ST(P) Mathematics 2A

L Bostock A Shepherd
S Chandler E Smith
ST(P) MATHEMATICS 2A
ST(P) MATHEMATICS series:

ST(P) 1A
ST(P) IB
ST(P) 1A Teacher's Notes and Answers
ST(P) IB Teacher's Notes and Answers

ST(P) 2A
ST(P) 2B
ST(P) 2A Teacher's Notes and Answers
ST(P) 2B Teacher's Notes and Answers

ST(P) 3A
ST(P) 3B
ST(P) 3A Teacher's Notes and Answers
ST(P) 3B Teacher's Notes and Answers

ST(P) 4A
ST(P) 4B
ST(P) 4A Teacher's Notes and Answers
ST(P) 4B Teacher's Notes and Answers

ST(P) 5A (with answers)

ST(P) 5B (with answers)

ST(P) 5C
ST(P) 5C Copy Masters
ST(P) 5C Teacher's Notes and Answers

ST(P) Resource Book

ST(P)
MATHEMATICS

L„ Bostock, [Link].

S. Chandler, [Link].

A. Shepherd, [Link].

E. Smith, [Link].

Stanley Thornes (Publishers) Ltd

© L. Bostock, S. Chandler, A. Shepherd, E. Smith 1984, 1991

All rights reserved. No part of this publication may be reproduced or transmitted

in any form or by any means, electronic or mechanical, including photocopy,
recording, or any information storage and retrieval system, without permission in
writing from the publisher or under licence from the Copyright Licensing Agency
Limited. Further details of such licenses (for reprographic reproduction) may be
obtained from the Copyright Licensing Agency Limited, of Saffron House,
6-10 Kirby Street, London EC1N 8TS.

First published in 1984 by:

Stanley Thornes (Publishers) Ltd
Second edition published in 1990

Reprinted in 2003 by:

Nelson Thornes Ltd
Delta Place
27 Bath Road
CHELTENHAM GL53 7TH
United Kingdom

09 10 / 30 29 28

A catalogue record of this book is available from the British Library.

ISBN 978-0-7487-0542-9

Typeset by Cotswold Typesetting Ltd, Gloucester

Printed by Multivista Global Ltd
 CONTENTS

Introduction viii

Chapter 1 Working with Numbers 1

Positive indices. Multiplying numbers written in index form. Dividing
numbers written in index form. Negative indices. Zero index. Standard
form. Rounding off to the nearest 10, 100,.. . Decimal places.
Significant figures. Estimating answers to calculations. Using a
calculator. Mixed Exercises.

Chapter 2 Probability 19
Outcomes. Probability. Certainty and impossibility. Probability that an
event does not happen. Possibility spaces. Finding probability by
experiment.

Chapter 3 Constructions 34
Revision of angle and triangle facts. Construction of an angle of 60°.
The construction to bisect an angle. Construction of angles of 30°, 90°,
45°. Properties of the diagonals of a rhombus. The construction to
bisect a line. Dropping a perpendicular from a point to a line. Making
solids.

Chapter 4 introducing Percentages 49

Expressing percentages as fractions. Expressing fractions as percentages.
One quantity as a percentage of another. Finding a percentage of a
quantity. Mixed Exercises.

Chapter 5 Scale Drawing 59

Drawing a given shape to scale. Angles of elevation. Angles of
depression. Three figure bearings. Using bearings to find distances.
Mixed Exercises.

Chapter 6 Equations and Formulae 73

Solving equations. Brackets. Multiplication and division of fractions.
Fractional equations. Multiplication of directed numbers. Constructing
formulae. Substitution of numerical values into a formula. Changing the
subject of a formula (one operation). Trial and improvement methods.
Mixed Exercises.

Chapter 7 Coordinates and the Straight Line 99

The equation of a straight line passing through the origin. Plotting the
graph of a given equation. The gradient of a straight line. Lines that do
not pass through the origin. The equation y = mx + c. Parallel lines.
Lines parallel to the axes. Mixed Exercises.

v
Chapter 8 Reflections and Translations 120
Line symmetry. Reflections. Invariant points. Finding the mirror line.
Construction of the mirror line. Translations. Using vectors to describe
translations.

Chapter 9 Rotations 139

Rotational symmetry. Order of rotational symmetry. Rotations. Finding

the centre of rotation by construction. Finding the angle of rotation.

Chapter 10 Area 157

Area" of a rectangle. Area of a parallelogram. Area of a triangle. Area of

compound shapes. Mixed Exercises.

Chapter 11 Circles: Circumferences and Area 173

Diameter, radius and circumference. Introducing n. Calculating the
circumference. Area of a circle. Mixed Exercises.

Chapter 12 Ratio 189

Simplifying ratios. Finding missing quantities. Division in a given ratio.
The map ratio of a map. Proportion. Mixed Exercises.

Chapter 13 Enlargements 203

Finding the centre of enlargement. Scale factors. Finding an image
under enlargement. Fractional scale factors. Negative scale factors.

Chapter 14 Similar Figures 216

Similar triangles. Corresponding vertices. Finding a missing length
(using proportion or scale factors). Corresponding sides. Two pairs of
corresponding sides and the included angle. Mixed Exercise.

Chapter 15 Percentage Increase and Decrease 238

Percentage increase. Percentage decrease. Mixed Exercises.

Chapter 16 Trigonometry: Tangent of an Angle 244

Investigating relationships between angles and sides in a right-angled
triangle. Tangent of an angle. Names of the sides of a right-angled
triangle. Finding a side of a right-angled triangle. Finding an angle
given its tangent. Calculating an angle in a right-angled triangle.

Chapter 17 Flow Diagrams 264

Linear flow charts. Function machines. Loops.

Chapter 18 Volumes: Constant Cross-section 273

Volume of a cuboid. Volumes of solids with constant cross-section
(prisms). Volume of a cylinder. Compound shapes.

vi
Chapter 19 Sine and Cosine of an Angie 281
Sine of an angle. Using the sine ratio to find a side or an angle. Cosine
of an angle. Using the cosine ratio to find a side or an angle. Using all
three ratios. Mixed Exercises.

Chapter 20 Squares and Square Roots 299

Finding squares (exact values). Rough estimates. Finding squares using
a calculator. Finding square roots (exact values). Rough estimates of
square roots of numbers greater than one. Using a calculator to find
square roots. Rough estimates of square roots of numbers less than one.

Chapter 21 Pythagoras' Theorem 307

Investigation. Pythagoras’ theorem. Finding the hypotenuse. The 3, 4, 5
triangle. Finding one of the shorter sides. Pythagoras’ theorem using
areas. Finding lengths in an isosceles triangle. Finding the distance of a
chord from the centre of a circle. Using trigonometry and Pythagoras’
theorem.

Chapter 22 Practical Applications of Graphs 324

Drawing and getting information from straight line graphs. Getting
information from graphs involving curves.

Chapter 23 Averages 333

Arithmetic average or mean. Mode. Median. Range.

Chapter 24 Travel Graphs 344

Finding distance from a graph. Drawing travel graphs. Calculating the
time taken. Average speed. Information from travel graphs. Mixed
Exercises.

Chapter 25 Bills and Wages 380

Shopping bills. Wages. Telephone bills. Electricity bills.

Chapter 26 Statistics 393

Frequency tables and bar charts. Grouping data. Continuous data.
Scatter graphs and correlation. Collecting information. Questionnaires.

vii
INTRODUCTION

To the pupil:
This book continues the attempt to satisfy your mathematical needs as
you work through the National Curriculum in the secondary school.
We are conscious of the need for success together with the enjoyment
everyone finds in getting things right. With this in mind we have
provided plenty of straightforward questions and have divided the
exercises into three types of question:

The first type, identified by plain numbers, e.g. 12., helps you to see
if you understand the work. These questions are considered
necessary for every chapter you attempt.

The second type, identified by a single underline, e.g. 12., are extra,
but not harder, questions for quicker workers, for extra practice or
for later revision.

The third type, identified by a double underline, e.g. 12., are for
those of you who manage Type 1 questions fairly “easily and
therefore need to attempt questions that are a little harder.

Most chapters end with “mixed exercises”. These will help you revise
what you have done, either when you have finished the chapter or at a
later date.

At this stage you will find that you use your calculator more
frequently. However, it is still wise to use it mainly to check answers.
Whether you use a calculator or not, always estimate your answer and
always ask yourself the question, “Is my answer a sensible one?”

To the teacher:
A number of topics have been introduced as a result of the National
Curriculum. Originally featured in the Supplementary Booklet, they
have now been incorporated into this new edition. One chapter,
Simple Interest, has been removed.

Together with Book 1A, this book completes coverage of Level 5,

most of Level 6 and about half of Level 7. The remaining attainment
targets in Levels 6 and 7 will be covered in Book 3A.

Some of the work in this book goes beyond Level 7. This offers
flexibility for those teachers who prefer to do the work at this stage in
preparation for the tests at Key Stages 3 and 4. Some teachers may
decide that some topics, particularly the introduction to trigonometry,
can be omitted as the trigonometry is fully covered in Book 3A.
viii
 won?™® WITH NUMI3EE3S

POSITIVE INDICES _

We have seen that 32 means 3x3

and that 2x2x2 can be written as 23.
The small number at the top is called the index or power. (The plural
of index is indices.)
It follows that 2 can be written as 21 although we would not
normally do so.

51 means 5

Find:

1. 32 4. 53 7. 27 10; 104
2. 41 5. 103 8. 101 ll. 106

3. 102 6. 34 9. 43 12. 33

Find the value of:

13. 7.2 x 103 18. 5.37 xlO5

14. 8.93 x 102 19. 4.63 x 101

15. 6.5 xlO4 20. 5.032 x 10:

16. 3.82 x 103 21_. 7.09 x 102

17. 2.75 x 101 22. 6.978 x 10

1
/
2 ST(P) Mathematics 2A

MULTIPLYING NUMBERS WRITTEN IN INDEX FORM — .

We can write 22 x 23 as a single number in index form because

22 x 23 = (2x2) x (2x2x2)

= 2x2x2x2x2

= 25

22 x 23 = 22 + 3 = 25

But we cannot do the same with 22 x 53 because the numbers

multiplied together are not all 2s (nor are they all 5s).
We can multiply together different powers of the same number by
adding the indices but we cannot multiply together powers of different
numbers in this way.

EXERCISE 1b
Write a3 x a4 as a single expression in index form.

a3 x a4 = a3+A

= a

Write as a single expression in index form:

1. 35 x 32 6. 54 x 54

2. 75 x 73 7. 124x 12

3. 92 x 98 8. p6 x p8

4. 24 x 27 9. 47 x 49

5. b3xb2 10. r5 x r3

DIVIDING NUMBERS WRITTEN IN INDEX FORM

If we want to write 25-t-22 as a single number in index form then

25 'S’x\'x2x2x2
25 -t-22
¥ = \x\
i i

25
i.e. 25-2 = 23
¥
We can divide different powers of the same number by subtracting the
indices.
 Working with Numbers 3

EXERCISE 1c
Write a1 a3 as a single expression in index form.

a1 -r-n3 = a7 3

= a

Write as a single expression in index form:

1. 44h-42 6. 158-154
2. 79^73 7. 612-67
3. 56-h55 8. b7 + b5

4. 108-rl03 9. 915^914

5. <■.f+q5 10; p*+p3

11. 64 x 67 16. 22 x 24 x 2:
==
12. 39-r 36 17; 42 x 43 -h 4‘

13. 28-r27 18; a2 xa2-t-a-

14. u9 x a3 19; 36-32x3‘

15. c6-c3 20. b2 xb3 x b‘

NEGATIVE INDICES

Consider 23-h25

Subtracting the indices gives 23-h25 = 23“5 = 2~2

2x2x2
But, ,as a fraction, 23-h25 = -r =
25 2x2x2x2x2 22

Therefore 2 2 means

In the same way, 5 3 means —r

53

-y is called the reciprocal of 53, so also 5 3 is the reciprocal of 53

In general, a 6 is the reciprocal of ab i.e. a b —

4 ST(P) Mathematics 2A

EXERCISE Id

Find the value of:

1. 2-2 6. 4-2 11. 4-3 H- 5~:

3-4
2. 3-3 7. 12. 6~2 17; 10

3. 2~4 8. 5"1 13; 15~’ 18; 2“

4. 3_1 9. 3~2 14; 6_1 19; 10

5. 7-i
10. 4-1 15. 7~2 20. 8“

Find the value of:

21. 3.4 x 10~3 26; 4.67 x 10~5

22. 2.6 x 10_1 27; 3.063 x 10“‘

23. 6.2 x 10~2 28; 2.805 x 10~2

24. 8.21 x 10-3 29; 51.73 x 10“4

25. 5.38 x 10“4 30. 30.04 x 10-1

Write 2-h23 as a single number in index form.

2-f-23 = 21 -t-23
 Working with Numbers 5

Write as a single number in index form:

31. 524-54 36; 103 H-10'

32. 3-h34 37; b5 -rb9

33. 644-67 38; 4s-r43

34. 254-23 39; c5h-c4

35. a5 -t-a1 40. 2°-;-2b

THE MEANING OF a0 _

Consider 234-23

Subtracting indices gives 234-23 = 2°

i i i
23
Simplifying gives

So 2° means 1

In the same way a3 4- a3 = a0 (subtracting indices)

ax ax a .
But a3 4- a3 =-= 1 (simplifying the fraction)
axaxa

Any number with an index of zero is equal to 1

i.e. a° = 1

MIXED QUESTIONS ON INDICES -

EXERCISE 1e Find the value of:

1. 22 4. 3_1 7. 34 10. 6“2

2. 5“2 5. 7° 8. 2° 11_. 10“3

3. 43 6. 53 9; 41 12. (i-V

13. 2.41 x 103 18; 1.074 x 10“

14. 7.032 x 10"1 19; 7.834 x 102

15. 4.971 x 102 20. 3.05 x 103

16. 7.805 x 10-3 Hi 5.99 x 10°

17. 5.92 xlO4 22. 3.8601 x 10

6 ST(P) Mathematics 2A

Write as a single number in index form:

23. 23x24 28; 54 x 5~2

24. 46-^43 29; 35-r35

25. 3-2 x 34 30; b3 + b3

26. a4 xd3 31. 4~2 x 46

27. u7-«3 32; 53-59

33. 22 x 24 x 23 38; a3 x a2 x a'

34; a2 x a4 x a6 39; 32-36x3:

35; 35 x 32 + 33 40; b3 xb~3

36; 73 x73^76 41; 5~2 x 5~3

42 x 46 a3 x a4
37; 42;
43 a1

STANDARD FORM --—

The nearest star to us (Alpha Centauri) is about 25 million million miles

away. Written in figures this very large number is 25 000000000000.

The diameter of an atom is roughly 2 ten-thousand-millionths of a metre,

or 0.000 000 000 2 m and this is very small.

These numbers are cumbersome to write down and, until we have

counted the zeros, we cannot tell their size. We need a way of writing
such numbers in a shorter form from which it is easier to judge their
size: the form that we use is called standard form (sometimes called
scientific notation).

Written in standard form the first number is 2.5 x 1013

and the second number is 2 x 10"10

Standard form is a number between 1 and 10

multiplied by a power of 10.

So 1.3xl02, 2.86xl04 and 3.72xl0~2 are in standard form,

but 13xl03 and 0.36 xlO-2 are not in standard form because the
first number is not between 1 and 10.
 Working with Numbers 7

EXERCISE tf
Write 2.04 x 10 3 as an ordinary number.

2.04 x 10~3 = 2.04 x~

103

= 0.002 04

Each of the following numbers is written in standard form. Write

them as ordinary numbers.

1. 3.78 x 103 6. 3.67 x 10~6

2. 1.26 x 10~3 7. 3.04 x 104

3. 5.3 x 106 8. 8.503 x 10-4

4. 7.4 x 1014 9. 4.25 x 1012

5. 1.3 x 10-4 10. 6.43 x 10~8

CHANGING NUMBERS INTO STANDARD FORM

To change 6800 into standard form, the decimal point has to be

placed between the 6 and the 8 to give a number between 1 and 10.
Counting then tells us that, to change 6.8 to 6800. we need to move the
decimal point three places to the right (i.e. to multiply by 103)

i.e. 6800 = 6.8 x 1000 = 6.8 x 103

To change 0.019 34 into standard form, the point has to go between

the 1 and the 9 to give a number between 1 and 10.
This time counting tells us that, to change 1.934 to 0.019 34, we need to
move the point two places to the left (i.e. to divide by 102)

so 0.019 34 = 1.934-t- 100 = 1.934 x 10~2

EXERCISE 1g Change the following numbers into standard form:

1. 2500 6. 39 070 26030

11
2. 630 7. 4 500000 12. 547 000
3. 15 300 8. 530000000 13; 30 600
4. 260000 9. 40000 14; 4060000
5. 9900 10. 80000000000 15. 704
8 ST(P) Mathematics 2A

Write 0.006043 in standard form.

0.006043 = 6.043 x 10“3

Write the following numbers in standard form:

16. 0.026 21. 0.79 26. 0.907

17. 0.0048 22. 0.0069 27. 0.0805

18. 0.053 23. 0.000007 5 28; 0.088 08

19. 0.000 018 24. 0.0000000004 29. 0.0007044

20. 0.52 25. 0.684 30. 0.000000000073

31. 79.3 36. 60.5 £L 5 300000000000

32. 0.005 27 37. 0.003 005 42. 0.000000050 2

33. 80 600 38. 0.600 05 43; 0.007 008 09

34. 0.9906 39. 7 080000 44. 708 000

35. 0.0705 40. 560800 45; 40.5

46. 88.92 51. 84 56. 5090

47. 0.0000506 52. 351 57. 268 000

48. 0.000000057 53. 0.09 58; 30.7

49. 503 000000 54. 0.007 05 59. 0.005 05

50. 99000000 55. 36 60. 0.000008 8

APPROXIMATIONS: WHOLE NUMBERS -—

We saw in Book 1 that it is sometimes necessary to approximate given

numbers by rounding them off to the nearest 10, 100, . . . For
example, if you measured your height in millimetres as 1678 mm, it
would be reasonable to say that you were 1680 mm tall to the nearest
10 mm.

The rule is that if you are rounding off to the nearest 10 you look at
the units. If there are 5 or more units you add one on to the tens. If
there are less than 5 units you leave the tens alone.
 Working with Numbers 9

Similar rules apply to rounding off to the nearest 100 (look at the
tens); to the nearest 1000 (look at the hundreds); and so on.

EXERCISE 1h
Round off 1853 to a) the nearest ten
b) the nearest hundred
c) the nearest thousand

a) 185] 3 = 1850 to the nearest 10

b) 18 ] 53 = 1900 to the nearest 100

c) 1 j 853 = 2000 to the nearest 1000

L.
Round off each of the following numbers to a) the nearest ten
b) the nearest hundred c) the nearest thousand:
1. 1547 5. 68414 9. 53 804
2. 8739 6. 5729 10. 6007
3. 2750 7. 4066 11. 4981
4. 36 835 8. 7507 12. 8699

A building firm stated that, to the nearest 100, it built

2600 homes last year. What is the greatest number of
homes that it could have built and what is the least
number of homes that it could have built?

The smallest number that can be rounded up to 2600 is

2550.
The biggest number that can be rounded down to 2600 is
2649.

So the firm built at most 2649 homes and at least 2550

homes.
SaWMBBZ!
1-1 ir" .. ' *■■*11 .iii.—.' „n i,.„„ ,1mm |

13. A bag of marbles is said to contain 50 marbles to the nearest

10. What is the greatest number of marbles that could be in the
bag and what is the least number of marbles that could be in
the bag?

the nearest thousand, the attendance at a particular First

Division football match was 45 000. What is the largest number
that could have been there and what is the smallest number that
could have attended?
10 ST(P) Mathematics 2A

15. 1500 people came to the school fete. If this number is correct to
the nearest hundred, give the maximum and the minimum
number of people that could have come.

16. The annual accounts of Scrub pic (soap manufacturers) gave the
company’s profit as £3 000000 to the nearest million. What is
the least amount of profit that the company could have made?

17. The chairman of A. Brick (Builders) pic said that they employ
2000 people. If this number is correct to the nearest 100, what is
the least number of employees that the company can have?

APPROXIMATIONS: DECIMALS

If you measure your height in centimetres as 167.8 cm, it would be

reasonable to say that, to the nearest centimetre, you are 168 cm tall.
We write 167.8 = 168 correct to the nearest unit.

If you measure your height in metres as 1.678 m, it would be

reasonable to say that, to the nearest yso m, you are 1.68 m tall.
Hundredths are represented in the second decimal place so we say
that 1.678 = 1.68 correct to 2 decimal places.

EXERCISE 1i P"“ “UEI ‘ .

Give 8.753 to a) 2 decimal places
b) 1 decimal place
c) the nearest unit

a) 8.75 (3 = 8.75 correct to 2d.p.

b) 8.7;53 = 8.8 correct to 1 d.p.

c) 81.753 = 9 correct to the nearest unit

| _

Give each of the following numbers correct to a) 2 decimal places

b) 1 decimal place c) the nearest unit:
1. 2.758 £■ 3.896
2. 7.371 7. 8.936
3. 16.987 8. 73.649

4. 23.758 9. 6.896

5. 9.858 10. 55.575

 Working with Numbers 11

Give the following numbers correct to the number of decimal places

given in brackets:

11. 5.07 (1) 16; 0.9752 (3)

12. 0.0087 (3) ll- 5.5508 (3)
13. 7.897 (2) 18; 285.59 (1)
14. 34.82 (1) 19; 6.749 (1)
15. 0.007 831 (4) 20; 9.999 (2)

SIGNIFICANT FIGURES ___—____

In the previous two sections we used a height of 1678 mm as an

example. This height was measured in three different units and then
rounded off:

in the first case to 1680 mm correct to the nearest 10 mm,

in the second case to 168 cm correct to the nearest centimetre,
in the third case to 1.68 m correct to 2 d.p.

We could also give this measurement in kilometres, to the same degree

of accuracy, as 0.001 68 km correct to 5 d.p.
Notice that the three figures 1, 6 and 8 occur in all four numbers and
that it is the 8 that has been corrected in each case.
The figures 1, 6 and 8 are called the significant figures and in all four
cases the numbers are given correct to 3 significant figures.

Using significant figures rather than place values (i.e. tens, units,
first d.p., second d.p., . . .) has advantages. For example, if you are
asked to measure your height and give the answer correct to
3 significant figures, then you can choose any convenient unit. You do
not need to be told which unit to use and which place value in that
unit to correct your answer to.

Writing a number in standard form gives an easy way of finding the

first significant figure: it is the number to the left of the decimal point.

For example 170.6 = L706x 102

So 1 is the first significant figure in 170.6.

The second significant figure is the next figure to the right
(7 in this case).
The third significant figure is the next figure to the right again
(0 in this case), and so on.
12 ST(P) Mathematics 2A

EXERCISE 1j
Write down a) the first significant figure
b) the third significant figure in 0.001 503

0.001503 = 1.503 xlO-3

a) the first s.f. is 1
b) the third s.f. is 0

In each of the following numbers write down the significant figure

specified in the bracket:

1. 36.2 (1st) 6. 5.083 (3rd)

2. 378.5 (3rd) 7. 34.807 (4th)
3. 0.0867 (2nd) 8. 0.07603 (3rd)
4. 3.786 (3rd) 9. 54.06 (3rd)
5. 47 632 (2nd) 10; 5.7087 (4th)

EXERCISE Ik
Give 32 685 correct to 1 s.f.

(First write 32 685 in standard form.)

32 685 = 3.12685 x 104

(As before, to correct to 1 s.f. we look at the second s.f.:

if it is 5 or more we add one to the first s.f.; if it is less
than 5 we leave the first s.f. alone.)

So 3j2 685 = 30000 to 1 s.f.

Give the following numbers correct to 1 s.f.:

1. 59727 5. 80755 9. 667 505

2. 4164 6. 476 10; 908
3. 4396185 7. 51488 11. 26
4. 586359 8. 4099 12; 980

Give the following numbers correct to 2 s.f.:

13. 4673 15; 59700 17; 6992

14. 57 341 16. 892759 18. 9973
 Working with Numbers 13
19. 72601 21. 50047 23. 476
20. 444 22. 53908 24. 597

Give the following numbers correct to 3 s.f.:

25. 0.008463 30. 0.0078547
26. 0.825 716 2! 7.5078
27. 5.8374 32; 369.649
28. 78.49 33. 0.989 624
29. 46.8451 34. 53.978

Give each of the following numbers correct to the number of

significant figures indicated in the bracket.

35. 46.93106 (2) 40. 4537 (1)

36. 0.006845 03 (4) 41_. 37.85672 (3)
37. 576335 (1) 42; 6973 (2)
38. 497 (2) 43; 0.070865 (3)
39. 7.82438 (3) 44. 0.067 34 (1)
14 ST(P) Mathematics 2A

Give, correct to 2 s.f.

