--5- ,
33b 15h b 5c e ce 4v 5y 8j 63qs
 Answers 567

ANSWERS
3m v 18 fi 8k 1 1 1 5a 33 72w 5 14a
b -------, c ------ , d --------, e ---- , f ------ , g -----
28
- , h ------ , i --------- , j --------- , k ---------,
12
l ---------- 6 a pq, b ----------- , c --------- ,
n 4u 11s g m 15q 12b 35 f 77z 6mp 15b
b rv 5 9cx 10ux f 3p t 6x 11ae 10 pq m+6
d --- , e ----- , f --------, g ------------ , h ------------ 7 a --- , b ------, c ------ , d ------ , e ------------ , f ------------- 8 a 2, b -------------,
p u 9ef 35ay 9vt g 8q 8u 35 36 21 3
10m u+4 c+2 2a 10a 1 b + 5
c ----------, d ------------ , e ------------ , f ------ , g --------- , h --3- , i ------------
9 u 6 15 21b b–5

Exercise 2.10
k z 2w u 4
1 a x + 3, b t −5, c p + q, d m − n, e x + y + 7, f 4m, g 9n, h 2ab, i --- , j --- , k ------- , l --- , m --- , n k2, o y3,
2 4 3 v j
p g 2 a 4 more than n, b 6 less than q, c the sum of c and d, d the difference between x and y,
e the product of 8 and u, f the product of 5, e and f, g one-third of h h three-quarters of v,
i the quotient of m and n, j the square of a, k the cube of g, l the square root of d 3 a 2x + 3, b 5y − 1,
c w e 7r b+1 g–h
c pq + 7, d 4 − u2, e --- + 6 , f ---- – 9 , g --- + 2, h ------ – 4, i ------------ , j ------------ , k 3(a + 12), l 9(p − 3), m 4(c + d),
2 5 f 10 3 2
5 b 3
n 10(r − s), o 2y2, p 8x3, q ----, r ----- + 1 4 a 7 more than the product of 5 and x, b 3 less than the product of
j2 2
2 and n, c 4 more than the product of g and h, d the difference between 9 and the product of p and q, e one-quarter
of 3 more than a, f 8 more than one-sixth of b, g one-seventh of the difference between m and n, h the difference
between u and the quotient of v and w, i the product of 5 and 2 more than e, j two-thirds of the difference between
c and d, k 3 times the square of r, l 9 less than twice the cube of s 5 a t + 7, b p + 9, c 3k − 10, d 7y + 2
6 a 3, 4, 5, b a, a + 1, a + 2, c x2, x2 + 1, x2 + 2, d t + 5, t + 6, t + 7, e p − 11, p − 10, p − 9, f k − 1, k,
k + 1, g 2n − 2, 2n −1, 2n, h 2 − u, 3 − u, 4 − u 7 a 6, 8, 10, b n, n + 2, n + 4, c p + 8, p + 10, p + 12, d x − 5,
x − 3, x − 1, e g − 2, g, g + 2 8 a 3, 5, 7, b k, k + 2, k + 4, c y + 7, y + 9, y + 11, d c − 12, c − 10, c − 8, e s − 3,
s − 1, s +1 9 a m − 1, m, m + 1, b w − 2, w − 1, w 10 a k + 3, b $(d − 4), c 10c, d $ --- 11 a $ ⎛ ---------⎞ ,
x pq
6 ⎝ 100⎠
b $ ⎛ p – ---------⎞ 12 ------------ 13 a (180 − p − q)°, b (360 − a − b − c)° 14 a (9 + t) years old, b (16 − j) years old
pq u+v
⎝ 100⎠ 2
15 a (x + y) years, b i (w − x) years, ii (w − x − y) years 16 a 3f cm, b 4n cm 17 a 10x mm, b 100y cm,
a q t b m
c 1000p m, d --------- m, e ------------ km, f ------ cm, g 100d cents, h $ --------- , i 60k min, j ------ min, k 1000r mL,
100 1000 10 100 60
e
l ------------ kg 18 a 50 + v, b 1000x + 150, c 60a + b, d 100w + p 19 (500 − 12z) cm 20 a (50 − 2y) m,
1000
b (50y − 2y2) m2 21 $(7c + 3d) 22 ⎛ $ ------ t⎞ 23 a ---- km/h, b bh km, c --- h 24 a Jit, b $ ------------
26 m p bc
⎝ 25 ⎠ n s a+b
25 ⎛ -----------⎞ cm 26 a $ -----, b $ -------, c ------- kg
6–x ck 9m 5w
⎝ 2 ⎠ 3 k v

Exercise 2.11
1 a + 1, a + 2, a + 3 2 a x + 2, x + 4, x + 6, b x + 2, x + 4, x + 6, c x + 3, x + 6, x + 9, d x + 7, x + 14, x + 21
3 a even, b odd, c even, d even, e odd, f odd 6 no, she needs to state that m > n. 8 no, 12 ÷ 4 is not even
9 c no, d no 11 a 1, 2, 5, b 1, 2, 3, 6, 9 12 a yes, b yes, c no, d no 13 a the numbers are ‘relatively prime’,
that is they have no common divisor (apart from 1), b they are relatively prime

Exercise 2.12
1 a 2 a
n 1 2 3 4 f 1 2 3 4
l 4 6 8 10 c 1 3 7 15

b the minimum number of lines is equal b c = 2 − 1, c 127

f

to double the number of rows of squares

plus two, c l = 2n + 2, d 62
 568 Mathscape 9 Extension
x2 x2 + 1 t(t + 1)
3 a x2, b ----- if x is even, -------------- if x is odd, c 1250 4 a t2, b ------------------ , c 45
ANSWERS

2 2 2
5 a b the total number of squares equals the sum of all square numbers up to and
x 1 2 3 4
including x2, c N = 12 + 22 + 32 + … + x2, d 204
N 1 5 14 30
6 a 7 a b 56
Number of rows (n) 1 2 3 4 Number of lines (l) 1 2 3 4
Number of cubes in bottom layer 1 3 6 10 Number of regions (r) 2 4 7 11
Number of cubes in second layer 0 1 3 6
Total number of cubes 1 4 9 16
n(n – 1)
c n2, d -------------------- , e 300
2
n 2 + 2n
8 a 1, 9, 25, 49, …, b (2n − 1)2, c 361, d 1330 9 if n is even T = ------------------ ; if n is odd and n + 1 is divisible by 4,
2
( n + 1 )2 ( n – 1 )2
T = -------------------; if n is odd and n − 1 is divisible by 4, T = -------------------
2 2
( n – 2 )2 ( n – 2 )2 – 1
10 a 68, b if n is even, S = 4(n − 1) + ------------------- ; if n is odd, S = 4(n − 1) + ----------------------------
2 2

Exercise 2.13
1 a x2 + 7x + 10, b a2 + 7a + 12, c n2 + 13n + 42 2 x2 + 4x − 12 3 a xy + 2x + 3y + 6, b pq + 4p + 7q + 28,
c gh + 6g + h + 6, d mn − 2m + 5n − 10, e uv + 6u − 10v − 60, f jk − 4j − 3k + 12, g 2xy + 14x + 3y + 21,
h 3pq − 12p + q − 4, i 5ab − 15a − 6b + 18, j 6mn + 27m + 4n + 18, k 12jk − 18j + 10k − 15, l 24uv − 40u − 27v + 45
4 a x2 + 5x + 6, b x2 + 9x + 20, c x2 + 4x − 60, d x2 + 3x − 40, e x2 − 8x − 9, f x2 − x − 12, g x2 − 10x + 24,
h x2 − 7x + 10, i x2 − 49 5 a a2 + 6a + 8, b y2 + 8y + 15, c m2 + 8m + 7, d p2 + 2p − 35, e t2 + 7t − 18,
f w2 + 2w − 24, g k2 − 2k − 8, h u2 − 6u − 7, i j2 − 4j − 60, j z2 − 3z + 2, k n2 − 11n + 28, l q2 − 19q + 88
6 a 2x2 + 5x + 3, b 3a2 + 10a + 8, c 4p2 + 29p + 7, d 8m2 + 22m + 15, e 10k2 + 43k + 28, f 6w2 + 31w + 18,
g 5t2 + 8t − 4, h 2y2 + 13y − 24, i 3h2 − 19h + 20, j 6u2 − 17u − 3, k 7b2 − 30b + 8, l 2n2 + 5n − 33,
m 8s2 + 18s + 7, n 12j2 + 47j + 40, o 15q2 − 34q + 15, p 5x2 + 23x + 12, q 48 + 22r − 5r2, r 60e2 − 92e + 35,
s 18c2 − 19c − 12, t 10 − 9k − 36k2, u 9 + 16g − 4g2 8 a x2 + 5x + 4, b x2 + 8x + 15, c x2 + 6x + 8,
d x2 + 7x + 10, e x2 + 9x + 18, f x2 + 12x + 20, g x2 − 4x + 3, h x2 − 9x + 20, i x2 − 9x + 14, j x2 − 12x + 27,
k x2 − 14x + 40, l x2 − 13x + 42, m x2 + 3x − 10, n x2 − 4x − 21, o x2 − 4x − 12, p x2 − 2x − 15, q x2 − 4x − 32,
r x2 − 7x − 30, s x2 + 9x − 22, t x2 + 4x − 45, u x2 − 3x − 108 9 a 2c2 + 10c + 12, b 3z2 + 6z − 24,
c 4y2 − 24y + 20, d 42 + 8v − 2v2, e 2ab2 − 9ab + 10a, f 6x3 + 13x2 − 28x 10 b (5 − 2z)(z − 7) 11 a 156, b 323,
c 252 12 x3 + 3x2 + 2x 13 x2 + 10x + 25 14 a x3 + 4x2 + 8x + 5, b a3 + 2a + 12, c s3 − 7s2 + 3s + 35,
d 2g3 + 7g2 + 7g + 12, e 2e3 + 3e2 − 25e + 24, f 24k3 − 32k2 + 4k + 5 15 a a3 + 6a2 + 11a + 6,
b n3 + 2n2 − 29n + 42, c 8t3 − 38t2 + 47t − 15 16 a n + 7, b x − 7, c d + 4, d p − 4

Exercise 2.14
2 a p2 + 2pq + q2, b m2 + 2mn + n2, c x2 − 2xy + y2, d c2 − 2cd + d2 3 a x2 + 6x + 9, b m2 + 10m + 25
c k2 − 4k + 4, d y2 − 14y + 49, e u2 + 8u + 16, f t2 − 2t + 1, g c2 − 22c + 121, h b2 + 18b + 81, i e2 − 12e + 36,
j p2 + 20p + 100, k w2 + 16w + 64, l n2 − 24n + 144 4 a 25 + 10a + a2, b 9 − 6j + j2, c 121 + 22y + y2,
d 1 − 2h + h2 5 a a2 + 26a + 169, b q2 − 34q + 289, c 484 + 44r + r2, d 324 − 36v + v2 6 a y2 + 0.4y + 0.04,
b f 2 − 1.4f + 0.49, c s2 + s + 0.25, d p2 − 2.4p + 1.44 7 a 4x2 + 12x + 9, b 9a2 + 30a + 25, c 16k2 − 8k + 1,
d 25h2 − 20h + 4, e 9u2 + 24u + 16, f 36d2 − 84d + 49, g 4c2 − 44c + 121, h 16w2 + 72w + 81, i 64g2 − 16g + 1,
j 49p2 + 28p + 4, k 100y2 + 60y + 9, l 144f2 − 120f + 25, m 36 + 60e + 25e2, n 81 − 36v + 4v2, o 25 − 80b + 64b2,
p 49 + 168q + 144q2 8 a a2b2 + 2abc + c2, b p2 − 2pqr + q2r2, c r2s2 + 2rs2t + s2t2, d 9e2f 2 − 24efgh + 16g2h2
9 a 2p2 + 20p + 50, b −3a2 + 24a − 48, c 4x3 + 28x2 + 49x, d 45t3 − 60t2u + 20tu2 10 a (x + 3)2 = x2 + 6x + 9,
b (m − 5)2 = m2 − 10m + 25, c (c + 4)2 = c2 + 8c + 16, d (w − 7)2 = w2 − 14w + 49, e (k + 6)2 = k2 + 12k + 36,
f (y − 10)2 = y2 − 20y + 100, g (u − 2)2 = u2 − 4u + 4, h (a + 9)2 = a2 + 18a + 81, i (n + 1)2 = n2 + 2n + 1,
j (t + 12)2 = t2 + 24t + 144, k (p − 8)2 = p2 − 16p + 64, l (z − 11)2 = z2 − 22z + 121
 Answers 569

11 a (3m + 4)2 = 9m2 + 24m + 16, b (2e − 7)2 = 4e2 − 28e + 49, c (2q + 3)2 = 4q2 + 12q + 9,

ANSWERS
d (3h − 8)2 = 9h2 − 48h + 64, e (5s + 1)2 = 25s2 + 10s + 1, f (4k + 5)2 = 16k2 + 40k + 25,
g (2g + 11)2 = 4g2 + 44g + 121, h (6a − 5)2 = 36a2 − 60a + 25, i (4j − 9)2 = 16j2 − 72j + 81,
j (11r + 12)2 = 121r2 + 264r + 144, k (9b + 2)2 = 81b2 + 36b + 4, l (7y − 3)2 = 49y2 − 42y + 9 12 a no, b yes,
2z 1 8c 16
c yes, d no, e no, f no, g yes, h yes, i no, j no, k yes, l yes 13 a z2 + ----- + --- , b c2 − ------ + ------ ,
3 9 5 25
25 7w 49 1 1 9 c 2 25
c m2 + 5m + ------ , d w2 − ------- + ------ , e a2 + 2 + ----2- , f t2 − 2 + ---2- , g 4h2 + 12 + ----2- , h ------ − 2 + -----2-
4 3 36 a t h 25 c
14 a y + 10, b g − 8, c 3j − 7 15 a 10 201, b 9801 16 a 1225, b 11 449, c 2401, d 784
1
17 x2 + 2 + ----2- , 6 1--4- , 11 1--9- 18 b i p2 + q2 + 9 + 2pq + 6p + 6q, ii x2 + y2 + 16 − 2xy − 8x + 8y,
x
iii 4f 2 + 9g2 + 16h2 + 12fg + 16fh + 24gh 19 a (3c + 5)2 = 9c2 + 30c + 25, b (7w + 4)2 = 49w2 + 56w + 16,
c (5t − 11)2 = 25t2 − 110t + 121, d (12r − 7)2 = 144r2 − 168r + 49

Exercise 2.15
2 a p2 − q2, b x2 − y2, c e2 − f 2, d m2 − n2 3 a x2 − 9, b p2 − 4, c y2 − 25, d h2 − 16, e 1 − b2, f 64 − m2,
g 49 −c2, h 36 − w2, i k2 − 121, j 81 − j2, k u2 − 100, l 144 − d2 4 a t2 − 169, b z2 − 289, c 441 − q2,
d 256 − s2 5 a 4a2 − 9, b 25t2 − 4, c 16k2 − 1, d 9p2 − 49, e 64y2 − 25, f 4n2 − 81, g 49 − 100x2, h 16 − 25e2,
i 1 − 36g2 6 a 16b2 − c2, b j2 − 4k2, c 64m2 − n2, d 9p2 − 4q2, e 16x2 − 49y2, f 81c2 − 25d2, g 36g2 − 121h2,
h 100u2 − 9v2, i 25r2 − 144s2, j 49j2 − 36k2, k 16e2 − 81f 2, l 121m2 − 100n2 7 a 5a2 − 20, b 36 − 4y2,
c −10c2 + 490, d ab2 − ac2, e 24p2 − 54q2, f 2u3v − 2uv3 8 a p2q2 − r2, b f2 − g2h2, c a2b2 − c2d2 9 a x2 − 1--4- ,
9 121 1 4 a2 b2
b k2 − -----
25
- , c m2 − --------- , d y2 − ----- , e 9s2 − ----, f ----- – -----
16
10 a 91, b 399, c 875 11 a m3 + 6m2 − m − 6,
y2 s2 b2 a2
b n3 − 7n2 − 9n + 63, c y3 − 2y2 − 25y + 50, d 108 + 36p − 3p2 − p3, e 16a3 − 16a2b − 49ab2 + 49b3,
f 12u3 + 16u2v − 75uv2 − 100v3 12 a a2 + 2ab + b2 − c2, b a2 − 2ab + b2 − c2

Exercise 2.16
1 a a2 + 8a + 15, b m2 + 12m + 36, c k2 − 16, d 2x2 + 13x + 21, e u2 − 25, f n2 − 7n − 18, g b2 − 14b + 49,
h 3c2 − 22c − 16, i z2 − 18z + 80, j 12j2 − 20j + 3, k 9e2 − 6ef + f 2, l 1 − l2, m 16p2 + 56pq + 49q2, n 4g2 − 25h2,
o ac + ad + bc + bd, p 4v2 − 44vw + 121w2, q b2c2 − 64, r 6m2 + 7m − 20 2 a 8n + 10, b x2 + 10x + 29,
c t2 − 19, d g2 + 9g − 3, e 3k2 + 10k + 25, f 16 3 a y2 + 10y + 22, b e2 + 15e + 38, c 2x2 + 12x + 14,
d 2c2 + 26c + 89, e 2d2 + 18d + 34, f 8h2 + 38h + 4, g b2 + 10b − 9, h 4j2 + 7j − 2, i 2z2 − 16, j 4r2 + 24r + 29,
k 8f2 + 12fg, l 28t2 − 11t − 8 4 a 2x + 15, b 3p2 − 27p, c k2 − 5k + 4, d n2 − 12n + 1, e 12a + 72, f 2b − 10,
g 4u + 36, h 4pq, i −2b2 − 2ab, j 2c2 + 6c + 27, k 24v + 22, l 6k2 + 43k + 191, m 60q − 74, n ac + bd − ab − cd
5 a 3a2 + 12a + 14, b 3n2 − 14, c 3x2 + 7x − 12, d h2 + 4h − 1, e 1, f x3 + 4x2y + 5xy2 + 2y3 − x2 − 2xy − y2,
g 2e3 + 27e + 9, h 2b3 6 a a3 + 3a2b + 3ab2 + b3, b a3 − 3a2b + 3ab2 − b3, c 2a3 + 6ab2 7 a x3 + 6x2 + 12x + 8,
b t3 − 15t2 + 75t − 125, c 8p3 + 36p2 + 54p + 27, d 64x3 − 144x2y + 108xy2 − 27y3 8 a4 + 4a3b + 6a2b2 + 4ab3 + b4

Chapter 2 Review

1 a d = c + 1, b c = 3p + 1, c d = 2r + 2 2 a y = 2x + 9, b y = 5x − 2, c y = 9x − 5 3 a 7p + 5, b cd − 2, c 8 + xyz,
n s h+4 a 2b
d --- + 3 , e r – --- , f 7c3, g ------------ , h 2(e − 9), i --- + ------ , j (v − w)2 4 a y + 6, b k − 9 5 a t, t + 1, t + 2,
4 2 6 3 5
b e + 8, e + 9, e + 10, c 2c − 5, 2c − 4, 2c − 3, d d − 1, d, d + 1 6 a x, x + 2, x + 4, b n + 7, n + 9, n + 11,
b
c a − 2, a, a + 2 7 a b, b + 2, b + 4, b v + 4, v + 6, v + 8, c z − 3, z − 1, z + 1 8 a 1000p m, b ------ cm,
10
f
c 100k c, d ------ h 9 a 300 + q, b 60a + b 10 a 20, b 16, c 48, d −5, e 54, f −48, g 88, h 4 11 a 7, b −1,
60
c −8, d 9, e −9, f 144, g 39, h 42, i 61, j 8 12 a 17ef, b 10u2, c 5a2, d 4a2b, e −3d, f −12v, g −8c, h 4r
13 a −10h, b 0 14 a 2a + 11, b 8c + 9d, c 23p + 3q, d 7g + 2h, e 3m, f 19a − 2b, g −3x − 5y, h 2a2 − 5a
15 a 24t, b 10x + 8 16 a 24k, b 6mn, c 35cd, d n2, e 36g2, f ab2c, g 6pq, h 6rs2t, i −15e, j 32uv, k −24abc,
 570 Mathscape 9 Extension

l −42pq2r 17 a 3w, b 2, c f, d 6, e 7b, f 6n, g b, h 3s, i −10u, j 5, k −12y, l 4d 18 a 9b, b 6x, c 12v
ANSWERS

k 4b 7 2u
19 a 35b, b 4d, c 5, d 35wz 20 a --- , b ------ , c -------, d ------ 21 a 30h, b 10, c 60t2, d 48g, e 14w, f −10x2
5 5 9m 3v
22 a 4, b 6v 23 a 19n, b 22j, c 34e 24 a 12n + 32, b 28a − 35b, c 2fg + 22fh, d x2 − 6x, e 15c2 − 50c,
f p2q + pq2, g −3ab − 27ac, h −36rs + 48r2 25 a 5u + 22, b 3t − 14, c 9p − 7, d −14x + 48, e 12n − 10,
f 7 + m, g 16k − 13 26 a 5(r − 4), b b(a − c), c y(x + 1), d e(e + 11), e uv(t − w), f 3(6p − 7), g 5m(4k + 3n),
h 6s(4r − 5s), i cd(d + c), j −7(2a − 7), k −3e(5f + 8g), l −11w(7w − 12) 27 a (b + 7)(a + 5), b (m − n)(m − 4),
2c 4u 7 3a 4m 11w a bc 8n 6xz
c (y + 2z)(x + 1) 28 a ------ , b ------ , c 2k, d --------, e ------ , f -------, g ---------- , h ------ 29 a ------ , b 3--4- , c ------ , d --------,
3 3 10s 10 21 12 3b 40 27 49
ab 16w 5bd
e ------ , f --45- , g ---------- , h --------- 30 a y2 + 9y + 20, b m2 − 10m + 21, c t2 + 6t − 16, d a2 − 7a − 44, e n2 − 12n + 27,
4 35u 6a
f k2 + 10k − 24, g e2 + 13e + 42, h s2 − 12s − 13 31 a 2b2 + 11b + 15, b 6p2 − 25p + 24, c 35n2 − 9n − 18,
d 8 − 2r − 3r2 32 a p2 + 6p + 9, b m2 − 14m + 49, c 4c2 + 20c + 25, d 16y2 − 24y + 9, e 9a2 + 24ab + 16b2,
64
f 49j2 − 84jk + 36k2, g x2 + 3x + --94- , h 9t2 − 48 + ----- - 33 162x3 − 72x2y + 8xy2 34 a (a − 6)2 = a2 − 12a + 36,
t2
b (d + 4)2 = d2 + 8d + 16, c (t + 11)2 = t2 + 22t + 121, d (n − 9)2 = n2 − 18n + 81, e (3x + 5)2 = 9x2 + 30x + 25,
f (4u − 11)2 = 16u2 − 88u + 121 35 a no, b no, c yes, d no, e no, f yes 36 a x2 − 25, b k2 − 64, c 144 − m2,
d 4t2 − 49, e 9a2 − 121b2, f a2b2 − 36c2 37 a a3 + 8a2 + 19a + 12, b 12n3 − 11n2 − 19n + 14, c y3 + 9y2 − 4y − 36,
d 10k3 − 39k2 − 7k + 12 38 a 2x2 − 10x + 9, b 10n2 − 16n + 28, c 14a − 149, d u2 − 2u − 18

3 Consumer arithmetic

Exercise 3.1
1 a $540, b $1080, c $2340 2 a $25 896, b $35 425, c $53 087.04 3 a $463.60, b $532.95 4 a 37, b 36.5
5 a $32 970, b $3135.60 6 a $43 111.20, b $2499.79 7 $6270 8 $8024.40 9 Pharmacist’s assistant by
$6.55 10 $428.40 11 $2195.92 12 $32 000 per annum 13 $1726.15 14 $925.21 15 $31.59
16 $59 975.11 17 $879.23 18 $18 418.40 19 Bart, $516.80 per week; Kristina, 38 hours worked;
Marta, $14.80 per hour 20 $1083.75 21 $1.60 22 $127.40 23 $165.60 24 a $352, b $9.24 per hour,
c $17.60 25 8% 26 4.5% 27 a $30 420, $28 899, b Decrease by 5% 28 $27 000, $34 000, $42 800,
$57 000, $64 100, $84 750 29 $577.50 30 $2667.60

Exercise 3.2
1 a $600, b $259.66, c $212.64 2 $280.80 3 $567 4 $469.70 5 35 6 Bill, by $22.69 7 $4425
8 $590 9 $443.52 10 $1290.50 11 a $5250, b $7060 12 $18 775 13 $245 14 $985.50 15 $385
16 8 17 $830 18 a $565, b $124.30 19 $15 540 20 $267 21 $3516.30 22 $402.80
23 a $4875, b 1106 km, c $1060.88 24 a $40 800, b $622 25 $195 26 2% 27 $745 000

Exercise 3.3
1 a $18, b $24 2 a $72, b $128 3 a 10, b 6 4 a $688, b $938.25, c $784.75, d $817.80, e $766.85
5 $950.60 6 $945 7 a $492, b $565.80, c $707.25 8 $931.50 9 $652.50 10 $1164 11 a 3, b 7,
c 8 12 43 13 a $15.10, b $24.50, c $16.90 14 a $705.60, b $44.10 15 a $634.80, b 46 16 $1521
17 $728 18 a $448, b $387.10, c $504, d $650.73 19 $2902.25 20 $7453.12 21 $2800 22 $1560

Exercise 3.4
1 $364 2 $515 3 $352.45 4 a $739.50, b $491.05, c $1842.03 5 a $626.31, b $200.20, c $426.11
6 $334.80 7 $686.35 8 a 28%, b 39% 9 $1824.33 10 a $425.52, b 35% 11 a $38.19, b $458.21
12 a $667, b $43.50, c $427.85 13 $37 440 14 $19.09
 Answers 571