45. 20-h 6 50. 143-5

4®. 10-5-6 51. 73-3

47. 25-2 52; 0.7-h 3

48. 53-4 53. 0.23-9

49. 125-5-9 54. 0.0013-3

TOUGH ESTIMATES _- _-___——--

If you were asked to find 1.397x62.57 you could do it by long

multiplication or you could use a calculator. Whichever method you
choose, it is essential first to make a rough estimate of the answer.
You will then know whether the actual answer you get is reasonable
or not.

One way of estimating the answer to a calculation is to write each

number correct to 1 significant figure.

So 1.5397 x 6j2.57 « 1 x 60 = 60

EXERCISE II
Correct each number to 1 s.f. and hence give a rough
answer to
a) 9.524x0.0837 b) 54.72-0.761

a) 9j.524 x 0.08|37 w 10 x 0.08 = 0.8

5j4.72 ^ 50 _ 500
b)
0.7561 * 08 ~ T~

= 60 (giving 500-5-8 to 1 s.f.)

Correct each number to 1 s.f. and hence give a rough answer to each
of the following calculations:

1. 4.78 x 23.7 6. 82.8-146

2. 56.3 x0.573 7. 0.632 x 0.845

3. 0.0674-5.24 8. 0.0062 x 574

4. 354.6x0.0475 9. 7.835-6.493

5. 576 x 256 10. 4736 x 729

 Working with Numbers 15

11. 34.7x21 1£. 0.03264-12.4

12. 8.63 ><0.523 17. 0.007 24x0.783

13. 34.9 hr 15.8 18; 35814-45

14. 0.47 hr0.714 19. 1097x94

15. 985-h 57.2 20. 45.07 x 0.0327

Correct each number to 1 s.f. and hence calculate

0.048x3.275
-„ -to 1 s.f.
0.367
0.04|8 x 3.1275 _ 0.05x3 0.15 1.5
0.3|67 * 0.4 ~ "04" “ T
= 0.4 (to 1 s.f.)

3.87x5.24 26. 89.03 x0.07937

21.
— 2.13 — 5.92

22;
0.636x2.63 975 x 0.636
27.
'■ 5.47 ““ " 40.78

21.78x4.278 28; 8.735

23;
7.96 5.72 x 5.94

24. 6.38x0.185 29. 0.527

— 0.628 6.41 x 0.738

25; 43.8 x 3.62 30; 57.8

4.72 0.057 x 6.93

CALCULATIONS: MULTIPLICATION AND DIVISION

display

□1!^ ,

□ 0 [mrJ 0 @
When you key in a number on
your calculator it appears on the
0 000 |cos|
display. Check that the number on
0 0 0 00 display is the number that you

0 □000 intended to enter.

0 □ 0 00
J0 0 0 00 -J
16 ST(P) Mathematics 2A

EXERCISE 1m First make a rough estimate of the answer. Then use your calculator
to give the answer correct to 3 s.f.

1. 2.16x3.28 6. 6.053x1.274

2. 2.63x2.87 7. 2.304x3.251
3. 1.48x4.74 8. 8.426x 1.086
4. 4.035x2.116 9. 5.839-4-3.618
5. 3.142x2.925 10. 6.834+4.382

11. 9.571+2.518 16. 23.4 x 56.7

12. 5.393 + 3.593 17. 384x21.8

13. 7.384+2.51 18. 45.8x143.7

14. 4.931 + 3.204 19. 537.8-4-34.6

15. 8.362 + 5.823 20. 45.35 + 6.82

21. 63.8x2.701 26. 5703+154.8

22. 40.3 + 2.74 27. 39.03 x 49.94

23. 400 + 35.7 28. 2000 + 52.66

24. (34.2)2 29. (36.8)2

25. 5007x2.51 30. 29006 + 2.015

31. 0.366x7.37 36. 0.0826 x 0.582

32. 0.0526x0.372 37. 24.78 x 0.0724

33. 6.924x0.00793 38. 0.008 35x0.617

34. 0.638 x 825 39. 0.5824x6.813

35. 52 x 0.0895 40. (0.74)2

41. 0.583 + 4.82 46. 89.5 + 0.724

42. 0.628 + 7.61 47. 38.07 + 0.682

43. 0.493+1.253 48. 5.71 + 0.0623

44. 0.518 + 5.047 49. 7.045 + 0.0378

45. 82.7 + 593 50. 6.888 + 0.0072

 Working with Numbers

51. 45.37-r 0.925 56. 0.528 — 0.0537

52. 8.41 — 0.000 748 57. 0.571-0.824

53. 6.934 — 0.0829 58; 0.0455-0.0613

54. 0.824-5-0.362 59. 0.006-0.047 03

60.
in
10

0.572-0.851 0.824-0.00008

w. 5000 — 0.789 68. 0.0467-^0.000 074

62. (0.078)2 69. (0.000 31)2

63. 0.0608 x 573 70; 54.9x36.6

0.406

64. (78.5)3 71. 68.41-392.9

3.782 x 0.467
65; 72. 0.0482-0.002 89
4.89

66; 4.88x0.00417 73. (0.0527)3

67. 74. 0.857x8.109

0.9467 - 7683
■ 0.5188

MIXED EXERCISES _

EXERCISE In 1 . Find the value of 4~2.

2. Simplify b2-t-b5.
32 x
3. Find the value of-5—.
35

4. Write 36400 in standard form.

5. Write 0.005 07 in standard form.

S. Give 57 934 correct to 1 s.f.

7. Give 0.061 374 correct to 3 s.f.

8. Find 0.582x6.382, giving your answer correct to 3 s.f.

9. Find 45.823 — 15.89, giving your answer correct to 3 s.f.

18 ST(P) Mathematics 2A

EXERCISE Ip 1. Find the value of 63.

24 x 22
2. Write —^— as a single number in index form.

3. Find the value of 5®-^57.

4. Simplify a2 x a4 x a.

5. Write 650000000 in standard form.

6. Give 45 823 correct to 2 s.f.

7. The organisers of a pop concert hope that, to the nearest

thousand, 22000 people will buy tickets. What is the minimum
number of tickets that they hope to sell?

8. Find the value of 12.07 -j- 0.008 97 giving your answer correct to
3 s.f.

9. Find the value of (0.836)2 giving your answer correct to 3 s.f.

EXERCISE 1q 1. Find the value of 5~2 x 53.

a4
2. Simplify -T.
a xa

3. Find the value of 32 x 34-f 36.

4. Write 0.005 708 in standard form.

5. Give 9764 correct to 1 s.f.

6. Give 0.050 806 correct to 3 s.f.

7. Correct to 1 significant figure, there are 70 matches in a box.

What is the difference between the maximum and the minimum
number of matches that could be in the box?

8. Find 0.0468-=-0.004 73 giving your answer correct to 3 s.f.

_ , 56.82x0.714 . .
9. Find --o - giving your answer correct to 3 s.f.
o.62j
OUTCOMES OF EXPERIMENTS ____

If you throw an ordinary dice there are six possible scores that you
can get. These are 1, 2, 3, 4, 5, or 6.
The act of throwing the dice is called an experiment.
The score that you get is called an outcome or an event.
The set {1, 2, 3, 4, 5, 6} is called the set of all possible outcomes.

EXERCISE 2a How many possible outcomes are there for the following experiments?
Write down the set of all possible outcomes in each case.

1. Tossing a lOp coin. (Assume that it lands flat.)

2. Taking one disc from a bag containing 1 red, 1 blue and

1 yellow disc.

3. Choosing one number from the first ten positive integers. (An
integer is a whole number.)

4. Taking one crayon from a box containing 1 red, 1 yellow,

1 blue, 1 brown, 1 black and 1 green crayon.

5. Taking one item from a bag containing 1 packet of chewing

gum, 1 packet of boiled sweets and 1 bar of chocolate.

6. Taking one coin from a bag containing one lp coin, one 10 p

coin, one 20 p coin and one 50 p coin.

7. Choosing one card from part of a pack of ordinary playing

cards containing just the suit of clubs.

8. Choosing one letter from the vowels of the alphabet.

9. Choosing one number from the first 5 prime numbers.

10. Choosing an even number from the first 20 positive whole

numbers.

19
20 ST(P) Mathematics 2A

PROBABILITY -—.

If you throw an ordinary dice, what are the chances of getting a four?
If you throw it fairly, it is reasonable to assume that you are as likely
to throw any one score as any other, i.e. all outcomes are equally
likely. As throwing a four is only 1 of the 6 equally likely outcomes
you have a 1 in 6 chance of throwing a four.

“Odds” is another word in everyday language that is used to describe

chances.

In mathematical language we use the word “probability” to describe

chances. We say that the probability of throwing a four is g.
This can be written more briefly as

/^throwing a four) = ^

We will now define exactly what we mean by “the probability that

something happens”.
If A stands for a particular event, the probability of A happening is
written P(A) where

the number of ways in which A can occur

P(\) — _1-
the total number of equally likely outcomes

We can use this definition to work out, for example, the probability
that if one card is drawn at random from a full pack of ordinary
playing cards, it is the ace of spades.
(The phrase “at random” means that any one card is as likely to be
picked as any other.)
There are 52 cards in a full pack, so there are 52 equally likely
outcomes.
There is only one ace of spades, so there is only one way of drawing
that card,

i.e. P{ace of spades) = i

EXERCISE 2b In the following questions, assume that all possible outcomes are
equally likely.

U. One letter is chosen at random from the letters in the word

SALE. What is the probability that it is A?

2. What is the probability that a red pencil is chosen from a box

containing 10 different coloured pencils?

3. What is the probability of choosing a prime number from the

numbers 6, 7, 8, 9, 10?
 Probability 21

4. What is the probability of picking the most expensive car from a

range of six new cars in a showroom?

5. What is the probability of choosing an integer that is exactly

divisible by 5 from the set {6, 7, 8, 9, 10, 11, 12}?

6. In a raffle 200 tickets are sold. If you have bought one ticket,
what is the probability that you will win first prize?

7. One card is chosen at random from a pack of 52 ordinary

playing cards. What is the probability that it is the ace of hearts?

8. What is the probability of choosing the colour blue from the

colours of the rainbow?

9. A whole number is chosen from the first 15 positive whole

— numbers.
What is the probability that it is exactly divisible both by 3 and
by 4?

EXPERIMENTS WHERE AN EVENT CAN HAPPEN MORE THAN ONCE _

If a card is picked at random from an ordinary pack of 52 playing

cards, what is the probability that it is a five?
There are 4 fives in the pack, the five of spades, the five of hearts, the
five of diamonds and the five of clubs.
That is, there are 4 ways in which a five can be picked.
Altogether there are 52 cards that are equally likely to be picked,

therefore /’(picking a five) = = TT

Now consider a bag containing 3 white discs and 2 black discs.

If one disc is taken from the bag it can be black or white. But these
are not equally likely events: there are three ways of choosing a white
disc and two ways of choosing a black disc, so

/’(choosing a white disc) = ^

and /’(choosing a black disc) = j

22 ST(P) Mathematics 2A

EXERCISE 2c
A letter is chosen at random from the letters of the word
1
1 DIFFICULT. How many ways are there of choosing the
letter I? What is the probability that the letter I will be
chosen?

There are 2 ways of choosing the letter I and there are

9 letters in DIFFICULT.

Pfchoosing I) = ^

1. How many ways are there of choosing an even number from the
first 10 positive whole numbers?

2. A prime number is picked at random from the set

{4, 5, 6, 7, 8, 9, 10, 11}. How many ways are there of doing this?

3. A card is taken at random from an ordinary pack of 52 playing

cards. How many ways are there of taking a black card?

4. An ordinary six-sided dice is thrown. How many ways are there

of getting a score that is greater than 4?

5. A lucky dip contains 50 boxes, only 10 of which contain a prize,

the rest being empty. How many ways are there of choosing a
box that contains a prize?

6. A number is chosen at random from the first 10 positive integers.

What is the probability that it is
a) an even number c) a prime number
b) an odd number d) exactly divisible by 3?

7. One card is drawn at random from an ordinary pack of 52

playing cards. What is the probability that it is
a) an ace c) a heart
b) a red card d) a picture card (include the aces)?
 Probability 23

8. One letter is chosen at random from the word DIFFICULT.

What is the probability that it is
a) the letter F
b) the letter D
c) a vowel
d) one of the first five letters of the alphabet?

9. An ordinary six-sided dice is thrown. What is the probability

that the score is
a) greater than 3 b) at least 5 c) less than 3?

10. A book of 150 pages has a picture on each of 20 pages. If one

page is chosen at random, what is the probability that it has a
picture on it?

11. One counter is picked at random from a bag containing 15 red

counters, 5 white counters and 5 yellow counters. What is the
probability that the counter removed is
a) red b) yellow c) not red?

12. If you bought 10 raffle tickets and a total of 400 were sold,
what is the probability that you win first prize?

13. A roulette wheel is spun. What is the probability that when it

stops it will be pointing to
a) an even number
b) an odd number
c) a number less than 10 excluding zero?
(The numbers on a roulette wheel go from 0 to 35, and zero is
neither an even number nor an odd number.)

14. One letter is chosen at random from the letters of the alphabet.
What is the probability that it is a consonant?

15. A number is chosen at random from the set of two-digit

numbers (i.e. the numbers from 10 to 99). What is the
probability that it is exactly divisible both by 3 and by 4?

16. A bag of sweets contains 4 caramels, 3 fruit centres and 5 mints.

If one sweet is taken out, what is the probability that it is
a) a mint b) a caramel c) not a fruit centre?
24 ST(P) Mathematics 2A

certainty and impossibility --———---

Consider a bag that contains 5 red discs only. If one disc is removed
it is absolutely certain that it will be red. It is impossible to take a
blue disc from that bag.

P(disc is red) = y = 1

P(disc is blue) = j = 0

In all cases

P(an event that is certain) = 1

/•(an event that is impossible) = 0

Most events fall somewhere between the two, so

0 s$ jP(that an event happens) < 1

EXERCISE 2d Discuss the probability that the following events will happen. Try to
class them as certain, impossible or somewhere in between.

1. You will swim the Atlantic Ocean.

2. You will weigh 80 kg.

3. You will be late home from school at least once this term.

4. You will grow to a height of 2 m.

5. The sun will not rise tomorrow.

6. You will run a mile in 3^minutes.

7. You will have a drink sometime today.

8. Newtown Football Club will win next year’s F.A. Cup.

9. A card chosen from an ordinary pack of playing cards is either

red or black.

10. A coin that is tossed lands on its edge.

11. Give some examples of events that are likely or unlikely to

happen. For example: you will own a car; your home will burn
down.
 Probability 25

PROBABILITY THAT AN EVENT DOES NOT HAPPEN

If one card is drawn at random from an ordinary pack of playing

cards, the probability that it is a club is given by

P(a club) = = 1

Now there are 39 cards that are not clubs so the probability that the
card is not a club is given by

P(not a club) = §§ = j

i.e. T(not a club) + P(a club) = ^ ^ = 1

Hence P(not a club) = 1 — P(a club)

This relationship is true in any situation because

(The number of ways\

(The total number of
(The number of ways'
in which A can
in which an event. A, 1
possible outcomes
can not happen / happen

i.e. P(A does not happen) = 1 — P(A does happen)

“A does not happen” is shortened to A, where A is read as “not A”.

Therefore P{A)=l-P(A)

EXERCISE 2e
A letter is chosen at random from the letters of the word
PROBABILITY. What is the probability that it is not B?

Method 1: There are 11 letters and 2 of them are Bs

T(letter is B) = jj

Hence P(letter is not B) = 1 — jj

9
- 11
Method 2: There are 11 letters and 9 of them are not Bs

^(letter is not B)=

26 ST(P) Mathematics 2A

1. A number is chosen at random from the first 20 whole numbers.

What is the probability that it is not a prime number?

2. A card is drawn at random from an ordinary pack of playing

cards. What is the probability that it is not a two?

3. One letter is chosen at random from the letters of the alphabet.

What is the probability that it is not a vowel?

4. A box of 60 coloured crayons contains a mixture of colours, 10

of which are red. If one crayon is removed at random, what is
the probability that it is not red?

5. A number is chosen at random from the first 10 whole numbers.

What is the probability that it is not exactly divisible by 3?

6. One letter is chosen at random from the letters of the word

ALPHABET. What is the probability that it is not a vowel?

7. In a raffle, 500 tickets are sold. If you buy 20 tickets, what is

the probability that you will not win first prize?

8. If you throw an ordinary six-sided dice, what is the probability

that you will not get a score of 5 or more?

9. There are 200 packets hidden in a lucky dip. Five packets

contain £1 and the rest contain 1 p. What is the probability that
you will not draw out a packet containing £1?

10. When an ordinary pack of playing cards is cut, what is the

probability that the card showing is not a picture card?
(The picture cards are the jacks, queens and kings.)

11- A letter is chosen at random from the letters of the word

SUCCESSION. What is the probability that the letter is
a) N b) S c) a vowel d) not S?

12. A card is drawn at random from an ordinary pack of playing

cards. What is the probability that it is a) an ace b) a spade
c) not a club d) not a seven or an eight?

13. A bag contains a set of snooker balls (i.e. 15 red and 1 each of
the following colours: white, yellow, green, brown, blue, pink
and black). What is the probability that one ball removed at
random is
a) red b) not red c) black d) not red or white?

14. There are 60 cars in the station car park. Of the cars, 22 are
British made, 24 are Japanese made and the rest are European
but not British. What is the probability that the first car to leave
is a) Japanese b) not British
c) European but not British d) American?
 Probability 27

POSSIBILITY SPACE FOR TWO EVENTS

Suppose a 2p coin and a 10p coin are tossed together. One possibility
is that the 2p coin will land head up and that the 10 p coin will also
land head up.
If we use H for a head on the 2p coin and H for a head on the 10 p coin,
we can write this possibility more briefly as the ordered pair (H, H).
To list all the possibilities, an organized approach is necessary,
otherwise we may miss some. We use a table called a possibility space.
The possibilities for the 10 p coin are written across the top and the
possibilities for the 2p coin are written down the side:
10 p coin

2p coin

When both coins are tossed we can see all the combinations of heads
and tails that are possible and then fill in the table.
10 p coin

2p coin

EXERCISE 2f 1. Two bags each contain 3 white counters and 2 black counters.
One counter is removed at random from each bag. Copy and
complete the following possibility space for the possible
combinations of two counters. •
1st bag

2nd bag
ST(P) Mathematics 2A

2. An ordinary six-sided dice is tossed and a 10 p coin is tossed.

Copy and complete the following possibility space.

Dice

10 p coin

3. One bag contains 2 red counters, 1 yellow counter and 1 blue

counter. Another bag contains 2 yellow counters, 1 red counter
and 1 blue counter. One counter is taken at random from each
bag. Copy and complete the following possibility space.

1st bag

2nd bag

4. A top like the one in the diagram is

spun twice. Copy and complete the
possibility space.

1st spin

5. A boy goes into a shop to buy a pencil and a rubber. He has a

— choice of a red, a green or a yellow pencil and a round, a
square or a triangular shaped rubber. Make your own possibility
space for the possible combinations of one pencil and one
rubber that he could buy.
 Probability 29

USING A POSSIBILITY SPACE ---—

When there are several entries in a possibility space it can take a long
time to fill in the ordered pairs. To save time we use a cross in place
of each ordered pair. We can see which ordered pair a particular cross
represents by looking at the edges of the table.

EXERCISE 2g
Two ordinary six-sided dice are tossed. Draw up a
possibility space showing all the possible combinations in
which the dice may land.
Use the possibility space to find the probability that a total
score of at least 10 is obtained.

1st dice

1 2 3 4 5 6

1 X X X X
(E) X

2 X X X X X
0
3 X X X X
e) -

2nd dice 4 X X X X ®
©

5 X X X X
(® ®

6 X X X ® ® ®

(There are 36 entries in the table ;and 6 iof these give a

score of 10 or more.)
6 1
/'(score of at least 10) =
36 ~~ 6

1. Use the possibility space in the example above to find the

probability of getting a score of

a) 4 or less b) 9 c) a double.

2. Use the possibility space for question 1 of Exercise 2f to find the

probability that the two counters removed
a) are both black b) contain at least one black.
ST(P) Mathematics 2A

3. Use the possibility space for question 2 of Exercise 2f to find the

probability that the coin lands head up and the dice gives a
score that is less than 3.

4. Use the possibility space for question 3 of Exercise 2f to find the

probability that the two counters removed are
a) both blue
b) both red
c) one blue and one red
d) such that at least one is red.

5. A 5 p coin and a 1 p coin are tossed together. Make your own

“ possibility space for the combinations in which they can land.
Find the probability of getting two heads.

6. A six-sided dice has two of its faces blank and the other faces
are numbered 1, 3, 4 and 6. This dice is tossed with an ordinary
six-sided dice (faces numbered 1, 2, 3, 4, 5, 6). Make a
possibility space for the ways in which the two dice can land
and use it to find the probability of getting a total score of
a) 6 b) 10 c) 1 d) at least 6.

7. One bag of coins contains three lOp coins and two 50p coins.
Another bag contains one 10 p coin and one 50 p coin. One coin
is removed at random from each bag. Make a possibility space
and use it to find the probability that a 50 p coin is taken from
each bag.

8. One bookshelf contains two storybooks and three textbooks.

The next shelf holds three storybooks and one text book. Draw
a possibility space showing the various ways in which you could
pick up a pair of books, one from each shelf. Use this to find
the probability that
a) both books are storybooks
b) both are textbooks.

9. The four aces and the four kings are removed from an ordinary
— pack of playing cards. One card is taken from the set of four
aces and one card is taken from the set of four kings. Make a
possibility space for the possible combinations of two cards and
use it to find the probability that the two cards
a) are both black
b) are both spades
c) include at least one black card
d) are both of the same suit.
 Probability 31

FINDING PROBABILITY BY EXPERIMENT

We have assumed that if you toss a coin it is equally likely to land

head up or tail up so that P(a head) = j. Coins like this are called
“fair” or “unbiased”.

Most coins are likely to be unbiased but it is not necessarily true of

all coins. A particular coin may be slightly bent or even deliberately
biased so that there is not an equal chance of getting a head or a tail.

The only way to find out if a particular coin is unbiased is to toss it

several times and count the number of times that it lands head up.

Then for that coin

number of heads
P(a head) %-----—-
total number ol tosses

The approximation gets nearer to the truth as the number of tosses

gets larger.

EXERCISE 2h Work with a partner or collect information from the whole class.

1. Toss a 2p coin 100 times and count the number of times it

lands head up and the number of times it lands tail up.
Use tally marks, in groups of five, to count as you toss.
Find, approximately, the probability of getting a head with this
coin.

2. Repeat question 1 with a 10 p coin.

3. Repeat question 1 with the 2p coin that you used first but this
time stick a small piece of plasticine on one side.

4. Choose two 2p coins and toss them both once. What do you
think is the probability of getting two heads? Now toss the two
coins 100 times and count the number of times that both coins
land head up together. Use tally marks to count as you go: you
will need to keep two tallies, one to count the total number of
tosses and one to count the number of times you get two heads.
Use your results to find approximately the probability of getting
two heads.

5. Take an ordinary pack of playing cards and keep them well

shuffled. If the pack is cut, what do you think is the probability
of getting a red card? Cut the pack 100 times and keep count,
using tally marks as before, of the number of times that you get
a red card. Now find an approximate value for the probability
of getting a red card.
ST(P) Mathematics 2A

6. Using the pack of cards again, what do you think is the

probability of getting a spade? Now find this probability by
experiment.

7. Use an ordinary six-sided dice. Toss it 25 times and keep count

of the number of times that you get a six. Use your results to
find an approximate value for the probability of getting a six.
Now toss the dice another 25 times and add the results to the
last set. Use these to find again the probability of getting a six.
Now do another 25 tosses and add the results to the last two
sets to find another value for the probability. Carry on doing
this in groups of 25 tosses until you have done 200 tosses
altogether.
You know that the probability of getting a six is g. Now look at
the sequence of results obtained from your experiment. What do
you notice? (It is easier to compare your results if you use your
calculator to change the fractions into decimals correct to 2d.p.

8. Remove all the diamonds from an ordinary pack of playing

— cards. Shuffle the remaining cards well and then cut the pack.
What do you think is the probability of getting a black card?
Shuffle and cut the pack 100 times and use the results to find
approximately the probability of cutting a black card.

9. Take two ordinary six-sided dice and toss them both. What do
you think is the probability of getting two 6s? Find this
probability by experiment: you will need to do about 200 tosses
to get a reasonable answer.

10. A dice is to be thrown 60 times and the numbers that appear are
to be recorded. Roughly how many times do you expect each of
the numbers 1 to 6 to appear?

11. Now throw a dice 60 times and record the numbers. Make a
frequency table and draw a bar chart.
Has it come out as you expected?