ANSWERS
Exercise 3.5
1 a Nil, b $1190, c $6805, d $12 784.90, e $20 872.20, f $10 438.90, g $15 058.36, h $68 459.70
2 a $53 720, b $12 942.40 3 a $42 861, b $9238.30 4 a $14 820, b $14 076, c $1372.92 5 a $79 075,
b $74 723, c $22 499.81 6 a $41 875.08, b $8942.50, c Yes, $1057.10 7 a $56 529.46, b $56 144,
c $13 960.48, d Must pay $2136.40. Tax payable is greater than tax paid. 8 a $24 724.96, b $24 312,
c $3673.60, d $404.83 9 $1835.04 10 a $716.42, b $774.52, c $58.09 11 a $42 131.25, b $8665.60,
c $82.36 12 a $38 154.80, b $37 564, c $7649.20 13 a $984, b $14 915.56 14 $8191 15 a $2933.40,
b $42 066, c $8999.80 16 a $13 672, b $11 080, c $49.85 17 a $40 192.55, b $7547.80, c $627.78
18 a Nil, b $315, c $90.60 19 a Yes, b $2385, c Yes, $279 20 a $10 918, b $726.90, c $9620,
d Needs to pay $2024.90 21 a $78 785, b $24 408.95, c $1181.78, d Yes, $1880.88 22 a $15 400, b $28 300,
c $54 710, d $94 612 23 a $56 620, b $1415.50, c $33.19

Exercise 3.6
3
1 a $52, b $410, c 18% 2 a $65, b $9620, c 5% 3 a i $80, ii $10, b $320, c ----- 16
- , d $15 4 a $350,
1
b Entertainment = $50; University expenses = $40, c 72°, d $66 5 a Food = 60°; Transport = 30°, b -----
12
- , c $540,
d No, as no savings are made 6 Weekly budget: Health insurance = $17.50, Petrol = $37, Food = $80,
Rent = $240, Car insurance = $18, Savings = $103.75, Other = $28.75. Total $525 7 Weekly budget:
Rent = $177, Food = $110, Petrol = $48, Bills = $30, Car insurance = $18, Superannuation = $30,
Savings = $181. Total $594 8 a $21 300, b $3859.80, c $74.23, d $40 599

Exercise 3.7
1 a B, b C, c B 2 a A, b B, c C, d D 3 a 30 mL for $2.10, b 85 cm for $5.19, c 12 kg for $50.28,
d 75 g for $10.16 4 1.25 L bottle 5 1.75 kg for $5.90 6 100 g for $1.75 7 The single purchase is the better
option as only one screen door is needed 8 Gary should purchase two tins at $9.50 each, as only two tins are
needed, not four 9 a 1 kg bag, b $19 10 $3.78

Exercise 3.8
1 75% 2 a $145, b $52, c $72 3 a $1012, b $763, c $884 4 a $134.15, b $114.03 5 $699.80
6 $123.50 7 $274.55 8 $5.65 9 20% 10 22% 11 13% 12 28.2% 13 $5800 14 $570
100x
15 $95 16 $62 17 $73.50 18 a No, b 40%, c $486 19 $57 20 $680 21 ------------
x+y

Exercise 3.9
1 a $870, b $2030 2 a $1400, b $4900 3 $13 875 4 a 25%, b 20% 5 30% 6 31% 7 83% 8 55%
9 Cost price is half the selling price 10 4 : 1 11 Profit = $90.40 12 $600.20 13 a $1190, b 5.2%
14 $175 000 15 $18 889 16 $2178 17 a Ball = $16; Bat = $232, b Ball = $13.91; Bat = $165.71,
c $140.94 18 $400 19 a $1350, b 4320, c $5080, d $1.37

Chapter 3 Review

1 a $973.08, b $1946.15, c $4216.67 2 $527.40 3 $3431.75 4 $2123.33 5 76 6 6.5% 7 $590.20

8 $251 9 a $10 450, b $3553 10 2320 11 17 12 $893.80 13 a $499.40, b 44 14 $2138.50
15 $1049.48 16 $1077.17 17 $2292.29 18 a Nil, b $2113.10, c $11 260, d $21 311.65 19 a $38 235,
b $7850.50, c $1277.29 20 a $10 735, b PAYG tax = $11 778 ∴ Refund due ($1043) 21 a $318.56, b $82.50
22 a $140, b $18.46, c $91.54, d 6.7%, e 60°, f Entertainment = $72 (extra $12), Savings = $115.54 (extra $24)
23 B 24 D 25 $65.60 26 $88 27 a 12.5%, b 16% 28 $744 29 7.4% 30 $34.80 31 $4025
32 35% 33 a $17 000, b $620
 572 Mathscape 9 Extension
ANSWERS

4 Equations, inequations and

formulae

Exercise 4.1
1 a x = 6, b p = 8, c t = 4, d m = 30, e n = 4, f k = 8, g h = −3, h y = 7 2 a Incorrect, b Correct, c Incorrect,
d Incorrect, e Correct, f Incorrect 3 a a = 5, b p = 17, c y = −5, d q = −1, e w = 6, f r = −8, g b = 30, h f = 63
4 a u = 2--3- , b e = 3 1--2- , c a = 1--2- , d c = 4--5- , e d = − 3--4- , f t = 1 1--2- , g k = − 7--9- , h w = 1 2--3- , i x = 1 1--2- , j y = 3 1--4- , k m = 1--6- ,
l q = 1 3--4- , m n = 1
------ ,
12
nv= 3
------ ,
10
o t = − 1--3- , p h = 11
------ ,
15
q e = 2--7- , r r = 12
------ ,
13
s w = 4 1--2- , t k = −8 1--2- , u c = 0.8, v g = 2,
w b = 3, x v = 0.56 5 a k = 3, b y = 6, c t = 5, d z = −1, e h = −3, f r = −7, g c = 23, h a = 13, i w = −19
6 a x = 4, b p = 7, c e = 3, d a = 1, e g = 8, f s = 7, g c = −2, h f = −2, i d = −1, j y = 0, k m = −4, l p = 3,
m z = −8, n t = −6, o u = −1 7 a p = 3--4- , b m = 5--7- , c h = 1 4--5- , d r = 3--4- , e k = 2 1--2- , f x = − 1--3- , g n = − 1--2- , h k = 2 1--2- ,
i w = − 5--7- 8 a x = 5 2--5- b Inverse operations 9 a x = ±2, b x = ±3, c x = ±7, d x = ±10, e x = ±1, f x = ±2,
g x = ±4, h x = ±6, i x = ± 2--3- , j x = ± 4--7- , k x = ±3 1--3- , l x = ±1 1--3- 10 a x = ±2.2, b x = ±3.5, c x = ±4.5, d x = ±2.6

Exercise 4.2
1 a m = 7, b k = 2, c y = −3 2 a Correct, b Correct, c Incorrect, d Correct 3 a k = 3, b m = 4,
c s = 7, d p = 5, e x = −5, f b = −7, g r = 11, h m = −6, i u = −2, j g = 12, k c = 8, l k = 8 4 a y = 4
5 a x = 3, b p = 8, c a = 5, d m = 12, e y = 4, f t = 3, g k = −3, h w = −6, i q = 0, j b = 5, k s = −9, l e = −13,
m u = 4, n x = −4, o n = 1, p t = 5, q k = 4, r h = −2 6 a m = 4 1--2- , b k = 2--3- , c c = 1--4- , d u = 5--6- , e y = 1 2--7- ,
f p = 1 1--2- , g t = 2 2--3- , h z = 5 1--2- , i a = 3 1--2- , j e = −2 6--7- , k g = 3--7- , l k = −3 3--4- 8 a p = 1, q = −4 b x = −2, y = 17

Exercise 4.3
1 a m = 5, b k = 8, c c = 3, d n = 8, e t = −3, f x = 1, g y = 1, h a = 5, i w = 2, j p = −4, k c = −3, l m = −4
2 a n = −5, b p = −8, c y = −4, d m = 6, e t = −7, f a = 11, g k = −4, h r = −2, i d = 5 3 a a = 1 --23- , b m = 5 --34- ,
c k = 3--5- , d y = 3--4- , e p = -----
11
9
- , f z = −1 --- , g h = −10 --- , h v = −2 --- , i c = − ------
5
6
1
2
1
2 10
7
4 a x = 2 5 a p = 28, b n = 18,
c e = 8, d s = 5, e b = −2, f y = −11, g u = 8, h z = −3, i t = −2 6 a x = 6, b n = 17, c y = −26, d g = 21,
e a = 4, f r = −8, g z = 7, h p = 3, i w = 12, j c = 11, k e = 3, l m = −2 7 a x = 5, b x = 7, c x = 2, d x = 7,
e x = 13, f x = 8, g x = −14, h x = 3, i x = −1, j x = 4

Exercise 4.4
1 a d = 12, b k = −35, c y = −18, d w = 24, e x = 12, f a = 10, g m = 4, h k = 9, i w = −6, j c = −14, k s = −18,
l u = 9 2 a m = 32 3 a n = 15, b k = 16, c c = 42, d a = 63, e z = −16, f h = 20, g p = 18, h x = 60, i j = 48,
j u = 22, k s = 36, l d = −42, m a = 6, n e = 18, o h = −24, p z = 8 4 a m = 1, b k = 22, c s = 15, d t = −7,
e x = 9, f c = 12, g d = −1, h b = −2, i z = −8, j r = −7, k f = 8, l q = −12 5 a m = 7, b x = 17, c w = 11,
d b = 10, e u = 5, f t = −9, g a = −22, h k = −5, i c = 3 6 a x = 2 2--3- , b x = 7, c x = − 2--5- , d x = 5--6- , e x = −4 5--7- ,
f x = 5 1--2- , g x = 3 -----
16
9
- , h x = 14 --- , i x = 6
1
2

Exercise 4.5
1 a x = 6, b a = 10, c t = 30, d k = 24, e n = 72, f y = 21, g u = 20, h m = 12, i c = 16, j h = 42, k w = 36,
l e = 80 2 a c = 5 3 a a = 1, b n = 9, c y = 4, d c = 2, e b = 5, f t = 3, g x = −6, h m = −9 4 a y = 15,
b a = 60, c e = 36, d x = 24, e t = 40, f u = 20 5 a m = 1, b x = 9, c k = −10, d d = 1, e n = 26, f t = 2,
g z = −3, h h = 0, i h = −3 6 a x = 11, b f = 6, c b = 7, d n = 19, e q = 13, f m = −2, g x = 5, h x = −6,
i x = 4, j x = 1 1--2- , k a = 1 1--5- , l t = 6 1--2- 7 a a = 2--3- , b x = −7 1--2- , c x = 2, d a = −2, e x = 16 1--2- , f x = 10, g x = −6,
1
h a = -----
20
- , i a = − -----
1
10
- 8 a a = 1 1--3- , b c = 3, c y = 8, d a = − --15- , e x = −6, f y = −12, g x = −12, h y = 7, i u = −1
 Answers 573

ANSWERS
Exercise 4.6
1 a x = 5, 6, 7, …, b x = 4, 3, 2, …, c x = 1, 2, 3, …, d x = 11, 10, 9, …, e x = −7, −6, −5, …,
f x = −16, −17, −18, …, g x = −7, −8, −9, …, h x = −10, −9, −8, …, i x = 2, 3, 4, 5, 6, 7, j x = 9, 10, 11, 12, 13,
k x = −4, −3, −2, −1, 0, 1, l x = −11 2 a x < 3, b x ≥ 2, c x > 8, d x ≤ −3, e x > 13, f x ≤ −6, g 2 ≤ x ≤ 6,
h −3 < x ≤ 0, i x < 4 or x > 6, j x ≤ −1 or x > 2
3 a , b ,
2 3 4 5 6 8 9 10 11 12
c , d ,
−1 0 1 2 3 4 5 6 7 8
e , f ,
−2 −1 0 1 2 −9 −8 −7 −6 −5

g , h
1 2 3 4 5 6 2 3 4 5 6 7 8 9

i j
−5 −4 −3 −2 −1 0 1 1 2 3 4 5

k
−2 −1 0 1 2 3
l
−1 0 1 2 3 4 5 6 7 8
4 ax<6 , ba≥5 ,
4 5 6 7 8 3 4 5 6 7
c y ≤ 15 , dk>3 ,
13 14 15 16 17 1 2 3 4 5
ew≤7 , fn>5 ,
5 6 7 8 9 3 4 5 6 7
gb≥ 1
---
2
, h u ≤ −1 1--2- ,
− 1–
2 0 1–
2 1 1 1–
2 −2 1–
2 −2 −1 1–
2 −1 − 1–
2

i m ≥ 28 , j d < 12 ,
26 27 28 29 30 10 11 12 13 14
k h > −24 , l p ≤ −10
−26 −25 −24 −23 −22 −12 −11 −10 −9 −8
5 a y < 3, b c ≥ 4, c z > −5, d g ≤ −18, e p > 4, f q ≤ 5, g m < −2, h t ≥ −7, i v ≤ 24, j s > −16, k b ≥ 27,
l r < −60 6 a x ≥ 2, b k < 5, c t > 7, d g ≤ 3, e m < 4, f w ≥ 8, g q > −2, h y < −3, i p ≤ 9, j z > 5, k a ≤ 9,
l e < 5, m u > 7, n f ≤ 15, o a ≥ 3 1--2- , p d > 11
------ , q c ≥ 2 --- , r n < − ---
12
1
2
2
9
7 a a < 8, b m ≥ 5, c h < 3, d x ≥ −7,
e p > 5, f e < −19 8 a x > 12, b m < 15, c k ≥ −14, d t ≤ 14, e n > 6, f u ≥ 8 9 a x = 1, 2, 3, 4, 5, 6,
b x = 5, 6, 7, 8, …, c x = 16, 17, 18, 19, 20, 21, d x = −3, −2, −1 10 a a > −5, b y ≤ −2, c n ≥ 4, d d < 9,
e m < −2, f c ≥ 4, g k > −30, h w ≤ 30, i x ≥ −18, j e < 12, k d < −8, l s > 5, m g ≤ −8, n t ≥ −35, o z < 18,
p f ≤ 54 11 a c > −2, b s < −6, c p ≥ 5, d h ≤ 2, e t > −4, f g < 1, g v ≥ 6, h d < 4, i q ≤ −8, j n > −2, k r > 4,
l j < − 1--7- , m t ≥ 1 5--6- , n n ≤ 2--5- , o s < 1 1--3- 12 a x > 12, b x ≤ 45, c x ≤ 9, d x > 11, e x < 3 -----
11
7
- , f x ≥ 2 ------ , g x < 8 --- ,
16
9 2
3

h x ≥ −7 1--5- , i x > 1 1--2- 13 a x = 5, 6, 7, 8, 9, b 8 < x < 20, c 2, 3, 4; 3, 4, 5; 4, 5, 6, d 8 < x < 12,

e Between 6 and 16 cm 14 a T, b F, c T, d F, e T, f T, g T, h F 15
1 2 3 4 5
16 a 7 < x < 12, b 3 ≤ x ≤ 5, c −2 ≤ x < 14, d 2 < x ≤ 5, e 16 < x < 32, f 18 ≤ x < 24
17 x ≤ 5 or x ≥ 8
3 4 5 6 7 8 9 10
 574 Mathscape 9 Extension
ANSWERS

Exercise 4.7
1 a 3, b 7, c 12, d 11, e 8 2 a 1, b 11, c 24 3 a 26, b 49, c 27, d 52 4 a 11, b 14, c 19 5 a 22, b 6,
c 2, d 3 6 a 75, 76, b 17, 18, 19, c 23, 24, 25, 26 7 a 32, 34, 36, b 9, 11, 13, 15, c 26, 28, d 37, 39, 41
8 a x = 14, b x = 12, c x = 7 9 a 11 men, 18 women, b Kris has $25, Annika has $16, c 17 cm, 11 cm,
d Retread tyre = $75, New tyre = $110, e 8 cm, 13 cm, f 55 cm, 85 cm, 110 cm, g Raymond is 26 years,
Father is 52 years 10 a $2.40, b Bettina is 12 years, Darren is 36 years, Jonathan is 72 years, c 11 pears,
3 tomatoes, d n = 7, e $4, f 23 days 11 a Son is 24 years, Daughter is 18 years, Woman is 36 years,
b 11 years, c Frank is 10 years, Anita is 40 years, d Thao is 36 years, Wendy is 66 years 12 344 13 70 500 kg

Exercise 4.8
1 a A = 35, b F = 19.55, c A = 29.025 2 a S = 18, b M = 7.5, c I = 56 3 a i P = 26, ii P = 34.2, b i y = 15,
ii y = −22, c i v = 23, ii v = 28 4 a A = 64, b V = 1728, c y = 8 5 a V = 7, b v = 5, c T = 8 6 a A = 96,
b S = 119, c C = 30 7 a E = 0.42, b A = 43.2, c F = 37.5, d S = 60, e h = 0.25, f y = 22, g s = −676
8 a D = 72, b m = 3, c S = 9, d T = 4.5 9 a A = 95.0, b V = 22.6, c V = 167.1, d A = 213.6, e S = 21.9
10 a S = 108, b A = 45.6, c T = 24.5, d S = −95 11 a R = 3, b v = 24, c T = 11.4, d v = 14, e E = 0.8
12 a A = 13.45, b T = 0.125, c A = 6090.13, d E = 0.33

Exercise 4.9
1 a m = 1.5, b b = 5 2 a L = 10, b B = 9.5 3 a D = 90, b D = 88.9, c T = 7, d T = 8.24 4 K = 108
5 a u = 20, b u = 110, c a = 12.25, d t = 1.6 6 a n = 16, b l = −11, c a = 5 7 a g = 10, b R = 7.2
8 a g = 8, b k = 1--3- 9 a m = 3, b v = 1.5 10 a m = 16, b v = 3.5, c r = 64 11 a v = 11, b u = 8.6
12 a u = 5, b a = −6 13 a y2 = 17, b y1 = −8, c x2 = 24, d x1 = −5 14 a h = 8, b r = 8.3 15 a r = 6,
b r = 2.9 16 a a = 22.5, b a = 80, c r = --23- , d r = − --12- 17 a R = 7, b R = 8.2, c r = 6, d r = 5.9 18 a a = 7,
b d = –-----
7
5
- 19 a a = 7, b r = ±2, c n = 4 20 a m1 = 13 2--3- , b m2 = 1 -----
3
13
-

Exercise 4.10
k c–e q vw
1 a x = y − a, b x = p + q, c x = m − n, d x = --- , e x = ----------- , f x = cy, g x = --- , h x = ------- , i x = a(y − z),
2 d p u
cd mp k c – 3b y + 14 w – mc k–p 10y – z
j x = ------ , k x = -------, l x = ------------ 2 a a = --------------- , b a = --------------- , c a = ----------------- , d a = ------------ , e a = ----------------- ,
be n g+h 3 2 m k 5y
2πr – A 3(m + p) 10 – 2k ka – kb 21k 3a + 2b + 2c
f a = ------------------- 3 a n = ---------------------- , b n = ------------------ , c n = ------------------ , d n = --------- , e n = ------------------------------- ,
2π k 5 b 10 3
9h – 7m b vh
f n = -------------------- 4 a t = ± --- , b t = ± n – m , c t = ± u – k , d t = ± a 2 – b 2 , e t = ± rs, f t = ± ------ ,
4 a u
a2 M 2n2 a–b 2
- , f c = (L − K)2, g c = ⎛ ------------⎞ ,
6 ab
g t = ± --- , h t = ± ---------- 5 a c = j2, b c = ----- , c c = y2 + 4, d c = 9p2, e c = ------------
a 4 d a 2 ⎝ d ⎠
p–N 2
h c = ⎛ -------------⎞
p+q p 2d 1 y 3t g+1
6 a x = ------------, b x = ------------- , c x = -----------, d x = ------------ , e x = -----------, f x = ----------, g x = ------------ ,
⎝ q ⎠ 2 m–n c–1 a+1 1–y t–1 g–1
a – av a + bc v–u P – 2B D
h x = --------------- , i x = --------------- 7 x = −1 8 a M = DV, b a = -----------, c L = ----------------, d S = ---- , e x = 2A − y,
1+v b+c t 2 T
100I 3V 2E v2 – u2 V2 A – 2πr 2 2S
f P = -----------, g A = ------- , h v = ± ------- , i R = 3
T 2 , j s = ---------------- , k R = ------ , l h = ---------------------, m n = ----------- ,
RN h m 2a 2g 2πr a+l
2 A – bh 5F – 160 9C + 160 3V v2 S–a
n a = -------------------, o C = ---------------------- , p F = ----------------------, q r =------- , r u = ± v 2 – 2s , s a = ± ----2- + x 2 , t r = ------------ ,
3
h 9 5 4π n S
2s – at 2 gT 2 A + πr 2 R1 R2
u u = ------------------- , v l = --------2- , w R = ± ------------------, x R = ------------------ 9 3 cm 10 8.32 cm 11 128 m
2t 4π π R1 + R2
 Answers 575

ANSWERS
a–c y y
12 6 cm 13 a i none, ii x = -----------, iii b ≠ 0, b i none, ii x = ± --- , iii --- ≥ 0 and a ≠ 0, c i q ≠ 0, s ≠ 0,
b a a
ps c2 c2 m–k
ii r = ------ , iii q ≠ 0, d i none, ii b = ± ----2- – 9 , iii a ≠ 0, ----2- ≥ 9, e i nu2 ≠ −1, ii u = ± ------------- ,
q a a kn
T + m2
--- , b r = 100 ⎛ n --- – 1⎞
m–k 2z A A
iii k ≠ 0, n ≠ 0, ------------- ≥ 0, f i t ≠ 2, ii t = ----------- , iii z ≠ 1 14 m1 = ------------------- 15 a r = n
kn z–1 1 – T m2 P ⎝ P ⎠

Chapter 4 Review

1 a j = 8, b b = 10, c x = −8, d c = 14 2 a p = 8, b k = 6, c y = −3, d m = −6 3 a h = 8, b d = −6, c y = 11,

d s = 5 4 a r = 7, b b = −9, c u = 9 5 a a = 3, b f = −4 6 a x = 4, b p = −6, c r = 12 7 a x = 5, b x = 9,
c x = 1 8 a g = --35- , b x = 4 --23- , c u = 4 --16- , d w = −3 --34- , e h = 3 --12- , f s = --45- 9 a x = 8, b z = 12, c t = 99, d a = 6,
e u = 20, f n = 17, g w = 5, h r = 6, i e = −38, j h = 2 10 a x = 40, b m = 30, c a = 14, d u = 2, e z = 1 ----- 8
27
-,
f w = 20 11 a x = 6, 5, 4, 3, …, b x = 5, 6, 7, 8, …, c x = −9, −8, −7, −6, …, d x = 0, −1, −2, −3, …,
e x = 3, 4, 5, 6, 7, 8, f x = −1, 0, 1, 2, 3, 4, g x = 1, 0, −1, −2, … or x = 5, 6, 7, 8, …,
h x = −5, −6, −7, −8, … or x = 8, 9, 10, 11, … 12 a x ≥ 3, b x < 2, c −3 ≤ x < 1, d x < 0 or x ≥ 2
13 a y < 8, b k > −3, c m ≥ 5, d t ≤ 27, e u < 19, f c ≤ 4, g z ≥ −4, h w < −13, i a ≥ 21, j b ≤ 24
14 a m > −7, b c ≤ −7, c r ≥ −4, d n < 32, e ≤ 8, f t > 11 15 a 15, b 9, c 10, d 11, e 9, f 16
16 a 16, 17, 18, 19, b 27, 29, 31 17 a James has $165, Samantha has $118, b Ham sandwich costs $2.20,
Salad sandwich costs $2.60 18 a x = 7, 8, 9, b 8 and 20, c Between 5 cm and 21 cm 19 a v = 70, b v = 33.9,
bc
c E = 129.6, d S = 248, e S = 378 20 a L = 8, b m = 2--3- , c K = 162, d a = −15, e x1 = 2 21 a x = ------ ,
ad
p–q 2
b x = ------------ , c x = ----------------, d x = ± v – u , e x = ⎛ ------------⎞ , f x = --------------------, g x = ------------ , h x = ------------
e m – 6a 10z – 2y a+b y+2
f –g 2a ⎝ r ⎠ 5 2 y–1
z2
22 a x ≥ y, b x = -----2- + y, c w ≠ 0
w

5 Measurement

Exercise 5.1
1 a mm, b cm, c m, d km, e cm, f m, g mm, h km 2 a g, b mg, c t, d kg, e mg, f g, g kg, h t, i g
3 a mL, b L, c kL, d kL, e L, f mL, g mL, h L, i kL 4 a 6000 m, b 3 m, c 90 mm, d 2.5 km, e 46 cm,
f 0.4 cm, g 0.178 km, h 23 mm, i 800 m, j 10 cm, k 2000 mm, l 0.016 km, m 3000 cm, n 0.007 cm, o 0.02 m,
p 0.0003 km 5 a 5000, b 200 000, c 4, d 9, e 3 800 000, f 1.65 6 a 4000, b 8, c 1500, d 14.5, e 2.79,
f 70, g 12 400, h 1820, i 0.375, j 0.14, k 870, l 46, m 0.02, n 0.006, o 5.47 7 a 4000, b 3, c 8000, d 7.5,
e 2400, f 1.95, g 3.61, h 5070, i 730, j 0.195, k 0.011, l 6.8 8 a 60, b 60, c 24, d 180, e 48, f 300, g 30,
h 45, i 16, j 90, k 78, l 170, m 3, n 3, o 7, p 1 1--2- , q 1 1--4- , r 1 1--3- 9 b 1 h 15 min 10 a 1 min 6 s, b 2 min 24 s,
c 3 min 15 s, d 4 min 45 s 11 a 1 h 54 min, b 21 min, c 3 h 27 min, d 2 h 48 min 12 a 1.4 h, b 2.7 h,
c 4.75 h, d 0.6 h 13 a 02:00, b 19:00, c 0:00, d 12:00, e 04:30, f 13:45, g 23:59, h 00:24 14 a 4 am,
b 7:30 am, c 1 pm, d 3:20 pm, e 8:15 am, f 4:35 pm, g 8 pm, h 11:47 pm 15 a 1.379 m, b 5.895 m,
c 12 783.54 m, d 1455.38 m 16 a 15.8 m, 0.85 m, b 20, c 4.32 m, d 25, e 664 mm, f 3.61 km, g 34.15 m
17 a 12.84 kg, b 950 kg, c 1.35 kg, d 6.7 g, e 53, f 580.5 kg, g 3.4 kg, h 2.66 t 18 a 20 mL, b i 80, ii 66,
c 8, d 1485 kL, e 8 300 000 L, f 1.375 L, g i 11.52 L, ii 2.5 mL 19 a 6 h 15 min, b 5 h 45 min, c 10 h 49 min
20 a 6 h 45 min, b 1 d 2 h 48 min, 21 a 10:23 am, b 4:55 pm 22 a 500 g, b 1500 g, c 500 g, d 3500 g
 576 Mathscape 9 Extension
ANSWERS