12. Combine your information with that of several other people, so

that you have the results of, say, 180 or 240 throws. Draw a bar
chart. Comment on its shape.

13. Throw the dice 10 times and record the numbers. Would it make
sense to draw a bar chart using this information?

14. Throw the dice again 10 times. Has the same set of numbers
been thrown as in question 13?
 Probability 33

15. Imagine that the dice is thrown 10 more times. Can you rely on
getting the same numbers again as in questions 13 or 14? What
extreme case might you get?

16. A coin is to be tossed 100 times and the number of heads and
tails is to be recorded. Roughly how many heads would you
expect to get?

17. Imagine that you are now tossing the coin 1000 times. What is
likely to happen? What, though very unlikely, might happen?

18. If the coin is tossed only 10 times, what might happen?

19. If the coin is tossed again 10 times, will the same number of
heads appear as before?
 CONSTRUCTIONS
ANGLES AND TRIANGLES

Reminder:

Vertically opposite angles are equal.

Angles at a point add up to 360°.

Angles on a straight line add up to 180°.

1 + m = 180°

The sum of the three angles in any triangle

is 180°.

x+y + z = 180°

The sum of the four angles in any

quadrilateral is 360°.

h+j+k + l = 360'

34
 Constructions 35

An equilateral triangle has all three sides

the same length and each of the three
angles is 60°.

An isosceles triangle has two equal sides

and the two angles at the base of the equal
sides are equal.

When a transversal cuts a pair of parallel lines:

the corresponding angles are equal

the alternate angles are equal

■180°—rf the interior angles are supplementary

(add up to 180°)
 Constructions 37

In Book 1 you learnt how to construct triangles. Before you start a

construction, remember to make a rough sketch and to put all the
information that you are given on to that sketch. Then decide which
method to use.

Construct

11. AABC in which AB = 5 cm, BC = 7 cm and AC = 6 cm

12. APQR in which P = 60°, Q = 40° and PQ = 8 cm

13. ALMN in which M = 45°, LM = 7 cm and MN = 8 cm

14. AXYZ in which X = 100°, Y = 20° and XY = 5 cm

15. ARST in which RS = 10 cm, ST = 6 cm and RT = 7 cm

CONSTRUCTING ANGLES WITHOUT USING A PROTRACTOR _„

Some angles can be made without using a protractor:

one such angle is 60°.

Every equilateral triangle, whatever its size, has three angles of 60°.
To make an angle of 60° we construct an equilateral triangle but do
not draw the third side.

TO CONSTRUCT AN ANGLE OF 60°

Start by drawing a straight

line and marking a point. A,
near one end.

Next open your compasses to

a radius of 4 cm or more (this
will be the length of the sides
of your equilateral triangle).

With the point of your

compasses on A, draw an arc
to cut the line at B, continuing
the arc above the line.
Move the point to B and draw
an arc above the line to cut
the first arc at C.
Draw a line through A and C.
Then A is 60°.

AABC is the equilateral triangle so be careful not to alter the radius

on your compasses during this construction.
38 ST(P) Mathematics 2A

BISECTING ANGLES

Bisect means “cut exactly in half”.

The construction for bisecting

an angle makes use of the fact
that, in an isosceles triangle
the line of symmetry cuts A in
half.

To bisect A, open your

compasses to a radius of about
6 cm.

With the point on A, draw an

arc to cut both arms of A at
B and C. (If we joined BC,
AABC would be isosceles.)

With the point on B, draw an

arc between the arms of A.

Move the point to C (being

careful not to change the
radius) and draw an arc to cut
the other arc at D.

Join AD.
A
The line AD then bisects A.

EXERCISE 3b 1. Construct an angle of 60°.

2. Draw an angle of about 50°. Bisect this angle. Measure both

halves of your angle.

3. Construct an angle of 60°. Now bisect this angle. What size

should each new angle be? Measure both of them.

4. Use what you learned from the last question to construct an

angle of 30°.

5. Draw a straight line and mark a point A near the middle.

You now have an angle of 180° at A.

 Constructions 39

S. Draw an angle of 180° and then bisect it. What is the size of
each new angle? Measure each of them.

7. Use what you learned from the last question to construct an

angle of 90°.

8. Construct an angle of 45°. (Begin by constructing an angle of

90° and then bisect it.)

9. Construct an angle of 15°. (Start by constructing an angle of 60°

and bisect as often as necessary.)

10. Construct an angle of 22.5°. (Start with 90° and bisect as often
as necessary.)

CONSTRUCTION OF ANGLES OF 60°, 30°, 90°, 45°

You constructed these angles in the last exercise. Here is a summary

of these constructions.

angle of 90°
i
angle of 45°
 Constructions 41

For questions 11 to 15, draw a rough sketch before starting the

construction.

22^ Draw a line, AB, 12 cm long. Construct an angle of 60° at A.

Construct an^angle^of 30 at B. Label with C the point where
the arms of A and B cross. What size should C be? Measure C
as a check on your construction.

12. Construct a triangle, ABC, in which AB is 10 cm long, A is 90°

and ACMs 10 cm long. What size should C and B be? Measure
C and B as a check.

13. Construct a square, ABCD, with a side of 6 cm.

14. Construct a quadrilateral, ABCD, in which AB is 12 cm, A is

60 , AD is 6 cm, B is 60" and BC is 6 cm. What can you say
about the lines AB and DC?

15. Construct an angle of 120°. Label it BAC (so that A is the

vertex and B and C are at the^ ends^of the arms). At C,
construct an angle of 60" so that C and A are on the same side
of AC. You have constructed a pair of parallel lines; mark them
and devise your own check.

THE RHOMBUS

EXERCISE 3d 1. Draw a line 12 cm long across your page. Label the ends A
and C. Open your compasses to a radius of 9 cm. With the point
on A, draw an arc above AC and another arc below AC.
Keeping the same radius, move the point of your compasses to
C. Draw arcs above and below AC to cut the first pair of arcs.
Where the arcs intersect (i.e. cross) label the points B and D.
Join A to B, B to C, C to D and D to A.

ABCD is called a rhombus.

Questions 2 to 9 refer to the figure that you have constructed in

question 1.

2. Without measuring them, what can you say about the lengths of
AB, BC, CD and DA?

3. ABCD has two lines of symmetry. Name them.

4. If-ABCD is folded along BD, where is A in relation to C?

5. If ABCD is folded along AC, where is D in relation to B?

6. Where AC and BD cut, label the point E. With ABCD

unfolded, where is E in relation to A and C?
42 ST(P) Mathematics 2A

7. Where is E in relation to B and D?

8. If ABCD is folded first along BD and then folded again along
AE, what is the size of the angle at E?
9. With ABCD unfolded, what are the sizes of the four angles
at E?

PROPERTIES OF THE DIAGONALS OF A RHOMBUS

From the last exercise you should be

convinced that

the diagonals of a rhombus

bisect each other at right angles.

These properties form the basis of the next

two constructions.

CONSTRUCTION TO BISECT A LINE

To bisect a line we have to find the midpoint of that line. To do this
we construct a rhombus with the given line as one diagonal, but we
do not join the sides of the rhombus.

To bisect XY, open your

compasses to a radius that is
about f of the length of XY.

With the point on X, draw

arcs above and below XY.

Move the point to Y (being

careful not to change the
radius) and draw arcs to cut
the first pair at P and Q.

Join PQ.
The point where PQ cuts XY
is the midpoint of XY.
(XPYQ is a rhombus since the same radius is used to draw all the
arcs, i.e. XP = YP = YQ = XQ. PQ and XY are the diagonals of
the rhombus so PQ bisects XY.)
Note. When you are going to bisect a line, draw it so that there is
plenty of space for the arcs above and below the line.
 Constructions 43

DROPPING A PERPENDICULAR FROM A POINT TO A LINE

If you are told to drop a perpendicular from a point, C, to a line,

AB, this means that you have to draw a line through C which is at
right angles to the line AB.

1-

To drop a perpendicular from C

to AB, open your compasses to a
radius that is about lj times the
distance of C from AB.

With the point on C, draw arcs

to cut the line AB at P and Q.

Move the point to P and draw

an arc on the other side of AB.
Move the point to Q and draw
an arc to cut the last arc at D.

Join CD.

CD is then perpendicular to AB.

Remember to keep the radius unchanged throughout this

construction: you then have a rhombus, PCQD, of which CD and PQ
are the diagonals.

EXERCISE 3e Remember to make a rough sketch before you start each construction.

1. Construct a triangle ABC, in which AB = 6 cm, BC = 8 cm

and CA = 10 cm. Using a ruler and compasses only, drop a
perpendicular from B to AC.

2. Construct a triangle ABC, in which AB = 8 cm, AC = 10 cm

and CB = 9 cm. Drop a perpendicular from C to AB.

3. Construct a triangle XYZ, in which XY = 12 cm, XZ = 5 cm

and YZ = 9 cm. Drop a perpendicular from Z to XY.
44 ST(P) Mathematics 2A

4. Construct the isosceles triangle LMN in which LM = 6 cm,

LN = MN = 8 cm. Construct the perpendicular bisector of the
side LM. Explain why this line is a line of symmetry of ALMN.

5. Construct the isosceles triangle PQR, in which PQ = 5 cm,

PR = RQ = 7 cm. Construct the perpendicular bisector of the
side PR. This line is not a line of symmetry of APQR; why
not?

6. The figure on the right is a circle

whose centre is C, with a line, AB,
drawn across the circle.
(AB is called a chord.)
This figure has one line of symmetry
which is not shown. Make a rough
sketch of the figure and mark the line
of symmetry. Explain what the line
of symmetry is in relation to AB.

7. Draw a circle of radius 6 cm and mark the centre, C. Draw a

chord, AB, about 9 cm long. (Your drawing will look like the
one in question 6.) Construct the line of symmetry.

8. Construct a triangle ABC, in which AB = 8 cm, BC = 10 cm

— and AC = 9 cm. Construct the perpendicular bisector of AB.
Construct the perpendicular bisector of BC. Where these two
perpendicular bisectors intersect (i.e. cross), mark G. With the
point of your compasses on G and with a radius equal to the
length of GA, draw a circle.
This circle should pass through B and C, and it is called the
circumcircle of AABC.

9. Repeat question 8 with a triangle of your own.

10. Construct a square ABCD, such that its sides are 5 cm long.
Construct the perpendicular bisector of AB and the perpen¬
dicular bisector of BC. Label with E the point where the
perpendicular bisectors cross. With the point of your compasses
on E and the radius equal to the distance from E to A, draw a
circle.
This circle should pass through all four corners of the square. It
is called the circumcircle of ABCD.
 Constructions 45

11. Construct a triangle ABC, in which AB = JO cm, AC = 8 cm

and BC = 12 cm. Construct the bisector of A and the bisector
of B. Where these two angle bisectors cross, mark E. Drop the
perpendicular from E to AB. Label G, the point where this
perpendicular meets AB. With the point of your compasses on E
and the radius equal to EG, draw a circle.
This circle should touch all three sides of AABC and it is called
the incircle of AABC.

12. Repeat question 11 with the equilateral triangle ABC, with sides
that are 10 cm long.

13. Repeat question 11 with a triangle of your own.

14. Construct a square ABCD, of side 8 cm. Construct the incircle

(i.e. the circle that touches all four sides of the square) of
ABCD. First decide how you are going to find the centre of the
circle.

MAKING SOLIDS .......

To make a solid object from a sheet of flat paper you need to

construct a net: this is the shape that has to be cut out, folded and
stuck together to make the solid. A net should be drawn as accurately
as possible, otherwise you will find that the edges will not fit together
properly.

EXERCISE 3f Each solid in this exercise has flat faces (called plane faces) and is
called a polyhedron.
“Poly” is a prefix used quite often; it means “many”.

1. The Tetrahedron
The net consists of four equilateral triangles. Construct the net
accurately making the sides of each triangle 6 cm long. Start by
drawing one triangle of side 12 cm; mark the midpoints of the sides
and join them up. Draw flaps on the edges shown.
ST(P) Mathematics 2A

Cut out the net. Score the solid lines (use a ruler and ballpoint pen
— an empty one is best) and fold the outer triangles up so that their
vertices meet. Use the flaps to stick the edges together.

This solid is called a regular tetrahedron. A regular solid is one in

which all the faces are identical. These make good Christmas tree
decorations if painted or if made out of foil-covered paper.

2. Octahedron

This net consists of equilateral triangles: make the sides of each

triangle 4 cm long, and start by making AB 12 cm long. Is this
octahedron a regular solid?

3. Square-based Pyramid

This net consists of a square with an isosceles triangle on each side of

the square. Make the sides of the square 6 cm and the equal sides of
the triangles 10 cm long. Is this a regular solid?
 Constructions 47

4. Prism with Triangular Cross-section

This net consists of three rectangles, each 8 cm long and 4 cm wide,

and two equilateral triangles (sides 4 cm).

5. Prism with a Hexagonal Cross-section

This net consists of six rectangles, each 8 cm long and 4 cm wide, and
two hexagons each of side 4 cm.

The easiest way to construct a hexagon is

to draw a circle of radius 4 cm and mark a
point, A, on the circumference. With the
point of the compasses on A and the
radius kept at 4 cm, draw an arc to cut the
circle at B. Move the point to B and
repeat. Continue until you have reached A
again. Join up the marks on the circle.

Cut out the hexagon and use it to draw round when constructing the
net of the prism.
48 ST(P) Mathematics 2A

6. Eight-pointed Star (Stella Octangula)

This model needs time and patience. If you have both it is worth the
effort!

It consists of a regular octahedron (see question 2) with a regular

tetrahedron (see question 1) stuck on each face.
You will need 8 tetrahedra. In all the nets make the triangles have
sides of length 4 cm.
 INTRODUCING PERCENTAGES
EXPRESSING PERCENTAGES AS FRACTIONS

“Per cent” means per hundred, i.e. if 60 per cent of the workers in a
factory are women it means that 60 out of every 100 workers are
women. If there are 700 workers in the factory, 60 x 7 = 420 are
women, while if there are 1200 workers, 60 x 12 = 720 are women.

In mathematics we are always looking for shorter ways of writing

statements and especially for symbols to stand for words. The symbol
that means “per cent” is %, i.e. 60 per cent and 60% have exactly the
same meaning.

60 per cent means 60 per hundred and this can be written as the
fraction (or f)
i.e. 60% of a quantity is exactly the same as y$Q (or f)of that
quantity.

If there are 800 cars in a car park and 60% of them are British,
then 75^ of the cars are British,

i.e. the number of British cars is y^x800 = 480

Express a) 40% b) 22^% as fractions in their lowest

terms.
40 2
a) 40% =
100 5

-% = 45 9
b) 222
2 x100 _ 40

Express as fractions in their lowest terms:

1. 20% 8. 50% 15. 70% 22. 95%

2. 45% 9. 65% 16. 75% 23; 15%
3. 25% 10. 56% 17; 48% 24; 8%
4. 72% 11. 37% 18; 69% 25; 82%
5. 332-% 12. 66f% 19. 37T% 26; 872-%

6. 13. 622-% 20; 52-% 27; 6^%

l2J°/o

7. 4% 14. 125% 2T 172-% 28; 150%

49
50 ST(P) Mathematics 2A

Express a) 54% b) 6t% c) 27j% as decimals.

a) 54% =^=0.54

b) 6l% = f^= 0.065

^ 97I0/ — _82_ q 973 to 3 s f

<0 z/3/o- 3x100 ^

Express the following percentages as decimals, giving your answers

correct to 3 s.f. where necessary:
Q 0/
29. 47% 34. 58% 39. 92% 44. 0/0

30. 12% 35. 30% 40; 65% 45; 3%

31. 5J% 36. 62 |% 41. 120% 46; 180%

32. 145% 37. 350% 42. 231% 47. 5}%

33. 58j% 38. 48}% 43; 85}% 48; 54i%

EXPRESSING FRACTIONS AS PERCENTAGES

If f of the pupils in a school have been away for a holiday, it means

that 80 in every 100 have been on holiday,
i.e. f is the same as 80%.

A fraction may be converted into a percentage by multiplying that

fraction by 100%. This does not alter its value, since 100% is 1.

EXERCISE 4b
Express jq as a percentage.

7 _ 7 x 100% = 35%
20 “ 120,

Express the following fractions as percentages, giving your answers

correct to 1 decimal place where necessary:
1 l 3 3
1. 2
6. 4
11.
4
16; 5

3 9 7
2. 7 7. 12; 20
17;
20
10 20

13 4 7 31
3.
20
8.
25
13; 5 UL 25

1 3 5 19; 7
4. 9. 14; 8
3 8 8

21 23 8 8
5. 40
10. 60
15;
3
20; 5
 Introducing Percentages

Express a) 0.7 b) 1.24 as percentages.

a) 0.7 = 0.7x100% =70%

b) 1.24 = 1.24x 100% = 124%

Express the following decimals as percentages:

21. 0.5 26. 0.9 31. 0.25 36. 0.36

22. 0.22 27. 0.04 32. 0.74 37; 0.16

23. 0.83 28. 0.55 33. 1.25 38; 1.39

24. 1.72 29. 2.64 34. 3.41 39; 6.35

25. 0.625 30. 0.845 35. 0.075 40; 0.1825

EXERCISE 4c 1. Express as fractions in their lowest terms:

a) 30% b) 85% c) 421% . d) 5^%
2. Express as decimals:
a) 44% b) 68% c) 170% d) 16i%

3. Express as percentages:
17
f jh d) 15
4. Express as percentages:
a) 0.2 b) 0.62 c) 0.845 d) 1.78

Copy and complete the following table:

Fraction Percentage Decimal

3
4 75% 0.75
4
5

60%

0.7

11
20

44%

10. 0.32
52 ST(P) Mathematics 2A

PKOBLEiVaS

Suppose that in the town of Doxton 55 families in every 100 own a

car. We can deduce from this that 45 in every 100 families do not.
Since every family either owns a car or does not own a car, if we are
given one percentage we can deduce the other.

EXERCISE 4d
If 56% of homes have a telephone, what percentage do
not?

All homes either have, or do not have, a telephone.

If 56% have a telephone, then (100 — 56)% do not,

i.e. 44% do not.

1. If 48% of the pupils in a school are girls, what percentage are

boys?

2. If 87% of households have a television set, what

percentage do not?

3. In the fourth year, 64% of the pupils do not study chemistry.

What percentage study chemistry?

4. In a box of oranges, 8% are bad. What percentage are good?

5. Twelve per cent of the cars that come to an MOT testing station
fail to pass first time. What percentage pass first time?

6. A hockey team won 62% of their matches and drew 26% of

them. What percentage did they lose?

7. A rugby team drew 12% of their matches and lost 45% of them.
What percentage did they win?

8. Deductions from a youth’s wage were: income tax 18%, other

deductions 14%. What percentage did he keep?

9. In an election, 40% of the electorate voted for Mrs Long, 32%

— for Mr Singhe and the remainder voted for Miss Berry. What
percentage voted for Miss Berry if there were only three
candidates and 8 % of the electorate failed to vote?

10. In a school, 36% of the pupils study French and 38% study
German. If 12% study both languages, what percentage do not
study either?
 Introducing Percentages 53

11 ■ 85% of the first year pupils in a school study craft and 72%
study photography. If 60% study both subjects, what percentage
study neither?

12. A concert is attended by 1200 people. If 42% are adult females

and 37 % are adult males, how many children attended?

13. The attendance at an athletics meeting is 14000. If 68% are men

and boys and 22% are women, how many are girls?

14. In a book, 98% of the pages contain text, diagrams or both. If

88% of the pages contain text and 32% contain diagrams, what
percentage contain
a) neither text nor diagrams
b) only diagrams
c) only text
d) both text and diagrams?

EXPRESSING ONE QUANTITY AS A PERCENTAGE OF ANOTHER

If we wish to find 4 as a percentage of 20, we know that 4 is jq of 20

and yq = yq x 100 %

i.e. 4 as a percentage of 20 is

100% = 20%

To express one quantity as a percentage of another, we divide the first

quantity by the second and multiply this fraction by 100%.

EXERCISE 4e
Express 20 cm as a percentage of 3 m.

(First express 3 m in centimetres to bring both quantities

to the same unit.)

3 m = 3 x 100 cm = 300 cm

Then the first quantity as a percentage of the second

quantity is
20 x
100%
300
54 ST(P) Mathematics 2A

Express the first quantity as a percentage of the second:

1. 3, 12 5. 15, 20

2. 30 cm, 50 cm 6. 24 cm, 40 cm

3. 3 m, 9 m 7. 60 cm, 4 m

4. 4 in, 12 in 8. 10 ft, 40 ft

9. 5, 50 13; 40, 20

10. 2 cm, 10 cm 14; 35m, 56m

11. 600 m, 2 km 15; 50 cm, 5 m

12. 3-^-yd, 7 yd 16; 8 in, 12 in

17. 20 m2, 80 m2 22; 200 mm2, 800 mm2

18. 75 cm2, 200 cm2 M; 198 mm2, 275 mm2

19. 25 cm2, 125 cm2 24; 50m2, 15m2

20. 4 litres, 10 litres 25; 3.61, 51

21. 3 pints, 5 pints 26; 33.6 g, 80 g

27. 1200 g, 3 kg 32; 900 g, 2.5 kg

28. 3.64kg, 5.6 kg 33; 45 p, £1.35

29. 28 cm, 1.2 m 34. 98 mm, 2.45 m

30. 74 p, £1.11 35; 4 mm, 3 cm

31. 37 mm, 148 cm 36; 84 g, 3.36 kg

37. 46 cm2, 1 m2 42; 100 cm3, llitre

38. 10 cm2, 200 mm2 43; 25 000 cm3, lm3

39. 39 ft2, 60 ft2 44; 6 pints, 3 gallons

40; 72 in2, 2 ft2 45_. £5.40, 81 p

41. 0.1m2, 25 000 mm2 46. 0.01 m3, 125 000 cm

 Introducing Percentages

FINDING A PERCENTAGE OF A QUANTITY

EXERCISE 4f
Find the value of a) 12% of 450 b) of 3.75 m

12% of 450 = 12
a) x 450 = 54
too
\ 1 0/
b) 7~% of 3.75 m = 7^-% of 375 cm

= 3 x21200 X 375 cm
= 27.5 cm

Find the value of:

1. 40% of 120 6. 77% of 4 kg

2. 12% of 800g 7. 70% of 360

3. 74% of 75 cm 8. 86% of 1150 g

4. 44% of 650 km 9; 55% of 8.6 m

5. 8 % of £2 10; 96% of 215 cm2

11. 63 % of 4 m 16; 15% of £10

12. 96% of 15 m2 17; 17% of 2 km

13. 45 % of 740 18; 32% of 5 litres

14. 33% of 600 kg 19; 30% of £250

15. 6% of 24 m 20; 66% of 300 m

21. 33 i-% of 270 g 29. 33 j% of 42p

22. 5^% of 56mm 30. 82y% of £65

23. 37-|-% of 48 cm 31; 12% of £4

£4; 22\°/0 of 40 m2 32; 7j% of 80 g
25. 66 J% of 480 m2 33; 2—°/ of 90 m
3 /o
26. 32-y% of 140 km 34; 16|% of £60

27. 62y% of 8 km 35; 3-°/ of 64 kg

J8 /o
28. 74j% of 200 cm2 36; 87^-% of 16mm
56 ST(P) Mathematics 2A

PROBLEMS

EXERCISE 4g
In the second year, 287 of the 350 pupils study geography.
What percentage study geography?

Percentage studying geography = 100%

= 82%

1. There are 60 boys in the third year, 24 of whom study

chemistry. What percentage of third year boys study chemistry?

2. In a history test, Pauline scored 28 out of a possible 40. What

was her percentage mark?

3. Out of 20 cars tested in one day by an MOT testing station,

4 of them failed. What percentage failed?

4. There are 60 photographs in a book, 12 of which are coloured.

What is the percentage of coloured photographs?

5. Forty-two of the 60 choristers in a choir wear spectacles. What

percentage do not?

6. Each week a boy saves £3 of the £12 he earns. What percentage

does he spend?

7. A secretary takes 56 letters to the post office for posting. 14 are

first class and the remainder are second class. What percentage
go second class?

8. Judy obtained 80 marks out of a possible 120 in her end of term

maths examination. What was her percentage mark?

9. Jane’s gross wage is £120 per week, but her “take home” pay is
only £78. What percentage is this of her gross wage?

10. If 8% of a crowd of 24 500 at a football match were females,

how many females attended?

If 54% of the 1800 pupils in a school are boys, how many

girls are there in the school?

Number of boys = x 1800

= 972

Number of girls = 1800 — 972

 Introducing Percentages 57

11. In a garage, 16 of the 30 cars which are for sale are second
hand. What percentage of the cars are
a) new b) second hand?

12. There are 80 houses in my street and 65% of them have a

telephone. How many houses
a) have a telephone b) do not have a telephone?

13. In my class there are 30 pupils and 40% of them have a bicycle.
How many pupils
a) have a bicycle b) do not have a bicycle?

14. Yesterday, of the 240 flights leaving London Airport, 15% were
bound for North America. How many of these flights
a) flew to North America b) did not fly to North America?

15. In a particular year, 64% of the 16 000 Jewish immigrants into

Israel came from Eastern Europe. How many of the immigrants
did not come from Eastern Europe?

16. There are 120 shops in the High Street, 35% of which sell food.
How many High Street shops do not sell food?

17. Last year the amount I paid for insurance was £520. This year
my insurance premium will increase by 12%. Find the increase.

18. A mathematics book has 320 pages, 40% of which are

on algebra, 25% on geometry and the remainder on arithmetic.
How many pages of arithmetic are there?

MIXED EXERCISES

EXERCISE 4h 1. Express as a fraction in its lowest terms

a) 40% b) 54% c) 27j%

2. Express as a percentage

a) | b) 0.78 c) 0.125

3. Express 2 m as a percentage of 25 m.

4. Express 25 p as a percentage of £2.

5. Find 45% of 120 m.

58 ST(P) Mathematics 2A

6. If 3% of telephone calls are connected to the wrong number,

what percentage of calls are connected to the correct number?

EXERCISE 4i 1. Express 36%

a) as a vulgar fraction in its lowest terms b) as a decimal.

2. Express as a percentage, giving your answer correct to 3 s.f. if

necessary,
a) | b) li- c) 2.5

3. Express 250 g as a percentage of 2 kg.

4. Find 85% of 340 m2.

5. The cost of insuring a car in central London is about 12% of its

value. Find the cost of insuring a car valued at £7000.

EXERCISE 4j 1. Find the first quantity as a percentage of the second quantity:

a) 10m, 80m b) 75p, £2 c) 150cm, 3m

2. Express as a percentage, giving your answer correct to 3 s.f.

where necessary,
a) f b) 0.279 c) if

3. Express I2j% as
a) a vulgar fraction in its lowest terms b) a decimal.

4. Find 36% of £2.50.

5. There are 450 children in a primary school, 12% of whom do

not speak English at home. Find the number of children for
whom English is not their home language.
 SCALE DRAWING
ACCURATE DRAWING WITH SCALED DOWN MEASUREMENTS

If you are asked to draw a car park which is a rectangle measuring

50 m by 25 m, you obviously cannot draw it full size. To fit it on to
your page you will have to scale down the measurements. In this case
you could use 1 cm to represent 5 m on the car park. This is called the
scale', it is usually written as lcm = 5m, and must always be stated
on any scale drawing.

EXERCISE 5a Start by making a rough drawing of the object you are asked to draw
to scale. Mark all the full size measurements on your sketch. Next
draw another sketch and put the scaled measurements on this one.
Then do the accurate scale drawing.

The end wall of a bungalow is a rectangle with a

triangular top. The rectangle measures 6 m wide by 3 m
high. The base of the triangle is 6 m and the sloping sides
are 4m long. Using a scale of lcm to 1 m, make a scale
drawing of this wall. Use your drawing to find, to the
nearest tenth of a metre, the distance from the ground to
the ridge of the roof.

So the height of the wall is 5.6 x 1 m = 5.6 m.

59
ST(P) Mathematics 2A

In questions 1 to 5, use a scale of 1 cm to 1 m.

In questions 6 to 10, choose your own scale.

Choose a scale that gives lines that are long enough to draw easily; in
general, the lines on your drawing should be at least 5 cm long. Avoid
scales that give lengths involving awkward fractions of a centimetre,
such as thirds; jcm cannot be read from your ruler.

7.
40 cm
6; 10 m
“ J
_1 8m a=yc~.
1 m
6m 4m

_1 8m
IL
J 1 m

10 m

A casement window with

equally spaced glazing bars
 Scale Drawing 61

8.

A rectangular door
with four rectangular
panels, each 35 cm by
70 cm, and 10 cm
from the edges of the
door

11. A field is rectangular in shape. It measures 300 m by 400 m. A

“ land drain goes in a straight line from one corner of the field to
the opposite corner. Using a scale of 1 cm to 50 m, make a scale
drawing of the field and use it to find the length of the land
drain.

12. The end wall of a ridge tent is a

triangle. The base is 2 m and the
sloping edges are each 2.5 m. Using
a scale of 1 cm to 0.5 m, make a scale
drawing of the triangular end of the
tent and use it to find the height of
the tent.

13. The surface of a swimming pool is a rectangle measuring 25 m

by 10 m. Choose your own scale and make a scale drawing of
the pool.
Now compare and discuss your drawing with other pupils.

14. The whole class working together can collect the information for
this question.
Measure your classroom and make a rough sketch of the floor
plan. Mark the position and width of doors and windows.
Choosing a suitable scale, make an accurate scale drawing of the
floor plan of your classroom.
62 ST(P) Mathematics 2A

ANGLES OF ELEVATION

If you are standing on level ground and can see a tall building, you
will have to look up to see the top of that building.

If you start by looking straight ahead and then look up to the top of
the building, the angle through which you raise your eyes is called the
angle of elevation of the top of the building.

There are instruments for measuring angles of elevation. A simple one

can be made from a large card protractor and a piece of string with a
weight on the end.

You can read the size of A.

A A A
Then the angle of elevation, B, is given by B = 90° — A.
(Note that this method is not very accurate.)

If your distance from the foot of the building and the angle of
elevation of the top are both known, you can make a scale drawing of
APQR.
Then this drawing can be used to work out the height of the building.
 Scale Drawing 63

EXERCISE 5b
From a point. A, on the ground which is 50 m from the
base of a tree, the angle of elevation of the top of the tree
is 22°. Using a scale of lcm = 5m, make a scale drawing
and use it to find the height of the tree.

the tree is 4 x 5 m = 20 m high.

In questions 1 to 4, A is a place on the ground, A is the angle of

elevation of C, the top of BC. Using a scale of 1 cm = 5m, make a
scale drawing to find the height of BC.
ST(P) Mathematics 2A

In questions 5 to 7, use a scale of 1 cm = 10m.

5. From A, the angle of elevation

of C is 35°. Find BC.

6. From P, the angle of elevation

of R is 15°. Find QR.

7. From N, the angle of elevation

of L is 30°. Find ML.

8. From a point, D, on the ground which is 100 m from the foot of

— a church tower, the angle of elevation of the top of the tower is
30°. Use a scale of 1cm to 10 m to make a scale drawing. Use
your drawing to find the height of the tower.

9. From the opposite side of the road, the angle of elevation of the
top of the roof of my house is 37°. The horizontal distance from
the point where I measured the angle to the middle of the house
is 12 m. Make a scale drawing, using a scale of 1 cm to 1 m, and
use it to find the height of the top of the roof.

10. From a point, P, on the ground which is 200 m from the base of
the Eiffel Tower, the angle of elevation of the top is 56°. Use a
scale of 1cm to 20 m to make a scale diagram and find the
height of the Eiffel Tower.

11. From a point on the ground which is 300 m from the base of
the National Westminster Tower, the angle of elevation of the
top of the tower is 31°. Using a scale of 1cm to 50 m, make a
scale drawing and find the height of the National Westminster
Tower. (This is a high office building in the City of London.)

12. The top of a radio mast is 76 m from the ground. From a point,
== P, on the ground, the angle of elevation of the top of the mast
is 40°. Use a scale of 1 cm to 10 m to make a scale drawing to
find how far away P is from the mast.
(You will need to do some calculation before you can do the
scale drawing.)
 Scale Drawing 65

ANGLES OF DEPRESSION

An angle of depression is the angle between the line looking straight

ahead and the line looking down at an object below you.

If, for example, you are standing on a cliff looking out to sea, the
diagram shows the angle of depression of a boat.

If the angle of depression and the height of the cliff are both known,
you can make a scale drawing of AABC. Then you can work out the
distance of the boat from the foot of the cliff.

EXERCISE 5c
From the top of a cliff 20 m high, the angle of depression
of a boat out at sea is 24°. Using a scale of 1 cm to 5 m,
make a scale drawing to find the distance of the boat from
the foot of the cliff.

From the diagram, BC = 9 cm.

.'. the distance of the boat from the foot of the cliff is

9 x 5 m = 45 m
ST(P) Mathematics 2A

In questions 1 to 4, use a scale of 1 cm = 10 m.

1.

From A, the angle of depression

of C is 25°. Find BC.

2. l

From L, the angle of depression

of N is 40°. Find MN.

3. p

From P, the angle of depression

50 m
of R is 35°. Find RQ.

From Z, the angle of depression

of X is 42°. Find XY.

5. From the top of Blackpool Tower, which is 158 m high, the

angle of depression of a ship at sea is 25°. Use a scale of 1 cm
to 20 m to make a scale drawing to find the distance of the ship
from the base of the tower.

6. From the top of the Eiffel Tower, which is 300 m high, the angle
of depression of a house is 20°. Use a scale of 1 cm to 50 m to
make a scale drawing and find the distance of the house from
the base of the tower.

7. From the top of a vertical cliff, which is 30 m high, the angle of

depression of a yacht is 15°. Using a scale of 1 cm to 5 m, make
a scale drawing to find the distance of the yacht from the foot
of the cliff.
 Scale Drawing 67

8. An aircraft flying at a height of 300 m measures the angle of

— depression of the end of runway as 18°. Using a scale of 1 cm to
100 m, make a scale diagram to find the horizontal distance of
the aircraft from the runway.

9. The Sears Tower in Chicago is an office building and it is 443 m

high. From the top of this tower, the angle of depression of a
ship on a lake is 40°. How far away from the base of the
building is the ship? Use a scale of 1 cm to 50 m to make your
scale drawing.

For the remaining questions in this exercise, make a scale drawing

choosing your own scale.

10. From a point on the ground 60 m away, the angle of elevation

of the top of a factory chimney is 42°. Find the height of the
chimney.

11 • From the top of a hill, which is 400 m above sea level, the angle
of depression of a boat house is 20°. The boat house is at sea
level. Find the distance of the boat house from the top of the
hill.

12. An aircraft flying at 5000 m measures the angle of depression of

a point on the coast as 30°. At the moment that it measures the
angle, how much further has the plane to fly before passing over
the coast line?

13. A vertical radio mast is 250 m high. From a point, A, on the

ground, the angle of elevation of the top of the mast is 30°.
How far is the point A from the foot of the mast?

14- An automatic lightship is stationed 500 m from a point, A, on

the coast. There are high cliffs at A and from the top of these
cliffs, the angle of depression of the lightship is 15°. How high
are the cliffs?

15. An airport controller measures the angle of elevation of an

approaching aircraft as 20°. If the aircraft is then 1.6 km from
the control building, at what height is it flying?

16. A surveyor, standing 400 m from the foot of a church tower, on

level ground, measures the angle of elevation of the top of the
tower. If this angle is 35° how high is the tower?
68 ST(P) Mathematics 2A

THREE FIGURE BEARINGS

A bearing is a compass direction.

If you are standing at a point, A, and looking at a tree, B, in the

distance, as shown in the diagram below, then using compass
directions you could say that

from A, the bearing of B is SE

Using the modern method of a three figure bearing we first look north
and then turn clockwise until we are looking at B. The angle turned
through is the three figure bearing.
In this case

from A, the bearing of B is 135°

A three figure bearing is a clockwise angle measured from the north.

If the angle is less than 100°, it is made into a three figure angle by
putting zero in front, e.g. 20° becomes 020°.

EXERCISE 5d
Draw a rough sketch to illustrate that the bearing of a
lighthouse, B, from a ship. A, is 060°. Mark the angle in
your sketch.
 Scale Drawing 69

From a ship, C, the bearing of a ship, D, is 290°. Make a

rough sketch and mark the angle.

N
i
D 4

Draw a rough sketch to illustrate each of the following bearings.

Mark the angle in your sketch.

1. From a ship, P, the bearing of a yacht, Q, is 045°

2. From a control tower, F, the bearing of an aeroplane, A, is 090°

3. From a point, A, the bearing of a radio mast, M, is 120°

4. From a town, T, the bearing of another town, S, is 180°

5. From a point, H, the bearing of a church, C, is 210°

6. From a ship, R, the bearing of a port, P, is 300°

7. From an aircraft, A, the bearing of an airport, L, is 320°

8. From a town, D, the bearing of another town, E, is 260°

9. From a helicopter, G, the bearing of a landing pad, P, is 060°

10. From a point, L, the bearing of a tree, T, is 270°

11. The bearing of a ship, A, from the pier, P, is 225°

12. The bearing of a radio mast, S, from a point, P, is 140°

13. The bearing of a yacht, Y, from a tanker, T, is 075°

14. The bearing of a town, Q, from a town, R, is 250°

15. The bearing of a tree, X, from a hill top, Y, is 025°

16. From a point, A, the bearing of a house, H, is 190°

17. From a town, T, the bearing of another town, S, is 290°

18. From a barn, B, the bearing of a tree, T, is 020°

19. The bearing of a boat, B, from a jetty, J, is 030°

20. The bearing of a flagpole, F, from a tent, T, is 300°

70 ST(P) Mathematics 2A

USING BEARINGS TO FIND DISTANCES

If we measure the bearing of a distant object from two different

positions and then make a scale diagram, we can use this diagram to
find the distance of that object from one or other of the positions.

EXERCISE 5e
From one end, A, of a road the bearing of a building, L,
is 015°. The other end of the road, B, is 300 m due east
of A. From B the bearing of the building is 320°. Using a
scale of 1 cm to 50 m, make a scale diagram to find the
distance of the building from A.

From the diagram, LA = 5.6 cm

.'. the distance of the building from A is 5.6 x 50 m = 280 m

 Scale Drawing 71

1_. From a point. A, the bearing of a tree, C, is 060°. From a

~ second point B, which is 100 m due east of A, the bearing of the
tree is 330°. Use a scale of 1cm to 10m to make a scale
diagram and find the distance of the tree from A.

2. From a point, A, the bearing of a ship, C, is 140°. From a

second point, B, which is 200 m due east of A, the bearing of
the ship is 210°. Using a scale of 1cm to 20m, make a scale
diagram and use it to find the distance of the ship from B.

3. From a point, A, the bearing of a tower, T, is 030°. From a

~ second point, B, which is 400 m due north of A, the bearing of
the tower is 140°. Using a scale of 1cm to 50m, make a scale
drawing and use it to find the distance of the tower from A.

4. From a point, A, the bearing of a radar mast, M, is 060°. From

— a second point, B, which is 40 m due east of A, the bearing of
the radar mast is 010°. Use a scale of 1 cm to 10 m and make a
scale drawing to find the distance of the radar mast from A.

5. From a ship, P, the bearing of a submarine, S, is 020°. From a

“ second ship, Q, which is 1000 m due north of P, the bearing of
the submarine is 070°. Using a scale of 1cm to 200 m, make a
scale drawing to find the distance of the submarine from P.

MIXED EXERCISES

EXERCISE 5f 1. Using a scale of 1cm to 100 cm,

make a scale drawing of the figure on □
the right. Use your drawing to find
500 cm
the length of the diagonal AC.
n _□
700 cm

For each of the following questions, make a rough sketch to show all
the given information.

2. From the top of a tower which is 150 m tall, the angle of

depression of a house is 17°.

3. From a point, A, the bearing of a point, B is 270°.

4. An aircraft is flying at a height of 2000 m. From a point on the

ground its angle of elevation is 40°.

5. An aircraft is flying at a height of 500 m when it measures the

angle of depression of the end of the runway as 30°.
72 ST(P) Mathematics 2A

EXERCISE 5g 1. Use a scale of 1 cm to 10 m

to make a scale drawing of
the figure on the right. Use
your scale drawing to find
the length of AC.

For each of the following questions, make a rough sketch showing all
the given information.

2. The bearing of a ship, R, from a ship, S, is 075°.

3. From a position. A, on the ground, the angle of elevation of the

top of an office block is 25°. The office block is 75 m tall.

4. From the top of a cliff which is 50 m high, the angle of

depression of a boat is 34°.

5. From a ship. A, the bearing of an oil tanker, T, is 300°. From a

second ship, B, which is 1000 m due west of A, the bearing of
the oil tanker is 060°. Explain why the oil tanker is the same
distance from A as it is from B.

EXERCISE 5h 1. Use a scale of 1 cm to 50 m

to make a scale drawing of
the figure on the right. Use
your drawing to find the
distance CD.

For the following questions, make rough sketches showing all the
given information.

2. From the top window of a house the angle of depression of the

end of the garden is 32°. The garden is 10 m long.

3. The bearing of an aircraft, X, from the control tower, T, is 157°.

4. The angle of elevation of a helicopter, H, from the landing pad,

L, is 45°. The helicopter is at a height of 45 m.

5. From a position, A, the bearing of an army tank, T, is 210°.

From a point, B, which is 50 m due south of A, the bearing of
the tank is 280'. Which point is nearer to the tank, A or B?
 EQUATIONS AND FORMULAE
EQUATIONS

Imagine a balance.
On the left-hand side
there are two bags
each containing the
same (but unknown)
number of apples
and three loose
apples.

Using the letter x to stand for the unknown number of apples in each
bag we can write this as an equation:

2x+3 = 13

We can solve this equation (i.e. find the number that x represents)
as follows:

take three apples off each pan 2x = 10 '

halve the contents of each pan x =5

Solve the equation 5x — 4 = 6

5x —4 = 6
o

Add 4 to each side

*
II

Divide each side by 5 x = 2

Check: LHS = 5x2 — 4 RHS = 6

= 6

Solve the following equations:

1. 2x = 8 6. 3x —2 = 10

2. x —3 = 1 7. 5 + 2x = 7

3. x + 4 = 16 8. 5x —4 = 11

4. 2x+3 = 7 9. 3 +6x = 15

5.
-j

ON

3x+5 = 14 10. 15
X

II
1

73
ST(P) Mathematics 2A

Solve the equation 3.V + 4 = 12 —.Y

(We need to start by getting the terms containing x on one

side of the equation and the terms without .v on the other
side. The left-hand side has the greater number of xs, so
we will collect them on this side.)
3.y + 4 = 12-x

Add x to each side 4.V+4 = 12

00
Take 4 from each side

II
Divide each side by 4 x = 4
x ~ = z
2

Solve the equation 4 —.v = 6 — 3.Y

(There are fewer .v’s missing from the LHS so we will

collect them on this side.)
4—.y = 6 — 3.y

Add 3.v to each side 4—,y+3.y = 6

4 + 2.y = 6

Take 4 from each side 2.Y = 2

Divide each side by 2 x = 1

Solve the following equations:

11. 2.Y + 5 = .v + 9 16. x + 4 = 4x+l

12. 3.y + 2 = 2.y + 7 17. 3.Y-2 = 2.y+1

<N

13. 18. 1 — 3.y = 9—4.y

>
>

II

14. 3-2.y = 7-3.y 19. 2 —5.y = 6—3x

15. 2.Y+ 1 = 4—.Y 20. 5 — 3.y = 1 + x

Solve the equation 4a-+ 2 — x = 7 + .Y-3

4.y + 2-.y = 7 + .Y-3

Collect like terms 3.y + 2 = 4+.y

Take .y from each side 2.y+2 = 4

Take 2 from each side 2.Y = 2

Divide each side by 2 .Y = 1

 Equations and Formulae 75

Solve the following equations:

21. x + 2 + 2x — 8 26; 3+x — 1 = 3x

22. x —4 = 3 —x+ 1 27; x — 4 + 2x = 5 + x — 1

23. 3x + 1 — x = 5 28; x + 5 —2x = 3 + x

24. 4 + 3x — 1 = 6 29; x+17 —4x = 2 —x + 6

25. 7 + 4x = 2-x+lO 30. 8 —3x—3 = x — 4 + 2x

31. 5x—8 = 2 36; x + 4 — 3x = 2 —x

32. 4 —x = 3x 37; 3x—7 = 9 —x + 6

33. 5—x = 7 + 2x —4 38; x + 4 = 6x

34. 4 —2x = 8 —4x 39; 8 —3x = 5x

35. 15 = 21 -2x 40. 5 — 4x + 7 = 2x

BRACKETS

Reminder: If we want to multiply both x and 3 by 4, we group

x and 3 together in a bracket and write 4(x+3).
So 4(x + 3) means that both x and 3 are to be multiplied by 4.
(Note that the multiplication sign is invisible, as it is in 5a.)

i.e. 4(x + 3) = 4x + 12

EXERCISE 6b Multiply out the following brackets:

1. 6(x + 4) 6; 5(4x + 2)

2. 3(2x+ 1) 7. 3(2-3x)

3. 4(x — 3) 8. 7(5-4x)

4. 2(3x —5) 9; 2(5x —7)

5. 4(3-2x) 10. 6(7+ 2x)

Simplify 2(x — 3) -f 4(3 — 2x)

2(x — 3)+ 4(3 — 2x) = 2x —6+12 —8x (brackets worked out)

= 6 — 6x (like terms collected)

ST(P) Mathematics 2A

Simplify:

11. 2(3+x) + 3(2x + 4) 16; 3(3x + l) + 4(x+4)

12. 7 (2x+3) + 4(3x—2) 17; 5(2x + 3) + 6(3x + 2)

13. 4(6x+3) + 5(2x—5) 18; 6(2x—5) + 2(3x — 7)

14. 2(2x-4) + 4(x+3) 19; 8(2—x) + 3(3 + 4x)

15. 5(3x-2) + 3(2x + 5) 20; 5(7 — 2x) + 4(3 — 5x)

21. 3(2x-l) + 4(x + 2) 26; 5(4+3x) + 3(2+7x)

22. 5(2 —x) + 2(2x+l) HL 4(3 + 2x) + 5(4 — 3x)

23. 3(x—4) + 7(2x—3) 28. 8(x+1)+7(2—x)

24. 2(2x+l) + 4(3-2x) 29; 3(2x + 7) + 5(3x—8)

25. 6(2 —x) + 2(l — 2x) 30. 9(x—2) + 5(4—3x)

Solve the equation 3(4 —x) = 9

3(4—x) = 9

Multiply out the bracket 12—3x = 9

Add 3x to each side 12 = 9 + 3x

m
m

Take 9 from each side

*
II

Divide each side by 3 1 = x i.e. x =

Solve the following equations:

31. 2(x + 2) = 8 35; 3(2x + 5) = 18

32. 4(2—x) = 2 36; 3(3 -2x) = 3

33. 5(3x + l) = 20 5Z; 2(x + 4) == 3(2x+l)

34. 2(2x —1) = 6 38; 4(2x — 3) = 2(3x—5)

39. 6(3x + 5) = 12 43. 5(3-2*) = 3(4-3x)

40. 6(x+3) = 2(2x + 5) 44; 7(1 + 2*) = 21

41. 8(x — 1) = 4 45; 7(2x— 1) = 5(3x—2)

42. 3(1-4x) = 11 46; 4(3x + 2) = 14

 Equations and Formulae 77

MULTIPLICATION AND DIVISION OF FRACTIONS

Remember that, to multiply fractions, the numerators are multiplied

together and the denominators are multiplied together:

3 5 _ 3x5 _ 15
i.e.
4 X 7 _ 4x7 _ 28

lr 1 \ x x
Also A of x means ^xr = -x- = - (1)
6 6 6 1 6

Remember that, to divide by a fraction, that fraction is turned upside

down and multiplied:-
2 5 2 7 14
i.e.
3 ' 7 3 X5 15

and *+6„ = xT + T6 = xTX61 = x

6 (2)

Comparing (1) and (2) we see that

1,1 , , x „ . ,
- of x, -x, x-t-6 and - are all equivalent
6 6 6

EXERCISE 6c
X
Simplify 12 xj
4"
x Xf x
12 x- = —x-
3 1

= 4x

Simplify —-r-8

2x 2x^8
8
T" T^T
y-2x 1
= —x- (Remember that 2x = 2 x x)
3

x
12
78 ST(P) Mathematics 2A

Simplify:
. *
1. 6. ^ of lOx
4X8

1 % 2 3x
2. - X— 7.
2 3 5XT

3. 8. \x2x
4

4. 9.
5 °f21 5 of 9*

2x 6 X X
5. 10.
TX5 2 X3

3 2x
-p^

11. 16.
•I-

- x—
4 5

4x _ 2
12. 17.
T*« il
X 1
13. 18. ^ of 15x
3" 6

x 1 3x 1
14. 19.
4~2 ~2~~6

2x _ 5 5x 6x
15. 1 ' / 20. ^XTT

FRACTIONAL EQUATIONS

EXERCISE 6d
Solve the equation - = 2

x i >
(As — means y of i, to find x we need to make - three

times larger.)