Exercise 5.2
1 a ±0.5 mm, b ±10 km/h, c ±0.5 cm, d ±0.5 m, e ±0.5 h, f ±25 cm, g ±1°C, h ±0.5 cm, i ±0.5 kg, j ±625 m
2 a 3.5 cm, b 4.5 cm 3 a 63.5 cm and 64.5 cm, b 64.5 cm 4 a 1.5 kg and 2.5 kg, b 8.5 kg and 9.5 kg,
c 13.5 kg and 14.5 kg, d 47.5 kg and 48.5 kg 5 a 25 cm and 35 cm, b 45 cm and 55 cm, c 115 cm and 125 cm,
d 255 cm and 265 cm 6 a 250 and 350, b 275 and 325, c 295 and 305 7 150 AD and 250 AD
8 8650 L and 8750 L 9 a 135 cm and 145 cm, b 3 h 40 min and 4 h, c 1475 kL and 1525 kL,
d 83.5 kg and 84.5 kg, e 11.5 mm and 12.5 mm, f 45.5 t and 46.5 t, g 15.5 cm and 16.5 cm,
h 134.5 m and 135.5 m 10 a 0.1 g, b No 11 a 6.5 mm and 7.5 mm, b 1.5 cm and 2.5 cm, c 7.5 km and 8.5 km,
d 14.5 m and 15.5 m, e 1.55 cm and 1.65 cm, f 4.25 km and 4.35 km, g 6.75 m and 6.85 m,
h 12.05 mm and 12.15 mm, i 2.75 m and 2.85 m, j 17.25 mm and 17.35 mm, k 23.55 cm and 23.65 cm,
l 29.95 km and 30.05 km 12 a 5.5 kg and 6.5 kg, b 6.45 L and 6.55 L, c 22.355 t and 22.365 t,
d 24.5°C and 25.5°C, e 5.05 mL and 5.15 mL, f 0.75 kL and 0.85 kL, g 160.35 cm and 160.45 cm,
h 11.65 g and 11.75 g, i 9.95 L and 10.05 L, j 102.5 dB and 103.5 dB, k 4.85 kg and 4.95 kg,
l 0.045 Hz and 0.055 Hz 13 a 72.5 cm, 85.5 cm, b 71.5 cm, 84.5 cm, c Between 6041.75 cm2 and 6198.75 cm2

Exercise 5.3
1 a i q2 = p2 + r2, ii PR2 = PQ2 + QR2, b i e2 = f 2 + g2, ii FG2 = EF2 + EG2 2 a True, b False, c True,
d False, e False, f True 3 a No, b Yes, RT, 4 a Yes, b No, c Yes, d No 5 62 ≠ 22 + 32 6 a x = 12.1,
b p = 9.7, c z = 16.0, d a = 77.8 7 a x = 31.1, b x = 7.1 8 a 45.49 km, b 63 cm 9 13.1 m or 15.6 m
10 a 7.87 m, b 4.3 m 11 a 15.2 km, b 45.6 km 12 358 m 13 a 65 cm, b 144 mm 14 a d = 12,
b d = 13.7 15 3 cm 16 a a = 10.5, b = 13.4, b x = 7.5, y = 10, c u = 8, v = 11.6 17 PR2 = PQ2 + QR2
18 w = 16.5 19 54 cm 20 67.9 cm 21 a 120 mm, b 36 mm 24 1223 km 25 a 3900 m, b 1500 m

Exercise 5.4
1 a 32 cm, b 35.4 cm, c 31.2 cm, d 57.2 cm, e 114.8 cm, f 81.45 cm, g 46 cm, h 40.9 cm, i 59.8 cm
2 a 59.2 mm, b 33 cm, c 56.8 m, d 66.5 cm 3 a 13 mm, b 8.75 mm, c 9.8 cm, d 9 m 4 a 9 cm, b 8.5 cm,
c 32 cm 5 a 49.4 mm, b 84 mm, c 115 mm, d 76.8 mm, e 92.4 mm, f 73.2 mm 6 5.25 km 7 154 cm
8 $2040.88 9 a 13.9 m, b 4, c $67.20 10 600 m 11 a p = 24, q = 32, perimeter 168 cm,
b p = 9, q = 5.4, perimeter 28.8 cm 12 a 19.5 mm, b 4.2 m 13 a 200 mm, b 53.6 m, c 34 km 14 12 cm
15 86.6 mm 16 144 mm 17 2 cm 18 8 cm 19 length = 120 cm, perimeter = 384 cm
20 42 cm, 56 cm, 70 cm

Exercise 5.5
1 a 18.8 cm, b 34.6 cm, c 103.0 cm, d 149.2 cm 2 a 25.1 mm, b 106.8 mm, c 147.7 mm, d 252.6 mm
3 a 30.2 cm, b 42.3 m, c 143 mm, d 325 cm 4 a 6.4 m, b 11.3 m, c 13.6 m 5 3.84 cm 6 a 7π cm,
b 13π cm, c 20π cm, d 62π cm 7 a d = 8 mm, r = 4 mm, b d = 22 mm, r = 11 mm, c d = 36 mm, r = 18 mm,
d d = 50 mm, r = 25 mm 8 66 km 9 510 10 a 377 m, b 100 11 45.55 m 12 20.4 cm 13 96 cm
14 a 82.3 m, b 191.8 m, c 42.8 m, d 19.2 m, e 34.4 m, f 26.1 m, g 89.6 m, h 194.7 m, i 374.6 m
15 a 84.3 cm, b 45.7 cm, c 33.2 cm, d 33.1 cm, e 121.5 cm, f 25.7 cm, g 64.9 cm, h 125.8 cm, i 150.8 cm,
j 57.8 cm, k 58.3 cm, l 50.0 cm 16 a 246.5 m, b 93.7 m, c 86.4 m 17 36 cm 18 a 44.4 cm, b 27.1 cm,
c 58.6 cm

Exercise 5.6
1 a 100, b 10 000, c 1 000 000, d 0.01, e 0.0001, f 0.000 001 2 a 30 000 cm2, b 7 000 000 m2, c 600 mm2,
d 1 240 000 m2, e 45 000 cm2, f 970 mm2, g 25 600 cm2, h 1875 mm2, i 160 000 m2, j 40 mm2, k 57 000 m2,
l 13 cm2 3 a 4 cm2, b 9 m2, c 5 km2, d 2.8 m2, e 6.5 cm2, f 7.4 km2, g 1.98 cm2, h 3.28 km2, i 4.339 m2,
j 0.7 m2, k 0.15 cm2, l 1.0956 km2 4 a 500, b 7, c 80 000, d 6.4, e 15, f 9 000 000, g 567 000, h 0.37, i 90,
j 0.816, k 200, l 45 000, m 0.003, n 0.0006, o 0.078 5 a 10 000, b 40 000, c 95 000, d 2, e 7.5, f 36,
g 5000, h 0.6, i 0.09, j 12 600, k 0.0003, l 200 6 a 3 000 000 mm2, b 500 mm2, c 0.169 m2, d 0.75 m2,
e 0.002 17 km2, f 744 000 mm2 7 a 475 000 cm2, b 0.0012 ha
 Answers 577

ANSWERS
Exercise 5.7
1 a 27, b 43 2 a 64 cm2, b 31.36 cm2, c 65 cm2, d 48.16 cm2 3 a 45 m2, b 72 m2, c 37.8 m2
4 a 280 cm2, b 66 cm2, c 51.24 cm2, d 60 cm2, e 23.2 cm2, f 74.8 cm2 5 a 44 m2, b 99 m2, c 33.215 m2,
d 27 m2, e 27.54 m2, f 63.51 m2 6 a 32 mm2, b 202.5 mm2, c 169.6 mm2, d 30 mm2, e 104.8 mm2,
f 108.33 mm2 7 a 88 cm2, b 96.75 cm2, c 80.34 cm2, d 24 cm2, e 60.68 cm2, f 241.25 cm2 8 a 72.25 m2,
b 161.5 cm2, c 182.4 mm2, d 168 m2, e 73.45 m2, f 199.5 cm2, g 83.85 mm2 9 0.48 m2 10 a 1--2- , b 33 cm2,
c 48 cm2 11 a 289 m2, b 56 m, c 12 m 12 a 8 m, b 96 m2, c 62 m 13 a It is a quadrilateral with opposite
sides parallel, b 52 cm2 14 180 mm2 15 240 mm2 16 a 40 cm, b 1680 cm2 17 a x = 12, b 150 cm2
18 56 cm2 19 a 54 mm, b 1944 mm2 20 a 32 mm, b 80 mm 21 a 112.5 ha, b 18.7 ha, c 5.4 ha
22 a 9y2, b 10a2 + 15a, c 4n2 + 40n, d 12p2 + 21p, e 24x2 + 30x, f 5cd + 15d 23 a t = 19, b y = 18, c p = 15,
d k = 7, e m = 11, f u = 9 24 960 cm2 25 b 30 cm2 26 a 17.3 mm2, b 47.9 mm2, c 56.7 mm2

Exercise 5.8
1 a 201.1 cm2, b 530.9 cm2, c 176.7 cm2, d 408.3 cm2, e 1017.9 cm2, f 490.9 cm2, g 2091.2 cm2,
h 10 806.5 cm2 2 a 113.1 cm2, b 28 532.2 mm2, c 1385.4 cm2, d 301.7 m2 3 a 7 mm, b 12 mm, c 37 mm
4 47 cm 5 a 9π cm2, b 49π mm2, c 361π m2 6 a 16π m2, b 81π cm2, c 256π mm2 7 a 3 cm, b 16 cm
8 a 25π cm2, b 64π cm2, c 169π cm2 9 a 12π cm, b 22π cm, c 34π cm 10 a 157.1 m2, b 88.4 m2,
c 50.3 m2, d 163.6 m2, e 320.9 m2, f 11.6 m2, g 3094.3 m2, h 143.4 m2, i 240.8 m2 11 a 4.5 cm, b 15.2 cm
12 semicircle 13 a 10 cm, b 78.5 cm2 14 340 cm2 15 a 75.4 cm2, b 23.6 cm2, c 141.4 cm2 16 12 cm

Exercise 5.9
1 a 66 cm2, b 191 cm2, c 96 cm2, d 95 cm2, e 91 cm2, f 268 cm2 2 a 105 cm2, b 447 mm2 3 a 117 cm2,
b 38 cm2, c 44 cm2, d 88 cm2, e 82.5 cm2, f 260 cm2 4 a 109 m2, b 73.5 m2, c 33.07 m2, d 51 m2, e 44.71 m2,
f 7.5 m2, g 219 m2, h 80 m2, i 41.45 m2 5 a 263.9 mm2, b 42.1 mm2, c 308.5 mm2, d 34.8 mm2, e 343.5 mm2,
f 214.0 mm2, g 647.9 mm2, h 230.7 mm2, i 11.6 mm2, j 1093.1 mm2, k 33.9 mm2, l 27.1 mm2 6 776.6 mm2
7 24π cm2

Exercise 5.10
1
1 -----
15
- 2 73.9 m2 3 1350π cm2 4 63 m2 5 3850 cm2 6 160 m2 7 a 3.1 m2, b $967.20 8 a 48.69 m2,
b 10 L 9 a 4, b 240 m2, c $2880 10 6.1 mm 11 2084 m2 12 a 78.42 m2, b $1764.45 13 a 576 ha,
b $806 400 14 48.3 m2 15 11 ------
24
16 128 cm2

Chapter 5 Review

1 a min, b km, c g, d mm, e mL, f kg, g h, h L 2 a 4.1 m, b 2300 m, c 10.6 cm, d 0.52 m, e 0.075 km,
f 0.6 mm, g 34.8 m, h 2 cm 3 a 3900 mm, b 56 000 cm 4 a 3.64 t, b 1800 mg, c 900 kg, d 0.31 kg,
e 86 000 mg, f 3 kg 5 a 1.67 L, b 1400 L, c 0.42 kL, d 5671 mL, e 8.7 L, f 0.059 L 6 a 600, b 39 000,
c 5.8, d 4000, e 7.2, f 0.041 7 a 80 000 m2, b 4.5 ha, c 6400 m2, d 0.731 ha 8 a ±5 km/h, b ±0.5 cm,
c ±500 m 9 a 75 g and 85 g, b 2750 and 2850 years, c 35.5 mm and 36.5 mm 10 a 8.5 mm and 9.5 mm,
b 205.5 L and 206.5 L, c 1.75 g and 1.85 g, d 17.05 m and 17.15 m 11 a 240 s, b 40 h, c 1.5 h, d 36 min,
e 1.25 min, f 9 days 12 a 2.395 h, b 7 h 12 min 18 s 13 a 2 h 45 min, b 3 min 45 s 14 a 05:00 h,
b 21:00 h, c 01:50 h, d 23:26 h 15 a 8:00 am, b 2:00 pm, c 6:20 am, d 10:38 pm 16 6 h 45 min 17 4400
18 76.26 kg 19 71 20 2 h 40 min 21 1.26 L 22 84.6 mm 23 7.2 m 24 34.4 m 25 B 26 a k = 39,
b t = 61.5 27 a 32.31 mm, b 82.9 mm 28 x = 1.6, y = 2 29 a 266 cm, b 80 cm 30 a 50.3 cm, b 320.4 cm
31 a 17.19 cm, b 9.71 cm 32 1384 33 a 56.6 mm, b 20.4 mm, c 54.9 mm, d 80.8 mm 34 a 108 m2,
b 193.2 m2, c 230 m2, d 42 m2, e 111 m2, f 262.2 m2 35 a 361 cm2, b 52 cm 36 a 40 cm, b 292.5 cm2
37 29.4 m2 38 a k = 18, b y = 11 39 a 380.13 cm2, b 132.73 cm2 40 a 49π cm2, b 10π cm
41 a 99.63 m2, b 164.74 m2 42 a 251.3 cm2, b 378.3 cm2, c 32.0 cm2 43 a 146.67 m2, b $3138.74
 578 Mathscape 9 Extension
ANSWERS

6 Data representation and analysis

Exercise 6.1
1 a Big Mac, b Cheeseburger, c Fillet of fish, d 120, e 18 1--3- %, f 4 burgers per minute 2 a Penelope,
b French, c History, d Art, e 7, f History 3 b 8, c 11, d Diane, e Dave by 1 hour, f Diane on Wednesday.
4 a Black, b i Black, ii Blue, c 2, d Black, e Yellow, f 5--7- 6 a 3, b Rugby league, c 90, d -----
3
25
- , e 5%
8 a Picture graph, b i 140 000, ii 100000, c 40 000, d 2001, 2002, e 2000 and 2003, f 1998 9 a 16 L,
b Tank was filled with petrol, c 32 L, d 9 am, 1 pm, e 17 L, f 18 L, g 0 L, Car is stationary,
h 4 pm, 5 pm, Greatest use of petrol
10 Construction progress
11 a Pie chart, b i Western suburbs, ii Southern suburbs,
52 c 2, d 9, e 20%, f 1--5-
48 12
44
French
Storeys completed

40
36 Spanish
32
87° 126°
28
24 33° 114°
Cantonese
20 Japanese
16
12
8
13 a 25, b Max, c Janine sold 35, d Nerida sold 18,
4
e 13
0
4 8 12 16 20 24 28 32 36 40 44 48
Time (months)

Exercise 6.2
1 a b 2 a
Score Tally Frequency Score Tally Frequency
10
12 III 3 2 I 1
8
Frequency

13 IIII 5 6 3 II 2
14 IIII 4 4 4 II 2
15 IIII III 8 2 5 II 2
0
16 IIII II 7 12 13 14 15 16 17 6 IIII II 7
Score
17 II 2 7 III 3
Total: 29 8 III 3

b 24, c 10, 2, d 6, e 29% 3 a 10, b 19, c 53, d 12 9 III 3

4 a 5, b 2, c 6, d 38% 10 10 I 1
5 a
Frequency

8 Total: 24
Score 20 21 22 23 24 25
6
Frequency 2 3 2 6 4 3
4
2
0
1 2 3 4 5 6 7
Score
 Answers 579

11
b ------ , c

ANSWERS
20
6
5

Frequency
4
3
2
1
0
20 21 22 23 24 25
Score

6 a b 50 7 a i Yes, around 5, ii Yes, 1, b i Yes, around 96, ii Yes, 100

8 Stem Leaf 9 a 25, b 68, c 52, d 48%
10 3 4 6 9 10 a 22°, b 11, c Winter
11 1 2 4 7 7 8
12 0 1 2 3 5 6 8 8 9
47 48 49 50 51 52 53 54 55 13 0 1 2 4 6 7 7
Number of matches 14 0 1 4 5 6 9
11 , b 15 year olds, c 14.8 years
Age 12 13 14 15 16 17
Number of students 3 5 9 18 10 5

Exercise 6.3
1 a 6.7, b 15.9, c 57, d 23.9, e 46.2, f −0.5 2 a 20, b 6, c 132, d 14.8, e 6, f 43, g 5.5, h 13.8 3 a 8,
b 11, c 39, 42, d 106, 110 4 a 8, b 17, c 7.9, d 18 5 a mean = 33.7, median = 34, mode = 30, range = 8,
b mean = 241.4, median = 240, mode = 251, range = 94, c mean = 12.1, median = 10.6, mode = 5.9, range = 14.7,
d mean = −1.3, median = −1.5, mode = none, range = 139 6 a 3.24, b 12.71, c 49.99, d 97.16 7 a median = 3,
mode = 4, range = 4, b median = 13, mode = 16, range = 5, c median = 50, mode = 48, range = 4, d median = 96,
mode = 95, range = 5 8 a 33, b 46, c 25, d 78
9 a x Tally f fx b x Tally f fx
10 III 3 30 54 IIII IIII 10 540
11 IIII 5 55 55 IIII 4 220
12 IIII II 7 84 56 IIII II 7 392
13 IIII 4 52 57 III 3 171
14 IIII IIII 10 140 58 IIII IIII IIII 14 812
15 IIII III 8 120 59 IIII IIII 9 531
Totals: 37 481 Totals: 47 2666
mode = 14, mean = 13, mode = 58, mean = 56.7
10 a x Tally f fx b 1.7, c 1, d 1, e 19% 11 a mean = 4.2, median = 5, mode = 6,
range = 5, b mean = 3.8, median = 5, mode = 5, range = 5
0 IIII II 7 0
12 a mean = 16.4, mode = 15, b The two scores of 11,
1 IIII IIII III 13 13 c 16.8 13 a 38, b 42, c 36, d 36.6, e 60
2 IIII II 7 14 14 a Stem Leaf b 114 cm, 125 cm,
10(0) 1 4 c 24 cm, d 114 cm
3 IIII 5 15
10(5) 5 6 6 7 8 9
4 II 2 8
11(0) 0 2 2 3 4 4 4
5 II 2 10
11(5) 6 7 7 8 8 9
Totals: 36 60 12(0) 0 0 1 2 3
12(5) 5 5 5
 580 Mathscape 9 Extension
ANSWERS

15 a Stem Leaf b 36, c 36 17 Students’ (ages)

10
2(0) 4 16 a Anything but 4°C or 5°C,

Number of students
2(5) 7 8 8 b 2°C or 8°C, 8
c 4°C or less,
3(0) 1 2 2 3 3 4 6
d 0°C
3(5) 5 5 6 6 6 7 8
4
4(0) 0 1 2 3 4
4(5) 5 6 7 7 8 2

0
7 8 9 10 11
Age (years)

Exercise 6.4
1 a 6, b 39, c 29.2 2 a 36, b 1254, c 448 3 a 4, b 36, c 60 4 a 10, b 16 5 a 25.5, b 23.6, c 24
6 a increase, b decrease, c stay the same 7 a 15.1, b 16.2, c 16 8 a decrease, b increase, c stay the same
9 752 kg 10 88 11 25 12 73 13 a It will lower the class average, b 71.8%, c It will increase the average,
d 73.7% 14 a 27, b 63 15 a 67, b 9 16 84% 17 $457 500

Exercise 6.5
1 a Number b i 9, ii 17, iii 8, iv 11, v 43, vi 32, vii 3, viii 50, ix 47
Tally f cf
of tails
2 III 3 3
3 IIII 5 8
4 IIII IIII 9 17
5 IIII IIII IIII 15 32
6 IIII IIII I 11 43
7 IIII 4 47
8 III 3 50
∑f = 50

2 a b
x Tally f cf x Tally f cf
1 IIII II 7 7 100 IIII II 7 7
2 III 3 10 101 IIII IIII 9 16
3 IIII II 7 17 102 IIII IIII IIII II 17 33
4 IIII I 6 23 103 IIII IIII IIII 15 48
5 IIII IIII 10 33 104 IIII III 8 56
6 IIII IIII 10 43 105 IIII I 6 62
7 IIII I 6 49 106 IIII 4 66
∑f = 49 ∑f = 66
median = 5, median = 102.5
 Answers 581

3 a b i 6, ii 35, iii 16, iv 28, c median = 22

ANSWERS
x Tally f cf 2 1
4 a b 30, c i -----15
- , ii --- ,
3
18 III 3 3 x Tally f cf 11
iii -----
15
- , d 80%,
19 III 3 6 7 III 3 3
e 9.5 min
20 IIII I 6 12 8 IIII II 7 10
21 IIII 4 16 9 IIII 5 15
22 IIII III 8 24 10 IIII 4 19
23 IIII IIII I 11 35 11 III 3 22
24 III 3 38 12 II 2 24
25 II 2 40 13 III 3 27
∑f = 40 14 I 1 28
15 II 2 30
∑f = 30

5 a x f cf b 5, c 10 6 a x f cf b x f cf
1 2 2 1 2 2 13 3 3
2 4 6 2 1 3 14 2 5
3 3 9 3 3 6 15 1 6
4 3 12 4 2 8 16 1 7
5 1 13 5 1 9 17 4 11
6 4 17 6 3 12 18 1 12
7 6 23 ∑f = 12 ∑f = 12
8 2 25
∑f = 25

7 8 a 3, b 10, c 22.5, d 4, e 19, f 51 9 9

20 10 x f cf fx
median = 5
18
1 3 3 3
Cumulative frequency

16
14 2 4 7 8
12 3 4 11 12
10 4 9 20 36
8
5 7 27 35
6
4 6 10 37 60
2 7 5 42 35
0 ∑f = 42 ∑fx = 189
80 81 82 83 84 85 86
Score
 582 Mathscape 9 Extension
ANSWERS

Exercise 6.6
1 a 6, b 12, c 23.5, d 32.5
2 a Class cc Tally f f × cc 3a Class cc Tally f f × cc
1–5 3 III 3 9 20–24 22 IIII 5 110
6–10 8 IIII 5 40 25–29 27 III 3 81
11–15 13 IIII IIII 9 117 30–34 32 IIII I 6 192
16–20 18 IIII IIII IIII I 16 288 35–39 37 IIII II 7 259
21–25 23 IIII IIII II 12 276 40–44 42 IIII 5 210
26–30 28 IIII II 7 196 45–49 47 IIII 4 188
Totals: 52 926 Totals: 30 1040

b Σf = no. of scores, Σ(f × cc) = approx. sum of scores b 35–39, c 30, d 34.7
4 a Class cc Tally f f × cc b 12
160–164 162 IIII 5 810 10
165–169 167 III 3 501 8
170–174 172 IIII IIII II 12 2064 Frequency 6
175–179 177 IIII IIII 10 1770 4
180–184 182 IIII I 6 1092 2
185–189 187 IIII I 6 1122 0
162 167 172 177 182 187 192
190–194 192 III 3 576 Height (cm) (Class centre)
Totals: 45 7935

c 170–174, d 176.3 cm 5 a 182, b 4, 11, 18, 25, 32, 39, c i 3 437 000, ii 18 885 6 a Too many different scores,
b Class cc f f × cc , c 27.5, d 30–39, e 20–29 7 a 20–24, 25–29, 30–34, 35–39, 40–44,
45–49, b 49, c 35–39, d 34 8 a 16, b 19.5
0–9 4.5 3 13.5
10–19 14.5 8 116
20–29 24.5 10 245
30–39 34.5 12 414
40–49 44.5 7 311.5
Totals: 40 1100

9 a Class cc Tally f cf
b 28 c 139.5

120–124 122 III 3 3

24
125–129 127 III 3 6
130–134 132 IIII 4 10 20
Cumulative frequency

135–139 137 IIII 4 14

140–144 142 III 3 17 16
14
145–149 147 IIII II 7 24
12
150–154 152 III 3 27
155–159 157 I 1 28 8
∑f = 28
4

0
122 127 132 137 142 147 152 157
Number of calls (class centre)
 Answers 583

10 a b 85.5 11 Too large.

ANSWERS
36
12 a 38.82,
bi
32
8

Frequency
28
4

24
Cumulative frequency

14.5 24.5 34.5 44.5 54.5

20 (Class centre)

ii
16

Frequency
8

12 4

8
19.5 29.5 39.5 49.5 59.5
(Class centre)
4
iii
8
Frequency

0
72 77 82 87 92 97
Noise level (dB) (class centre) 4

17 22 27 32 37 42 47 52 57
(Class centre)
c i 40–49, 50–59 ii 25–34, 45–54, iii 15–19, 25–29, 30–34, 40–44, 45–49, 50–54, 55–59,
d i 38.79, ii 39.5, iii 39.14, e iii, the classes are smaller

Chapter 6 Review

1 a NSW, b Vic., c 19 600 000, d No, total of angles is less than angle representing Qld, e 28°, f 3% 2 a 17,
b 4, c Jewish women, d 20%, e 1, f Anglican, Jewish 3 a mean = 10.2, median = 9, no mode, range = 9,
b mean = 24, median = 23.5, mode = 26, range = 10, c mean = 21, median = 19, mode = 11, 26, range = 29
4 a x Tally f cf fx b
8
47 III 3 3 141
48 IIII 5 8 240 7
49 III 3 11 147
6
50 III 3 14 150
51 IIII III 8 22 408
Frequency

5
52 III 3 25 156
53 IIII 5 30 265 4

30 1507
3
c 47, d 51, e 11, f 50.2
5 Σfx = 160, mean = 4 2

0
47 48 49 50 51 52 53
Score
 584 Mathscape 9 Extension
ANSWERS

6 a 64, b 61, c 7, d 1689, e 60.3, f No g

6

Frequency
3

0
57 58 59 60 61 62 63 64
Number of papers sold

7 a 36, b 32, c 21.5, d 16 and 18, e Stem Leaf

0(5) 7 7 8 9
1(0) 3 4 4
1(5) 5 6 6 6 8 8 8 9
2(0) 0 0 1 2 2 3 3 4
2(5) 5 7 7 8 9
3(0) 1 1 2 3 4 4
3(5) 6 9
8 a mean = 9.7, median = 9, mode = 8, range = 4, b mean = 4.1, median = 4.5, mode = 5, range = 5 9 a 135,
b 22 10 13 11 a 40.1, b 42.6 12 a Late night shopping, b 15 13 a i stay the same, ii decrease,
iii increase, b stay the same, ii increase, iii decrease 14 a 39, b 19 15 a 61, b 22–28, c 49, d 43%,
e 27 16 a 95, b 33.5
17 a Class cc Tally f cf f × cc b 11.5–11.9, c 17, d 11.25 s,
10.0–10.4 10.2 IIII 4 4 40.8 e f 11.3 s
32
10.5–10.9 10.7 IIII II 7 11 74.9
11.0–11.4 11.2 IIII I 6 17 67.2 28
11.5–11.9 11.7 IIII III 8 25 93.6
24
12.0–12.4 12.2 IIII 5 30 61
Cumulative frequency

Totals: 30 337.5 20

16

12

0
10.2 10.7 11.2 11.7 12.2
Sprint times (s) (class centres)
 Answers 585

ANSWERS
7 Probability

Exercise 7.1
2 a blue, green, yellow, b No, c i not very likely, ii very likely, iii impossible, iv certain 3 3 red, 1 green, 1 blue
4 a i 1, 2, 3, 4, 5, 6, ii Yes, b i 17, 18, 19, ii Yes, c i friend 1, friend 2, friend 3, ii No, d i 0, 5, 7, 9, ii No,
e i 0, 5, 7, 9, 10, 12, 14, 16, 18, ii No 10 a Yes, b No, c No 11 a No, b No, c No, d Yes, e Yes
12 a i 24, ii No, b i Yes, ii No

Exercise 7.2
14 10 15 16 16 20 18 23 9 15 7 15 21 1
2 a Varia --------- , --------- ,
100 100
Thanh --------- , --------- ,
100 100
Seeza --------- , --------- ,
100 100
Roger --------- , --------- , Leigh --------- , --------- , Lee-Ann --------- , --------- ,
100 100 100 100 100 100
Greg --------- , ---------
100 100
60
3 a No, b i 0.12, ii 0.36, iii 0.38, iv 0.14 4 a A ------ ,
80
B 3450
48
60
50
60
49
70
41
50
72
90
68
------ , C ------ , D ------ , E ------ , F ------ , G ------ , H --------- ,
100
I 68
------ ,
80
J 50------ ,
75
b A 0.75, B 0.68, C 0.8, D 0.83, E 0.7, F 0.82, G 0.8, H 0.68, I 0.85, J 0.67, c Player I

Exercise 7.4
1 1 1 1 11 1 3 1
1a --- ,
2
b --- ,
4
c ---
8 13
2a ------ ,
52 4 2
b
------ , c --- , d --- , e ------ , f ------
13 26
3 a Mrs Alix: 2--5- , Mr Steptoe: -----
10
3 1
- , Mr Naba: ------ ,
20
1 1
Mrs Naba: -----20
- , Dr Georgiou: --- , b Mrs Alix, d Mrs Alix: 400, Mr Steptoe: 300, Mr Naba: 50, Mrs Naba: 50,
5

Dr Georgiou: 200 4 40, No 5 a 1--4- , b 1--4- , c 3--4- , d 1--2- , e 0, f 1 6 a Red = 3 faces, Yellow = 2 faces,
White = 1 face, b i Red = 30, Yellow = 20, White = 10 7 a 1--8- , b 1--2- , c 5--8- , d 1--4- 8 a 1, b 0, c 1--5- , d ----- 20
3 9
- , e ------ ,
20
9
f -----
10
- 9 42. Not necessarily. 10 10 silver, 8 gold, 1 white, 1 black 11 3 red, 6 blue, 15 green 12 a 1--4- , b ----- 1
13
-,

1 7 1 1 1 1 7
c -----
52
- 13 -----
26
-
12
- , b --- , c --- , d 0 16 ---
15 a ----- 3 6 6
17 Alicia. Her probability of winning is ----- 12
-.

Chapter 7 Review

1 a 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, b No, i 9 and 10, ii 20

4 a Experimental b Car 1, Holiday 1, TV 2, Dinner 6,
Prize Tally Total Concert 4, Spin 3, No prize 2
probability
Car III 3
1
------ 8 a P(G) = 1--4- , b P(R) = -----
12
5
- , c P(B) = --- ,
1
6
20
1 d P(Y) = 1
------ , e P(W) = 1
------ 9 a 1, b 1--4- ,
Holiday IIII 4 ------
15
12 12

1 c 3--8- , d 1
---
4
10 Crimson = 3, Aqua = 4,
TV IIII I 6 ------
10 Hyacinth = 1, Lemon = 2, White = 2,
Dinner IIII IIII IIII III 18
3
------ Black = 0. Other answers are possible.
10
7
Concert IIII IIII IIII 14 ------
30
1
Spin IIII IIII 10 ---
6
1
No prize IIII 5 ------
12
 586 Mathscape 9 Extension
ANSWERS

8 Surds

Exercise 8.1
1 a yes, b no, c yes, d yes, e no, f yes, g no, h no, i yes, j yes, k yes, l no, m yes, n yes, o yes
2 a rational, b rational, c irrational, d rational, e rational, f irrational, g rational, h rational, i irrational,
j rational, k rational, l irrational, m rational, n irrational, o rational, p rational, q rational, r rational,
s irrational, t rational, u irrational, v irrational, w rational, x rational, y irrational 3 a rational, b rational,
c irrational, d irrational, e rational, f rational, g rational, h rational, i irrational, j rational, k irrational,
l rational, m rational, n irrational, o rational, p rational 4 a 2, 3, b 4, 5, c 8, 9, d 12, 13 5 a 2.6, b 2.4,
c 2.6, d 2.3, e 3.2, f 9.3, g 16.2, h 9.5, i 0.4, j 10.6, k 0.3, l 0.5, m 2.1, n 1.0, o 2.2, p −9.9
6 a 3.4, 13, 3.7, 15, b 83, 9.15, 9.6, 96, c 3.6, 4, 3 2, 3 90 , d 3 5, 41 ------ , 4 3, 7,
6
e 2 6, 5, 26, 3 3, f 12 – 11 , 4 5, 1 + 67 , 10.1 9 a 7 b ( 11 – 7 ) units 10 a π units,
b Roll the coin along the line through one complete revolution 11 a always, b always, c sometimes,
d sometimes, e sometimes, f sometimes

Exercise 8.2
1 a 10, b 21, c 14, d 15, e 22, f 39, g 30, h 55 2 a 2, b 3, c 7, d 11, e 8, f 48, g 50,
h 63, i 5, j 13, k 20, l 32 3 a 2 2, b 2 3, c 3 2, d 2 5, e 2 6, f 3 3, g 2 7, h 4 2, i 2 10,
j 3 5, k 4 3, l 5 2, m 3 6, n 2 15, o 3 7, p 6 2, q 5 3, r 4 5, s 2 21, t 3 10, u 4 6
v 3 11, w 5 6, x 10 2 4 a 10 3, b 12 5, c 6 3, d 8 7, e 24 5, f 44 3, g 50 2, h 9 7,
i 24 2, j 30 3, k 6 22, l 50 3 5 a 8 2, b 4 10, c 5 7, d 11 2, e 9 3, f 7 5, g 12 2,
h 6 11, i 9 5, j 8 7, k 15 3, l 12 5 6 a 8, b 18, c 20, d 27, e 32, f 44, g 45,
h 48, i 50, j 52, k 54, l 56, m 60, n 63, o 72, p 75, q 80, r 88, s 90, t 96
7 a k = 12, b a = 98, c m = 4, d y = 11 8 a 3 a, b 5 a, c a a, d a 2 a, e a b, f b a, g a 2 b,
h b 3 a, i ab 2 a, j a 4 b 2 b, k a 2 b ab, l a 4 b 3 ab, m 2a a, n 2a 2 3, o 3a 2 2a, p 3a 3b,
q 6b 2 a, r 3ab 5a, s 4a 2 b 3, t 5a 3 b 5 2ab 9 a 49a, b a3, c a9, d a3b2, e 25ab, f 8a,
g 48a 5 b, h 45a 5 b 7

Exercise 8.3
1 a Yes, b No, c No, d No 2 a 7 2, b 3 3, c 9 5, d 4 11, e 3 7, f 5 3, g 2 5, h 0, i 10,
j 17 11, k 5 7, l 14 2, m – 4 3 , n – 3 5 , o – 7 6 3 a 9 2, b 6 3, c 7 10, d 3 6, e 7,
f 9 5, g 3 3, h 7 11, i – 5 10 4 a 7 2 + 3 3 , b 12 5 + 10 3 , c 5 7 + 4 5 , d 9 6 + 6 2 ,
e 14 3, f 10 + 9 11 , g 7 7 – 4 3 , h −8 5 + 5 2 , i 17 2 – 5 5 , j 15 6 + 9 10 , k 2 3 – 8 7 ,
l − 13 – 2 2 5 a 3 2, b 3, c 3 5, d 5 3, e 5, f 2 2, g 4 7, h 8 2, i 10, j 7 5, k 3 2,
l 15 2, m 14 2, n 6 7, o 7 3, p 5 5, q 10 6, r 11 7, s – 2 6 , t 5 11, u 10 13, v 30 5,
w 3 2, x 17 3 6 a 5 5 + 5 3 , b 7 + 4 2 , c 6 2 + 16 10 , d 12 3 – 2 6 , e 2 – 3 5 ,
f 34 3 – 2 10 7 a 9 p + 2 q , b 4 u – 2 v , c 11 x – 7 y , d n 8 a 7 a, b 7 p, c 3x,
d 4k k, e 8m 2 m, f t 2, g y 3y, h 3uv 3 v, i 15cd 2 3c

Exercise 8.4
1 a 15, b 22, c 35, d 30, e 14 2, f 12 5, g 30 2, h 16 3, i 20 6, j 27 21, k 28 55,
l 45 39, m 5, n 17, o 6, p 75, q 30, r 105, s 8 42, t 48 70 2 a 5, b 6, c 7, d 6, e 5 3,
 Answers 587

ANSWERS
f 3 2, g 5 6, h 8 11, i 2, j 5, k 3, l 4, m 8 15, n 3 13, o 4 7, p 9 7, q 5 7, r 6 11, s 9 10,
t 8 13 3 a 2 3, b 2 5, c 3 2, d 2 6, e 2 7, f 2 10, g 3 5, h 4 3, i 5 2, j 3 6, k 6 2,
l 5 3, m 8 3, n 4 6, o 10 10, p 36 11, q 28 14, r 48 5, s 24 10, t 40 6, u 60 11
4 a 6 3, b 4 15, c 6 6, d 18 2, e 9 35, f 6 33, g 30, h 24, i 80, j 4 21, k 12 10, l 168 3,
m 288 2, n 540 10, o 420 14 5 a 2 2, b 2 3, c 2 5, d 2 6, e 2 2, f 3 2, g 3, h 2, i 5, j 6 3,
k 12 2, l 6, m 8 10, n 21, o 20 2 6 a ab, b 15 mn, c xyz, d 30 pqr, e 24 70abc, f k2,
g ab ab, h 15c d, i 48a, j 2 7 pq, k 54m 10, l 240 pq 3 3 p 7 a x, b q, c 5, d 8 u, e 2 h,
f a3, g q 2 p, h 35a a, i 10x 2x

Exercise 8.5
1 a 6 + 5 2 , b 35 – 2 7 , c 22 + 6 11 , d 10 6 + 2 15 , e 8 10 – 4 22 , f 18 35 – 27 30 ,
g 3 + 2 3 , h 6 5 + 5, i 7 – 14 , j 6 + 15 2 , k 4 15 – 12, l 120 – 10 30 , m 2 3 + 8 2 ,
n 3 5 – 3 2 , o 4 3 – 6 2 , p 35 3 + 10 6 , q 4 5 – 10 2 , r 18 5 – 27 10
2 a 10 + 2 2 + 3 5 + 6, b 21 – 4 3 + 7 – 4 , c 15 – 6 5 – 2 3 + 12 , d 14 – 2 3 + 7 10 – 30,
e 30 + 42 + 10 + 14 , f 10 – 55 + 6 – 33 , g 16 + 7 6 , h 31 – 11 3 , i 10 – 15 + 2 – 6,
j 7 – 14 + 7 – 2 , k 6 + 3 14 + 10 + 35 , l 10 21 + 15 – 2 14 – 6, m 20 – 2 15 + 2 55 – 33,
n 26 – 8 10, o 2 6 + 2 3 + 10 + 5 2, p 8 2 + 4 + 2 6 + 3, q 2 5 + 4 2 – 3 10 – 12,
r 6 – 2 6 + 30 – 2 5, s 30 3 – 36 + 30 2 – 12 6, t 12 10 – 50 2 – 48 + 40 5 3 a 3 + 2 2,
b 7 – 4 3, c 14 + 6 5, d 23 + 8 7, e 15 – 6 6, f 27 – 10 2, g 5 + 2 6, h 12 + 2 35, i 7 – 2 10,
j 17 – 12 2, k 34 + 24 2, l 69 – 28 5, m 30 + 12 6, n 130 – 40 10, o 71 + 12 14, p 8 + 4 3,
q 15 – 10 2, r 27, s 28 – 12 5, t 46 – 16 7, u 168 + 72 5 4 a 1, b 3, c 23, d 13, e 7, f −6, g 11,
h −8, i 11, j 14, k 22, l 88, m 11, n 1, o 43, p 11, q 30, r 4 5 a a = 70, b = 20, b x = 42, y = −24
6 a m = 3, n = 5, b m = 7, n = −6 7 a 7 + 5 2, b 97 – 56 3, c 217 + 88 6 9 a 8, b 2 2 cm 10 2 6

Exercise 8.6
2 3 2 5 3 7 5 6 5 3 2 7 3 5 7 2 6 21 3 10
1 a ------- , b ------- , c ---------- , d ---------- , e ---------- , f ------- , g ------- , h ---------- , i ---------- , j ---------- , k ------- , l ---------- , m ------------- ,
2 3 5 7 6 15 12 21 10 16 3 7 2
66 5 6 6 10 21 30 42 5
n ---------- , o ---------- 2 a 2, b 3, c 3 2, d 2 5, e 4 3, f ------- , g ---------- , h ---------- , i ---------- , j ---------- , k ------- ,
33 6 2 5 3 6 7 2
4 2 2 3 3 6 3 10 6 15 3 42 2 30 3 110 7 2 3
l ---------- , m ---------- , n ---------- , o ------------- , p ------- , q ---------- , r ------------- , s ------------- , t ---------------- , u 5, v ------- , w ---------- ,
3 5 8 4 4 2 4 5 25 7 3
4 2 2+2 4 3–3 3 5 + 35 30 – 2 6 5 3+2 6 7 10 – 2 30
x 3 3, y ---------- 3 a ----------------, b ------------------- , c --------------------------- , d --------------------------, e --------------------------- , f --------------------------------- ,
5 2 3 5 6 3 10
3 10 + 4 5 5 21 – 3 35 3 2 – 4 10 2–3 6 5 2+2 5
g ------------------------------ , h --------------------------------- , i 2 2 + 1, j 5 3 – 2, k ------------------------------ , l ----------------------- 4 a --------------------------- ,
10 14 2 6 10
7 3–3 7 4 11 + 33 2 9 5 + 25 3 12 2 + 6 4 3– 6 3 10 + 5 21 3
b --------------------------- , c --------------------------------- , d ------------------------------ , e --------------------------- , f -----------------------, g --------------------------------- , h ------- ,
21 22 15 3 2 15 6
3 2+ 3 16 5 – 15 2 7 3 7 6 3+1 5– 2 7+ 3 3– 3
i ------------------------ , j --------------------------------- , k ---------- , l ---------- 5 a 2 – 1 , b ----------------, c -------------------- , d --------------------, e ---------------- ,
6 40 18 10 2 3 4 3
12 + 3 2 7 2– 6 2 3+1 3 5–2 2 15 + 10 55 14 – 22 35
f ----------------------, g 7 6 + 7 5, h -----------------------, i -------------------, j ------------------- , k ------------------------------ , l --------------------------------------- ,
14 46 11 41 20 30
6 5+5 3 7 14 – 5 3 17 + 2 70
m --------------------------- , n 3 2 + 2 3 , o ------- , p 5 2 + 3 5, q 3 + 2 2, r ---------------------- , s -------------------------, t 5 – 2 6
7 35 11 3
2
6 --7-
 588 Mathscape 9 Extension

Chapter 8 Review
ANSWERS

1 a rational, b irrational, c rational, d irrational, e rational, f rational, g irrational, h irrational, i rational

2 10, 11 3 2 17, 8.6, 3 700 , 83 4 a 10, b ( 10 – 3 ) units 5 a 3, b 17, c i ( 13 – 3 ) units,
ii ( 17 – 3 ) units, iii ( 17 – 13 ) units 6 a 5, b 28, c 18, d 75 7 a 2 3, b 4 2, c 6 5, d 12 7,
e a a, f y 2 y, g 3 3 p, h 5xy 2 2x 8 a 28, b 45, c 48, d 150, e 9n, f k3, g c7,
h 24e 3 f 9 a m = 63, b z = 9 10 a 2 3, b 14 2, c 5 11, d 7, e 7 3, f 3 6, g 6 10, h – 9 5
11 a 11 3 + 6 2, b 5 2 + 5 5, c 8 7, d −4 10 – 8 11 12 a 5 5, b 5 2, c 16 3, d 13 5,
e 7 2 + 16 3 13 a 21, b 20 3, c 12 10, d 66, e 5, f 9, g 5 6, h 2 14 a 10, b 6 2,
c 24 5, d 12 6, e 3 2, f 2 3, g 14 6, h 24 15 a 14 + 4 2, b 6 – 10 3, c 14 5 – 28,
d 35 – 14 + 15 – 6, e 4 10 – 6 15 + 4 3 – 9 2 , f 21 + 8 5, g 21 – 12 3, h 42 – 24 3, i 7, j 58
7 2 5 10 5 3+6 2 6+5 3
16 a a = 37, b = 12, b m = 114, n = −24 17 a ------- , b ---------- , c ---------- , d ------- , e ----------------, f ---------------------------
7 15 2 15 3 3
5–1 11 + 3 6+ 2 24 – 4 3 5 3
18 a ---------------- , b -------------------, c --------------------, d ---------------------- , e ---------- , f 19 + 6 10
4 2 4 11 3

9 Indices

Exercise 9.1
1 a 52, b 23, c 34, d a3, e p5, f y4, g a2b2, h m3n2, i g2h4, j 4e2, k 7q4, l 5u2v3, m a2 + b, n m3 − n2, o c4 + d3,
p 6y2 − z2, q 2r + 3s2, r 7e3 − 8f 2 + 4g2 2 a 3 × 3, b 5 × 5 × 5, c 2 × 2 × 2 × 2 × 2, d 7 × 7 × 7 × 7, e n × n × n,
f y × y × y × y × y, g 3 × m × m, h 11 × q × q × q × q × q × q, i p × q × q, j p × p × q, k x × x × x × y × y × y × y,
l a × a × b × c × c × c, m a × a + b × b, n m × m × m + 3 × n, o p × p × p − 2 × q × q,
p 3 × a × a × a × b × b + 5 × a × a × b 3 a 23, b 32, c k4, d 5x, e nm, f (3q)2p 4 a 243, b 512, c 2401, d 4096,
e 64, f 145, g 156 250, h −13 312 5 a 2, b 3, c 4, d 3, e 6, f 2, g 4, h 5 6 a m = 2, n = 2, b a = 1, b = 2,
c p = 1, q = 3, d x = 4, y = 2, e u = 3, v = 2, f a = 3, b = 2, g e = 5, f = 7, h r = 5, s = 11, i a = 3, b = 2, c = 13
7 108 9 65 536 10 m = 3 11 k 12 x = 4.32 13 8

Exercise 9.2
1 a 25, b 37, c 56, d 75 3 a am × an = am + n 4 a 34, b 72, c 23, d 52 6 am ÷ an = am − n 7 a 26, b 56,
c 79, d 310 9 (am)n = amn 10 a 28, b 36, c 711, d 512, e 34, f 52, g 28, h 76, i 512, j 724, k 320, l 224
11 a 33 × 32 = 35, b 54 × 52 = 56, c 75 ÷ 75 = 1, d 212 ÷ 23 = 29, e (54)2 = 58, f (65)4 = 620 12 a 63 × 6 = 64,
b 104 ÷ 10 = 103 13 a By dividing by 2, b 20 = 1, c 34 = 3 × 3 × 3 × 3, 33 = 3 × 3 × 3, 32 = 3 × 3, 31 = 3, 30 = 1,
d 1, e 1 14 a 128, b 2048, c 512, d 4096, e 16, f 8, g 64, h 32, i 64, j 256, k 4096, l 1024

Exercise 9.3
1 a n5, b a9, c y8, d t4, e e10, f x7, g m9, h d10, i p13, j r8, k b10, l z12, m c10, n k15, o w11 2 a p3, b x4,
c q2, d y8, e t7, f b2, g n3, h m, i f 6, j r 4, k d 3, l j2 3 a a6, b p8, c x15, d b12, e m9, f y20, g t18, h n16, i q22,
j c25, k h27, l w40 4 a 3a6, b 2n8, c 18k7, d 8y7, e 15c8, f 20t9, g 24d10, h 30n11, i 32u12, j 6n9, k 36p10,
l 42z17 5 a 2n4, b 3b2, c 6c3, d 5m2, e 2y6, f 3k6, g 6z5, h 4p8, i 11x2, j 4m5, k 4s8, l 4e8 6 a a3, b d6,
c n, d k7, e 2e7, f 5m, g 6u3, h 3h4, i 4s2, j 10z7, k 7r, l 9f 6 7 a 16a6, b 9m10, c 36g8, d 4k18, e 8n15,
f 27e12, g 16q28, h 49y12, i 1000b12, j 32w40, k 25g12, l 10 000x20, m 64c30, n 81f 4, o 64v6, p 216s21
8 a a4b3, b x7y2, c p6q3, d m12n3, e j5k7, f y8z7, g 12a3b3, h 10m3n8, i 24u6v9, j 21r6s6, k 36w6x11, l 30c13d10,
m 32f 6h17, n 60s11t16, o 56i9j16 9 a a2b4, b m2n7, c g4h9, d x3y5, e u3v2, f c2d 2, g 2y5z7, h 3ab, i 8i7j3,
j 7mn4, k 6c5d4, l 11p7q3, m 5e6f 6, n 7x3y4, o 12b5c5 10 a x4y8, b p10q6, c c3d12, d u8v12, e r20s15, f a32b4,
g 25m6n8, h 81s4t12, i 8c18d 9, j 16y4z20, k 27p12q27, l 32g55h20, m 125q36r3, n 64x30y12, o 10 000e12d32
 Answers 589

11 a a2, b p5, c s6, d m6, e 7n4, f 5t3, g 7b3, h 8x7, i 9h 12 a e5, b y6, c q4, d 3d4, e 20g12, f 5u2, g 100x13,

ANSWERS
h 9k4, i 60j16 13 a 3p2, b 5z3, c 8m5, d 10s4, e 2d 5, f 3w3, g 2n6, h 3x8, i 2b7 14 a a4b3, b p5q7, c y6z8,
d 5cd3, e 3m2n4, f 8u5v9 15 a p4q3, b e7f 10, c u4v, d 5x6y, e 55m13n5, f 42c7d12 16 a 4x2y5, b 7m4n6,
c 12p3q8, d 2uv6, e 10e2f 7, f 2c4d11 17 a 6, b 12, c 96 18 a 15, b 45, c 405 19 a 40, b 20, c 5, d 5--8-
8
20 a 200, b 40, c 8, d -----
25
- 21 a 9, b 27, c 81 22 a 100, b 1000, c 10 000

Exercise 9.4
1 a y8, b m5, c t12, d b6, e a15, f k14, g z18, h d11, i p7, j e32, k v12, l c13 2 a 4y2, b 35t9, c 36c8, d 36p7,
e 7s16, f 27f 21, g 72w12, h 32k40, i 9b10, j 125r36, k 110g19, l 7m 3 a n11, b p10, c y7, d y9, e a11, f x4, g n20,
h e19, i h10, j m7, k v8, l b16 4 a e18, b v21, c m30, d d10, e n12, f a3, g 10g13, h 5t4, i 20r11, j 100m15, k 5w7,
l 72a24, m 15b9, n 2c8, o 4u6 5 a 30a8, b 20g12, c 10x8, d 54u19, e 7d 7, f 32k20, g 6v3, h 4m9, i 4b2 6 a m15,
b t36, c c16, d s12, e k24, f h26 7 a 2u6, b 10p5q9 8 a 2a + b, b km + n, c 5x + 1, d 32n, e 26t, f p3q, g 52m + 4, h a10,
i 3u − v, j 4y − 3, k 5k, l 11w − 1, m 6e, n 25, o m2q, p x2, q 2ab, r n5k, s e f , t p12q, u 521u, v 66ab, w 2xy + xz,
2

xa mk − nk 9 a D 10 2 n − 2

Exercise 9.5
1 a 25 2×2×2×2×2 32 b 35 3×3×3×3×3 243
24 2×2×2×2 16 34 3×3×3×3 81
23 2×2×2 8 33 3×3×3 27
22 2×2 4 32 3×3 9
21 2 2 31 3 3
20 1 1 30 1 1
2 a 1, b 1, c 1, d 1 3 a 1, b 1, c 1, d 1, e 2, f 3, g 7, h −6, i a, j q, k 1, l m2p 4 a 5, b 4, c 4, d 2, e 6,
f 45, g 5, h −7, i 11, j 3, k −1, l 11, m 8, n 7, o 7, p 42, q −9, r 17 5 00 is not defined