Multiply each side by 3

t = 2x3
x = 6
 Equations and Formulae 79

Solve the following equations:

2x
1. — — 3 6. = 9
5 Y
X 4x
2. — = 4 7. = 8
2 Y
X 6x
3. 8 8_. = 10
6 Y
2x 3x
4. = 8 9: 12
T” =Y
9x 3x
5. 16 = — 10; = 6
2 T

2x 1
Solve the equation
T = 3

2x
Y
2x -5"' 1 5
Multiply each side by 5 — x- = - x -
^ \ 3 1

2x

Divide each side by 2 x = --j-2

3

5 1
x = -x-
3 2

5
* “ 6

Solve the following equations:

3x _ 1 6x 2
11 14.
Y ~ 4 T 3

4x 3x 1
12. 1£.
T T 2
2x 5x 3
13. 16.
Y 4
80 ST(P) Mathematics 2A

3x 1 2x 4
17. 19;
5 ~ 4 ~9 ~ 5

4x 2 6x 5
18. 20;
T 5 IT _ 7

X 1
Solve the equation —+- = *

(Both 5 and 2 divide into 10, so by multiplying each side

by 10 we can eliminate all fractions from this equation
before we start to solve for x.)

X l
Multiply both sides by 10 10 ( -+~| = 10x1
. a 2/

x TO51
tx4+t V 10
2x + 5 = 10

Take 5 from each side 2x = 5

Divide each side by 2 x = 2j

Solve the following equations:

x 1 x 5
21. ~+— 1 26. = 2
3 4 3 6

x 3 x 2
22. --7 = 2 27. -= 4
5 4 3 9

x 2x 3x x
23. —H—~ = 3 28.
5 3 ~4 2 =

5x x 3 x
24. —+- = 2 29; -= 1
7 2 4 5

2x 1 5 3x
25. —= 4 30.
3 2 7+T ~ '
 Equations and Formulae 81

X \ X
Solve the equation — = -+ —
2 6 3

(2, 3 and 6 all divide into 6, so multiplying each side by 6

will eliminate all fractions from this equation.)

x 1 x
2 = 6+3

x 6 /1 x\ 6
Multiply each side by 6 — x- = I- + —Ix -
2 1 V6 V 1
3 ) 2
x Jd 1 & x
— x- = -x—I-x-
; 2r 1 -&j.l ^ 1

3x = 1 + 2x
Take 2x from each side 1

Check: LHS = - RHS - i+l

2

_ 1 2 _ 3 _ 1
~ 6+6 ~ 6 ~ 2

Solve the following equations:

1 1 3x 2 11
31. — ~h 36. -3~ + — — —
3 4 ~ 2 5 9 15

2 14 5x x 3
32. — ~h 3Z; —
5 3 _ 15 6 8 4

x 1 9 3x 1 1
33. 38. ——h — —
4~ 2 _ 4 -1 8 2

2x 2 1 5x 1 X
34. —h- = 39;
3 7 = 3 T2_3 “ 8

X 3 1 2x x 5
35. 40;
2~ 7 _ 2 5 15 ~ 9

3x 1 x 5 5x 2 3
41. 43.
4 3 2 8 — 7 3 7_

2x 3 x 1 2x 3 7 5x
42; —7 “f- X 44;
7 4 14 2 9 4 l8~ Y2
82 ST(P) Mathematics 2A

3 x 2x 1 x 1 x 7
45. ~h — 48.
11 2 ~ TT 4 —- 3+4_6 = 12

3 x 2 2x 5 x 1 _ 3
46. 49;
5 9 ” 15”"45 8_6+l2 ” 4

4 2x 15 4x 5 lx lx
47. —1—— 50.
7 9 ~ "9" ~21 9~J2 = 6~8

PROBLEMS

EXERCISE 6e Form an equation for each of the following problems and then solve
the equation.

A bag of sweets was divided into three equal shares. David

had one share and he got 8 sweets. How many sweets were
there in the bag?

Let x stand for the number of sweets in the bag.

One share is ^ of x j of x = 8

x
3

Multiply each side by 3 x = 24

Therefore there were 24 sweets in the bag.

1. Tracy Brown came first in the Newtown Golf Tournament and

— won £100. This was f of the total prize money paid out. Find
the total prize money.

2. Peter lost 8 marbles in a game. This number was one-fifth of the

number that he started with. Find how many he started with.

3. The width of a rectangle is 12 cm. This is two-fifths of its length.

— Find the length of the rectangle.

4. I think of a number, halve it and the result is 6. Find the

— number that I first thought of.

5. The length of a rectangle is 8 cm and this is g- of its perimeter.

— Find its perimeter.
 Equations and Formulae 83

6. In an equilateral triangle, the perimeter is 15 cm. Find the length

~ of one side of the triangle.

7. I think of a number, take j of it and then add 4. The result is 7.

~ Find the number I first thought of.

8. I think of a number and divide it by 3. The result is 2 less than

~ the number I first thought of. Find the number I first thought
of.

9. I think of a number and add j of it to j of it. The result is 10.

— Find the number I first thought of.

HO. John Smith won the singles competition of a local tennis

tournament, for which he got j of the total prize money. He
also won the doubles competition for which he got jo of the
prize money. He got £250 altogether. How much was the total
prize money?

DIRECTED NUMBERS

Reminder: (+2) x (+3) = +6

(+2) x (-3)= -6
(-2) x (+3) = —6
(-2) x (-3) = +6

EXERCISE 6f Evaluate:

1. (+2) x (—4) 6. (—4) x (—7)

2. (—3) x (—5) 7. (-j)x(-6)

3. (—6) x (+4) 8. (+ j) x (+ §)

4. ( — j) x (+6) 9. (-|)x(+12)

5. ( + J)x(+16) 10. (+5)x(-9)

Remember that the positive sign is often omitted, i.e. 6 means +6.

Simplify 4(v —3) —3(2 —3.v)

Multiply out the brackets

4(x —3) —3(2 —3x) = 4x— 12 —6+9x

Collect like terms = 13jc— 18

84 ST(P) Mathematics 2A

Simplify:

11. 7 — 2(x — 5) 16. 3(x—4) + 6(3 —2x)

12. 2x + 5(3x —4) 17. 2(3x+5)—2(4 + 3x)

13. 3x-6(3x + 5) 18. 5(2x — 8) — 3(2 — 5x)

14. 4-7(2*-3) 19. 7(x—2) —(2x + 3)

15. 3x-4(5-3x) 20. 5(4x—5) —(4—2x)

Solve the equation x—3(x -2) = 8

x—3(x—2) = 8

Multiply out the brackets x—3x + 6 = 8

Collect like terms —2x + 6 - 8

Add 2x to each side 6 = 8 + 2x

Take 8 from each side -2 = 2x

Divide each side by 2 -1 = x i.e. x = -1

Solve the following equations:

21. 4x-2(x-3) = 8 26. 3x —2(4—5x) = 5 —3x

22. 7-3(5-2*) = 10 27. 2x-^-(6 + 2x) = 7

23. 4x + 2(2x — 5) = 6 28. 10-i(4x-8) = 5

24. 3(x—4) —7 = 2(x — 3) 29. 3-J(6x + 9) = 5-2x

25. 4—3x = 3 + 4(2x—3) 30. J(4-8x) = 2x-|(6-12x)

FORMULAE

For all rectangles it is true that the area is equal to the length
multiplied by the breadth, provided that the length and breadth are
measured in the same unit.

If we use letters for the unknown quantities (A for area, / for length,
b for breadth) we can write the first sentence more briefly as a
formula: A = Ixb.

The multiplication sign is usually left out giving

A = lb
 Equations and Formulae 85

EXERCISE 6g The letters in the diagrams all stand for a number of centimetres.

The perimeter of the square below is Pcm. Write down a

formula for P.

_i_

, , P = l+l+l+l

Collect like terms P = 4/

In each of the following figures the perimeter is /’em. Write down a

formula for P starting with P =

1. 2. 3. A

If G is the number of girls in a class and B is the number

of boys, write down a formula for the total number, T, of
children in the class.

T= G + B
86 ST(P) Mathematics 2A

6. I buy x lb of apples and y lb of pears. Write down a formula for

W if IT lb is the weight of fruit that I have bought.

7. If /m is the length of a rectangle and hm is the breadth, write

down a formula for P if the perimeter of the rectangle is Pm.

8. I start a game with N marbles and win another M marbles.

Write down a formula for the number, T, of marbles that I
finish the game with.

9. I start a game with N marbles and lose L marbles. Write down

a formula for the number, T, of marbles that I finish with.

10. The side of a square is Im long. Write down a formula for A if

the area of the square is Am2.

11. Peaches cost up each. Write down a formula for N if the cost of
10 peaches is N p.

12. Oranges cost ,vp each and I buy n of these oranges. Write down
a formula for C where Cp is the total cost of the oranges.

13. I have a piece of string which is /cm long. I cut off a piece
which is c/cm long. Write down a formula for L if the length of
string which is left is Lem.

14. A rectangle is 2/m long and Im wide. Write down a formula for
P where Pm is the perimeter of the rectangle.

15. Write down a formula for A where Am2 is the area of the
rectangle described in question 14.

16. I had a bag of sweets with 5 sweets in it; I then ate T of them.
Write down a formula for the number, N, of sweets left in the
bag.

17. A lorry weighs Ttonnes when empty. Steel girders weighing a

total of S'tonnes are then loaded on to the lorry. Write down a
formula for W where ITtonnes is the weight of the loaded lorry.

18. I started the term with a new packet of N felt tipped pens.
During the term I lost L of them and R of them ran dry. Write
down a formula for the number, S, that I had at the end of the
term.

19; A train travels pkm in one direction and then it comes back
q km in the opposite direction. If it is then rkm from its starting
point, write down a formula for r.
 Equations and Formulae 87

20. One box of tinned fruit weights K kg. The weight of n such
boxes is W kg. Write down a formula for W.

21. Two points have the same ^-coordinate. The x-coordinate of one
point is a and the x-coordinate of the other point is b. If d is
the distance between the two points, write down a formula for d
given that a is less than b. Make a sketch to illustrate this
problem.

22. A letter costs x pence to post. The cost of posting 20 such letters
is £q. Write down a formula for q. (Be careful—look at the
units given.)

23. One grapefruit costs y pence. The cost of n such grapefruit is £L.
Write down a formula for L. (Look carefully at the units.)

24. A rectangle is /m long and 6cm wide. The area is A cm2. Write
down a formula for A.

25. On my way to work this morning the train I was travelling on

broke down. I spent /hours on the train and 5minutes walking.
Write down a formula for T if the total time that my journey
took was Thoms.

SUBSTITUTING NUMERICAL VALUES INTO A FORMULA

The formula for the area of a rectangle is A = lb.

If a rectangle is 3 cm long and 2 cm wide, we can substitute the

number 3 for l and the number 2 for b to give A = 3x2 = 6.

So the area of that rectangle is 6 cm2.

When you substitute numerical values into a formula you may have a
mixture of operations, i.e. (), x, -j-, +, —, to perform. Remember
the order from the capital letters of “Bless My Dear Aunt Sally”.

EXERCISE 6h
If v = u + at, find v when u = 2, a = j and t = 4

v = u + at

When u = 2, a = j, / = 4, v = 2 + jx4

= 2+ 2

= 4
88 ST(P) Mathematics 2A

1. If N = T+ G, find N when T — 4 and G = 6.

2. If T = np, find T when n = 20 and p = 5.

3. If P = 2(l+b), find P when 1=6 and h = 9.

4. If L = x—y, find L when x = 8 and y = 6.

5. If TV = 4(1 — s), find N when 1=1 and s = 2.

6. If S = «(a + 6), find S' when n = 20, a = 2 and b = 8.

7. If F = /Mv, find F when l = 4, b = 3 and w = 2.

PRT
8. If ^ = , find when P = 100, R = 3 and T = 5.

9. If w = m(d — ?), find w when u = 5, v = 7 and t = 2.

10. If s = j(a + b + c), find s when a = 5, b = 7 and c = 3.

If v = u —at, find v when u = 5, a = —2, t = —3

n = u — at

When u = 5, a = -2, ? = -3, v = 5 —(—2)x(—3)

= 5-(+6)

= 5-6

= -1

(Notice that where negative numbers are substituted for

letters they have been put in brackets. This makes sure that
only one operation at a time is carried out.)

11. If N = p + q, find N when p = 4 and q = — 5 .

12. If C = RT, find C when R = 4 and T = — 3.

13. If z = w + x—y, find z when vv = 4, x = —3 and

y= -4.

14. If r= u(v — w), find r when u= — 3, v = —6 and

vv = 5.

15. Given that X = 5(7’— R), find X when T= 4 and

R = -6.
 Equations and Formulae 89
16. Given that P = d-rt, find P when d = 3, r = -8 and
t = 2.

17. Given that v = l(a + n), find v when / = -8, a = 4 and

n = —6.

18. If D = —, find D when a — — 4, b = —8 and c = 2.

19. If 0 = abc, find 0 when a = 3, b = -7 and c = —5.

—■ If 1 = fix+J-z), find / when x = 4, y = -5 and

Given that 2S = d(a + I), find a when S = 20, <7=2

and / = 16

25 = d(a + l)

Substituting s = 20, d = 2, / = 16 gives

40 = 2(a+16)

(We can now solve this equation for a.)

Multiply out the brackets 40 = 2r/ + 32

Take 32 from each side 8 = 2a

Divide by 2 4 = a or a = 4

21. Given that At = (7+5, find B when At = 40 and G = 25.

22. If /? = t-tc, find t when R = 10 and c = 20.

23. Given that d = st, find t when d = 50 and 5 = 15.

24. If At = 2(p + q), find q when At = 24, and p = 5.

25. Given that L = P(2-a), find a when L = 10 and P = 40.

26. Given that ,v = j(a-b), find b when 5 = 15 and a = 24.

27. Given that v = u + at, find u when v = 32, a = 8 and t = 4.

28. If r2 = jr +2a^, find a when v = 3, w = 2 and .v = 12.

29. If d— j-(a + b + c), find a when d = 16, b = 4 and c = — 3.

30. If H = P{Q—R), find Q when H = 12, P = 4 and R = -6

90 ST(P) Mathematics 2A

PROBLEMS -

EXERCISE 6i 1. Given that v = at, find the value of

a) v when a = 4 and t = 12
b) v when a = — 3 and t = 6
c) t when v = 18 and a = 3
d) a wheir v = 25 and t = 5

2. Given that N = 2(n-m), find the value of

a) N when n = 6 and w = 4
b) N when n = 7 and m = — 3
c) n when TV = 12 and m = 2
d) m when fV = 16 and n = —4

3. If A = P+gr, find the value of

a) A when P = 50, 2 = j an(^ T = 4
b) A when P = 70, Q = 5 and T = —10
c) P when /l = 100, Q = ^ and T = 16
d) T when A = 25, P = -15 and Q = -10

4. Given that s= j(a-b), find the value of

a) ^ when a = 16 and b = 6
b) 5 when a = — 4 and h = —10
c) a when 5=15 and b = 8
d) h when 5 = 10 and a = — 4

5. Given that z = x-3^, find the value of

a) z when x = 3j and y — \

b) z when x = ^ and y = — 1 j

c) x when z = 5y and y = 2j

d) y when 2=4 and x = g

6. If P = lOOr-t, find the value of

a) P when r = 0.25 and t = 10
b) P when r = 0.145 and t = 15.6
c) t when P = 18.5 and r = 0.026
d) r when P = 50 and f = —12
 Equations and Formulae 91

A rectangle is 3/cm long and /cm wide. If the area of the

rectangle is ,4 cm2, write down a formula for A.
Use your formula to find the area of this rectangle if it is
5 cm wide.

3/
- Area = length x width

/ .'. A = 3/x /

- A = 312

When 1=5, A = 3x5x5

= 75
Area = 75 cm2

7. Oranges cost n p each. If the cost of a box of 50 of these

— oranges is Cp, write down a formula for C. Use your formula
to find the cost of a box of oranges if each orange costs 12 p.

8. Lemons cost n p each. The cost of a box of 50 lemons is £L.

~ Write down a formula for L (be careful with the units). Use
your formula to find the cost of a box of these lemons when
they cost lOp each.

9. A rectangular box is /cm long, km wide and 4cm deep. The

— volume of the box is Lem3. Write down a formula for V. Use
your formula to find the volume of a box measuring 20 cm by
12 cm by 5 cm.

10. A rectangle is acm long and b cm wide. Write down a formula

for P if P cm is the perimeter of the rectangle. Use your formula
to find the perimeter of a rectangle measuring 20 cm by 15 cm.

11. The length of a rectangle is twice its width. If the rectangle is

xcm wide, write down a formula for P if its perimeter is /’em.
Use your formula to find the width of a rectangle that has a
perimeter of 36 cm.

12. A roll of paper is Lm long. N pieces each of length r m are cut

off the roll. If the length of paper left is Pm, write down a
formula for P. Use your formula to find the length of paper left
from a roll that was 20 m long after 10 pieces, each of length
1.5 m, are cut off.
92 ST(P) Mathematics 2A

13. An equilateral triangle has sides each of length a cm. If the

perimeter of the triangle is Pern, write down a formula for P.
Use your formula to find the lengths of the sides of an
equilateral triangle whose perimeter is 72 cm.

14. Tins of baked beans weigh a g each. N of these tins are packed
into a box. The empty box weighs p g. Write down a formula
for W where Wg is the weight of the full box. Use your formula
to find the number of tins that are in a full box if the full box
weighs 10 kg, the empty box weighs 1 kg and each tin weighs
200 g.

15. The rectangular box in the diagram is

Y
i
/cm long, teem wide and km high.
Write down a formula for A if A cm2
XI

-a

—1 \
is the total surface area of the box
(i.e. the area of all six faces). Use

1
1
1
your formula to find the surface area X
of a rectangular box measuring 50 cm
by 30 cm by 20 cm.

CHANGING THE SUBJECT OF A FORMULA _

Suppose that we have to use the formula A = lb to find the value

of / when A = 20 and b = 5. There are two ways of doing this.
Either we can substitute the numbers directly, giving 20 = / x 5 and
solve this equation for /, which gives 1 = 4

Or, by dividing both sides of the formula by b, we can rearrange the

A
formula to / = —,
b

then substitute in the numbers to give

, 20
/ = — = 4

When the formula is in the form A = lb, A is called the subject of

the formula.
A
When the formula is in the form / = —, / is called the subject of the
formula.

Changing from A = lb to / = — is called changing the subject of the

formula.
 Equations and Formulae 93

EXERCISE 6j
Make r the subject of the formula p = q + r

(To make r the subject of p = q + r we have to “solve”

the formula for r.)

p = q+r
Take q from both sides p — q = /•

or r — p—q

Make the letter in brackets the subject of the following formulae:

1. N = T+G (T) v = u+ t (a)

2. z = .vv (-v) 7. S = d-t (d)

3. S = - (d) 8. P = 2y + z (-)
t
*

4. (X) 9; C = RT (T)
II

5. s = a+2b (a) 1£. L. — ci -f- b + c (a)

11. P = a+b (a) 16; O’)

12. N = R+T (T) 1T. P = ab + c (c)
m
13. b = a+c+d (c) 18. L = — (m)
n

14. v — rl+u (a) 19. v = u + at (u)

15. N = rn (») 20; s = ax+y 0)

?L 23. z = 2x — y
^3

(r)
II
1

0)
22. s = a+b+c (a) 10 L
24.
P = ~R (L)

TRIAL ARID IMPROVEMENT METHODS _

It is not possible to solve some problems and equations exactly and

we have to go back to guessing methods. We try a value to see how
well it fits and use this information to improve on our guess.

Finding square roots without using the square root facility of the
calculator is a good way of trying out the method.
94 ST(P) Mathematics 2A

If the area of a square is 9 cm2, we know that the length of a side of

this square is 3 cm since 3x3 = 9

If the area is 20 cm2 we do not know the exact length

of a side but we can find a good approximation by
trying a value and then improving on it.

Try 4, small

4x4=16 so 4 is too small.

We can show this on a number
line.

Try 5, small big

5 x 5 = 25 so 5 is too big.
We show this on the same
number line.

Try 4.5,
4.5x4.5 = 20.25 so 4.5 is too big.
We add this value to the number
line.

Try 4.4,
4.4x4.4=19.36 which is too
small.

When we add this to the number line we can see that the side of the
square is between 4.4 cm and 4.5 cm.

EXERCISE 6k
The area of a square is 75 cm2. Find, to one decimal place,
the consecutive values between which the length of a side
lies.

8 8.5 8.6 8.7 9

Try 8: 8 X 8 = 64 too small

Try 9: 9x9 = 81 too big

Try 8.5: 8.5x8.5 = 72.25 too small

Try 8.7: 8.7x8.7 = 75.69 too big

Try 8.6: 8.6x8.6 = 73.96 too small

The length of a side is between 8.6 cm and 8.7 cm.

 Equations and Formulae 95

You are given the area of a square. Use a trial and improvement
method to estimate the length of a side. The values between which
your answer lies should be found as consecutive numbers to one
decimal place.

1. 40 cm2 3. 28 cm2 5. 80 m2

2. 90 cm2 4. 200 m2 6. 142 cm2

The length of a rectangle is twice its breadth. If the area of

the rectangle is 40 cm2, find to one decimal place the
consecutive values between which its breadth lies.

Area of rectangle = length x breadth — Ixb

4 4.4 4.5 5
Try b = 5, /= 10, l x b = 10x5 = 50 too big

Try b = 4, 1 = 8, lxb = 8x4 = 32 too small

Try b = 4.5. 1 = 9, lxb = 9 x 4.5 too big

Try b = 4.4. 1 = 8.8, lx b = 8.8x4.4 = 38.72 too small

The breadth is between 4.4 cm and 4.5 cm.

Give to one decimal place the consecutive values between which your
estimate lies.

7. In a rectangle the length is twice the breadth and the area is

80 cm2. Estimate its breadth.

8. The length of a rectangle is twice its breadth and the area of the
rectangle is 100 cm2. Estimate the length of the rectangle.

9. The area of a rectangle is 50 cm2 and it is three times as long as

it is wide. Estimate its width.

10. The area of a rectangle is 80 cm2. It is four times as long as it is

wide. Estimate its length.
96 ST(P) Mathematics 2A

Given that x2+x = 7

a) show that a value of x between 2 and 2.5 satisfies the

equation
b) find, to 1 decimal place, a pair of consecutive numbers
between which a solution lies.

■^\\\\\\\\\\\^^^^
2.3 2.5

a) Tryx = 2, x2 + x = 4 + 2 = 6 too small

Try x = 2.5, x2 + x = 6.25 + 2.5 = 8.75 too big

Therefore x lies between 2 and 2.5

b) Try x = 2.2, x2+ x = 4.84 + 2.2 = 7.04 just too big

Try x = 2.1, x2 + x = 4.41 +2.1 = 6.51 too small

A solution lies between 2.1 and 2.2

In each of the following questions find the pair of consecutive numbers

between which a solution to the equation lies. Give each pair
a) as positive whole numbers
b) to one decimal place.

11. x2 = 8 14. x2+x-9=

12. x2 + x = 14 15. x2 —3x = 2

13. x2 —2x == 6 16. x2 + x = 19

In the worked example above we could go further and try, say, 2.19 or
2.18, to find the pair of consecutive numbers to two decimal places.

17. For each question from 11 to 16 find, to two decimal places, the
pair of consecutive numbers between which a solution to the
equation lies.

MIXED EXERCISES

EXERCISE 61 1. Solve the equation 8 = 3 + 2x.

2. Solve the equation x —4 = 5 —2x+ 1 .

 Equations and Formulae 97

3. Multiply out 3(2.v — 8).

4. Find of lO.v .

2a-
5. Solve the equation = 8.
T

1
6. Find the value of x if — + - =
2 6 3'

7. Simplify 3a —2(4 —a).

8. Write down a formula for P if Ecm

is the perimeter of the figure in the
diagram. (Each letter stands for a
number of centimetres.)

9. If P = a — b, find the value of P when a = 2 and b = 5.

10. Make N the subject of the formula R = N-D.

EXERCISE 6m 1. Solve the equation 3—a = 2 +2a.

2. Solve the equation 3(2.v + 2) =10.

3. Simplify jx8.v.

4. Simplify 5a-tj.

9
5. Solve the equation ~ =
To'
6. Simplify 6(3 — 2a) — 4(2 — a) .

7. Solve the equation — — - = -

4 5 8

8. If c = a —2y, find z when x = 3 and y = —6.

9. There are three classes in the first year of Appletown School.

There are a children in one class, b children in another class and
c children in the third class. Write down a formula for the
number, N, of children in the first year.
98 ST(P) Mathematics 2A

10. Make N, the subject of the formula n = N—ab.

11. Given that x2 — 2x = 5

a) show that a value of x between 3.4 and 3.5 satisfies this
equation,
b) what value for x could you try to determine whether
x = 3.4 or x = 3.5 correct to 1 decimal place?