Exercise 9.6
1 a b 3×3×3×3
24 2×2×2×2 16 34 81
23 2×2×2 8 33 3×3×3 27
22 2×2 4 32 3×3 9
21 2 2 31 3 3
20 1 1 30 1 1
1 1 1
2−1 --- 1
--- 3−1 ---
3
---
2 2 3
1 1 1
2−2 ------------ 1
--- 3−2 ------------
3×3
---
2×2 4 9
1 1 1
2−3 --------------------- 1
--- 3−3 ---------------------
3×3×3
------
2×2×2 8 27
1 1 1
2−4 ------------------------------ 1
------ 3−4 ------------------------------
3×3×3×3
------
2×2×2×2 16 81

2 a 1--2- , b 1--4- , c 1--5- , d 1

------
10
3 a 1--3- , b 1--7- , c 1--8- , d 12
1
------ , e 16
1
------ , f 25
1
------ , g 49
1
------ , h 1
--------- ,
121
i 1--8- , j 1
------ ,
27
k 1
------ ,
32
l 1
------ ,
81
m 1
--------- ,
125
1 1 1 1 1 1
n 16
1
------ , o 1000
1
------------ , p 4 a ---- , b --- , c ----2- , d ----3- , e ----6- , f ----4- 5 a a−1, b x−1, c c−2, d u−3, e p−5,
1
--------- ,
243
q 1
------ ,
81
r 1
------
m p h n 64e y
1 1 1 1
f y−8 6 a −1, b −1, c −2, d −2, e −3, f −5, g −2, h −3, i −2, j −6, k −3, l −4 7 a -------, b ------ , c -----, d ------ ,
2m 7c 5r 4q
 590 Mathscape 9 Extension
ANSWERS

1 1 1 1 1 1 1 1 1 1 1 1
e -------2-, f ----------2-, g ------------2- , h ----------2- , i --------3- , j -------------3- , k ----------4-, l ----------5-, m -------3-, n --------------- -, o -----------8-, p ---------- ,
9u 36g 121t 81k 8p 125s 81b 32n 7x 100y 10 64w 8z 18
1 1 1 1 1 1 1 1
q ------------
- , r -------------, s ---------------
- , t ---------------
-, u -----------, v ---------------, w ------------------
-, x -------------------- 8 a 8 1--2- , b 8 8--9- , c 3--4- ,
16c 24 27a 12 169v 14 125y 36 a4b6 p 12 q 20 81e 2 f 12 27y 24 z 21
d 1 1--5- , e 6--7- , f 17 1--4- , g 5, h 5, i 6, j 1--6- , k 9, l 2, m 4, n 4, o 8, p 40, q 1--3- , r 1--2- 9 a 2, b 3, c 2--5- , d 1 1--3- , e 4--9- ,
9 8 16 6 81 k b 3n 9
f ------ ,
49
9
g 1 ----- 2 3
- , h 2 ------ , i 3 --- , j --------- ,
125
k ------ ,
81
10 a --- , b --- , c
l ---------------- ,
10 000
m 2--7- , n 16
------ ,
81
o 36
--------- ,
121
p 27
--------- --- , d -------, e ----2- ,
16 49 8 n 5 125 a 2m x
h2 8 d4 m3 32 d2 f5 9 64 p 2 64n 3 625y 4 16 8
f ------ , g ----3- , h ------ , i ------, j -----5- , k ----2- , l -----, m -------2-, n ------------ , o ------------3- , p -------------4- , q -----4- , r ----------
-,
16 y 16 27 e c e5 4a 49 27m 16x u a3b3
121 p 24 243c 20
s ----------------8- , t --------------------
-
100m 32a 10 b 15

Exercise 9.7
x q a v3 f2 h5 w3 b6 s9 j 1 1 1 1 1
1 a --, b --- , c ----2- , d ----4- , e -----, 3
f ----- , g -----7- , h ----- , i ----, j ----3- , k ------ , l -------- , m ----------- , n ----------
-, o ---------- -,
y p b u e g x c r4 k ab x2 y e3 f 2 p4q6 g5h2
3 5 2 7 9 1 1 2 4 3
p --- , q ----2- , r ----4- , s ----5- , t ----3- , u ------ , v --------2- , w ------4- , x --------9-, y -------6- 2 a ab−1, b x3y−1, c pq−2, d m3n−4,
a c e b k 2u 4p 3t 7w 5n
e e−2f −4, f c4d−5, g j10k−6, h g−7h−9, i y6z−1, j u−3v−10, k 5n−1, l 3p−2, m 9a−7, n 4z−3, o 11t −5, p 10m−6,
a2b3 x3z4 f 2g2 k3
q 1--3- m –1 , r 1--5- k –1 , s 1--4- g –2 , t -----
1 –3
12
2
7
3
4
5
8 11
9
- a , u --- t – 1 , v --- r – 2 , w --- y – 6 , x ------ f – 4 3 a ----------- , b ---------
- , c ----------
-, d ------,
c y2 e3 i j2
u2 1 s2 c5d 1 w2 4b 3 3m 7 5a 4 12 8y 7 d5
e -----------, f ---------------
- , g --------
- , h -------
-, i ---------, j ----------, k -------
-, l -------, m ---------- - , n ------- -, o ------ , p ------- - , q -------2- ,
v2w5 mn 3 p 2 r4t7 e9 pqr x3 y5 a2 n e3 f 2 b6 rs x4 3c
y3 5 3u 2
r -------4- , s ---------, t ----------8- 4 a p2q4r−1, b ab2c−5, c u6v−2w−4, d e−2f−3g−7, e m4n−1p−3, f a−4b−1c−1, g i3j5k−3,
8z 6ab 10v
h c6d−8e−11, i x−1y−1z−1, j mn−1p−8, k 5a4b−2, l 3u5v−4, m 9e−3f−4, n 6m7n−5, o 10p−1q−1, p 2--3- r2s−2, q 4--5- a5b−3,
9 5 1 1 24 1 1 1
r ------ g – 1 h – 4 ,
10
s ------ v 4 w – 9 ,
12
t 8--9- y –5 z –10 ,
5 a m2, b ----3- , c ----8- , d 1, e 5a5, f 18z7, g ----- - , h 14, i --- , j ------, k ----3- ,
k y t9 e j 11 q
10 1 1 9 h 24 64 x 18 1 1 1
l y, m -----5- , n 4c10, o 5w2, p 8, q ----6- , r s8, s ------, t f 28, u ------
- , v ------- , w --------, x ------- 6 a ----3- , b ----4- , c ----5- ,
u d z 18 a 10 8 m 21 49 a n q
5 80 14 9 6 2 m4 x7 1 1 1 1
d -----5- , e -----3- , f -----4- , g -----2-, h -------6- , i -------3- 7 a ab, b x5, c -----3-, d ----- 8 a ----3- , b n6, c ------- - , d b6, e --- , f ---
w p y m 7c 3x n y a w 17 x u

Exercise 9.8
1 a 2, b 3, c 7, d 9, e 2, f 3, g 5, h 10, i 6, j 4, k 11, l 10 2 a 2--3- , b 2--3- , c 5--7- , d 3--5- , e 6
------ ,
11
f 4--9- , g 3--4- , h 9
------ ,
10
i 1 1--3- , j 1 1--2- , k 1 2--5- , l 3 2--3- 3 a 1--4- , b 1--5- , c 1--2- , d 1--3- , e 1--6- , f 1--5- , g 1
------ ,
11
h 1--8- , i 1--4- , j 2 1--2- , k 1 1--2- , l 3
------
10
4 a a3, b a5,
c a11, d a2, e a4, f a10 5 a 3t 4, b 5u6, c 2c3, d 5b7, e 4e6, f 13w9, g 4n6, h 3v5 6 a 2, b 3, c 2, d 2
3 2 5 4 3 5
--- --- --- --- --- ---
7 a 5, b 4, c 6, d 2, e 3, f 2, g 3, h 10 8 a a6, b p7, c k4, d y12 9 a a2, b m3, c e2, d p3, e y4, f k3,
7 6 7 5 2 10
--- --- --- --- --- ------
g t2, h h5, i z3, j u8, k r 7, l w 9 10 a 8, b 4, c 64, d 9, e 8, f 125, g 16, h 27, i 1000, j 4, k 128,
1 1 8 9 1 1 1 1 3 3 5 6
l 32, m ------ ,
27
n ------ ,
16
o --------- ,
125
p ------ ,
25
q ------ ,
27
r ------ ,
25
s ------ ,
16
t ---------
343
11 a a3, b m2, c p4, d n3, e k5,
3 5 4 7 6 9 7
1 1 1 1 1 1 --- --- --- --- --- --- ---
f y 7 , g ------- , h ------- , i --------- , j --------- , k ---------, l --------- 12 a x 2 , b x 2 , c x 3 , d x 3 , e x 5 , f x 4 , g x 2 ,
x 3 c e3 3 2
s 5 4
v 6 7
b
29 1 1 1 1 1 4 5 7
------ – --- – --- – --- – --- – --- – --- – --- – ---
h x 7 , i x 2, j x 3, k x 5, l x 7, m x x, n x 3, o x 2, p x 3 13 a a a, b a 2 a, c a × 3 a ,
1 1 5
--- --- ---
d a × 3 a2 14 a 33, b 94 × 26
 Answers 591

ANSWERS
Exercise 9.9
1 a 2 × 102, b 5 × 103, c 9 × 104, d 7 × 105, e 4 × 10, f 6 × 104, g 3 × 103, h 8 × 106 2 a 9 × 10−2,
b 2 × 10−3, c 4 × 10−4, d 6 × 10−5, e 3 × 10−1, f 7 × 10−4, g 8 × 10−2, h 5 × 10−6 3 a 500, b 2000, c 80 000,
d 3 000 000, e 70 000, f 900, g 6000, h 400 000 4 a 0.2, b 0.05, c 0.009, d 0.000 03, e 0.07, f 0.0006, g 0.4,
h 0.000 008 5 a 1.4 × 103, b 3.7 × 104, c 1.2 × 105, d 9.6 × 106, e 1.2 × 102, f 2.5 × 103, g 9.3 × 104,
h 8.1 × 105, i 4.9 × 10, j 7.23 × 102, k 2.466 × 103, l 1.49 × 103, m 5.67 × 104, n 1.37 × 105, o 9.99 × 103,
p 6.52 × 106, q 5.89 × 10, r 1.902 × 102, s 3.03 × 10, t 1.5426 × 102 6 a 910, b 3200, c 84 000, d 2 600 000,
e 4300, f 59, g 650 000, h 71 000, i 29, j 4163, k 524, l 11 315, m 3850, n 89 200, o 268 500 p 9 003 000
7 a 7.1 × 10−1, b 6.2 × 10−2, c 9.4 × 10−3, d 3.5 × 10−5, e 5.4 × 10−1, f 1.7 × 10−3, g 3.6 × 10−2, h 7.9 × 10−4,
i 5.1 × 10−3, j 9 × 10−2, k 6.7 × 10−5, l 8.8 × 10−2, m 1.25 × 10−1, n 3.52 × 10−2, o 4 × 10−1, p 6.63 × 10−4,
q 7.54 × 10−3, r 4.761 × 10−1, s 3.924 × 10−3, t 1.162 × 10−5 8 a 0.19, b 0.0086, c 0.064, d 0.000 058, e 0.031,
f 0.93, g 0.0048, h 0.000 007 2, i 0.842, j 0.0587, k 0.000 106, l 0.000 041 9, m 0.021 32, n 0.4076,
o 0.007 119, p 0.000 100 2 9 a 1.73 × 104, b 2.07 × 103, c 2.00 × 105, d 1.53 × 10, e 9.03 × 102, f 3.57 × 103,
g 1.66 × 10−1, h 2.26 × 10−2, i 7.38 × 10−3, j 1.07 × 10−4, k 9.17 × 10−6, l 5.56 × 10−2 10 a 8 × 109, b 7.5 × 106,
c 7.2 × 103, d 7.5 × 10−7, e 4.3 × 108, f 4 × 10−5, g 4 × 106, h 9 × 10−4

Exercise 9.10
1 a 230, b 5910, c 70 400, d 1 608 000, e 0.52, f .006 42, g 0.0927, h 0.000 389 9 2 a 4.7 × 106, b 3.14 × 105,
c 9.05 × 109, d 1.782 × 1012, e 5.7 × 10−4, f 6.22 × 10−7, g 8.013 × 10−11, h 2.637 × 10−18 3 a 4 × 103, 403,
b 43 = 4 × 4 × 4 4 a 1.455 × 108, b 7.535 × 1015, c 4.274 × 106, d 9.493 × 10−18, e 1.098 × 10−12,
f 1.785 × 10−38, g 5.507 × 1023, h 8.968 × 10−13, i 9.873 × 1035, j 9.198 × 102, k 4.237 × 10−3, l 6.464 × 10−4,
m 5.747 × 10−4, n 4.348 × 103, o 5.047 × 103 5 a 5.022 × 1015, b 6.425 × 1013, c 7.647 × 1016, d 1.331 × 106,
e 1.800 × 1016, f 2.075 × 10−17, g 8.471 × 10−14, h 1.009 × 10−24 6 3.94 × 10−12, 3.959 × 10−12, 8.41 × 10−9,
6.7 × 105, 1.5 × 106, 5.2 × 108 7 a Jupiter by 1.194 × 1027 kg b 200 times 8 3 × 104 km/h 9 5.916 × 109 km
10 8.3 min 11 a 6.375 × 103 km, b 40 055 km 12 a 3.67 times, b 109 13 a hydrogen, 1778 times,
b 6.25 × 1017 million

Chapter 9 Review

1 a 34, b a5, c 14p2q2 2 a 7 × 7, b k × k × k × k × k × k, c a × a × a × b × b × b × b,

d 5 × e × e + 3 × f × f × f × f 3 53 4 a x = 3, y = 2, b m = 3, n = 2 5 a 510, b 24, c 320 6 a n7, b 15p6,
c a12b10, d 4k7, e ab2c2d, f 40x3y7, g y5, h 7c4, i u9v7, j 6t10, k 8m5, l −6e6f 7, m z28, n 27p3, o 16x20,
p r5s5, q a48b24, r −8j12k27 7 a t10, b d7, c y11, d p31, e p13, f z25, g h6, h v24, i k27 8 6d 8 9 a 10, b 20,
4
c 80 10 a 100, b 20, c ---
5
11 a 100, b 1000, c 3333 1--3- , d 900 000 12 a 1--4- , b 36
1
------ , c 81
1
------ , d 1
--------- ,
125
e 1
------
32
a q 1 1 u2v3c3
13 a m−1, b k−2, c a−5, d r−9, e x−11 14 a −1, b −2, c −4, d −3 15 a --- , b --- , c -----, d ----2- , e ----------- 4
- , f ----------,
5
b p xy d m n w7
r4 1 9 7g 3 5m 2
g ------, h -------------
- , i ---2- , j --------, k --------3- , l ---------- 16 a xy , b m n , c p q , d a b c , e m k n , f 2x y z−8,
−1 3 −5 −2 −4 4 5 −7 6 −1 −5 −3 −1
st 6 ab 2 c 3 t ef5 4p 9k
t 49 q3 25d 14 1 16
g 5m9n−2p−3, h --3- e 4 f –1 17 a 4, b --3- , c -----
2 2 9
25
8
- , d --------- , e --- , f ------, g --------- , h --------------
125 2 3
18 a a5, b ----7- , c c7, d -------,
6 m 8p 64c 8 k p 11
1 1 1 1 1 y 21
e ---6-, f ----8- , g ----,5
h 7u4, i ----6- , j ------ 10
- , k q32, l ------- 19 a 6, b 8, c 11, d 2, e 3, f 5, g 3, h 2, i 10 20 a 1--3- ,
s x r v n 8
b 1--7- , c 1--2- , d 1
------ ,
10
e 1--2- , f 1
------
10
21 a 6, b 7, c 4 22 a a5, b w4, c 2k3, d 7p11, e 2u6, f 3s7 23 a 27, b 16,
3 7
1 1 1 1 1 --- ---
c 8, d ------ ,
81
e ------ ,
64
f 4--9- , g 27
------------ ,
1000
9
h 1 -----
16
- 24 a m5, b 3
k2, c 4
e 3 , d ---------, e ---------, f --------- 25 a a 2 , b p 2 ,
9 2 6 5 5 7
q a z
5 7 1 1 4 5
--- --- – --- – --- – --- – ---
c n 4 , d t 3 , e c 2 , f y 4 , g x 3 , h b 2 26 a 3 × 103, b 1.9 × 105, c 2.86 × 104, d 1.734 × 102, e 4 × 10−4,
f 2.6 × 10−2, g 1.98 × 10−3, h 5.831 × 10−4 27 a 900, b 60 000 c 8700, d 104 000, e 0.3, f 0.007, g 0.019,
h 0.000 004 61 28 a 900 000, b 56 000, c 0.002, d 0.000 032 7 29 a 3.834 × 1011, b 1.220 × 1028,
c 1.155 × 10−14, d 3.313 × 10−31
 592 Mathscape 9 Extension
ANSWERS

10 Geometry

Exercise 10.1
1 a Yes, b No; no common ray, c Yes, d No; no common vertex, e Yes, f No; no common ray, g No; no common
ray, h No; no common ray, i No; the angles don’t lie on opposite sides of the common ray 2 a 40°, b 120°,
c 65°, d 118° 3 42° 4 a 180°, b 270°, c 210° 5 a x = 50, b k = 30, c p = 20, d m = 300, e c = 90,
f a = 105 6 a a = 45, b n = 60, c t = 75, d y = 120, e d = 45, f r = 30, g v = 33, h h = 72, i c = 36
7 a x = 20, b t = 30, u = 60, c p = 58, q = 32, d j = 65, k = 25, e a = 63, b = 63, f g = 31, g m = 71, n = 109,
h v = 85, w = 70, i c = 121, j b = 47, k s = 162, l f = 25 8 a m = 23, b t = 17, c x = 19, d k = 74, e u = 121,
f p = 30, g a = 292, h g = 115, i y = 20, j c = 16, k w = 27, l e = 33, m e = 35, n b = 21, o n = 156
9 a a = 23, b = 67, c = 23, b m = 42, n = 54, c x = 30, y = 150, z = 45, d p = 7, q = 131, e u = 18, v = 72, w = 82,
f q = 18, s = 24, r = 9, g d = 9, e = 58, h a = 20, b = 60, c = 120, i f = 44, g = 46, j x = 12, k x = 135, y = 225,
l x = 36, y = 34, z = 146 10 a x = 46, b x = 53, c x = 51, d x = 52, e x = 63, f x = 72

Exercise 10.2
1 a corresponding, b co-interior, c alternate, d corresponding, e alternate, f co-interior, g alternate,
h corresponding, i co-interior 2 a equal, b equal, c supplementary 3 a a = 50, b t = 15, c c = 100, d y = 140,
e p = 105, f k = 85 4 a Yes (co-interior angles are supplementary), b No, c No 5 a a = 150, b = 30, c = 30,
b p = 70, q = 110, r = 70, c x = 55, y = 125, z = 55, d f = 66, g = 114, h = 114 6 a p = 78, q = 78, b s = 24, t = 156,
c x = 41, y = 49, d u = 76, e b = 59, c = 31, f v = 63, w = 63, g y = 47, z = 43, h e = 58, f = 122, i q = 59, r = 121,
j c = 56, d = 56, k m = 48, n = 9, l g = 76, h = 104, m f = 16, g = 16, n u = 114, v = 114, o r = 82, s = 98,
p x = 108, y = 109, z = 109, q a = 143, b = 37, c = 37, r d = 88, e = 77, f = 13 7 a x = 92, b c = 25, c a = 20
8 a m = 57, b j = 51, c h = 61, d b = 65, e t = 279, f e = 3 9 a x = 142, b x = 69, c x = 74, d x = 77, e x = 35,
f x = 43, g x = 85, h x = 29, i x = 51, j x = 109, k x = 105, l x = 73

Exercise 10.3
1 a isosceles, b equilateral, c scalene 2 a right-angled, b acute-angled, c obtuse-angled 3 a i ∠ACB,
ii ∠ABC, b i FG, ii EG 4 a EF, FG, b LN, MN 5 a B and D; The third side must be shorter than the sum
of the other two sides. 6 a No, b No, c Yes, d Yes, e Yes, f No 7 a x = 50, b g = 60, c p = 140 8 a t = 60,
b a = 50, b = 80, c v = 72, w = 36 9 a h = 70, b k = 32, c b = 45 10 a a = 140, b z = 124, c d = 78, d r = 40
11 a u = 42, b n = 43, c x = 120 12 a j = 80, k = 80, b r = 35, s = 72, t = 73, c g = 49, h = 41, d d = 120, e = 36,
e p = 62, q = 43, r = 105, f a = 63, b = 63, c = 54, g x = 48, y = 51, h t = 43, u = 60, i m = 60, n = 30,
j e = 63, f = 43, k v = 130, w = 18, l a = 43, b = 57, m t = 46, u = 46, v = 44, n p = 60, q = 68, r = 52, s = 308,
o h = 80, i = 70, j = 150, p e = 27, f = 126, g = 126, q c = 55, d = 92, r b = 58, c = 161, s j = 43, k = 107,
t v = 47, w = 47, x = 57, u j = 38, k = 38, m = 71 13 a a = 30, b y = 40, c p = 35, d m = 19, e c = 78, f u = 22
14 a x = 24, b x = 41, c x = 58, d x = 34, e x = 54, f x = 74, g x = 24, h x = 50, i x = 82, j x = 22, k x = 38,
l x = 36, m x = 80, n x = 62, o x = 25

Exercise 10.4
1 a a = 10, b p = 133, c t = 103, d m = 33, e e = 122, f g = 69 2 a x = 95, y = 95, b p = 60, q = 80, c c = 60,
d = 30, d r = 47, s = 60, e u = 198, v = 92, f w = 126, x = 54, g a = 40, b = 130, h y = 33, z = 146, i e = 65,
f = 72, j g = 68, h = 68, k m = 108, n = 79, l j = 96, k = 107 3 a x = 105, y = 70, b a = 53, b = 71, c p = 140,
q = 40, r = 69, d g = 70, h = 100, e u = 162, v = 18, f d = 236, e = 124, f = 83 4 a k = 40, b c = 44, c x = 70,
d y = 12, e a = 18, f t = 51 5 a x = 83, b x = 71, c x = 66, d x = 145, e x = 124, f x = 105, g x = 70, h x = 56,
i x = 117, j x = 127, k x = 25, l x = 42
 Answers 593

ANSWERS
Exercise 10.5
1
Square Rectangle Parallelogram Rhombus Trapezium Kite
All sides are equal ✓ ✓
Opposite sides are equal ✓ ✓ ✓ ✓
All angles are right angles ✓ ✓
Opposite angles are equal ✓ ✓ ✓ ✓
Opposite sides are parallel ✓ ✓ ✓ ✓
Equal diagonals ✓ ✓
Diagonals bisect each other ✓ ✓ ✓ ✓
Diagonals are perpedicular ✓ ✓ ✓
Diagonals bisect the angles at the vertices ✓ ✓
2 a 4, b 2, c 0, d 2, e 0, f 1 3 a True, b False, c True, d True, e False, f True, g True, h False, i False,
j True 4 a parallelogram, b rectangle, c kite, d parallelogram, e rhombus, f parallelogram, g trapezium,
h parallelogram, i rhombus, j parallelogram, k rectangle, l rhombus, m rhombus, n square, o parallelogram,
p kite, q rhombus, r square 5 a BD = 12 cm, BE = 6 cm, b TR = 10 cm, PR = 20 cm, c JN = 9 cm, KM = 22 cm
6 a parallelogram; p = 5, q = 9, r = 100, s = 80 b rectangle; x = 90, y = 7, z = 3, c square; a = 45, b = 90, c = 6,
d kite; e = 90, f = 60, g = 30, h = 20, e parallelogram; p = 20, q = 50, r = 50, f rectangle; x = 35, y = 55, z = 70,
g rhombus; t = 32, u = 32, v = 90, w = 10, h parallelogram; a = 55, b = 55, c = 20, d = 105, i rhombus; a = 8, b = 50,
c = 65 7 a a = 25, b = 155, c = 8, b t = 90, c p = 90, d e = 73, e u = 6, v = 8, f a = 90, b = 45 8 a a = 52,
b = 128, b y = 65, z = 130, c p = 63, q = 63, d m = 41, n = 41, e e = 57, f = 57, g = 33, f t = 70, u = 90, v = 20,
g g = 15, h = 15, i = 150, j = 30, h c = 90, d = 105, i x = 60, y = 60, z = 60 9 a a = 53, b = 53, b a = 66, b = 104,
c a = 75, b = 15, d a = 83, b = 45, e a = 16, b = 132, f a = 48, b = 58, g a = 60, b = 112, h a = 15, b = 80,
i a = 60, b = 124 10 a x = 35, b x = 120, c x = 71, d x = 45, e x = 72, f x = 23, g x = 83, h x = 57, i x = 65,
j x = 76, k x = 48, l x = 54