EXERCISE 6n 1. Find g- of lOx.

2. Solve the equation 5(3 —4x) = x —2(3x —5).

3. I think of a number and double it, then I add on 3 and double

the result: this gives 14. If x stands for the number I first
thought of, form an equation for x and then solve it.

3x 9
4. Simplify - +

5. Find ^ of jx.

6 . Simplify 5x—y(6x — 9).

0 , 3 5x 2
7. Solve the equation-— = -.
8 6 3

8. Given that r = s—vt, find the value of r when 5 = 4, u — 3

and t = —2.

9. A rectangle is twice as long as it is wide. If it is a cm wide, write

down a formula for P where Pcm is the perimeter of the
rectangle.

10. Make p the subject of the formula L = 3pq.

11. You are given x3 = 34.

a) Show that the value of x lies between 3 and 4.
b) Find, to one decimal place, the pair of consecutive numbers
between which the value of x lies.
c) Which of the values that you found in (b) is nearer the true
value of x ?
 COORDINATES
m\D) THE STRAIGHT LINE

THE EQUATION OF A STRAIGHT LINE

If we plot the points with coordinates (—4, -4), (1, 1), (3, 3) and
(6, 6), we can see that a straight line can be drawn through these
points which also passes through the origin.
For each point the ^-coordinate is the same as the ^-coordinate.
This is also true for any other point on this line,
e.g. the coordinates of A are (5, 5) and of B are (-3, —3).

Hence ^-coordinate = x-coordinate

or simply y = x

This is called the equation of the line.

99
100 ST(P) Mathematics 2A

We can also think of a line as a set of points, i.e. this line is the set
of points, or ordered number pairs, such that {(x,y)\ satisfies the
relation y = x.

It follows that if another point on the line has an x-coordinate of —5,

then its y-coordinate is —5
and if a further point has a ^-coordinate of 4, its x-coordinate is 4.

In a similar way we can plot the points with coordinates (—2, —4),
(1,2), (2,4) and (3,6).

These points also lie on a straight line passing through the origin.
In each case the ^-coordinate is twice the x-coordinate.
The equation of this line is therefore y = 2x and we often refer,
briefly, to “the line y = 2x”.

If another point on this line has an x-coordinate of 4,

its ^-coordinate is 2x4, i.e. 8,

and if a further point has a ^-coordinate of —5,

its x-coordinate must be —2j.
 Coordinates and the Straight Line 1 01

EXERCISE 7a 1. Find the ^-coordinates of points on the line y = x which have

x-coordinates of a) 2 b) 3 c) 7 d) 12.

2. Find the ^-coordinates of points on the line y = x which have

x-coordinates of a) —1 b) —6 c) —8 d) —20.

3. Find the ^’-coordinates of points on the line y = — x which

have x-coordinates of a) 3j b) —4j c) 6.1 d) —8.3.

4. Find the x-coordinates of points on the line y = —x which

have ^-coordinates of a) 7 b) —2 c) 5j d) —4.2.

5. Find the ^-coordinates of points on the line y = 2x which have

x-coordinates of a) 5 b) —4 c) 3j d) —2.6.

6. Find the x-coordinates of points on the line y = —3x which

have ^-coordinates of a) 3 b) —9 c) 6 d) —4.

7. Find the j'-coordinates of points on the line y == \x which have

x-coordinates of a) 6 b) —12 c) j d) —8.2.

8. Find the x-coordinates of points on the line y = -4x which

have ^-coordinates of a) 8 b) —16 c) 6 d) —3.

9. If the points (— 1, a) (b, 15) and (c, —20) lie on the straight line
with equation y = 5x, find the values of a, b and c.

10. If the points (3, a), ( — 12, b) and (c, —12) lie on the straight line
with equation y = — |x, find the values of a, b and c.

11 ■ Using 1cm to 1 unit on each axis, plot the points (-2,-6),

(1,3), (3,9) and (4,12). What is the equation of the straight line
which passes through these points?

12. Using 1cm to 1 unit on each axis, plot the points (—3,6)
(—2,4), (1, —2) and (3, —6). What is the equation of the straight
line which passes through these points?

13. Using the same scale on each axis, plot the points (—6,2), (0,0),
(3,-1) and (9, —3). What is the equation of the straight line
which passes through these points?

14. Using the same scale on each axis, plot the points (—6, —4),
(—3, —2), (6,4) and (12,8). What is the equation of the straight
line which passes through these points?

15. Which of the points (—2, —4), (2.5,4), (6,12) and (7.5,10) lie on
the line y = 2x?
1 02 ST(P) Mathematics 2A

16. Which of the points (-5, -15), (-2,6), (1, -3) and (8, -24) lie
on the line y = —3x ?

17. Which of the following points lie a) above b) below the line
y = Jx- (2,2), (-2,1), (3,0), (-4.2, -2), (-6.4, -3.2)?

PLOTTING THE GRAPH OF A GIVEN EQUATION

If we want to draw the graph of y = 3x for values of x from -3 to

+3, then we need to find the coordinates of some points on the line.

As we know that it is a straight line, two points are enough.

However, it is sensible to find three points, the third point acting as a
check on our working. It does not matter which three points we find,
so we will choose easy values for x, one at each extreme and one near
the middle.

If x = -3, y = 3 x (—3) = -9

If X = 0, y = 3x0 = 0

If x = 3, y = 3 x3 = 9

These look neater if we write them in table form:

 Coordinates and the Straight Line 1 03

EXERCISE 7b In questions 1 to 6, draw the graphs of the given equations on the

same set of axes. Use the same scale on both axes, taking values of x
between —4 and 4, and values of y between —6 and 6. You should
take at least three x values and record the corresponding y values in a
table. Write the equation of each line somewhere on it.

1. y = x 4. y = ix

2. y — 2x 5.

II
T
w

6.
V:
II

In questions 7 to 12, draw the graphs of the given equations on the

same set of axes.

vr
7. y = —x 10;

II
1
8. y = —2x 11. y = -jx

9. y = —jx 12; y=-\x

We can conclude from these exercises that the graph of an

equation of the form y = mx, is a straight line that:
a) passes through the origin
b) gets steeper as m increases
c) makes an acute angle with the positive x-axis
if m is positive
d) makes an obtuse angle with the positive x-axis
if m is negative

GRADIENT OF A STRAIGHT LINE

The gradient or slope of a line is defined as the amount the line rises
vertically divided by the distance moved horizontally,

BC
i.e. gradient or slope of AB = ——

The gradient of any line is defined in a similar way.

104 ST(P) Mathematics 2A

Considering any two points on a line, the gradient of the line is given
by
the increase in v value
the increase in .v value

If we plot the points 0(0,0), B(4,4)

and C(5,5), all of which lie on the y
line with equation y = x, then:
6
CL 5
gradient of OC =-= - = 1
6 OL 5 4

gradient of OB = = - = 1 2
5 ON 4

rD^ CM 5-41, °
gradient of BC =-=-= - = 1
6 BM 5-4 1

These show that, whichever two points are taken, the gradient of
the line is 1.

Similarly, if we plot the points

P(—3,6), Q(—1,2) and R(4, -8),
all of which lie on the line
with equation y = —2.v, then:

gradient of PR

increase in y value from P to R

increase in x value from P to R

_ ^-coordinate of R—j-coordinate of P
x-coordinate of R —x-coordinate of P

= ( — 8) —(6)
(4)-(-3)

_ -8-6
~ 4+ 3

_ ~14
~ ~7

= -2
 Coordinates and the Straight Line 105
EXERCISE 7c
Draw axes for x and y, for values between —6 and +6,
taking 1 cm as 1 unit on each axis.

Plot the points A(-4,4) B(2,-2) and C(5, -5), all of

which lie on the line y = —x. Find the gradient of
a) AB b) BC c) AC

a) Gradient of AB

_ (—2) —(4) _ -6
(2)-(-4) 6

b) Gradient of BC

_ (—5) —(—2) _ -3
(5)-(2) 3

c) Gradient of AC

_ (-5)-(4) _ -9
(5)-(-4) 9

1. Using 2 cm to 1 unit on each axis, draw axes which range from

0 to 6 for x and from 0 to 10 for y. Plot the points A(2,4),
B(3, 6) and C(5,10), all of which lie on the line y = 2x. Find
the gradient of a) AB b) BC c) AC

2. Draw the x-axis from -4 to 4 taking 2 cm as 1 unit, and the

.y-axis from -16 to 12 taking 0.5 cm as 1 unit. Plot the points
X( —3,12), Y(—1,4) and Z(4, —16), all of which lie on the line
y = —4x. Find the gradient of a) XY b) YZ c) XZ

3. Choosing your own scale and range of values for both x and y,
plot the points D(-2, -6), E(0,0) and F(4, 12), all of which lie
on the line y = 3x. Find the gradient of a) DE b) EF
c) DF

£. Taking 2cm as 1 unit for x and 1cm as 1 unit for y, draw the
x-axis from -1.5 to 2.5 and the j-axis from -10 to 6. Plot the
points A( —1.5, 6), B(0.5, —2) and C(2.5, —10), all of which lie on
the line y — — 4x. Find the gradient of a) AB b) BC
c) AC
106 ST(P) Mathematics 2A

Copy and complete the following table and use it to draw

the graph of y = 1.5x

—6 -4 0 2 4 6

Choosing your own points, find the gradient of this line

using two different sets of points.

X -6 -4 0 2 4 6

y -9 -6 0 3 6 9

Four points, A, B, C and D, have been chosen.

CE 12
Gradient of line = —— = — = 1.5
AE 8

DF 6
Gradient of line = —— = - =1.5
BF 4

(Finding the gradient using any other two points also gives
a value of 1.5.)
 Coordinates and the Straight Line 1 07

5. Copy and complete the following table and use it to draw the
graph of y = 2.5a-.

X -3 -1 0 2 4

y
Choose your own pairs of points to find the gradient of this line
at least twice.

S. Copy and complete the following table and use it to draw the
graph of y = —0.5a.

X -6 -2 3 4

y
Choose your own pairs of points to find the gradient of this line
at least twice.

7. Determine whether the straight lines with the following

equations have positive or negative gradients:
a) y = 5a d) y = -£a
b) y = -7a e) 3y = -a
c) y = 12a f) 5y = 12a

These exercises, together with the worked examples, confirm our

conclusions on p. 103, namely that
a) the larger the value of m the steeper is the slope
b) lines with positive values for m make an acute angle with the
positive A-axis
c) lines with negative values tor m make an obtuse angle with the
positive .v-axis.

positive m and negative m and

positive gradient negative gradient
108 ST(P) Mathematics 2A

EXERCISE 7d For each of the following pairs of lines, state which line is the steeper.
Show both lines on the same sketch.

5.

4 H
y --= lx

S’
1. y = 5x,

11
ii
2. y = 2x, 6. y = -jx. y = -zx

II
7.

ui-
3. y = jx, y = —3x

H
II
ii

1
4. y = —2x, y = —3x 8; y = 0.5x, y = 0.75x

Determine whether each of the following straight lines makes an acute

angle or an obtuse angle with the positive x-axis.

9. y = 4x 15; y= 10x

10. y = —3x 16. y= 0.5x

11. y = -jx 17. y= —6x

12. y = 3.6x 18; y = -jx

13. y = jx 19; y = -\x
14. y = 0.7x 20; y= — 0.4x

21. Estimate the gradient of each of the lines shown in the sketch.

4
 Coordinates and the Straight Line 109

ONES THAT DO NOT PASS THROUGH THE ORIGIN

If we plot the points (—3, —1), (1,3), (3,5), (4,6) and (6,8), and draw
the straight line that passes through these points, we can use it to find
a) the equation of the line
b) its gradient
c) the distance from the origin to the point where the line crosses the
_y-axis.

a) In each case, the y-coordinate is 2 more than the x-coordinate,

i.e. all the points lie on the line with equation y = x + 2

BC
b) Using the points A and B, the gradient of the line is given by ——,
AC

c) The line crosses the y-axis at the point (0,2) which is 2 units above
the origin. This quantity is called the y intercept.
110 ST(P) Mathematics 2A

EXERCISE 7e
Draw the graph of y = —4.x+ 3 for values of x between
—4 and +4. Hence find a) the gradient of the line
b) its y intercept.

In the following questions, draw the graph of the given equation using
the given v values. Hence find the gradient of the line and its intercept
on the p-axis. Use 1 cm as 1 unit on each axis with x values ranging
from —8 to +8 and y values ranging from —10 to +10.

Compare the values you get for the gradient and the y intercept with
the numbers in the right-hand side of each equation.

1. y = 3x+l ; x values —3, 1, 3

Use your graph to find the value of y when x is a) —2 b) 2

2. y = —3x + 4; x values —2, 2, 4

Use your graph to find the value of y when x is a) —1 b) 3
 Coordinates and the Straight Line 111

3. y = jx + 4; x values —8, 0, 6
Use your graph to find a) the value of y when x is —2
b) the value of x when y is 6

4. y = x—3 ; x values —4, 2, 8

Use your graph to find the value of x when y is a) 4 b) —5

5. y = fx+3 ; x values —4, 0, 8

Use your graph to find the value of x when y is a) 6 b) 4.5

Draw the graph of y = —2x + 3 for values of x between

—4 and +4. Hence find
a) the gradient of the line b) its y intercept.

Compare the values for the gradient and the y intercept

with the number of xs and the number term on the
right-hand side of the equation.

The number of xs on the right-hand side is —2, which is

the same as the gradient of the line.

The number term on the right-hand side is 3, which is the

same as the y intercept.
112 ST(P) Mathematics 2A

In the following questions, draw a graph for each of the given

equations. In each case find the gradient and the y intercept for the
resulting straight line. Take 1cm as 1 unit on each axis, together with
suitable values of x within the range -4 to +4. Choose your own
range for y when you have completed the table.

Compare the values you get for the gradient and the y intercept with
a) the number of xs
b) the number term on the right-hand side of the equation.

6. J == 2x—2 IT. y = 2x -f- 5

7. y == -2x + 4 12. y = —2jc—7
8. y == 3x —4 13; y = —3x -|- 2
9. y == jx + 3 14. y = JX—6

10. y == —fx+3 15. y = jx- 5

THE EQUATION y = mx + c _

The results of Exercise 7e show that we can “read” the gradient and
the y intercept of a straight line from its equation.
For example, the line with equation y = 3x-4 has a gradient of 3
and its y intercept is —4.

In general we can conclude that the equation y = mx + c gives a

straight line where m is the gradient of the line and c is the
y intercept.

EXERCISE 7f
Write down the gradient, m, and the y intercept, c, for the
straight line with equation y = 5x —2

For the line y = 5x — 2

m = 5 and c = —2

Write down the gradient, m, and y intercept, c, for the straight line
with the given equation.

1. y = 4x+7 6. y = f*—3
2. j> = jx-4 7. y = h+i
CO

ro

<N

8.
X
II

ii

4. y = —4x + 5 9; y = 6-jx

5. v = 7x+6 10. v = —3 —7x

 Coordinates and the Straight Line 11 3

Sketch the straight line with equation y = 5x— 7

A;
y -
k /

-7 -
7
!
*

Sketch the straight lines with the given equations.

11. y 2x + 5 16; y = 4x + 2
12. V = lx-2 17; y

X
1
=

1
13. y — yx + 6 1£. F = 3x + 7
14. y = —2x— 3 19. = |a-2

15. y -fx + 8 20;

= F = j-v-5

Sketch the straight line with equation y = 2-3x

First rearrange the equation

in the form^ = mx + c

i.e. y = —3x + 2

21. v = 4—X 26. y = 3(x-2)

22. .v = 3 — 2x 27. y = —5(.v— 1)
23. y = 8 — 4x 28. y = 3(4-x)
24. v = - 3 —x 29. y = —2(2x+3)
25. >’ = 2( x+1) 30. y = -3(x—4)

i
114 ST(P) Mathematics 2A

PARALLEL LINES

Lines with the same gradient are said to be parallel.

The diagram shows the lines y = x + 2 and y = x — 3.

These lines have the same gradient, i.e. they are parallel.

Now consider a third line, parallel to the first two lines and passing
through the point A(0,5).

Its gradient is the same as that of the first lines, i.e. m = 1.

It crosses the 7-axis at (0,5) so its y intercept is 5, i.e. c = 5.

Therefore the equation of the third line is y = x + 5.

Similarly the equation of another parallel line passing through the

point (0, —5) is y = x — 5.
 Coordinates and the Straight Line 115

EXERCISE 7g 1. Draw the graphs of y = 3x + 1 and y = 3x—4 taking x values

of —2, 2 and 3.
(Let x range from —5 to +5 and y from —10 to +10.
Take 1 cm to represent 1 unit on each axis.)

What do you notice about these lines?

What do you notice about their m values?

2. Draw the graphs of y = —2x + 3 and y = —2x —3 taking x

values of —3, 0 and 3.
(Take 1 cm to represent 1 unit on each axis.
Let x range from —6 to +6 and y from —10 to +10.)

What do you notice about these lines?

What do you notice about their m values?

By finding the gradient of each line, determine whether or not the

given pairs of equations represent parallel lines.

r<->
3. 7.

+
y = 4x + 2, y = 4x — 7

*
II

II
1

1
1
4. y = jx + 6, y = jx + 10 8. y = —5x + 2, y = —5x—13

5. y = x + 4, y = 2x + 4 9. y — fx + 3, y = jx —4
6. y = 3x + 5, y = x+7 10. y = jx — 4, y = 0.5x + 2

Find the gradient of each of the lines x+y = 4 and

y = —x + 2. Hence determine whether or not the two lines
are parallel.

x+y = 4 (1)
y = -x + 2 (2)

Equation (1) gives y = —x + 4

the gradient of this line is —1

The gradient of the line y = —x + 2 is —1

i.e. the lines have the same gradient and are therefore
parallel.

Find the gradient of each of the lines in each question. Hence

determine whether or not the two lines are parallel.

TL y = 2x + 3, 2y 4x —7 14; 3y = 5x + 7, 6y = lOx—3

12. 3 y = 9x —2, y 3x +13 15; 5y = x + 2, 3y = x + 2

13. x+y = 5, y = 2x + 3 16. x + y = 4, y — —x+6

116 ST(P) Mathematics 2A

LINES PARALLEL TO THE AXES

We began by considering the equation y = mx,

i.e. the equation y = mx + c when c = 0.
This equation gave a straight line passing through the origin.
Now we will see what happens when m = 0.
Think, for example, of the equation y — 3.
For every value of x the j-coordinate is 3. This means that the graph
of y = 3 is a straight line parallel to the x-axis at a distance 3 units
above it.

y = c is therefore the equation of a straight line parallel to the x-axis

at a distance c away from it. If c is positive, the line is above the
x-axis, and if c is negative, the line is below the x-axis.

Similarly x = b is the equation of a straight line parallel to the y-axis

at a distance b units from it.

EXERCISE 7h
Draw, on the same diagram, the straight line graphs of
x = —3, x = 5, y = —2 and y = 4
 Coordinates and the Straight Line 117

In the following questions, take both x and y in the range —8 to +10.

Let 1 cm be 1 unit on each axis.

1. Draw the straight line graphs of the following equations in a

single diagram: x = 2, x = —5, y — j, y = —3^

2. Draw the straight line graphs of the following equations in a

single diagram: y = —5, x = -3, x = 6, y = 5.5

3. On one diagram, draw graphs to show the following equations:

x = 5, y = —5, y = 2x
Write down the coordinates of the three points where these lines
intersect. What kind of triangle do they form?

4. On one diagram, draw the graphs of the straight lines with

equations x = 4, y = — jx, y = 3
Write down the coordinates of the three points where these lines
intersect. What kind of triangle is it?

5. On one diagram, draw the graphs of the straight lines with

~' equations y = 2x+4, y = —5, y = 4 —2x
Write down the coordinates of the three points where these lines
intersect. What kind of triangle is it?

MIXED EXERCISES

EXERCISE 7i 1. Find the x-coordinates of the points on the line y = 3x that

have y-coordinates of a) 6 b) —12 c) 2.

2. If the points (6, a), ( — y, b) and (c, 1) lie on the straight line with
equation 3y = —2x, find the values of a, b and c.

3. Determine whether the straight lines with the given equations

have positive or negative gradients:
a) y = 4x
b) y = —2x + 2
c) y = fx-7

4. Copy and complete the following table and use it to draw the
graph of y = 2x —3:

X -3 0 4

Choose your own points to find the gradient of this line.

118 ST(P) Mathematics 2A

Determine in each case whether the straight line with the given
equation makes an acute angle or an obtuse angle with the
positive x-axis.
a) y = — fx c) 2x+y = 3
b) y = 5x + 2 d) 3y — — 4x + 7

Draw on the same axes, using 1 cm as 1 unit in each case, the

graphs of y = 2x —4 and 2x+y + S = 0. Write down the
coordinates of the point where these lines intersect.

EXERCISE 7j Find the ^-coordinates of the points on the line y = 5x that

have x-coordinates of a) 2 b) 3 c) j-

If the points ( —1,«), (b, 15) and (c, —20) lie on the straight line
with equation y = 5x, find the values of a, b and c.

Determine whether the straight lines with the given equations

have positive or negative gradients:
a) y = 6x
b) y = — 3x4- 2
c) x+y = 4

Write down the gradients and y intercepts for the straight lines
with the given equations:
a) y = 4x—7 c) y—3x = 2
b) 2y = 5x + 2 d) 3y = -x- 12

5. Determine whether or not the given pairs of equations represent

parallel lines:
a) y — — x+2, x+y = 3
b) 2_y = 4x + 3, y + 2x = 5

6. Draw, on the same axes, the graphs of x = —3, y = jx and

y = 4, for values of x between —4 and +8. Write down the
coordinates of the three points where these lines intersect.

EXERCISE 7k 1. Find the y-coordinates of the points on the line y = 7x + 4 that

have x-coordinates of a) 1 b) —2 c) —5.

2. If the points (3,a), (—2,b) and (c, —10) lie on the straight line
with equation y = 5 —3x, find the values of a, b and c.
 Coordinates and the Straight Line 119
3. Sketch on the same axes the graphs of the straight lines with
equations a) y = — 3x b) y = 2.x+ 4.

4. Draw the graph of y = 5x —2 for values of x between —4 and 4.

Use 2 cm as 1 unit on the x-axis and 1 cm as 1 unit on the j-axis.
From your graph, or otherwise, find
a) the gradient of the line b) its ^-intercept.

5. Write down the equations of the straight lines that have the
given gradients and y intercepts:
a) gradient 2, y intercept —4
b) gradient j, y intercept 5
c) gradient —4, y intercept —3

6. Draw, on the same axes, the graphs of x = 1, y = —2x —2,

y = 4 for values of x between —4 and +4. Write down the
coordinates of the three points where these lines intersect.
 REFLECTIONS
AND TRANSLATIONS
LINE SYMMETRY

As we saw in Book 1, shapes like these are symmetrical. They have

line symmetry (or bilateral symmetry); the dotted line is the axis of
symmetry because if the shape were folded along the dotted line, one
half of the drawing would fit exactly over the other half.

EXERCISE 8a 1. Which of the following shapes have an axis of symmetry?

Copy the following drawings on squared paper and complete them so

that the dotted line is the axis of symmetry.

— -
:v:r\ N
—L- —— JL —

120
 Reflections and Translations 121
TWO OR MORE AXES OF SYMMETRY

Shapes can have more than one axis of symmetry. In the drawings
above, the axes are shown by dotted lines and it is clear that the first
shape has two axes of symmetry, the second has three and the third
has four.

EXERCISE 8b Sketch or trace the shapes in questions 1 to 12 and mark in the axes
of symmetry. (Some shapes may have no axis of symmetry.)
1 22 ST(P) Mathematics 2A

Copy and complete the following drawings on squared paper. The

dotted lines are the axes of symmetry.

19. Draw, on squared paper or on plain paper, shapes of your own

with more than one axis of symmetry.

REFLECTIONS

Consider a piece of paper, with a drawing on it, lying on a table.

Stand a mirror upright on the paper and the reflection can be seen as
in the picture.
 Reflections and Translations 123
If we did not know about such things as mirrors, we might imagine
that there were two pieces of paper lying on the table like this:

The object and the image together form a symmetrical shape and the
mirror line is the axis of symmetry.

EXERCISE 8c In this exercise it may be helpful to use a small rectangular mirror, or

you can use tracing paper to trace the object and turn the tracing
paper over, to find the shape of the image.

Copy the objects and mirror lines (indicated by dotted lines) on to

squared paper and draw the image of each object.
1 24 ST(P) Mathematics 2A

Copy triangle ABC and the mirror line on to squared

paper. Draw the image. Label the corresponding vertices
(corners) of the image A', B', C'.

(In this case C and C' are the same point.)

In each of the following questions, copy the object and the mirror line
on to squared paper. Draw the image. Label the vertices of the object
A, B, C, etc. and label the corresponding vertices of the image
A', B', C', etc.

A B
's
S
c
1 26 ST(P) Mathematics 2A

19. Which points in questions 7 to 18 are labelled twice? What is

special about their positions?

20. In the diagram for question 10, join A and A'.

a) Measure the distances of A and A' from the mirror line.
What do you notice?
b) At what angle does the line AA' cut the mirror line?

21. Repeat question 20 on other suitable diagrams, in each case

joining each object point to its image point. What conclusions
do you draw?

In questions 22 to 25 use 1 cm to 1 unit.

22. Draw axes, for x from -5 to 5 and for y from 0 to 5. Draw

triangle ABC by plotting A(l,2), B(3,2) and C(3, 5). Draw the
image A'B'C' when ABC is reflected in the y-axis.

23. Draw axes, for x from 0 to 5 and for y from -2 to 2. Draw

triangle PQR where P is (1,-1), Q is (5,-1) and R is (4,0).
Draw the image P'Q R when APQR is reflected in the x-axis.

24. Draw axes for x and y from —5 to 1. Draw rectangle WXYZ:

W is (—3, —1), X(—3, —2), Y(—5, —2) and Z(—5, —1). Draw the
mirror line y = x. Draw the image W'X'Y'Z' when WXYZ is
reflected in the mirror line.
 Reflections and Translations 127

25. Draw axes for x and y from —1 to 9. Plot the points A(2,1),
B(5,1), C(7, 3) and D(4,3). Draw the parallelogram ABCD and
its image by reflection in the line y = x.

26. Draw axes for x and y from —6 to 8. Draw triangle ABC where
A is (—6, —2), B is (—3, —4) and C is (—2, —1). Draw the
following images of triangle ABC:
a) triangle AjBjQ by reflection in the j^-axis
b) triangle A2B2C2 by reflection in the line y = —x (this is the
straight line through the points (2, —2), (—4,4))
c) triangle A3B3C3 by reflection in the x-axis
d) triangle A4B4C4 by reflection in the line x = — 1

INVARIANT POINTS

A point which is its own image, i.e. such that the object point and its
image are in the same place, is called an invariant point. The previous
examples showed that, with reflection, the invariant points lie on the
mirror line. The mirror line is an invariant line.

FINDING THE MIRROR LINE

We can see from these diagrams, and from the work in the previous
exercise, that the object and the image points are at equal distances
from the mirror line, and the lines joining them (e.g. AA' and LL')
are perpendicular (at right angles) to the mirror line.
1 28 ST(P) Mathematics 2A

EXERCISE 8d
Find the mirror line if AA'B'C' is the image of AABC.

(The mirror line is halfway between A and A' and

perpendicular to AA'.)
 Reflections and Translations 129

Draw axes for x and y from -5 to 5 for each of questions 5 to 8.

5. Draw square PQRS: P(l, 1), Q(4, 1), R(4,4), S(l,4). Draw square
PQRS': P'(— 2,1), Q'(— 5,1), R'(— 5,4), S'( — 2,4). Draw the
mirror line so that P'Q'R'S' is the reflection of PQRS and write
down its equation.

6. Draw AXYZ: X(2,1), Y(4,4), Z(-2,4), and AX'Y'Z': X'(2,1),

Y'(4, —2), Z'(—2, —2). Draw the mirror line so that AX'Y'Z' is
the reflection of AXYZ and write down its equation. Are there
any invariant points? If there are, name them.

7. Draw AABC: A(-2,0), B(0,2), C(—3,3), and APQR: P(3, -1),

Q(4, —4), R(l, -3). Draw the mirror line so that APQR is the
reflection of AABC. Which point is the image of A? Are there
any invariant points? If there are, name them.

8. Draw lines AB and PQ: A(2, -1), B(4,4), P(—2, -1), Q(-5,4).
Is PQ a reflection of AB? If it is, draw the mirror line. If not,
give a reason.

If A'B'C' is the reflection of ABC, draw the mirror line.

c

B'

K
C’
(Join AA' and BB' and find the midpoints P and Q.
Then PQ is the mirror line.)
c
/N.
—-v /

/ /
c A'

Whenever you attempt to draw a mirror line in this way,

always check that the mirror line is at right angles to AA'
and BB'. If it is not, then A'B'C' cannot be a reflection of
ABC.
130 ST(P) Mathematics 2A

9. Trace the diagrams and draw the mirror lines.

10. Draw axes for x and y from —4 to 5. Draw AABC: A(3,1),

B(4,5), C(l,4), and AA'B'C': A'(0,-2), B'(-4,-3), C'(-3,0).
Draw the mirror line so that AA'B'C' is the image of AABC.

11. Draw axes for x and y from —4 to 4. Draw lines AB and PQ:
A(—4, 3), B(0,4), P(l, —2), Q(2,2). Draw the mirror line so that
AB is the image of PQ.

12. Draw axes for x and y from —3 to 5. Draw AXYZ: X(3,2),

Y(5,2), Z(3,5), and ALMN: L(0,-3), M(0,-1), N(-3,-1).
Draw the mirror line.

CONSTRUCTION OF THE MIRROR LINE

If we have only one point and

its image, and we cannot use
squares to guide us, we can
use the fact that the mirror
line goes through the midpoint
of AA' and is perpendicular to
AA'. The mirror line is there¬
fore the perpendicular bisector
of AA' and can be constructed
with compasses.
 Reflections and Translations 1 31

EXERCISE 8e 1. On plain paper mark two points P and P' about 10 cm apart in
the middle of the page and construct the perpendicular bisector
of PP'. Join PP' and check that it is cut in half by the line you
have constructed and that the two lines cut at right angles. Are
we correct in saying that P' is the reflection of P in the
constructed line?

2. On squared paper draw axes for x and y from -5 to 5, using

1 cm to 1 unit. A is the point (5,2) and A' is the point (-3, -3).
Construct the mirror line so that A' is the reflection of A.

3. Draw axes for x and y from -1 to 8, using 1 cm to 1 unit. B is

the point ( — 1,0) and B' is the point (6,3). Construct the mirror
line so that B' is the reflection of B.

4. Find the gradient and the y intercept of the mirror line in

question 3. Hence find the equation of the mirror line.

OTHER TRANSFORMATIONS

Imagine a triangle ABC cut out of card and lying in the position
shown. We can reflect AABC in the j>-axis by picking up the card,
turning it over and putting it down again in position 1.

Starting again from its original position, we can change its position by
sliding the card over the surface of the paper to position 2, 3 or 4.
Some of these movements can be described in a simple way, some are
more complicated.
1 32 ST(P) Mathematics 2A

TRANSLATIONS _

Consider the movements in the diagram:

All these movements are of the same type. The side AB remains
parallel to the x-axis in each case and the triangle continues to face in
the same direction. This type of movement is called a translation.

Although not a reflection we still use the words object and imuffe.

EXERCISE 8f 1. In the following diagram, which images of AABC are given by

translations?

2. In the following diagram, which images of AABC are given by

a translation, which by a reflection and which by neither?

3. Repeat question 2 with the diagram on page 131.

 Reflections and Translations 133

DESCRIPTIONS OF TRANSLATIONS -----

EXERCISE 8g Draw sketches to illustrate the following translations:

1. An object is translated 6 cm to the left.

2. An object is translated 4 units parallel to the x-axis to the right.

3. An object is translated 3 m due north.

4. An object is translated 5 km south-east.

5. An object is translated 3 units parallel to the x-axis to the right

and then 4 units parallel to the j-axis upwards.

USING VECTORS TO DESCRIBE TRANSLATIONS

The translation in question 5, Exercise 8g, can be given more briefly

in vector form as

In Book 1 we saw that the top number gives the displacement parallel
to the x-axis and the lower number gives the displacement parallel to
the y-axis.

If the top number is negative, the displacement is to the left and if the
lower number is negative, the displacement is downwards.
1 34 ST(P) Mathematics 2A

Consider the diagram:

A' is the image of A under the translation described by the vector

A is mapped to A' by the translation described by the vector f \

EXERCISE 8h
A is the point (1,2). Find the image of A under the

translation described by the vector

I T I I I Iyf

i i i i i i_i—__i i »
The image of A is (—3,4). -4-20 2 *

Find the images of the points given in questions 1 to 10 under the

translations described by the given vectors.

1• (3,1), Q 6. (4,

2. <4,5),Q 7. (-6,-3), (?)

3. (-2,4), Q 8. (1, D,(:=)

4. (3,2). (“’) 9. <3.-2), (J)

5. (4,5), (l^) 12: (2,4), (”4)

 Reflections and Translations 135

In questions 11 to 20, find the vectors describing the translations that

map A to A'.

11. A( 1,2), A'(5,3) 16; A(— 2,6), A'(2, 6)

12. A(3,8), A'(2,9) 17; A(6, 9), A'(2,3)

18;

>

M2
OO
13. A(l,2), A'(5,4) A(4,

14. A(—3,0), A'(4,6) 19; A(— 3, -4), A'(—5, —6)

15. A(—4, -3), A'(0,0) 20; A(4, -2), A'(5, — 1)

In questions 21 to 26, the given point A' is the image of an object

point A under the translation described by the given vector. Find A.

A'(7.9), Q 24. A'(l,2),(_^

22. A'(3,6),Q 25. A'(6,3), (^)

23. A'(0, 6), Q = AX-3.-2). Q

A translation moves each point of an object the same distance in the
same direction.

EXERCISE 8i 1. Given the following diagrams, find the vectors AA', BB' and
CC'. Are they all equal? Is the transformation a translation?

y*
I
—
C’

c
—
Z"1 V>
I- '-

— 4
B'
L2 |A'

0
B
;l t1
A
X
136 ST(P) Mathematics 2A

2. Given the following diagrams, find the vectors LL', MM' and
NN'. Are they all equal? Is the transformation a translation?

3. Find the vector which describes the translation mapping A to

A', B to B' and C to C'.

4. Give the vectors describing the translations which map

a) AABC to APQR b) APQR to AABC.
 Reflections and Translations 137

5. Give the vectors describing the translations which map

a) AABC to APQR c) AXYZ to AABC

b) AABC to ALMN d) AABC to AABC

6. Draw axes for x and y from -4 to 5. Draw the following

— triangles: AABC with A(2,2), B(4,2), C(2,5);
APQR with P(l, -2), Q(3, -2), R(l, 1);
AXYZ with X( —3, 1), Y(-l, 1), Z(-3,4).
Give the vectors describing the translations which map
a) AABC to APQR c) APQR to AXYZ
b) APQR to AABC d) AABC to AABC

7. Draw axes for x and y from 0 to 9. Draw AABC with A(3,0),

“ B(3,3), C(0, 3) and AA'B'C' with A'(8,2), B'(8,5), C'(5,5).
Is AA'B'C' the image of AABC under a translation? If so, what
is the vector describing the translation?
Join AA', BB' and CC'. What type of quadrilateral is AA'B'B?
Give reasons. Name other quadrilaterals of the same type in the
figure.

a) Square ABCD is translated

parallel to AB a distance equal
to AB. Sketch the diagram and
D C draw the image of ABCD.
b) Square ABCD is translated
parallel to AC a distance equal
to AC. Sketch the diagram and
A B
draw the image of ABCD.
1 38 ST(P) Mathematics 2A

9. Draw axes for x and y from —2 to 7. Draw AABC with

A(— 2,5), B(l,3), C(l,5). Translate AABC using the vector

Label this image A^Q. Then translate AAj B, C, using the

vector ^ Label this new image A2B2C2.

Give the vectors describing the translations which map

a) AABC to AA2B2C2
b) AA2B2C2 to AABC
c) AA2B2C2 to AAjBjCj
 ROTATIONS
ROTATIONAL SYMMETRY

Some shapes have a type of symmetry different from line symmetry.

These shapes do not have an axis of symmetry but can be turned or

rotated about a centre point and still look the same.

Trace each of the shapes above, then turn the tracing paper about the
centre of rotation (put a compass point or a pencil point in the
centre). Turn until the traced shape fits over the original shape again.
In each case state through what fraction of a complete turn the shape
has been rotated.

2. Which of the following shapes have rotational symmetry?

139
1 40 ST(P) Mathematics 2A

ORDER OF ROTATIONAL SYMMETRY

If a shape needs to be turned through a

third of a complete turn to fit, then it will
need two more such turns to return it to
its original position. So, starting from its
original position, it takes three turns, each
one-third of a revolution, to return it to
its starting position.
It has rotational symmetry of order 3.
/

EXERCISE 9b
Give the order of rotational symmetry of the following
shape.

The angle turned through is a right angle or one-quarter of

a complete turn.

The shape has rotational symmetry of order 4.

1. Give the orders of rotational symmetry of the shapes in Exercise 9a,

question 1.

2. Give the orders of rotational symmetry, if any, of the shapes in

Exercise 9a, question 2.

Copy and complete the diagram given

that there is rotational symmetry of
order 4
 Rotations 141

Each of the diagrams in questions 3 to 8 has rotational symmetry of

the order given and x marks the centre of rotation.
Copy and complete the diagrams. (Tracing paper may be helpful.)

Rotational symmetry of order 4

Rotational symmetry of order 3

5.
Rotational symmetry of order 2

6. I

Rotational symmetry of order 4

Rotational symmetry of order 3

8.
Rotational symmetry of order 2

9. In questions 3 to 8, give the size of the angle, in degrees,

through which each shape is turned.
142 ST(P) Mathematics 2A

EXERCISE 9c Some shapes have both line symmetry and rotational symmetry:

Two axes of symmetry Four axes of symmetry

Rotational symmetry order 2 Rotational symmetry of order 4

Which of the following shapes have a) rotational symmetry only

b) line symmetry only c) both?

10. Make up three shapes which have rotational symmetry only.

Give the order of symmetry and the angle of turn, in degrees.

11_. Make up three shapes with line symmetry only. Give the number
of axes of symmetry.

12. Make up three shapes which have both line symmetry and
rotational symmetry.

13. The capital letter X has line symmetry (two axes) and rotational
symmetry (of order 2). Investigate the other letters of the
alphabet.
 Rotations 143

TRANSFORMATIONS: ROTATIONS

r
c
c
s V _
i

g aI B'

P
1

So far, in transforming an object we have used reflections, as in (a),

and translations, as in (b), but for (c) we need a rotation.

In this case we are rotating AABC about A through 90° clockwise

(O). We could also say AABC was rotated through 270°
anticlockwise (O).

For a rotation of 180° we do

not need to say whether it is
clockwise or anticlockwise.

EXERCISE 9d
Give the angle of rotation when AABC is mapped to
AA'B'C'.

B'

C'vl—
y
I
B

The angle of rotation is 90° anticlockwise.

ST(P) Mathematics 2A

In questions 1 to 4, give the angle of rotation when AABC is mapped

to AA'B'C'.

In questions 5 to 10, state the centre of rotation and the angle of

rotation. AABC is the object in each case.
 Rotations 145

Copy the diagrams in questions 11 to 18, using 1 cm to 1 unit.

Find the images of the given objects under the rotations described.

11.

Centre of rotation (0,0)

Angle of rotation 90° anticlockwise

12.

Centre of rotation (3,1)

Angle of rotation 180°

Centre of rotation ( — 1,0)

Angle of rotation 180°
146 ST(P) Mathematics 2A

Vi
D c

m// B
Centre of rotation (1,1)
Angle of rotation 180°

_J _ (As the centre of rotation

■
__ _j
2 is not a point on the
r IK _ object, join it to A first.)

J 8 _L_

Centre of rotation (0,0)

Angle of rotation 90° anticlockwise

Centre of rotation (2,0)

Angle of rotation 90° clockwise

Centre of rotation (2,0)

Angle of rotation 90 anticlockwise
 Rotations 147

Centre of rotation (0,0)

Angle of rotation 180

19. AABC is rotated about O through 180fJ to give the image,

AA'B'C'. Copy and complete the diagram, using 1 cm to 1 unit.

a) What is the shape of the path traced out by C as it moves to C'?

b) Measure OC and OC'. How do they compare?
Repeat with OB and OB'.

20. c Draw the diagram accurately. Then

draw accurately, using a protractor,
the image of AABC under a rotation
of 60° anticlockwise about O.
1 48 ST(P) Mathematics 2A

FINDING THE CENTRE OF ROTATION BY CONSTRUCTION -

As we have seen we can often spot the centre of rotation just by

looking at the diagram but sometimes it is not obvious.

In such cases we can use the fact that an object point A and its image
point A' are the same distance from the centre.
So the centre lies on the perpendicular bisector of AA'.

It also lies on the perpendicular bisector of BB'.

Therefore the point P, where these two bisectors meet, is the centre.

(The perpendicular bisector of CC' will also go through P.)

 Rotations 149

EXERCISE 9e

a) Copy the diagram, drawing axes for x and y from —5 to 12.

Use 1 cm to 1 unit. AA'B'C' is the image of AABC under a
rotation.

b) Construct the perpendicular bisectors of AA' and BB'.

c) Mark the centre of rotation, P (that is, the point where the
two perpendicular bisectors meet).

d) Check that it is the centre by using tracing paper and the

point of your compasses.

e) Join BP and B'P. Measure BPB'. What is the angle of

rotation?

2. Draw axes for x and y from —5 to 10, using 1cm to 1 unit.

— Draw AABC with A(-l,8), B(5,4), C(-l, 1) and AA'B'C with
A'(4,1), B'(0, -5), C'(—3,1).
Repeat b) to e) in question 1.

3. Draw axes for x and y from —5 to 10, using 1cm to 1 unit.

" Draw AABC with A(-4, -2), B(2,-2), C(-4,4) and AA'B'C'
with A'(4,0), B'(4,6), C'(-2,0).
Repeat b) to e) in question 1.
1 50 ST(P) Mathematics 2A

FINDING THE ANGLE OF ROTATION

Having found the centre of rotation, the angle of rotation can be

found by joining both an object point and its image to the centre.

In the diagram above, A' is the image of A and P is the centre of

rotation.

Join both A and A' to P. APA' is the angle of rotation.

In this case the angle of rotation is 120° anticlockwise.

EXERCISE 9f Trace each of the diagrams and, by drawing in the necessary lines,
find the angle of rotation when AABC is rotated about the centre P
to give AA'B'C'.
 Rotations 151

MIXED QUESTIONS ON REFLECTIONS, TRANSLATIONS AND ROTATIONS

EXERCISE 9g
Name the transformation, describing it fully, if the grey
triangle is the image of the black one.

The transformation is a translation given by

the vector

The transformation is a reflection in the line y = 1

The transformation is a rotation about (0, —1) through an

angle of 90° anticlockwise
152 ST(P) Mathematics 2A

Name the transformations in questions 1 to 10, describing them fully.

The black shape is the object, the grey shape is the image.

y*

D' D Cl ■■ a■
B

■a
A' _ _] A
-4 2 0 ! X
_i_
Rotations 153
1 54 ST(P) Mathematics 2A

Sometimes we do not know which point is the image of a particular

object point. In such cases there could be more than one possible
transformation.
(Remember that a rotation of 90° anticlockwise is the same as a
rotation of 270° clockwise. Do not give these as two independent
transformations.)

Name and describe two

possible transformations
which will map the object
AABC to the image
ABCD.

12. y\

Name and describe three

image
possible transformations
object
which will map the object
-1- —i—i—i—i
-6-4-202 4 6 x to the image.
 Rotations 155

13.
Name and describe four
possible transformations
which will map the
left-hand triangle to the
right-hand triangle.

14. f_E
Name and describe five
possible transformations
which will map the
left-hand square to the
ABC
right-hand square.

Copy the diagram using 1 cm to 1 unit.

Reflect AABC in the line x = 1 to give AA,B,C,.
Then reflect AA^jC, in the line x = -1 to give AA2B2C2.
What single transformation will map AABC to AA2B2C2?

16. Copy the diagram in question 15 again but draw the axis for x
from -5 to 7. Repeat the two reflections but use the line
x = —1 first and x = 1 second. What single transformation is
needed this time?

17. A car is turning a corner and two of its positions are shown.
Trace the drawing, allowing plenty of space above and below,
and find the centre of the turning circle.
1 56 ST(P) Mathematics 2A

18. Look at the diagram below. Taking one of the shapes as the
object, what types of transformations will map it to other shapes
in the diagram?

19. Draw axes for x and y from —5 to 5, using 1 cm to 1 unit. Draw

lines AB and BC with A(2,2), B(5,2) and C(3,0). Draw the
images of ABC under the reflections in the four lines x = 0,
x = y, y = 0 and y = — x. Draw the images of ABC under
the three rotations about O through angles of 90°, 180° and
270° anticlockwise. (The seven images of AABC, together with
AABC itself, form an eight-pointed star.)

20. Draw axes for x and y from —5 to 5, using 1 cm to 1 unit. Draw

- AABC with A(2,1), B(4,1) and C(4,2).
a) Reflect AABC in the line y = x to produce the image
AAjBjCj. Then rotate AA^Q through 180° about O to
produce AA2B2C2. What single transformation will map
AABC to AA2B2C2?
b) Rotate AABC through 180° about O then reflect the image
in the line y = x. Is the final image the same as AA2B2C2?
c) Try other pairs of reflections and rotations, starting a fresh
diagram where necessary. In each case find the single
transformation which is equivalent to the pair. Does the
order in which you do the transformations matter? Are the
single transformations themselves all reflections or rotations?
 AREA

AREA OF A RECTANGLE _

Reminder: We can find the area of a rectangle by multiplying its

length by its width (or breadth).

Area = length x width

or A = I xb

The units we use for the two measurements must be the same.

EXERCISE 10a
Find the area of a rectangle measuring 3.1 cm by 4.2 cm.

□ -c Area = length x width

= 4.2x3. lcm2
~1 _L = 13.02 cm2
4.2 cm

Find the areas of the rectangles in questions 1 to 16. When finding

areas, draw a diagram even if the question is simple.

1. 3.

6 cm
16 cm

7.2 cm
24 cm

2 -
4.
0.34 cm

. 5jcm

0.62 cm

l\ cm

5. Rectangle, length 2.4 cm, width 1.6 cm

6. Rectangle, length 270 cm, breadth 92 cm

7. Rectangle, measuring 0.04 m by 0.02 m

157
1 58 ST(P) Mathematics 2A

8. Rectangle, measuring 3.04 m by 1.5 m

9. Rectangle, measuring lym by f m

10. Rectangle, measuring 3^cm by ljcm

Make sure the units are the same before working out the area.

Find the area of a rectangle, measuring 54 mm by 6 cm, in

square centimetres.
□ c Width = 54 mm = 5.4 cm

Area = length x width

54 mm

= 6 x 5.4 cm2

n r = 32.4 cm2
6 cm

11. Rectangle, length 72mm, width 3 cm. Find the area in cm2.

12. Rectangle, length 0.2m, width 16cm. Find the area in cm2.

13. Rectangle, measuring 0.6m by 92mm. Find the area in cm2.

14. Rectangle, measuring 420 mm by 16 cm. Find the area in cm2

15. Rectangle, measuring 41 mm by 7cm. Find the area in mm2.

16. Rectangle, measuring 1246 cm by 69.2 m. Find the area in m2

Find the areas of the following figures in square centimetres. The

measurements are all in centimetres.

17. 10 19. 3

15

4 14

18.

10
 Area

FINDING A LENGTH WHEN THE AREA IS GIVEN

EXERCISE 10b
Find the length of a rectangle of area 20 cm2 and width
2.5 cm.

20 cm2 2.5 cm

Area = length x width, or A = / x b,

area A
then length = ——- or / = ~r
width b

20
Length = cm

200
_ ^5~Cm

= 8 cm

Find the missing measurements for the following rectangles:

Area Length Width

1. 2.4 cm2 6 cm

2. 20 cm2 4 cm

3. 36 m2 3.6m

4. 108 mm2 27 mm

5. 3 cm2 0.6 cm

6. 6 m2 4m

7. 20 cm2 16 cm

8; 7.2 m2 2.4 m

9; 4.2m2 0.6m

10. 14.4 cm2 2.4 cm

1 60 ST(P) Mathematics 2A

AREA OF A PARALLELOGRAM

Knowing how to find the area of a rectangle helps us to deal with

parallelograms.

Copy the first diagram on to squared paper. Draw the line BE and
remove ABEC from the right-hand side. Draw an equal triangle,
FDA, at the left-hand side to replace ABEC. Then you can see
that the area of the parallelogram ABCD is equal to the area of
rectangle ABEF.

Area of parallelogram = AB x BE

= base x perpendicular height

When we use the word height we mean the perpendicular height BE,
not the slant height BC, so we can say

Area of parallelogram = base x height

EXERCISE 10c
Find the area of a parallelogram of base 7 cm, height 5 cm
and slant height 6 cm.

Area = base x height

= 7 x 5 cm2

= 35 cm2

7 cm
(Notice that we do not need the length of the 6 cm side.)