Exercise 10.6
1 a triangle, b quadrilateral, c pentagon, d hexagon, e heptagon, f octagon, g nonagon, h decagon,
i undecagon, j dodecagon 2 a convex, b non-convex, c non-convex, d convex 4 No; it would need at
least four sides. 5 a regular pentagon, b irregular hexagon, c irregular nonagon, d regular heptagon
6 a equilateral triangle, b square 7 a i rhombus, ii rectangle, b No, c No, d No 8 b 3, c 540°, d No
9 a 720°, b 900°, c 1080°
10 a No. of sides No. of triangles angle sum b n − 2, c 180°, d S = (n − 2) × 180°
11 a 540°, x = 108, b 720°, x = 120, c 1080°, x = 135
3 1 180°
12 a 140°, b 144°, c 150° 13 156° 14 a x = 55,
4 2 360° b y = 14 15 a 72°, b 45°, c 36°, d 60°, e 40°, f 30°
5 3 540° 16 24° 17 a 15°, b 165°, c 3960° 18 a 3, b 5,
c 12, d 30 19 a a = 30, b = 50, b a = 27, b = 7,
6 4 720°
c a = 80, b = 19 20 a x = 108, y = 108, b x = 120, y = 60,
7 5 900° c x = 135, y = 135, d x = 140, y = 110, e x = 108, y = 22,
8 6 1080° f x = 120, y = 70 21 a 128°34′, b 147°16′ 22 2880°
24 Equilateral triangle, square, hexagon; their interior
angles are factors of 360° 25 108°
 594 Mathscape 9 Extension
ANSWERS

Exercise 10.7
1 a SSS, b AAS, c SAS, d RHS 2 a yes, SSS, b no, c yes, RHS, d no, e yes, SAS f yes, AAS, g yes, SAS,
h no, i yes, AAS, j no, k yes, SSS, l yes, RHS 3 No, AAA is not a congruence test 4 a A, C, AAS,
b A, B, RHS, c B, C, SAS, d A, C, SSS 5 A, J, RHS; D, F, SAS; C, G, AAS; I, K, AAS; E, L, SAS; B, H, AAS
6 a yes, b no, c yes, d yes 7 a no, b yes, c no

Exercise 10.8
1 a EF = EH (given) b BC = CD (given)
FG = HG (given) ∠ACB = ∠ECD (vert. opp. ∠s)
EG is a common side AC = CE (given)
∴ ∆EFG ≡ ∆EHG (SSS) ∴ ∆ABC ≡ ∆EDC (SAS)
2 a ∠QPS = ∠RPS (given) b ∠XZW = ∠XZY = 90° (XZ ⊥ WY)
∠PSQ = ∠PSR = 90° (PS ⊥ QR) XW = XY (given)
PS is a common side XZ is a common side
∴ ∆PQS ≡ ∆PRS (AAS) ∴ ∆XWZ ≡ ∆XYZ (RHS)
3 a CD = FE (given) b ∠RST = ∠TUV (given)
∠CDE = ∠DEF = 90° (given) ∠STR = ∠UTV (vert. opp. ∠s)
DE is a common side ST = UT (given)
∴ ∆CDE ≡ ∆FED (SAS) ∴ ∆RST ≡ ∆VUT (AAS)
c ∠QPR = ∠RTS (alternate ∠s, PQ || ST) d JK = ML (given)
∠PQR = ∠SRT (vert. opp. ∠s) ∠JKM = ∠KML (alternate ∠s, JK || ML)
SR = RQ (given) KM is a common side
∴ ∆PQR ≡ ∆TSR (AAS) ∴ ∆MJK ≡ ∆KLM (SAS)
e ∠OML = ∠OMN = 90° (given) f OE = OG (equal radii)
OL = ON (equal radii) OF = OH (equal radii)
OM is a common side EF = GH (given)
∴ ∆OLM ≡ ∆ONM (RHS) ∴ ∆EOF ≡ ∆GOH (SSS)
4 a BD = DF (CE bisects BF) b KL = NM (opp. sides of a parallelogram)
∠CDB = ∠EDF (vert. opp. ∠s) KN = LM (opp. sides of a parallelogram)
CD = DE (BF bisects CE) LN is a common side
∴ ∆BCD ≡ ∆FED (SAS) ∴ ∆KLN ≡ ∆MNL (SSS)
c XW = WY (ZW bisects XY) d ∠FEH = ∠FGH = 90° (FE ⊥ EH, FG ⊥ GH)
∠XWZ = ∠YWZ = 90° (ZW ⊥ XY) FH is a common side
ZW is a common side EH = GH (given)
∴ ∆XWZ ≡ ∆YWZ (SAS) ∴ ∆FEH ≡ ∆FGH (RHS)
e ∠QPS = ∠QRS (given) f SW = XU (given)
∠PQS = ∠RQS (SQ bisects ∠PQR) VW = XT (given)
SQ is a common side SV = TU (opp. sides of a parallelogram)
∴ ∆QPS ≡ ∆QRS (AAS) ∴ ∆SVW ≡ ∆UTX (SSS)
g MN = PK (given) h ∠ADE = ∠BCE = 90° (∠s in a square)
∠JMN = ∠PKL (opp. ∠s of a rhombus) AE = BE (given)
JM = KL (opp. sides of a rhombus) AD = BC (opp. sides of a square)
∴ ∆JMN ≡ ∆LKP (SAS) ∴ ∆ADE ≡ ∆BCE (RHS)
i ∠TUW = ∠UWV (alternate ∠s, TU || WV) j ∠LKJ = ∠MLN (corresp. ∠s, KJ || LN)
∠TWU = ∠WUV (alternate ∠s, TW || UV) ∠KLJ = ∠LMN (corresp. ∠s, LJ || MN)
UW is a common side KL = LM (JL bisects KM)
∴ ∆UTW ≡ ∆WVU (AAS) ∴ ∆KLJ ≡ ∆LMN (AAS)
k AY = XC (given) l DE = DG (given)
∠BAY = ∠XCD (alternate ∠s, AB || DC) EH = HG (adj. sides of a rhombus)
AB = DC (opp. sides of a parallelogram) DH is a common side
∴ ∆AYB ≡ ∆CXD (SAS) ∴ ∆DEH ≡ ∆DGH (SSS)
 Answers 595

ANSWERS
5 a LM = LN (given) b ∠JKN = ∠MLN = 90° (∠s in a rectangle)
PM = PN (given) JN = MN (given)
LP is a common side JK = ML (opp. sides of a rectangle)
∴ ∆LMP ≡ ∆LNP (SSS) ∴ ∆JKN ≡ ∆MLN (RHS)
c AB = AC (given)
PB = QC (P, Q are midpoints of equal sides)
∠PBC = ∠QCB (base ∠s of isosceles ∆, AB = AC)
BC is a common side
∴ ∆PBC ≡ ∆QCB (SAS)

Exercise 10.9
1 a ∆ABC ≡ ∆PQR (AAS), p = 10 b ∆EFG ≡ ∆UTV (SAS), u = 13
c ∆LMN ≡ ∆LZX (RHS), x = 7 d ∆IJK ≡ ∆ECD (AAS), e = 10
2 a ∆QRS ≡ ∆GHF (SSS), g = 83 b ∆DEF ≡ ∆YXZ (SAS), y = 11
c ∆ABC ≡ ∆KIJ (SAS), k = 9 d ∆LMN ≡ ∆VUT (RHS), u = 7
3 a ii AE = EB (CD bisects AB) b ii PS = SR (given)
∠AEC = ∠DEB (vertically opp. ∠s) ∠PSQ = ∠RSQ (QS bisects ∠PSR)
DE = EC (AB bisects CD) QS is a common side
∴ ∆AEC ≡ ∆BED (SAS) ∴ ∆PQS ≡ ∆RQS (SAS)
iii AC = DB (matching sides of congruent ∆s), iii ∠QRS = ∠QPS (matching ∠s of congruent ∆s),
x = 12 k = 100
c ii ∠EFH = ∠FHG = 90° (EF ⊥ FH, GH ⊥ FH) d ii ∠TUV = ∠VWX (alternate ∠s, TU || WX)
EH = FG (given) ∠TVU = ∠WVX (vert. opp. ∠s)
FH is a common side TU = WX (given)
∴ ∆EFH ≡ ∆GHF (RHS) ∴ ∆TVU ≡ ∆XVW (AAS)
iii GH = EF (matching sides of congruent ∆s), iii TV = VX (matching sides of congruent ∆s),
a = 14 y=9
e ii ∠CBD = ∠EDF (corresp. ∠s, BC || DE) f ii CF = DE (given)
∠CDB = ∠EFD (corresp. ∠s, CD || EF) ∠FCE = ∠CED (alternate ∠s, CF || DE)
BD = DF (given) CE is a common side
∴ ∆BCD ≡ ∆DEF (AAS) ∴ ∆CFE ≡ ∆EDC (SAS)
iii CD = EF (matching sides of congruent ∆s), iii ∠DCE = ∠CEF (matching ∠s of congruent ∆s),
x=4 w = 11
4 a i ∠PSQ = ∠PSR = 90° (PS is an altitude) b i PQ = PR (given)
PQ = PR (given) QS = SR (PS is a median)
PS is a common side PS is a common side
∴ ∆PQS ≡ ∆PRS (RHS) ∴ ∆PQS ≡ ∆PRS (SSS)
ii QS = SR (matching sides of congruent ∆s) ii ∠QPS = ∠RPS (matching ∠s of congruent ∆s)
∴ PS bisects QR ∴ PS bisects ∠QPR
c i PQ = PR (given) ii QS = SR (matching sides of congruent ∆s)
∠QPS = ∠RPS (PS bisects ∠QPR) ∴ PS bisects QR
PS is a common side ∠PSQ = ∠PSR (matching ∠s of congruent ∆s)
∴ ∆PQS ≡ ∆PRS (SAS) ∠PSQ + ∠PSR = 180° (∠s on a straight line)
∴ ∠PSQ ≡ ∠PSR = 90°
∴ PS is a perp. bisector of QR
5 a ∠QPS = ∠RPS (PS bisects ∠P) b PS is a common side
∠PSQ = ∠PSR = 90° (PS ⊥ QR) ∠PSQ = ∠PSR = 90° (PS ⊥ QR)
PS is a common side QS = SR (PS bisects QR)
∴ ∆PQS ≡ ∆PRS (AAS) ∴ ∆PQS ≡ ∆PRS (SAS)
PQ = PR (matching sides of congruent ∆s) PQ = PR (matching sides of congruent ∆s)
∴ ∆PQR is isosceles ∴ ∆PQR is isosceles
 596 Mathscape 9 Extension
ANSWERS

6 a EF = EH (given) b ∠FEG = ∠HEG (matching ∠s of congruent ∆s)

GF = GH (given) ∴ EG bisects ∠FEH
EG is a common side
∴ ∆EFG ≡ ∆EHG (SSS)
7 Let the parallelogram be STUV. b In ∆STV and ∆UVT:
a In ∆STV and ∆UVT: SV = TU (opp. sides of a parallelogram)
∠SVT = ∠VTU (alternate ∠s, SV || TU) ST = VU (opp. sides of a parallelogram)
∠STV = ∠TVU (alternate ∠s, ST || VU) TV is a common side
TV is a common side ∴ ∆STV ≡ ∆UVT (SSS)
∴ ∆STV ≡ ∆UVT (AAS) ∠VST = ∠VUT (matching ∠s of congruent ∆s)
SV = TU (matching sides of congruent ∆s)
ST = VU (matching sides of congruent ∆s) In ∆SVU and ∆UTS:
∴ the opp. sides of a parallelogram are equal SV = TU (opp. sides of a parallelogram)
ST = VU (opp. sides of a parallelogram)
SU is a common side
∴ ∆SVU ≡ ∆UTS (SSS)
∠SVU = ∠UTS (matching ∠s of congruent ∆s)
∴ the opp. ∠s of a parallelogram are equal
8 a ∠AXD = ∠BXC (vert. opp. ∠s) b AX = XC (matching sides of congruent ∆s)
∠DAX = ∠XCB (alternate ∠s, AD || BC) DX = XB (matching sides of congruent ∆s)
AD = BC (opp. sides of a parallelogram) ∴ the diagonals of a parallelogram bisect each other
∴ ∆AXD ≡ ∆CXB (AAS)
9 a WZ = XY (opp. sides of a rectangle) b WY = XZ (matching sides of congruent ∆s)
∠WZY = ∠XYZ = 90° (∠s in a rectangle) ∴ the diagonals of a rectangle are equal
ZY is a common side
∴ ∆WZY ≡ ∆XYZ (SAS)
10 a QR = RS (adj. sides of a rhombus) b ∠RXQ = ∠RXS (matching ∠s of congruent ∆s)
QX = XS (diagonals of a rhombus bisect each other) ∠RXQ + ∠RXS = 180° (∠s on a straight line)
RX is a common side ∴ ∠RXQ = ∠RXS = 90°
∴ ∆QRX ≡ ∆SRX (SSS) ∴ the diagonals of a rhombus are perpendicular
11 a AC = CE (given) b ∠ABC = ∠CDE (matching ∠s of congruent ∆s)
∠ACB = ∠DCE (vert. opp. ∠s) ∴ AB || DE (alternate ∠s are equal)
BC = CD (given)
∴ ∆ABC ≡ ∆EDC (SAS)
12 a TU = WV (given) b ∠WTV = ∠TVU (matching ∠s of congruent ∆s)
∠UTV = ∠TVW (alternate ∠s, TU || WV) ∴ TW || UV (alternate ∠s are equal)
TV is a common side c TUVW is a parallelogram (both pairs of opp. sides
∴ ∆TUV ≡ ∆VWT (SAS) are parallel)
13 a AE = EC (BD bisects AC) b AE = EC (BD bisects AC)
DE = EB (AC bisects DB) DE = EB (AC bisects DB)
∠AED = ∠BEC (vert. opp. ∠s) ∠AEB = ∠DEC (vert. opp. ∠s)
∴ ∆AED ≡ ∆CEB (SAS) ∴ ∆AEB ≡ ∆CED (SAS)
∠DAE = ∠ECB (matching ∠s of congruent ∆s) ∠ABE = ∠EDC (matching ∠s of congruent ∆s)
∴ AD || BC (alternate ∠s are equal) ∴ AB || DC (alternate ∠s are equal)
c AD || BC || and AB || DC, ∴ ABCD is a
parallelogram

Chapter 10 Review

1 a No, no common ray, b Yes, c No, no common vertex, d Yes 2 a straight angle, b acute angle, c revolution,
d obtuse angle, e right angle, f reflex angle 3 a equal, b 90°, c 180°, d 360° 4 a d, f; c, e, b a, e; b, f; d, h; c, g,
c c, f; d, e 5 a No, corresponding angles are not equal, b Yes, co-interior angles are supplementary,
 Answers 597

c Yes, alternate angles are equal 6 a equilateral, b scalene, c isosceles 7 a obtuse-angled, b right-angled

ANSWERS
8 a shortest = BC; longest = AC, b smallest = ∠Q, largest = ∠R 9 No, the sum of any two sides must be greater
than the third side 10 a p = 35, b y = 107, c e = 52, d k = 275, e t = 116, f n = 145, g r = 68, h x = 45,
i b = 73, j m = 125, k q = 44, l a = 71 11 a u = 14, b a = 6, c k = 9, d m = 30 12 a v = 23, w = 23,
b p = 75, q = 55, c a = 36, b = 36, d p = 68, q = 112, e d = 73, e = 133, f x = 53, y = 64, z = 117, g u = 63, v = 117,
h e = 57, f = 33, i r = 101, s = 65, j j = 62, k = 66, k e = 59, f = 100, l x = 61, y = 61, z = 61, m w = 62, x = 100,
n u = 49, v = 79, o e = 102, f = 13 13 a A, opposite angles are equal, C, opposite sides are equal, D, diagonals
bisect each other, b A, diagonals are equal and bisect each other, D, all angles are right angles, c A, all sides are
equal, D, diagonals bisect each other at right angles, d B, diagonals are equal and bisect each other at right angles,
C, all sides are equal and one angle is a right angle 14 a True, b False, c True, d True
15 a f = 71, g = 71, h = 71, b a = 90, b = 21, c = 42, c r = 11, s = 45, t = 124, u = 124 16 a quadrilateral,
b pentagon, c hexagon, d octagon, e decagon, f dodecagon 18 No, because angles are not equal.
19 a 540°, 108°, b 1260°, 140° 20 a 36°, b 30° 21 interior = 162°, exterior = 18° 22 a 24, b 72
23 a ∆PSQ ≡ ∆RSQ, RHS, a = 15, b ∆MKL ≡ ∆MKN, SSS, r = 6, c ∆FGE ≡ ∆HGI, AAS, u = 6,
d ∆WXV ≡ ∆YXZ, SAS, x = 7
24 a ∠RTQ = ∠RTS = 90° (RT ⊥ QS) 25 a ∠VWZ = ∠VXY = 90° (∠s in a rectangle)
∠QRT = ∠SRT (TR bisects ∠QRS) VZ = VY (given)
TR is a common side WZ = XY (opp. sides of a rectangle)
∴ ∆RQT ≡ ∆RST (AAS) ∴ ∆VWZ ≡ ∆VXY (RHS)
b RQ = RS (matching sides of congruent ∆s) b VW = VX (matching sides of congruent ∆s)
∴ ∆QRS is isosceles ∴ V is the midpoint of WX
26 a DG = EF (given) 27 a AD = DB (CD bisects AB)
∠DGF = ∠DFE (alternate ∠s, DG || EF) AC = CB (given)
DF is a common side CD is a common side
∴ ∆DGF ≡ ∆FED (SAS) ∴ ∆DCA ≡ ∆DCB (SSS)
b ∠EDF = ∠DFG (matching ∠s of congruent ∆s) b ∠ADC = ∠BDC (matching ∠s of congruent ∆s)
∴ DE || GF (alternate ∠s are equal) ∠ADC + ∠BDC = 180° (∠s on a straight line)
∴ ∠ADC = ∠BDC = 90°
∴ CD ⊥ AB

11 The linear function

Exercise 11.1
1 a A(1, 3), b B(−3, 2), c C(−2, −4), d D(2, −1), e E(4, 1), f F(−2, −2), g G(−1, 2), h H(4, −3), i I(−3, −1),
j J(1, −2), k K(2, 4), l L(−2, 3), m M(0, 1), n N(3, 0), o O(3, 3), p P(0, −4), q Q(−2, 0), r R(3, 2), s S(2, −4),
t T(−4, 4), u U(−4, −3) 2 a 2nd, b 1st, c 4th, d 3rd, e 1st, f 3rd, g 2nd, h 4th, i 3rd, j 2nd, k 4th, l 1st
3 a 5, b 4, c 7, d 11, e 5, f 9 4 a (6, 5), b (−7, 6), c (4, 3), d (−7, −9) 5 a D (6, 3), b 24 units, c 32 units2
6 a N (−10, 4), b 84 units2 7 b isosceles triangle, c 8 units2 8 b 60 units2 9 a Yes, b No
10 centre = (5, 6), radius = 4 units 11 a A(9, 0), B(9, 4), C(9, −4), b 8π units, c 16π units2
12 A(5, 0), B(0, 5), C(5, 10), D(10, 5) 13 a C(3, 0), b 5 units, c P(0, 4), Q(0, −4), PQ = 8 units
14 a (4, 30°), b (7, 80°), c (5, 100°), d (6, 180°), e (6, 350°), f (8, 130°), g (2, 230°), h (5, 330°), i (7, 210°),
j (3, 50°), k (3, 260°), l (8, 300°)

Exercise 11.2
1 a
 598 Mathscape 9 Extension

c 2, d y = 2x, e
ANSWERS

b y f No, g Yes
No. of circles (x) 1 2 3 4 5
No. of dots (y) 2 4 6 8 10 10
9
8
7
6
5
4
3
2
1
0 x
1 2 3 4 5

2 a

b c 2, d y = 2x + 1, e y
No. of triangles (x) 1 2 3 4 5
No. of dots (y) 3 5 7 9 11 12
11
10
9
8
7
3 a 6
5
4
3
2
1
0 x
1 2 3 4 5

b c 3, d y = 3x + 2, e y
No. of squares (x) 1 2 3 4 5
No. of dots (y) 5 8 11 14 17 18
16
14
12
10
8
6
4
2
0 x
1 2 3 4 5
4 a b c
x 0 1 2 x −1 0 1 x 1 2 3
y 3 4 5 y −3 0 3 y 4 3 2
y=x+3 y = 3x y=5−x
y y y

5 3 5
4 2 4
3 1 3
2 x 2
−2 −1 0 1 2
1 −1 1
x −2 x
−2 −1 0 1 2 −1 0 1 2 3 4
−3 −1
 Answers 599

ANSWERS
d e f
x 0 1 2 x −1 0 1 x 0 1 2
y −3 −1 1 y −2 1 4 y 4 3 2
y = 2x − 3 y = 3x + 1 x+y=4
y y y

2 4 5
1 3 4
x 2 3
−1 0 1 2 3
−1 1 2
−2 x 1
−2 −1 0 1 2 x
−3 −1 −1 0 1 2 3
−2 −1
−3

5 a b c
y y y

2 4 2
1 3 1
x 2 x
−2 −1 0 1 2 −2 −1 0 1 2
−1 1 −1
−2 x −2
−2 −1 0 1 2
−1
−2
−3
−4

d e f
y y y

5 2 2
4 1 1
3 x x
−2 −1 0 1 2 3 −2 −1 0 1 2
2 −1 −1
1 −2 −2
x −3
−2 −1 0 1 2
−1

g h i
y y y

3 4 5
2 3 4
1 2 3
x 1 2
−2 −1 0 1 2
−1 x 1
−2 −1 0 1 2 3
−2 −1 x
−2 −1 0 1 2
−2 −1
 600 Mathscape 9 Extension

j k l
ANSWERS

y y y
6
2 3
5
1 2
4
x 1
−2 −1 0 1 2 3
−1 x
2 −2 −1 0 1 2
−2 −1
1
−2
x
−2 −1 0 1 2 3 −3
−1

6 a b c
y y y

4 1 4
3 x 3
−2 −1 0 1 2
2 −1 2
1 −2 1
x −3 x
−3 −2 −1 0 1 2 3 −2 −1 0 1 2 3 4
−1 −1

d y e f
y y
6
15 1
5
12 x
4 −3 −2 −1 0 1
9 −1
3
6 −2
2
3 −3
1
x −4
x −1 0 1 2 3 4 5
−4 −3 −2 −1 0 1 −1 −5
−1
−6

g h i
y y y

4 6 15
2 5 12
x 4 9
−4 −2 0 2 4 6 8 10
−2 3 6
−4 2 3
−6 1 x
x −6 −3 0 3 6 9 12
−1 0 1 2 3 −3
−1

j k l
y y y

2 3 3
1 2 x
x −3 0 3 6 9 12
−3 −2 −1 0 1 2 1 −3
−1 x −6
−1 0 1 2 3 4 5 6
−2 −1 −9
 Answers 601

7a b The larger the co-efficient, the steeper the line.

ANSWERS
y
8 y = 2x is steeper because the co-efficient is larger.
y = 2x
3
2
1
x
−2 −1 0 1 2
x −1
y= −2
−3
y = 3x

9a b Yes, c The constant term translates the line upward or downward.

y
10 a translate up 5 units, b translate down 3 units, c translate up 2 units,
3 d translate down 7 units 11 reflection in the y-axis
12 a translate up 3 units, b translate down 5 units, c translate up 4 units,
y=x+2 2
x

d translate down 1 unit 13 a y = −x, b y = 2x, c y = − 1--2- x, d y = 1--3- x,

y=

1
x
e y = −x + 1, f y = − x − 4, g y = 3x + 2, h y = 5 + 2x
−2 −1 0 1 2 14 a reflect in the y-axis then translate up 3 units, b reflect in the y-axis then
−1
y=x−2 translate down 4 units, c reflect in the y-axis then translate down 7 units,
−2
d reflect in the y-axis then translate down 3 units, e reflect in the y-axis then
−3
translate up 3 units, f reflect in the y-axis then translate down 10 units

Exercise 11.3
1 y a x = 3, b y = 3, c x = −1, d y = −2 2 a x = 1, b y = 2, c y = −3,
d x = −2, e y = 4, f x = −5, g x = 4, h y = −6 3 a (3, 2), b (4, 1),
4 c (−6, −3) 4 a (1, 0), b (0, 7) 5 a y = 0, b x = 0 6 a x = 5,
3 y=3 b y = −3 7 a y = 6, b x = −1, c x = 5, d y = −1 8 A, C, D, E, G
2 9 y = x + 5, y = 2x + 7, y = −x + 1, x + 2y = 4, y = − 3--2- x 11 a r = 9,
1 b k = 7, c t = 18, d p = −8 12 a g = 0, b s = 20, c u = 10, d a = 9
x 13 a c = 7, b m = 4, c a = ± 3 14 a (−2, 3), b (5, 5), c (3, −3),
−3 −2 −1 0 1 2 3
−1 d (−1, 3), e (1, 3), f (−2, −5), g (−1, −2), h (2, −1) 15 a Yes, b Yes,
−2 y = −2 c The lines intersect at (−2, 3) 16 a Yes, b No, c No, d Yes
−3 17 The lines are parallel 18 a four legs for horses and two legs for
−4 jockeys, 4x + 2y = 26 ⇒ 2x + y = 13, b (4, 5), c 4 horses and 5 jockeys
x = −1 x=3 19 b (7, 13), c 7 five-cent coins and 13 ten-cent coins.

Exercise 11.4
1 a positive, b negative, c zero, d undefined, e negative, f zero, g undefined, h positive 2 a 1, b 1--2- , c −1,
d −3, e 2--3- , f − 3--2- , g − 4--5- , h 1--6- , i − 3--4- , j −2, k 3--7- , l 2, m − 8--3- , n 3--4- , o − 3--5- , p 1, q − 1--4- , r −3 3 a 2--3- , b gradient
4 a 1, b −3, c 1--2- , d −5, e 3--2- , f 2--5- , g − 3--4- , h 7--3- , i − 2--5- , j 1--2- , k − 4--3- , l − 3--5- 5 a 3, b −1, c 5--4- , d − 6--5- , e 1--2- , f 2
---
3
6 a mPQ = 4--3- , mSR = 4--3- , Yes, PQ || SR, b mQR = − 1--3- , mPS = − 1--3- , Yes, QR || PS, c Parallelogram, because the opposite
sides are parallel, d gradient 7 a mKL = 3--5- , mLM = 1--4- , mNM = 3--5- , mKN = 2, b Trapezium, one pair of opposite sides
parallel 8 a mAB = 5--6- , mCD = 1, mEF = 1, mGH = 5--6- , b AB || GH, CD || EF 9 a (6, 5), b (3, 5), c (−1, −6), d (4, 5),
y2 – y1
10 a m = ---------------- , b i 4, ii – 2--3- , iii 5
x2 – x1
 602 Mathscape 9 Extension
ANSWERS

Exercise 11.5
1 a m = 2, b = 3, b m = 3, b = −1, c m = −2, b = 5, d m = −4, b = −3, e m = 1, b = 4, f m = −1, b = 2, g m = 5, b = 3,
h m = −1, b = 6, i m = 2, b = 0, j m = −7, b = 0, k m = 1--2- , b = 4, l m = 1--3- , b = −5, m m = 2--3- , b = 1, n m = − 3--4- , b = 8,
o m = − 6--5- , b = −2, p m = 3, b = −6, q m = 8, b = 20, r m = 14, b = −10 2 a y = 4x + 2, b y = −3x + 5, c y = x − 4,
d y = − 1--2- x −7, e y = 5x, f y = −x 3 a y = 3x + 3, b y = 1--2- x + 1, c y = 3x − 6, d y = −5x + 10, e y = − 1--4- x − 2,
f y = −x + 7, g y = 4x + 12, h y = − 2--5- x + 2, i y = − 2--3- x − 4, j y = 3--7- x − 3, k y = 2--3- x + 6, l y = − 6--5- x + 12
4 a y = 2x + 5, b y = 1--2- x + 3, c y = −x + 9, d y = −3x −2, e y = 1--4- x −5, f y = − 2--5- x + 1 5 a y = 2x −1, b y = x + 1,
c y = 3x + 5, d y = −2x −8, e y = −x + 5, f y = −3x + 4, g y = 1--2- x + 3, h y = − 1--2- x + 3, i y = 1--3- x − 3, j y = − 2--3- x − 2,
k y = − 5--4- x + 2, l y = 3--2- x − 15
6 a y b y c y

6 7 2
5 6 1
1
4 1 5 x
−3 −2 −1 0 1 21 3 4
3 4 2 −1
2 3 −2
1
1 2 −3
x
−4 −3 −2 −1 0 1 2 3 4 1
−1 x
−2 −3 −2 −1 0 1 2
−1
−2

d y e y f y

5 5 2
1
4 4 1
3 3 x
1 3 −4 −3 −2 −1 0 1 2 3 4
2 −1
12 1
1 1 3
−2
x x −3
−4 −3 −2 −1 0 1 2 3 4 −2 −1 0 1 2 3 −4
−1 −1
−2 −2
−3

g y h y i y

6 6
4 1
5 5
3 2
4 4 4 4
2
1 3 3
1
x 2 2
1
−4 −3 −2 −1 0 1 2 3 4 1 1
−1
x x
−2 −3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3 4
−1 −1
−2
−3
 Answers 603

ANSWERS
j y k y l y

4 4 3
3 2 3 2
2 2 3 1
3
1 1 x
−5 −4 −3 −2 −1 0 1 2 3 4
x x −1
4
−4 −3 −2 −1 0 1 2 3 4 −2 −1 0 1 2 3 4 −2
−1 −1
−2 −2 3 −3
−3 −4
2
−4

7 a y = 2x − 5, b y = 5 − 2x, c y = 2x + 5, d y = −2x − 5 8 a y = −3x − 7, b y = 3x − 7, c y = 7 − 3x,

d y = 3x + 7 9 a y = − 1--2- x, b y = 2x, c y = 1--2- x, d y = −2x 10 a x = 5, b y = 5x − 1, c y = 1--5- x, d y = −5x − 1,
e y = −5x, f y = −5, g y = 5x + 1, h y = 5x, i x = −5, j y = 1 − 5x, k y = 5, l y = − 1--5- x 11 a i Same gradient
(m = 2), ii Different y-intercepts, b i Same y-intercepts (b = 5), ii Different gradients, c i All pass through origin,
ii Different gradients, d i All horizontal lines, ii Different y-intercepts 12 a A, F, H, K, b B, E, H, I, K, c A, G,
d E, G, J, e D, I, L 13 a The line would be steeper, b The line would be reflected in the y-axis, c The line would
be translated down 4 units 14 a The line would be horizontal, b y = 2 15 a y = 3x + 4, b y = −2x + 9,
q
c y = − 1--2- x − 4 16 a y = 3x + 5, b y = 1--2- x + 6, c y = − 2--3- x + 10 17 y = − --- x + q
p

Chapter 11 Review

1 a (2, 1), b (−2, 3), c (−2, −2), d (1, −2), e (−1, 1), f (1, 3), g (3, −1), h (0, 0), i (0, 2), j (1, 0), k (−3, 0),
l (0, −3) 2 a 4th, b 3rd, c 1st, d 2nd 3 a 7 units, b 2 units 4 a (4, 5), b (−5, −3) 5 a C (−2, −1),
D (−2, 4), b 20 units 6 b 45 units2 7 P (−6, 1), R (0, 1), Q (6, 1)
8 a b No. of pentagons (x) 1 2 3 4 5 6
No. of dots (y) 5 8 11 14 17 20

c 3, d y = 3x + 2, e y 9a y b y

20 4 4
18 3 3
16
14 2 2
12 1 1
10 x x
8 −3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3
6 −1 −1
4 −2 −2
2
x −3 −3
0
1 2 3 4 5 6 −4
 604 Mathscape 9 Extension

c d 10 a reflect in the y-axis, then translate

ANSWERS

y y
down 2 units, b reflect in the y-axis, then
5 3 translate up 7 units, c reflect in the y-axis,
4 2 then translate up 5 units
3 1 11 a x = 3, y = 6, b x = 4, y = −6,
2 x c x = −3, y = 1 12 A, C
−2 −1 0 1 2 3 13 C, D 14 a a = 6, b k = 5
1 −1
x −2
−3 −2 −1 0 1 2 3 4 5
−1

15 y 16 (1, 6) 17 x-axis: y = 0, y-axis: x = 0 18 a x = 4, b y = −3 19 a 0,

b negative, c undefined, d positive 20 a 3, b 2--3- , c −1, d − 1--2- , e 2,
4 f − 5--4- , g 10
------ , h − ---
7
2
3
21 gradient 22 a D (−7, −9), b D (3, 1)
3
23 a m = 3, b = 8, b m = 4, b = −4, c m = −1, b = 7, d m = −2, b = 0,
2
y=1 e m = 1--2- , b = 11, f m = 4--3- , b = −1 24 a y = 2x − 4, b y = −3x + 5,
1
x c y = 1--4- x 25 a y = 4x + 4, b y = −3x + 6, c y = 3--5- x, d y = 3x − 9,
−3 −2 −1 0 1 2 3 4 5
−1 e y = − 4--3- x − 8, f y = − 3--2- x 26 a y = 3x + 7, b y = −2x + 5, c y = 2--3- x − 4
−2
−3 y = −3
−4

x = −2 x=4
27 y b y c y

5 3 6
4 2 5
1
3 1 4
1
2 x 3 3
−2 −1 0 1 21 3 4 5
1 −1 2
2 1
x −2 1
−3 −2 −1 0 1 2 3
−1 x
−3 −2 −1 0 1 2 3
−1
−2

d y 28 a y = −7x + 4, b y = 7x + 4, c y = −7x − 4, d y = 7x − 4
29 (−1, 2) 30 No
3
2
2 1
x
−3 −2 −1 0 1 2 3
3 −1
−2
−3
 Answers 605

ANSWERS
12 Trigonometry

Exercise 12.1
1 a i XZ, ii ZY, iii XY, b i PR, ii PQ, iii QR, c i AB, ii BC, iii AC, d i MN, ii LN, iii LM, e i PQ, ii PO,
iii OQ, f i VW, ii VX, iii WX 2 a UV, b TU, c TU, d UV 3 a i 20 20 21 35 35 12
------ , ii ------ , iii ------ , b i ------ , ii ------ , iii ------ ,
21 29 29 12 37 37
7 7
24
- , ii ------ , iii 24
c i ----- 25
------
25
4 a i AB = 24 mm, BC = 18 mm, AC = 30 mm, ii DE = 40 mm, EF = 30 mm, DF = 50 mm,
iii GH = 32 mm, HI = 24 mm, GI = 40 mm, b i ∠A = ∠D = ∠G = 37°, ii ∠C = ∠F = ∠I = 53°,
c Yes, the matching angles are equal, d i 3--4- , ii 3--4- , iii 3--4- , iv 3--5- , v 3--5- , vi 3--5- , vii 4--5- , viii 4--5- , ix 4--5- , e They are equal
CE CD CE YZ XZ YZ QR RS QR 5 3 3 5
5 a i --------, ii --------, iii -------- , b i -------, ii -------- , iii -------- , c i -------- , ii -------, iii -------- 6 a i ----- 12
- , ii --- , iii --- , iv ------ ,
4 4 12
CD DE DE XZ XY XY RS QS QS
b i Y, ii X, iii N, iv L

Exercise 12.2
1 a opposite = EG, adjacent = EF, hypotenuse = GF, b opposite = QR, adjacent = SR, hypotenuse = QS,
c opposite = KJ, adjacent = IK, hypotenuse = IJ 2 a i 3--5- , ii 4--5- , iii 3--4- , b i 12
13 13
5 12
5
15
------ , ii ------ , iii ------ , c i ------ , ii
17
8
------ ,
17
15 20 21 20 12 35 12 7 24 7 40 9 40 63
iii ------ ,
8
d i ------ ,
29
ii ------ ,
29
iii ------ ,
21
e i ------ ,
37
ii ------ ,
37
iii ------ ,
35
f i ------ ,
25
ii ------ ,
25
iii ------ ,
24
g i ------ ,
41
ii ------ ,
41
iii ------ ,
9
h i ------ ,
65
ii 16 ------ ,
65

63 11 60 11 x y x y x y u t u t u t
iii ------ , i i ------ , ii ------ , iii ------ 3 a i --, ii --, iii --, iv --, v --, vi --, b i --- , ii --, iii --- , iv --, v --- , vi ---
16 61 61 60 z z y z z x v v t v v u
5 12 12 12 12 35 12 5 5 12 35 35
4 a Z, b X, c Z, d X, e X, f Z 5 a ------ ,
13
b ------ ,
35
c ------ ,
37
d ------ ,
13
e ------ ,
13
f ------ , g ------ , h
12 37
------ ,
12
i ------ ,
13
j ------ ,
5
k ------ ,
37
l ------
37

6 a 17 cm, b sin θ = 8
------ ,
17
cos θ = 15
------ ,
17
tan θ = -----8
15
- 7 sin θ = 9
------ ,
41
cos θ = 40 ------ , tan θ =
41
9
------
40
8 1 9 a x = 3, b k = 14,
c w = 20, d t = 8, e a = 9, f c = 40 10 a tan P = 24
------ ,
7
tan R = 7
------
24
11 a 3--5- , b 4--3- , c 4--5- 12 28 mm 13 a True,
b False, c False, d True, e False, f False, g False, h True, i True, j False, k False, l True
14 a sin2 θ = -----
25
9
- , cos2 θ = ------ , b 1, c sin2 θ + cos2 θ = 1 15 a cos θ = ------ , tan θ = ------ , b sin θ =
16
25
24
25 24
7 11
------ ,
61
tan θ = 11
------
60

Exercise 12.3
1 a 19°, b 26°, c 36°, d 8°, e 41°, f 50°, g 13°, h 64°, i 102°, j 126°, k 143°, l 167° 2 a 0.57, b 1.38,
c 0.98, d 0.32, e 34.44, f 44.61, g 133.57, h 7.41, i 83.44, j 46.17, k 80.89, l 26.62, m 1.22, n 2.61, o 1.03,
p 0.04 3 a 3.03, b 0.55, c 40.91, d 0.10, e 1.05, f 0.15, g 5.74, h 15.84, i 0.69, j 1.40, k 1.54, l 0.34
4 a 16°, b 25°, c 77°, d 65°, e 38°, f 42°, g 62°, h 72°, i 52°, j 28°, k 56°, l 86°, m 1°, n 16°, o 80°
5 a 65°, b 21°, c 6°, d 34°, e 63°, f 19°, g 81°, h 67° 6 a 0.743, b 0.191, c 0.577
7 a cos θ = 0.6692, tan θ = 1.1105, b sin θ = 0.8387, cos θ = 0.5446, c tan θ = 8.1423, sin θ = 0.9925
8 a 0.77, b 0.98, c 1.53, d 0.42, e 0.98, f 1.72

Exercise 12.4
1 a a = 7.4, b y = 12.2, c p = 15.9, d k = 4.6, e w = 42.3, f b = 24.3 2 a e = 16.8, b g = 40.6, c s = 17.0,
d h = 49.7, e m = 55.0, f z = 45.1 3 a t = 5.5, b c = 18.3, c x = 193.0, d q = 31.0, e d = 17.2, f r = 317.6
4 a x = 6.38, b p = 15.65, c t = 39.60, d c = 11.11, e a = 11.52, f f = 11.85, g y = 10.14, h w = 4.07, i h = 52.66,
j b = 36.88, k g = 90.74, l m = 47.82, m v = 5.27, n d = 10.04, o s = 35.70, p z = 23.30, q e = 65.99, r u = 7.72
5 a 43.9 mm, b 39.7 mm, c 92.5 mm, d 8.8 mm, e 67.3 mm, f 20.0 mm, g 35.4 mm, h 19.9 mm, i 54.6 mm
6 a a = 27.1, b n = 15.1, c v = 19.6 7 a 15.7 cm, b 18.07 mm, c 190 m, d 35.370 km
 606 Mathscape 9 Extension
ANSWERS

Exercise 12.5
1 a 5.6 m, b 2.2 m, c 8.5 m 2 263 m 3 18.9 cm 4 a 98.3 cm, b 68.8 cm 5 73 m 6 308 m 7 a 24 cm,
b 24 cm 8 18 m 9 1.46 m 10 a 45°, b 8.49 cm, c 8.49 cm 11 a 16 cm, b 9.4 cm 12 8 cm 13 13 m
14 26 m 15 9.9 m 16 46.9 m 17 13.7 m 18 b 10.2 cm 19 a 26.8 mm, b 91.0 mm, c 24.6 mm
20 10 565 m 21 81 m

Exercise 12.6
1 a 56°, b 45°, c 46°, d 44°, e 25°, f 27° 2 a 46°, b 56°, c 14°, d 47°, e 46°, f 73° 3 a 30°, b 72°, c 43°,
d 57°, e 55°, f 46° 4 a 49°, b 54°, c 32°, d 72°, e 19°, f 21°, g 60°, h 17°, i 16°, j 9°, k 66°, l 80°
5 a 27°, b 13°, c 35°, d 23°, e 65°, f 61°, g 35°, h 6°, i 70° 6 a 38°, b 22°, c 25° 7 a 37°, b 44°, c 27°
8 25°

Exercise 12.7
1 a 73°, b 15° 2 68° 3 23° 4 68° 5 8° 6 29° 7 13° 8 14° 9 37° 10 a 24.5 m, b 55° 11 36°
12 14° 13 a 53°, b 116°, c 111° 14 37° 15 24° 16 a 24 cm, b 106° 17 106°

Exercise 12.8
1 a Elevation, b Depression, c Neither, d Neither, e Depression, f Neither, g Elevation, h Neither, i Depression,
j Elevation 2 h = 195 m 3 h = 3.5 m 4 26° 5 22° 6 21.73 m 7 284.6 m 8 33 m 9 257 m
10 17.5 m 11 37° 12 186 m 13 68° 14 29.9 m 15 10.8 m 16 220 m 17 985 m 18 71.63 m

Exercise 12.9
1 a i X = N40°E, Y = S10°E, Z = S70°W, ii X = 040°, Y = 170°, Z = 250°, b i X = S78°E, Y = S34°W, Z = N15°W,
ii X = 102°, Y = 214°, Z = 345°, c i X = N9°E, Y = S46°E, Z = N73°W, ii X = 009°, Y = 134°, Z = 287°;
d i X = N20°E, Y = S22°E, Z = N76°W, ii X = 020°, Y = 158°, Z = 284°, e i X = N73°E, Y = S36°E, Z = S25°W;
ii X = 073°, Y = 144°, Z = 205°, f i X = S41°E, Y = S75°W, Z = N7°W, ii X = 139°, Y = 255°, Z = 353°
2 a 306°, b 237°, c 159°, d 048°, e 203°, f 172°, g 025°, h 324° 3 a 12°, b 125°, c 42°, d 18°, e 105°,
f 70° 4 a i 45.3 km, ii 56.0 km, b i 11.0 km, ii 6.9 km, c i 10.2 km, ii 35.6 km, d i 33.6 km, ii 110.0 km
5 a 34.41 km, b 111.5 km, c 40.10 km, d 122.5 km 6 a 107 km, b 205 km, c 143 km, d 82 km
7 a i 125°, ii 305°, b i 333°, ii 153°, c i 218°, ii 038°, d i 160°, ii 340° 8 a ii 258.1 m, b ii 6.36 km,
c ii 29 km 9 a iii 103°, b iii 259°, c iii 081° 10 125 km, 143° 11 14.4 km, 349° 12 77.8 nm, 073°
13 a 26 km, b i 061°, ii 241°, iii 128°, iv 218° 14 14 nautical miles

Chapter 12 Review

1 a hypotenuse = SU, opposite = ST, adjacent = TU, b hypotenuse = MN, opposite = LM, adjacent = LN
2 a sin θ = 35
------ , cos θ = ------ , tan θ = ------ , b sin θ = ------ , cos θ = ------ , tan θ = ------
37
12
37
35
12
11
61
60
61
11
60
3 a WX = 24, YZ = 11, b i 24
------ ,
25
ii 3--5- , iii 3--4- , iv 25
7
------ , v 7
------ ,
25
vi 4
---
3
4 a c = 3, b y = 15 5 a 19.2, b 58.6, c 0.4 6 a 76°, b 86°, c 7° 7 a 0.90,
b 0.44 8 0.781 9 a t = 11.6, b z = 19.0, c b = 13.1 10 a k = 19.28, b k = 107.85 11 a 137.38 cm,
b 143.65 cm 12 4.5 m 13 29.6 m 14 a 21.9 cm, b 8.36 cm 15 a 31°, b 63°, c 80° 16 72°
17 a 7.7 cm, b 51° 18 8° 19 a 50°, b 78° 20 a 622.1 m, b 307.5 m 21 36° 22 a 141.82 m, b 58°
23 a X = N54°E, Y = S16°W, Z = N68°W, b X = 054°, Y = 196°, Z = 292° 24 a 25°, b 115°, c 40°
25 209.4 km, 303° 26 49.5 km 27 475.7 km 28 a 027°, b 207° 29 b 344 m 30 b 014°
 Answers 607

ANSWERS
13 Simultaneous equations

Exercise 13.1
1 a No, b No, c Yes; 3, 4, d No, e Yes; 4,5, f No, g No, h Yes; $12, $24 4 No 5 a Yes, b No, c No,
d Yes 6 a x = 8, y = 5, b p = 30, q = 15, c a = 3, b = 7, d m = 1, n = 4 7 x = 3, y = 11 8 a x = 5, y = 10,
b x = 3, y = 19, c x = 6, y = 12 9 x = 4, y = 3 10 a x = 6, y = 8, b x = 3, y = 7, c x = 7, y = −1
11 a Sharon is 39, Julian is 13, b Dylan is 180 cm, Yuri is 165 cm, c Apples are 20c each, pears are 40c each,
d length = 16.5 cm, width = 4.5 cm 12 a x = 7, y = 3, b x = −1, y = 5, c x = 3, y = −2

Exercise 13.2
1 a x = 2, y = 3, b x = 1, y = −5 2 a x = 3, y = 6, b x = −2, y = 1, c x = 5, y = 0 3 No, the lines are parallel
4 a x = 2, y = 5, b x = −3, y = 3, c x = 1, y = 2, d x = 3, y = 2, e x = 1, y = 3, f x = 2, y = −4, g p = 2, q = 1,
h a = −3, b = 4, i m = 2, n = 0 5 b No, the lines are parallel 6 x = 12.5, y = 262.5 7 a Olly’s Owner-Driver:
C = 4.8D; Trip O’ Your Life: C = 4D + 80, c 100 km, d less than 100 km 8 a i $20 000, ii $15 000, b 1000,
c Product A − 900 items; Product B − 800 items

Exercise 13.3
1 a x = 4, y = 9, b x = 5, y = −6, c x = 7, y = −8 2 a x = 2, y = 3, b x = 4, y = 7, c x = −13, y = −5, d x = −1, y = 4,
e x = 3, y = 3, f x = 2, y = 4, g x = 4, y = −4, h x = −2, y = 6 3 a x = 2, y = 5, b x = −2, y = 8, c x = 4, y = −3,
d x = 2, y = 3, e x = 5, y = 2, f x = 4, y = 0, g x = 5, y = 4, h x = 7, y = −2, i x = −4, y = 22 4 a x = 5, y = 4,
b x = 5, y = 1, c x = −7, y = −4, d x = 1, y = −2, e x = −2, y = 5, f x = −3, y = −19, g x = −3, y = −4, h x = 4, y = 2,
i x = 1, y = −4, j x = 5, y = −3, k x = 3, y = −2, l x = −2, y = −4 5 a x = 5, y = 2, b x = −2, y = 8, c x = 4, y = −1,
d x = 9, y = −5, e x = −2, y = −10, f x = 12, y = −2, g x = 2, y = 0, h x = 6, y = 1, i x = 0, y = −4 6 a a = 4, b = 1--2- ,
b p = 2--3- , q = −1, c m = 1--4- , n = 1 1--4- , d u = 12, v = −1 3--4- , e c = 1 1--2- , d = 3--4- , f g = 1 1--4- , h = − 1--2- 7 a x = 1, y = 2,
b x = 4, y = 3, c x = −3, y = −2 8 x = 6, y = 8 9 a x = 2, y = 4, z = 3, b x = 7, y = −1, z = 5, c x = 4, y = −2, z = 9

Exercise 13.4
1 a 3x + 2y, b 4x, c 13x, d 9y, e 4x + 3y, f −6x −8y, g 4x − 2y, h 3x − 6y 2 a 4y, b 4x, c 3x − 7y, d −2x − 5y,
e −2x + 7y, f x, g 4x − 3y, h 10x + 9y 3 a x = 3, y = 2, b x = 6, y = −1, c x = 4, y = 2, d x = −3, y = 6,
e x = 1, y = 8, f x = 0, y = 7, g x = 11, y = 2, h x = −4, y = 0, i x = 6, y = −1, j x = 5, y = −1, k x = −2, y = 7,
l x = −3, y = −2 4 a x = 5, y = 3, b x = −1, y = 6, c x = 3, y = 7, d x = −4, y = 5, e x = 12, y = −1, f x = −3, y = 6,
g x = 5, y = 2, h x = 6, y = −2, i x = 4, y = 7, j x = 2, y = −4, k x = −2, y = −9, l x = −7, y = −3 5 a x = 8, y = 3,
b x = 12, y = −4, c x = 7, y = 2, d x = 7, y = −3, e x = 7, y = −1, f x = 12, y = −2, g x = 5, y = 4, h x = −2, y = 11,
i x = 4, y = −5, j x = 3, y = 10, k x = −1, y = −3, l x = −4, y = −1, m x = 10, y = 2, n x = 20, y = 2, o x = 9, y = 4
6 a x = 5, y = 3, b x = 4, y = 2, c x = −2, y = 7, d x = 5, y = −6, e x = 1, y = 5, f x = 3, y = −1, g x = 8, y = 3,
h x = 1, y = −2, i x = 4, y = 6, j x = 2, y = 4, k x = 7, y = 2, l x = 9, y = 4, m x = −1, y = 3, n x = −2, y = −1,
o x = 4, y = −3, p x = 2, y = −1, q x = −4, y = 3, r x = −5, y = −2 7 a p = ----- 4
13
- , q = 3 ------ , b a = --- , b = − ------ ,
11
13
1
4 12
1

c m = 1 --6- , n = --3- 8 a x = 48, y = −3, b x = 32, y = 24, c x = 4, y = −16 9 a x = 4, y = 5, z = 2,

5 2

b x = 10, y = 2, z = −3, c x = 8, y = −5, z = 4, d x = 2, y = −4, z = 0, e x = −2, y = 7, z = −1, f x = 4, y = 9, z = −6

Exercise 13.5
1 a 5, 17, b 36, 9, c 23, 15, d 4, 10, e 7, 10, f 12, 9 2 a man = 35 years, son = 7 years,
b ice cream 80c, drink $1.20, c apple 15 c, peach 35 c, d chair 80 kg, table 350 kg, e try 5, goal 3,
f 27 five-cent coins, 21 ten-cent coins, g exam 87%, assessment 79%, h 62 adults, 23 children,
i Coola $1.05, Melonade $1.20, j length = 42 cm, width = 14 cm, k 45 cm, 30 cm, l 6 aged 12 years, 8 aged 13 years
3 a x = 6, y = 5, b x = 3, y = 8, c x = 3, y = −4, d x = 7, y = −3, e x = 50, y = 20, f x = 10, y = 4, g x = 4, y = 3,
 608 Mathscape 9 Extension

h x = 2, y = 3, i x = 15, y = 25 4 a 14 ------ , b 68, c y = 7x − 4, d 5, 9, e diagonals = 16 cm, 30 cm,

ANSWERS

17
perimeter = 68 cm, f a = 9--5- , b = 32, 212°F 5 a Keiko is 15 years, Lydia is 33 years, b 73,
c man’s rowing speed = 10 km/h, current speed = 2 km/h

Chapter 13 Review

1 a No, b No, c Yes 3 a No, b Yes 4 x = 5, y = 3 5 a x = 0, y = 8, b x = −6, y = 2, c x = 4, y = 3

6 no solution, lines are parallel 7 x = 3, y = −4 8 a x = 7, y = 5, b x = 0, y = 5, c x = 7, y = −2, d x = 3, y = 1,
e x = 2, y = −2, f x = −6, y = −5 9 a x = 5, y = 2, b x = −1, y = −6, c x = 3--4- , y = 2, d x = 2 2--3- , y = −2
10 a x = 5, y = −2, b x = −1, y = 2, c x = 3, y = 4, d x = −2, y = 1, e x = 5, y = 0, f x = −2, y = −3 11 a x = 3, y =
2, b x = −1, y = −2, c x = −2, y = 5, d x = −3, y = 6, e x = 2, y = −1, f x = −1, y = 4 12 a e = 1--2- , f = 2--3- ,
b u = 1 3--4- , v = 1 5--6- 13 m = 6, n = −4 14 a 23, 16, b bananas 15c, rockmelon $1.30,
c 15 twenty-cent coins, 45 ten-cent coins 15 a x = 4, y = 2, b x = 10, y = 7

14 Co-ordinate geometry

Exercise 14.1
1 a 5, b 3.6, c 10 2 a 5, b 10, c 13, d 3 2, e 5 2, f 2 5 3 a A(−7, 2), C(9, 2), b 48 units2 4 a 5,
b 13, c 10, d 3.6, e 2.2, f 2.8, g 6.3, h 4.5, i 5.4, j 7.6, k 8.9, l 7.1, m 6.7, n 6.4, o 5.7 5 a H, b M
6 QS = RS = 41 7 LM = MN = 5 ∴ ∆LMN is isosceles 8 a AB = BC = 52, ∴ ∆ABC is isosceles,
b Yes 9 56 10 a 15, b 10, c 3 : 2 11 a 10, b 20π 12 5 : 13 13 PQ = QR = RP = 6
14 a EF = 34, FG = 34, GH = 34, HE = 34, b EG = 68, HF = 68, c square, sides equal and diagonals
equal 15 a KL = 20, LM = 20, MN = 10, NK = 10 b kite, two pairs of adjacent sides equal
16 a PQ = 5, QR = 5, RS = 5, SP = 5, b PR = 90, SQ = 10, c rhombus, 4 sides equal and diagonals unequal
17 (7, 10), (7, −8)

Exercise 14.2
1 a (1, 7), b (3, 7), c (7, 14), d (7, 8), e (0, 4), f (2, 2), g (8, −3), h (1, −4), i (−6, −5), j (−3, −1), k (0, 0),
l (−10, 1), m (0, 6), n (−8, −9), o (2, 2), p (−12, −2), q (7, −8), r (−11, 10) 2 a (1 1--2- , 4), b (5 1--2- , 1 1--2- ),
c (3 1--2- , 8 1--2- ), d (5 1--2- , −2), e (−2 1--2- , 1), f (3 1--2- , 2 1--2- ), g (−4 1--2- , −5 1--2- ), h (0, 1--2- ), i (−7 1--2- , 2 1--2- ) 3 a (5, 11), b (5, 2),
c (−7, −3), d (−6, −1), e (7, 3), f (−5, 0) 4 a (2, 3), b (−6, 9) 5 a Q(−1, 4), R(2, 6), S(5, 8),
b A(−7, −15), C(7, −5), E(21, 5) 6 a (0, −1), b (0, −1), c parallelogram, diagonals bisect each other.
7 a (2, 5), b (8, −3), c parallelogram, diagonals bisect each other 8 a P(−5, 1), Q(3, 1),
b PQ = 8, TV = 16 ∴ PQ = 1--2- TV 10 a W(3, 1), b 5 units 11 a (3, −4), b 61 units 12 (−1, −11)
13 a (4a, 6b), b (3a, 5b), c (a, −7b) 14 a p = 2, q = 6, b m = −1, n = 9, c a = −3, b = 5

Exercise 14.3
1 a 2, b −3, c 1
--- ,
4
d −6, e 7--3- , f − 3--5- , g 5--6- , h 3, i −1, j 1--2- , k − 2--3- , l − 4--3- 2 a 1, b 1--2- , c 5--3- , d 9--4- , e −3, f 5--8- , g − 3--5- ,
h 1--6- , i 4--3- , j − 3--2- , k 2--3- , l − 4--3- , m −1, n 5, o 1--6- , p − 8--7- , q 2, r − 4--5- 3 a 2, b 2, c 2 4 a k = 5, b t = 7, c c = −7
5 2 6 a B(4, 3), D(−2, −1), b mAC = − 2--3- , mBD = 2
---
3
7 W(8, 8), 11 ------
2
8 a −2, b −2, c collinear points 9 −4
10 a m = 0, horizontal, b m is undefined, vertical 2 2 5 5
11 a --3- , --3- , b --3- , --3- , c gradient
12 mPQ = mMN = −1, ∴ PQ || MN 13 a 0.2, b 0.4, c 0.5, d 0.6, e 0.8, f 1, g 1.2, h 1.7, i 3.7, j 57.3
14 the gradient increases 15 a 6°, b 11°, c 14°, d 18°, e 27°, f 45°, g 63°, h 74°, i 83°, j 88°
 Answers 609

ANSWERS
Exercise 14.4
1 a m = 3, b = 2, b m = 5, b = −1, c m = −4, b = 3, d m = −5, b = 6, e m = −2, b = −4, f m = 7, b = 0, g m = −1,
b = 0, h m = −1, b = 8, i m = 1--2- , b = 9, j m = 3--4- , b = −2, k m = − 2--3- , b = 6, l m = − 1--7- , b = 3--5- 2 a x − y + 6 = 0,
b 4x − y + 1 = 0, c 3x − y − 2 = 0, d x + y − 5 = 0, e x + y − 3 = 0, f 2x + y + 6 = 0, g x − y = 0, h 5x + y = 0,
i x + y − 1 = 0, j x − y − 3 = 0, k 4x + y − 7 = 0, l 7x − y − 12 = 0, m x + 2y − 5 = 0, n 3x + 4y − 8 = 0,
o x − 3y − 10 = 0, p 3x − 2y − 6 = 0, q x − 3y = 0, r x − 4y = 0, s x − 2y + 8 = 0, t x − 5y − 15 = 0,
u 2x − 3y − 3 = 0, v x + 2y − 14 = 0, w 3x + 4y + 20 = 0, x 5x + 6y − 12 = 0 3 a y = x + 2, b y = x − 4,
c y = 2x + 1, d y = −x − 5, e y = −x + 1, f y = −3x + 7, g y = 2x − 9, h y = −4x − 6, i y = 5x + 2, j y = 1--2- x + 3,
k y = − 1--3- x + 4, l y = − 1--2- x, m y = −x + 3--4- , n y = 2x + 1--3- , o y = 3--7- x, p y = 2--3- x + 1, q y = 3--2- x + 4, r y = − 5--6- x + 2,
s y = 3--4- x + 5--4- , t y = − 2--7- x + 1--7- , u y = 1--8- x − 5--4- , v y = 1--9- x − 2--3- , w y = − 3--5- x + 2, x y = − 2--3- x − 1 4 a 3x − y + 1 = 0,
b 2x − y + 9 = 0, c x + y − 2 = 0, d 4x + y + 10 = 0, e x − 2y − 8 = 0, f 2x + 3y + 9 = 0 5 a y = 2x + 6,
b 2x − y + 6 = 0, c x-intercept = −3, y-intercept = 6 6 3x − 4y − 2 = 0, it has the larger gradient 7 a D, b A,
c C, d B 8 a A, b D, c B, d C 9 a 2x − y + 2 = 0, b 3x − y − 12 = 0, c 4x + y − 8 = 0, d x − 2y + 2 = 0,
e 2x + 3y − 6 = 0, f 4x + 3y + 24 = 0 10 a 4--3- , b 4x − 3y + 15 = 0 11 a 1--7- , b x − 7y + 21 = 0 12 a y = −2x + 4,
b Yes 13 k = 3, m = 3--4- 14 a x − y + 5 = 0, b x − y − 3 = 0, c 4x − y = 0, d 2x − y + 3 = 0, e 3x − y − 1 = 0,
f x + y − 8 = 0, g x − 2y = 0, h 2x − 3y + 6 = 0 15 a 2x − y + 5 = 0, b x + y − 3 = 0, c x + 2y − 16 = 0
16 3x − 2y = 0 17 a tan−1 ( 2--3- ) ⯐ 34°, tan−1 ( 3--4- ) ⯐ 37°, b i 2x − 3y + 21 = 0, ii 3x − 4y = 0 18 a 27°,
b 22°, c 53°

Exercise 14.5
1 a y = 2x − 3, b y = 3x + 10, c y = −x − 6, d y = −2x − 14, e x − 3y − 6 = 0, f x + 2y + 2 = 0, g 2x − 3y + 39 = 0,
h 3x + 4y + 60 = 0 2 a y = x + 2, b y = 3x − 1, c y = 2x + 10, d y = 6x + 12, e y = −x + 6, f y = −4x + 7,
g y = −3x + 9, h y = −2x − 6, i y = 2x + 6, j y = −8x + 11, k y = −6x − 13, l y = −1 3 a x − 2y + 5 = 0,
b 2x − 3y − 16 = 0, c x + 3y − 5 = 0, d 3x + 4y − 19 = 0, e x − 5y − 4 = 0, f 11x + 6y + 12 = 0 4 y = −3x − 15
5 a y = −2x + 1, b yes 6 x − 4y + 33 = 0 7 a D(9, 6), b 3x − 5y + 3 = 0 8 x-int. = −8, y-int. = 32
9 a E(−5, 0), b 2x + 7y + 10 = 0 10 a G(−1, 4), b y = −5x − 1 11 a 1, b y = x + 13 12 b 3x − 4y + 13 = 0

Exercise 14.6
1 a i 1, ii y = x + 3, b i −3, ii y = −3x + 7, c i 1--2- , ii y = 1--2- x − 2 2 a i 3, ii y = 3x + 4, b i 5, ii y = 5x − 1,
c i −2, ii y = −2x + 5 3 a y = x + 2, b y = 4x − 1, c y = 3x + 2, d y = −x + 1, e y = −5x + 3, f y = −2x − 7,
g x − 2y − 1 = 0, h 2x − 3y − 13 = 0, i x + 2y − 16 = 0, j 3x + 4y − 49 = 0, k 3x − 4y − 12 = 0, l 5x + 3y + 12 = 0
4 y = 2x + 6 5 a 4x − 3y + 24 = 0, b x-int. = −6, y-int. = 8 6 a y = −2x − 3, c A, B, C are collinear points
7 mXY = mYZ = 3--2- , ∴ X, Y, Z are collinear. 8 t = −9 9 a E(1, −1), b y = 4x − 5 10 12x − 4y − 15 = 0
11 P(−1, 2)

Exercise 14.7
1 a y = 3, b x = −1, c y = −9, d x = −5, e x = −2, f y = 1, g y = −2, h x = 9 2 a Yes, b No, c No, d Yes, e Yes,
f No, g No, h Yes, i No, j Yes 3 a y = 3x − 2 and y = 3x + 10, b y = 2 − x and y = −x 4 a y = 2x + 1,
b y = 4x − 3, c y = 3x + 6, d y = −x − 4, e y = --12- x + 2, f y = --43- x 5 a y = x + 3, b y = x − 3, c y = x + 7,
d y = x − 6 6 a y = −2x + 8, y = 2x + 1, no, b y = −3x − 7, y = −3x + 1, yes, c y = − 1--4- x + 1, y = 5 − 4x, no,
d y = --52- x + 3, y = --52- x + --92- , yes, e y = 2x − 3, y = 2x + --73- , yes, f y = − --34- x − 2, y = --34- x − --52- , no 7 a x − y + 3 = 0,
b 4x + y + 1 = 0, c x − 4y − 19 = 0, d x − 5y − 2 = 0, e 2x + 3y − 11 = 0, f 3x − 8y − 7 = 0 8 a i 7--2- , ii 4--7- ,
iii 7--2- , iv 4--7- , b BC || DA, AB ||CD, c parallelogram, opposite sides are parallel 9 m1 = m3 = 3--2- , m2 = m4 = 1--4- ,
l1 || l3, l2 || l4, ∴ the lines enclose a parallelogram 10 a mEF = 2--5- , mFG = −2, mGH = 2--5- , mHE = 2,
b EF || GH ∴ EFGH is a trapezium 11 a y = −3x + 6 12 a y = --12- x − 2, b y = 3x 13 a (0, −6), b y = − --12- x − 6
a
14 y = 1--2- x + 13 15 a k = −5, b k = 15, c k = 6 16 a both have gradient − --- , b 3x + 2y + k = 0, c k = 5,
b
d 3x + 2y + 5 = 0 17 a x − 3y + 1 = 0, b 2x + y − 2 = 0, c 3x + 7y + 1 = 0, d 5x − 4y − 23 = 0
 610 Mathscape 9 Extension
ANSWERS

Exercise 14.8
1 a x = 1, b y = −5, c x = −4, d y = 3 2 a yes, b yes, c no, d no, e yes, f no, g yes, h yes, i no, j yes
3 a y = 3x − 6 and y = − 1--3- x − 2, b y = 2--5- x − 4 and y = − 5--2- x 4 a y = −x + 2, b y = 1--2- x − 3, c y = −6x − 1,
d y = 5x + 8, e y = --72- x + 6, f y = − -----
12
5
- x − 4 5 a yes, b yes, c no, d no, e yes, f no 6 a x + y − 7 = 0,

b x − 7y + 23 = 0, c 4x + y + 16 = 0, d 8x − 5y + 8 = 0, e 3x + y + 6 = 0, f x − 2y − 26 = 0 7 a i − 3--2- , ii 2--3- ,
iii − 3--2- , iv 2
---
3
b opposite sides are parallel, c yes, adjacent sides are perpendicular 8 gradients are − 5--3- , 3--5- , − 5--3- , 3
---
5
adjacent sides are perpendicular ∴ rectangle 9 a mKL = 4--3- , mLM = − 3--4- , mMN = 4--3- , mNL = − 3--4- , b mKM = 1--7- , mNL = −7,
c square, rectangle with diagonals perpendicular 10 a y = − 1--5- x + 3 11 a y = − 1--4- x − 1, b y = − 3--4- x 12 a (0, 7),
a b a b
b y = − 4--5- x + 7 13 a k = 3, b k = −3, c k = ± 6 14 a gradients are − --- and --- , − --- ⋅ --- = −1, b 5x − 4y + k = 0,
b a b a
c k = 2, d 5x − 4y + 2 = 0 15 a 2x − 3y + 7 = 0, b x + 4y − 1 = 0, c 5x − 2y − 11 = 0, d 3x + y − 15 = 0

Exercise 14.9
1 a x > 2, b y ≥ 3, c y < −2, d x ≤ −1, e y ≥ −1, f x < 3
2 a b c
y y y

−2 0 x
0 1 x
0 x

d 3 a B, D, b B, C, c A, D, d B, C, D, e C, D, f A, B
y
4 a y ≤ x + 2, b y > 3 − 3x, c y > 1--2- x − 1, d y ≤ −2x − 4,
e y ≤ 6 − 3x, f y > 1--3- x + 1, g y ≤ 1--2- x − 2, h y > − 2--3- x + 2, i y > 3x

0 x
−1

5 a y b y c
y
5
3 4
4
2 3
3
1 2
2
1
−3 −2 −1 0 1 2 3 x 1
−1
−3 −2 −1 0 1 2 3 x
−2 −1 −3 −2 −1 0 1 2 3 4 x
−3 −2
 Answers 611

ANSWERS
d y e y f y

4 3 1
3 2 −3 −2 −1 0 1 2 3 x
2 1 −1
1 −2
−3 −2 −1 0 1 2 3 x
−1 −3
−3 −2 −1 0 1 2 3 x
−1 −2 −4
−2 −3 −5
−6

g y h y
1 3
−5 −4 −3 −2 −1 0 1 2 x 2
−1 1
−2
−3 −2 −1 0 1 2 3 x
−3 −1
−4 −2
−5 −3
−6

y
6 a y b y c
4
4 3 2
3 2 −6 −4 −2 0 2 4 6 x
2 1 −2
1 −4
−3 −2 −1 0 1 2 3 x
−1 −6
−3 −2 −1 0 1 2 3 x
−2 −8
−3 −10

7 a y b y

0 x 0 x
 612 Mathscape 9 Extension
ANSWERS

c y d y

0 x 0 x

8 a y b y
6 10
2x

x=1
y=

5 8
4 6 y=
x+ 7−
3 y= 4 x
2 6 2
x
1
y=0 −1 0 1 2 3 4 5 6 7
−2 5
−2 −1 0 1 2 3 4 5 6 7 x x−
−1 −4 y = Area = 25 units2
2
−2 Area = 12 units −6

c y d y
16 7 3
10

6 x+
+

14 1
2x

2
5 y=
y=

12
10 4
y=
x=2

x=3

8 3
5
x=0

6 2 −
2 x1
1
4 y=0
2
y=0 −2 0 2 4 6 8 10 12 x
−2 −1 0 1 2 3 4 5 x Area = 23 units 2
−2
Area = 55 units2 y
9 a x ≥ 1, y ≥ −2, b −3 < x < 3, c y ≤ x, y > −3, 10 a (4, 5) b 5
1

d y ≥ 2x, y ≤ −2x, e x < 3, y > x + 3, 4

x+

f y ≥ x − 1, y < 2 − 1--2- x
3
y=

3
−

2
2x
y=

1
−4 −3 −2 −1 0 1 2 3 4 5 x
−1
−2
−3
−4
 Answers 613

ANSWERS
11 a b y
y
4 5
3 4
y=2
2 3
1 2
y=1
1
−2 −1 0 1 2 3 x
−1 −4 −3 −2 −1 0 1 x
y = −1 2
−2 −1
−3

c y d y
3 x 6
y=

2x
2 5

y=
1 4
3
−3 −2 −1 0 1 2 3 x y=3
−1 2
−2 1
−3
−3 −2 −1 0 1 2 3 x
−1

e y f y
6 1 5
5 x+ 4
y=
4 3 x+
y=−

3 2 y=
4x

3
2 y= 1
1 2− 1
2x −3 −2 −1 0 1 2 3 x
−3 −2 −1 0 1 x −1
2 3 4
−1
 614 Mathscape 9 Extension
ANSWERS

g y h
y
6
5
5
4

3
4

y=
x+ 3
3 y=

−
2

2x
2 5
1
1
−4 −3 −2 −1 0 1 2 3 4 x
−1 0 1 2 3 4 5 6 x −1
−1

3x
6 −2

+2
−2 2 y=
x−

y=
−3
−3

6
−4
−4
−5
−6

Exercise 14.10
1 a k = 3, m = − 2--3- , b x-int. = 9, y-int. = 6 2 4 10 3 6x + 7y + 18 = 0, 4 a (1, 8), b (6, 5) 5 a 5,
2
b yes, (0, −1) is 5 units from the centre 6 a G(−1, 4), b y = −6x − 2 7 mOP = ------- , mPQ = – 2 , mOP × mPQ = −1
2
8 13 units 9 a p = 6, b q = 6 10 AB = BC = 2 5, mAB = --12- , mBC = −2, mAB × mBC = −1 11 a mPR = − --15- ,
mQS = 5, mPR × mQS = −1, b PR, QS have a common midpoint ( 1--2- , 3 1--2- ), c PQ = 13, QR = 13, RS = 65,
SP = 65, d kite, 2 pairs of adjacent sides equal 12 r = − 1--2- 13 a mFG = 1
--- ,
2
mGH = −2, mFG × mGH = −1,
FH is the hypotenuse, b (2, 0), c EF = EG = EH = 5 14 a XY = YZ = ZX = 10 15 mPQ = mMN = −1, PQ = 2 2,
MN = 4 2 16 (2, −3), (−6, 1), (8, 7) 17 a (5, 4), b (5, 4) also satisfies 2x − 5y + 10 = 0
18 The lines all intersect at (−2, 3) 19 a 3, b 3, c I, J, K are collinear 20 a y = −2x + 9, b (2, 5) also satisfies
y = −2x + 9 21 mAB = mBC = 1--2- 22 y = −2x 23 gradients are −3, 1--3- , −3, 1--3- , adj. sides are perpendicular
24 a WX = YZ = 29, mWX = mYZ = − 2--5- , b parallelogram, one pair of opp. sides equal and parallel
25 a T(−3, 4), U (5, 0), V(1, −2), W(−7, 2), b PR and QS have a common midpoint (−1, 1), c parallelogram,
diagonals bisect each other 26 CE and DF have a common midpoint (2, 2), mCE = 3, mDF = − 1--3- , mCE × mDF = −1,
b CE = 2 10, DF = 2 10, c square, rhombus with equal diagonals d 2 5, e 20 units2 27 a 3 5, b 1--2- ,
c x − 2y + 6 = 0, d −2, e y = −2x + 8, f (2, 4), g 2 5, h 15 units2 28 a y = −x + 6, b (4, 2), c 2 : 3
29 a (2, 5), b 1, c −1, d y = −x + 7 30 x − 4y + 10 = 0 31 (7, −2) 32 e = −6 33 (4, −5) 34 a L(1, 4),
M(5, --12- ), N (3, −1 1--2- ), b AM: x + 4y − 7 = 0, BN: x = 3, CL: 3x + 2y − 11 = 0, c (3, 1), d P also satisfies CL
35 a (1, 3), b P also satisfies BN 36 a L(0, 5), M(5, 5), N(3, 3), b mAB = 1, mBC = − 2--3- , mCA = 0,
c perp. bisector of AB: y = −x + 5, perp. bisector of BC: 3x − 2y − 5 = 0, perp. bisector of CA: x = 3, d (3, 2),
e the perp. bisector of BC also passes through P

Chapter 14 Review

1 a 41, b 73 2 IJ = JK = 2 5 3 a UV = 136, VW = 34, UW = 170, b yes, UW2 = UV2 + VW2

4 a AB = 5, BC = 5, CD = 3 5, DA = 3 5, b kite, two pairs of adjacent sides equal 5 a (8, 5), b (−4, 1),
c (5 1--2- , −2 1--2- ) 6 (6, 7) 7 Q(4, 3), R(7, −4), S(10, −11) 8 a (−1, 2), b parallelogram, diagonals bisect each other
 Answers 615

9 e = 4, f = 7 10 a 4, b − 2--3- 11 a 3, b 1--5- , c − 3--2- 12 a g = −1, b t = 5 13 mIJ = 5--2- , mJK = 4--7- , mKL = 5--2- ,

ANSWERS
mLI = 4--7- , IJ || KL, JK || LI, two pairs of opposite sides parallel
14 a i m = 2, b = 5, b i m = −1, b = −4,
ii y ii y

x x
0 0

−4

c i m = --12- , b = −1, d i m = −3, b = 0,

ii y ii y

0
x x
0
−1

15 a y = x + 6, b y = 3--4- x − 2, c y = − 5--2- x 16 a 5x − y − 2 = 0, b 3x + y − 4 = 0, c x − 4y + 28 = 0,
d 2x + 5y − 30 = 0 17 a y = x + 3, m = 1, b y = −3x + 7, m = −3, c y = 1--2- x − 5, m = 1--2- , d y = − 2--3- x − 4--9- , m = − 2--3-
18 a 2x + y − 3 = 0, b 2x − 3y + 21 = 0 19 a x-intercept = 6, y-intercept = 8, c − 4--3- 20 a y = 5x + 4,
b y = −5x − 4, c y = −5x + 4, d y = 5x − 4 21 a Yes, b No 22 a k = −5, b 2--5- 23 y = − 3--7- x + 3
24 a y = x − 3, b y = 2x + 5, c y = −x + 7, d y = −2x − 3, e y = 1--2- x + 1 25 a 0.7, b 1.2, c 3.1 26 a 9°, b 56°,
c 80° 27 a x = −3, b y = −4, c y = 3x + 1, d y = −2x − 4 28 a 3x + y − 8 = 0, b x − 2y − 15 = 0,
c 5x + 4y + 7 = 0 29 a 2x − y + 4 = 0, b 3x − 4y − 29 = 0, c 5x + 2y + 16 = 0 30 a m1 = m2 = 1--3- ,
b m1 = 3--2- , m2 = − 2--3- , 3--2- × ( − 2--3- ) = −1, 31 a y = 1--2- x − 2, b y = −4x − 3, c y = − 4--3- x, d y = −6x + 14 32 a k = 6, b k = 15
------
4
34 a y b y
3 4
x=3

2 3
y=2
1 2
1
−2 −1 0 1 2 3 4 x
−1 −3 −2 −1 0 1 2 3 4 x
−2 −1
−3 −2
−3
 616 Mathscape 9 Extension
ANSWERS

c y d y
4 4

−3
3 3

1
x+

2x
2 2

y=

y=
1 1
−3 −2 −1 0 1 2 3 x −2 −1 0 1 2 3 4 5 x
−1 −1
−2 −2
−3 −3
−4

e f y
y
6 4
5 3

3x
+2
4 2

y=
3 1
y=

6
2 −2 −1 0 1 2 3 x
6−

1 −1
2x

−2
−2 −1 0 1 2 3 4 5 x
−1
−2
−3

34 y 35
y
9 6
8
x+
7 4 y=
6 3 5
3
x−

5 2
y=

4 1
−1

x+

3
−2 −1 0 1 2 3 4 5 6 7 x
2x

y=

2 −1
y=

1 −2
−2 −1 0 1 2 3 4 5 6 7 8 9 10 x −3
−1 4
−2 Area = 16 units2
x=0
36 D(−4, 3) 37 4x + 3y − 19 = 0 38 mLM = mMN = 3 39 lines intersect at (2, −3) 40 WX = XY = YZ = ZW =
3 5 units, mWX = −2, mXY = --12- , mWX × mXY = −1 41 a --12- , b x − 2y + 7 = 0 c −2 d y = 11 − 2x e (3, 5) f 4 5 units
g 2 5 units h 20 units2