Find the areas of the following parallelograms:

 Area 163

For each of the following questions, draw axes for x and y for values
from —4 to 4. Use 1 square to 1 unit. Draw parallelogram ABCD and
find its area in square units.

19. A( —2,0), B(2,0), C(3,2), D( —1,2)

20. A(2, -2), B(4,1), C( —1,1), D(-3, -2)

2T A(2,1), B(2,4), C(—1,2), D( —1, —1)

22. A(2,0), B(2, 3), C(-3,4), D(-3,l)

THE AREA OF A TRIANGLE _

There are two ways of finding how to calculate the area of a triangle.

First, if we think of a triangle as half a

parallelogram we get

area of triangle = j x area of parallelogram

= j (base x height)

Second, if we enclose the triangle in a

rectangle we see again that the area of the
triangle is half the area of the rectangle.

These diagrams can be drawn on squared paper and then cut out to
show how the pieces fit.

THE HEIGHT OF A TRIANGLE _

As with the parallelogram, when we talk about the height of a

triangle we mean its perpendicular height and not its slant height.

If we draw the given triangle accurately on

squared paper, we can see that the height
of the triangle is not 10cm or 7.5cm but
6 cm. (We can also see that the foot of the
perpendicular is not the midpoint of the
base.)
1 64 ST(P) Mathematics 2A

FINDING AREAS OF TRIANGLES

EXERCISE lOd
Find the area of a triangle with base 7 cm and height 6 cm.

/|\ Area = j (base x height)

/6 cm | \
= 4- x 7 x $cm2

/ n \ = 21 cm2
7 cm

Find the areas of the following triangles.

1 66 ST(P) Mathematics 2A

If necessary turn the page round and look at the triangle from a
different direction.

Find the area of the triangle.

^lOcny^
7\ 1
8 cm^

12 cm

(Look at this diagram from the direction of the arrow.)

X /\ Area = ~ (base x height)

= jx lOx^cm2
/ 8 cm
= 40 cm2
12 cm
 Area 167

For questions 25 to 30, use squared paper to draw axes for x and y
from 0 to 6 using 1 square to 1 unit. Find the area of each triangle.

25. AABC with A(l, 0), B(6,0) and C(4,4)

26. APQR with P(0,2), Q(6,0) and R(6,4)

27. ADEF with D(l,l), E(l,5) and F(6,0)

28. ALMN with L(5,0), M(0,6) and N(5,6)

29. AABC with A(0,5), B(5,5) and C(4,1)

30. APQR with P(2,1), Q(2,6) and R(5,3)

1 68 ST(P) Mathematics 2A

FINDING MISSING MEASUREMENTS

EXERCISE lOe
The area of a triangle is 20 cm2. The height is 8 cm. Find
the length of the base.

The base is 5 cm long.

Find the missing measurements of the following triangles.

Area Base Height

1. 24 cm2 6 cm

2. 30 cm2 10 cm

3. 48 cm2 16 cm

4. 10 cm2 10 cm

5. 36cm2 24 cm

6. 108 cm2 6 cm

7. 96 cm2 64 cm

8; 4 cm2 3 cm

9. 2 cm2 10 cm

10; 1.2 cm2 0.4 cm

n. 72 cm2 18 cm

12; 1.28 cm2 0.64 cm

 Area 169

COMPOUND SHAPES

EXERCISE lOf
ABCE is a square of side 8 cm. The total height of the
shape is 12 cm. Find the area of ABCDE.

The height of the triangle is 4 cm.

Area of AECD = j (base x height)

= yx#x4cm2
n
= 16 cm2

Area of ABCE = 8x8 cm2

= 64 cm2

Total area = 80 cm2

Find the areas of the following shapes. Remember to draw a diagram

for each question and mark in all the measurements.

BD = 12 cm.
170 ST(P) Mathematics 2A

5. ABCD is a kite.
(BD is the axis of symmetry.
The diagonals cut at right angles.)
AC = 10cm. BD = 12 cm.

6. D c

A square ABCD, of side 9 cm, has

a triangle EAF cut off it.

9. ABCD is a rhombus whose diagonals measure 7 cm and 11 cm.

10. ABCD is a kite whose diagonals measure 12 cm and 8 cm.

=== (There are several possible kites you can draw with these
measurements but their areas are all the same.)

In questions 11 to 16 draw axes for x and y from —6 to +6, using

1 square to 1 unit.

Find the areas of the following shapes:

11. Quadrilateral ABCD with A(—2, —3), B(3, —3), C(0,4)

== and D(—2,4)

12. Quadrilateral EFGH with E(—1,1), F(2, -3), G(5,1), and

— H(2,5)
 Area 171

13. Pentagon IJKLM with I( — 1, —4), J(2, -4), K(4,-1), L(2,1)

and M( —1,1)

14. Quadrilateral PQRS with P( — 1,2), Q(l, -3), R(3,2), and S(l,4)

15. Pentagon TUVWZ with T(-2,0), U(0,-2), V(4,-2), W(4,3)

and Z(—2,3)

16. Triangle ABC with A(3,0), B(4,3) and C(-3,2)

MIXED EXERCISES

EXERCISE 10g Find the areas of the following figures:

5. The area of a rectangle is 84 cm2 and its width is 6 cm. Find its
length.

6. The area of the parallelogram below is 52 cm2. Find the

distance, (/cm, between the parallel lines.
172 ST(P) Mathematics 2A

EXERCISE lOh Find the areas of the following figures:

6. The area of a triangle is 24 cm2. The height of the triangle

8 cm. Find the length of the base.
 CIRCLES
CIRCUMFERENCE AND AREA
DIAMETER, RADIUS AND CIRCUMFERENCE —

When you use a pair of compasses to draw

a circle, the place where you put the point
is the centre of the circle. The line that the
pencil draws is the circumference of the
circle.

Any straight line joining the centre to a

point on the circumference is a radius.

A straight line across the full width of a

circle (i.e. going through the centre) is a
diameter.

The diameter is twice as long as the radius. If d stands for the length
of a diameter and r stands for the length of a radius, we can write
this as a formula:
d=2r

EXERCISE 11a In questions 1 to 5, write down the length of the diameter of the
circle whose radius is given

3. 15 mm

4. 3.5 cm

5. 1 km

6. 4.6 cm

7, For this question you will need some thread and a cylinder (e.g.
a tin of soup, a soft drink can, the cardboard tube from a roll
of kitchen paper).
Measure across the top of the cylinder to get a value for the
diameter. Wind the thread 10 times round the can. Measure the
length of thread needed to do this and then divide your answer

173
174 ST(P) Mathematics 2A

by 10 to get a value for the circumference. If C stands for the

length of the circumference and d for the length of the diameter,
find, approximately, the value of C+d.

(Note that you can also use the label from a cylindrical tin. If
you are careful you can reshape it and measure the diameter
and then unroll it to measure the circumference.)

8. Compare the results from the whole class for the value of C+d.

INTRODUCING n

From the last exercise you will see that, for any circle,

circumference % 3 x diameter

The number that you have to multiply the diameter by to get the
circumference is slightly larger than 3.

This number is unlike any number that you have met so far. It cannot
be written down exactly, either as a fraction or as a decimal:
as a fraction it is approximately, but not exactly, 22.;
as a decimal it is approximately 3.142, which is correct to 3 decimal
places.

Over the centuries mathematicians have spent a lot of time trying to

find the true value of this number. The ancient Chinese used 3. Three
is also the value given in the Old Testament (1 Kings 7:23). The
Egyptians (c.1600bc) used 4 x (§)2. Archimedes (c.225bc was the
first person to use a sound method for finding its value and a
mathematician called Van Ceulen (1540-1610) spent most of his life
finding it to 35 decimal places!

Now with a computer to do the arithmetic we can find its value to as

many decimal places as we choose: it is a never ending, never
repeating decimal fraction. To as many figures as we can get across
the page, the value of this number is

3.141592653589793238462643383279502884197169399375105820974944

Because we cannot write it down exactly we use the Greek letter n (pi)
to stand for this number. Then we can write a formula connecting the
circumference and diameter of a circle in the form C = nd
But d = 2r so we can rewrite this formula as

C - 2nr

where C = circumference and r = radius

 Circles: Circumference and Area 175

CALCULATING THE CIRCUMFERENCE

EXERCISE 11b
Using 3.142 as an approximate value for n, find the
circumference of a circle of radius 3.8 m.

Using C = 2nr

with 7i = 3.142 and r = 3.8

gives C = 2 x 3.142 x 3.8

= 23.9 to 3 s.f.

Circumference = 23.9 m to 3 s.f.

Using 3.142 as an approximate value for n, or the n button on

your calculator, and giving your answers correct to 3 s.f., find the
circumference of a circle of radius:

1. 2.3 m 6. 250 mm
!L 7 cm

2. 4.6 cm 7. 36 cm 12; 28 mm

3. 2.9 cm 8. 4.8 m 13; 1.4m

4. 53 mm 9. 1.8 m 14; 35 mm

5. 8.7m 10. 0.014km 15; 5.6cm

Find the circumference of a circle of diameter 12.6 mm.

Take n ss 3.142

Method 1:

Using C = 2nr,
r = \ of 12.6 = 6.3

C = 2x3.142x6.3

= 39.6 to 3 s.f.

Method 2:

Using C = nd

C = 3.142 x 12.6

= 39.6 to 3 s.f.

Circumference = 39.6 mm to 3 s.f.

176 ST(P) Mathematics 2A

Using n x 3.14, or the n button on your calculator, and giving your

answer correct to 2s.f., find the circumference of a circle of:

16. radius 154 mm 20; radius 34.6 cm

17. diameter 28 cm 21. diameter 511 mm

18. diameter 7.7 m 22. diameter 630 cm

19. radius 210 mm 23. diameter 9.1 m

PROBLEMS

EXERCISE 11c Use 3.142 as an approximate value for n, or use the n button on your
calculator, and give your answers correct to 3s.f.

Find the perimeter of the given

semicircle.
(The prefix “semi” means half.)
8m

The complete circumference of the circle is 2nr

The curved part of the semicircle is 2nr

= ix/x 3.142 x 4m
2/
= 12.56m

The perimeter = curved part + straight edge

= (12.56 + 8)m

= 20.56 m

= 20.6 m to 3s.f.

Find the perimeter of each of the following shapes:

1 4 cm

77? (This is called a quadrant:

it is one quarter of a circle.)
 Circles: Circumference and Area 177

sector.
(;M> = S'> so this sector is ^ of a
circle.)
178 ST(P) Mathematics 2A

EXERCISE lid Take n as 3.142, or use the n button on your calculator, and give your
answers correct to 3 s.f.

A circular flower bed has a diameter of 1.5 m. A metal

edging is to be placed round it. Find the length of edging
needed and the cost of the edging if it is sold by the metre
(i.e. you can only buy a whole number of metres) and
costs 60 p a metre.

Using C = nd,

C = 3.142 x 1.5

= 4.71

Length of edging needed = 4.71m to 3 s.f.

(Note that if you use C — 2nr, you must remember to

halve the diameter.)

As the length is 4.71 m we have to buy 5 m of edging.

Cost = 5 x 60 p

= 300 p or £3

1. Measure the diameter, in millimetres, of a 2p coin. Use your

measurement to find the circumference of a 2p coin.

2. Repeat question 1 with a 10 p coin and a 1 p coin.

3. A circular table cloth has a diameter

of 1.4 m. How long is the hem of the
cloth?

4. A rectangular sheet of metal

— measuring 50 cm by 30 cm has a
semicircle of radius 15 cm cut from
each short side as shown. Find the
perimeter of the shape that is left.

5. A bicycle wheel has a radius of 28 cm. What is the circumference

of the wheel?

6. How far does a bicycle wheel of radius 28 cm travel in one

— complete revolution? How many times will the wheel turn when
the bicycle travels a distance of 352 m?
 Circles: Circumference and Area 1 79

7. A cylindrical tin has a radius of 2 cm.

What length of paper is needed to
put a label on the tin if the edges
just meet?

8. A square sheet of metal has sides of length 30 cm. A quadrant

(one quarter of a circle) of radius 15 cm is cut from each of the
four corners. Sketch the shape that is left and find its perimeter.

9. A boy flies a model aeroplane on the end of a wire 10 m long. If

he keeps the wire horizontal, how far does his aeroplane fly in
one revolution?

10. If the aeroplane described in question 9 takes 1 second to fly

10 m, how long does it take to make one complete revolution? If
the aeroplane has enough power to fly for 1 minute, how many
turns can it make?

IJu A cotton reel has a diameter of 2 cm. There are 500 turns of
thread on the reel. How long is the thread?

12. A bucket is lowered into a well by

unwinding rope from a cylindrical
drum. The drum has a radius of
20 cm and with the bucket out of the
well there are 10 complete turns of
the rope on the drum. When the rope
is fully unwound the bucket is at the
bottom of the well. How deep is the
well?

13. A garden hose is 100 m long. For storage it is wound on a

circular hose reel of diameter 45 cm. How many turns of the reel
are needed to wind up the hose?

14. The cage which takes miners up and down the shaft of a coal
mine is raised and lowered by a rope wound round a circular
drum of diameter 3 m. It takes 10 revolutions of the drum to
lower the cage from ground level to the bottom of the shaft.
How deep is the shaft?
1 80 ST(P) Mathematics 2A

FINDING THE RADIUS OF A CIRCLE GIVEN THE CIRCUMFERENCE

If a circle has a circumference of 24 cm, we can find its radius from

the formula C = 2nr either by using the formula as it stands,

i.e. 24 = 2 x 3.142 x r

and solving this equation for r

or by first making r the subject of C = 2nr as follows

Divide both sides by 2 and n C = 2xnxr

C 1 lX i' r 1
— X - = - X — X - X —-;
1 2 X 7T 1 1 1 Zx/
I I
c

C_
i.e. r=
2n

EXERCISE lie Take n as 3.142, or use the it button on your calculator, and give your
answers correct to 3 s.f.

The circumference of a circle is 36 cm. Find the radius of

this circle.

Either: Using C = 2nr gives

36 = 2x3.142 xr

36 = 6.284 xr

36
, op. = r (dividing both sides by 6.284)
0.zo4

r = 5.73 to 3 s.f.

C .
Or: Using r = — gives
2n

r
/x 3.142
/
= 5.73 to 3 s.f.

Therefore the radius is 5.73 cm correct to 3 s.f.

 Circles: Circumference and Area 181

Find the radius of the circle whose circumference is:

1. 44 cm 6. 831 cm

2. 121 mm 7. 36.2 mm

3. 550 m 8. 391m

4. 275 cm 9. 582 cm

5. 462 mm 10. 87.4m

11. Find the diameter of the circle whose circumference is 52 m.

12. A roundabout at a major road junction is to be built. It has

to have a minimum circumference of 188 m. What is the
corresponding minimum diameter?

13. A bicycle wheel has a circumference of 200 cm. What is the

radius of the wheel?

14. A car has a turning circle whose circumference is 63 m. What is

the narrowest road that the car can turn round in without going
on the pavement?

15. When the label is taken off a tin of

soup it is found to be 32 cm long. If
there was an overlap of 1 cm when
the label was on the tin, what is the
radius of the tin?

16. The diagram shows a quadrant of a

circle. If the curved edge is 15 cm
long, what is the length of a straight
edge?

17. A tea cup has a circumference of 24 cm. What is the radius of

the cup? Six of these cups are stored edge to edge in a straight
line on a shelf. What length of shelf do they occupy?
ST(P) Mathematics 2A

18. Make a cone from a sector of a circle

as follows:
On a sheet of paper draw a circle of
radius 8 cm. Draw two radii at an
angle of 90 . Make a tab on one
radius as shown. Cut out the larger
sector and stick the straight edges
together. What is the circumference
of the circle at the bottom of the
cone?

19. A cone is made by sticking together the straight edges of the

sector of a circle, as shown in the diagram.

The circumference of the circle at the bottom of the finished

cone is 10 cm. What is the radius of the circle from which the
sector was cut?

15 cm

20. The shape in the diagram is made up

of a semicircle and a square. Find
the length of a side of this square.

21. The curved edge of a sector of angle 60° is 10 cm. Find the
radius and the perimeter of the sector.
 Circles: Circumference and Area 183

THE AREA OF A CIRCLE

The formula for finding the area of a circle is

A — nr2

You can see this if you cut a circle up into sectors and place the
pieces together as shown to get a shape which is roughly rectangular.
Consider a circle of radius r whose circumference is 2nr.

Area of circle = area of “rectangle”

= length x width

= nrxr — nr2

EXERCISE Ilf Take n as 3.142, or use the n button on your calculator, and give your
answers correct to 3 s.f.

Find the area of a circle of radius 2.5 cm.

Using A = nr2

with n = 3.142 and r — 2.5

gives A = 3.142 x (2.5)2

= 19.6 to 3 s.f.

Area is 19.6 cm2 to 3 s.f.

Find the areas of the following circles:

1. 2. 3.
1 84 ST(P) Mathematics 2A

area of sector = g- of area of circle of radius 3 m

Area of sector = j of 7ir2

= g-x 3.142 x 9m2

= 3.53 m2 to 3 s.f.

Find the areas of the following shapes:

15 mm
 Circles: Circumference and Area 185

16. 16 cm

PROBLEMS

EXERCISE 11g Take n as 3.142, or use the n button on your calculator, and make a
rough sketch to illustrate each problem. Give your answers to 3s.f.

A circular table has a radius of 75 cm. Find the area of the

table top. The top of the table is to be varnished. One tin
of varnish covers 4 m2. Will one tin be enough to give the
table top three coats of varnish?

Area of table top is nr2

= 3.142 x 75 x 75 cm2

= 17 670 cm2 to 4s.f.

= 17 670 -j-1002 m2

= 1.767 m2 to 4 s.f.

For three coats, enough varnish is needed to cover

3 x 1.767 m2 = 5.30 m2 to 3 s.f.

So one tin of varnish is not enough.

186 ST(P) Mathematics 2A

1. The minute hand on a clock is 15 cm long. What area does it

pass over in 1 hour?

2. What area does the minute hand described in question 1 cover

in 20 minutes?

3. The diameter of a 2p coin is 25mm. Find the area of one of its

flat faces.

4. The hour hand of a clock is 10 cm long. What area does it pass

over in 1 hour?

5. A circular lawn has a radius of 5 m. A bottle of lawn weedkiller

says that the contents are sufficient to cover 50 m2. Is one bottle
enough to treat the whole lawn?

6. The largest possible circle is cut from a square of paper 10 cm

— by 10 cm. What area of paper is left?

7. Circular place mats of diameter 8 cm are made by stamping as

— many circles as possible from a rectangular strip of card
measuring 8 cm by 64 cm. How many mats can be made from
the strip of card and what area of card is wasted?

8. A wooden counter top is a rectangle measuring 280 cm by 45 cm.

= There are three circular holes in the counter, each of radius
10 cm. Find the area of the wooden top.

9. The surface of the counter top described in question 8 is to be

“ given four coats of varnish. If one tin of varnish covers 3.5 m2,
how many tins will be needed?

10. Take a cylindrical tin of food with a paper label:

Measure the diameter of the tin and use it to find the length of
the label. Find the area of the label. Now find the total surface
area of the tin (two circular ends and the curved surface).
 Circles: Circumference and Area 187

11 ■ Count Buffons experiment

Count Buffon was an eighteenth-century scientist who carried
out many probability experiments. The most famous of these is
his “Needle Problem”. He dropped needles on to a surface ruled
with parallel lines and considered the drop successful when a
needle fell across a line and unsuccessful when a needle fell
between two lines. His amazing discovery was that the number
of successful drops divided by the number of unsuccessful drops
was an expression involving n.
You can repeat his experiment and get a good approximation
for the value of n from it:
Take a matchstick or a similar small stick and measure its
length. Now take a sheet of paper measuring about {m each
way and fill the sheet with a set of parallel lines whose distance
apart is equal to the length of the stick. With the sheet on the
floor drop the stick on to it from a height of about 1 m. Repeat
this about a hundred times and keep a tally of the number of
times the stick touches or crosses a line and of the number of
times it is dropped. Then find the value of
2 x number of times it is dropped
number of times it crosses or touches a line

MIXED EXERCISES

Take n as 3.142, or use the n button on your calculator. Give your

answers to 3 s.f.

EXERCISE 11h 1. Find the circumference of a circle of radius 2.8 mm.

2. Find the radius of a circle of circumference 60 m.

3. Find the circumference of a circle of diameter 12 cm.

4. Find the area of a circle of radius 2.9 m.

5. Find the area of a circle of diameter 25 cm.

Find the perimeter of the quadrant in

the diagram.

Find the area of the sector in the

diagram.
4.5 cm
1 88 ST(P) Mathematics 2A

EXERCISE 11i 1. Find the circumference of a circle of diameter 20m.

2. Find the area of a circle of radius 12 cm.

3. Find the radius of a circle of circumference 360 cm.

4. Find the area of a circle of diameter 8 m.

5. Find the diameter of a circle of circumference 280 mm.

6. Find the perimeter of the sector in

the diagram.

10 cm

7. Find the area of the shaded part of

the diagram.

EXERCISE 11 j 1. Find the area of a circle of radius 2 km.

2. Find the circumference of a circle of radius 49 mm.

3. Find the radius of a circle of circumference 88 m.

4. Find the area of a circle of diameter 14 cm.

5. Find the area of a circle of radius 3.2 cm.

—^ ^ An ornamental pond in a garden is a

rectangle with a semicircle on each short
end. The rectangle measures 5 m by 3 m
and the radius of each semicircle is 1 m.
^ Find the area of the pond.

7. A formal flower bed is square in shape with a quarter circle

cut from each corner. The square (before the quadrants are
removed) measures 4 m by 4 m. The radius of each quadrant
is 1 m. Sketch the flower bed and find its perimeter.
 RATIO
SIMPLIFYING RATIOS

Suppose that Peter makes a model of his father’s boat. If the model is
lm long while the actual boat is 20 m long, we say that the ratio of
the length of the model to the length of the actual boat is 1 m : 20 m
or, more simply, 1 : 20. We can also write the ratio as the fraction jq.

If Peter built a larger model which was 2 m long then the ratio would
be
length of model 2m 1
length of actual boat 20 m 10

or length of model : length of boat =1:10

Ratios are therefore comparisons between related quantities.

EXERCISE 12a
Express the ratios a) 24 to 72 b) 2cm to lm in their
simplest form.

24 _ 3 _ 1
a) (dividing both numbers
72 ~ 9 - 3
by 8 and then by 3)
or 24 : 72 = 3 : 9 = 1 : 3
so 24 : 72 = 1 : 3

b) (Before we can compare 2 cm and 1 m they must be

expressed in the same unit.)

2 cm 2 cm
-j— = tkt;- or 2cm : 1 m = 2cm : 100cm
lm 100cm
j = 2 : 100

= 50 = 1 : 50

so 2 cm : 1 m = 1 : 50

Express the following ratios in their simplest form:

1. 8 : 10 4. 2 cm : 8 cm

2. 20 : 16 5. 32p : 96p

3. 12 : 18 6. 45 g : 1 kg

189
1 90 ST(P) Mathematics 2A

7. £4 : 75p 9. 288 : 306

8. 48 p : £2.88 10. 10cm2 :1m2

Simplify the ratio 24 : 18 : 12

(As there are three numbers involved, this ratio cannot be

expressed as a single fraction.)

24:18:12 = 4:3:2 (dividing each number by 6)

11. 4 : 6 : 10 16; 7 : 56 : 49

12. 18 : 24 : 36 17; 15 : 20 : 35

13. 2 : 10 : 20 18; 16 : 128 : 64

14. 9 : 12 : 15 19; 144 : 12 : 24

15. 20 : 24 : 32 20. 98 : 63 : 14

We know that we can produce equivalent fractions by multiplying or

dividing both numerator and denominator by the same number,
so that J=4 0f 12 or 20

We can do the same with a ratio in the form 3:6.

3 : 6 = 6 : 12 (multiplying both numbers by 2)

and 2 : y = 6 : 1 (multiplying both numbers by 3)

We can use this to simplify ratios containing fractions.

EXERCISE 12b
Express in their simplest form the ratios

a)3:i b)f:|

a) 3 : A- = 12:1 (multiplying both numbers by 4)

b) y:y=JlAxJ::,lA'Xjp (multiplying both numbers by 15)

= 10 : 12

= 5:6
 Ratio 1 91
Express the following ratios in their simplest forms:

1. 6. 7 . 5
5:J 12 6
2. 2: i 7. 5 . 6
4 • 7
3. i. i
2 ' 3 8. 3 • 1
' 3
3 . 1
4.
4'4 9. 2- ■ 1-
3 ' 6
5. 1 . 3 2 . 7
3 ' 4 10;
3 ' 15

11. 24 : 15 : 9 16; 1 . 1
4 ' 5
12. 4.2
9 ' 3 17; !i:3:4i
13.
«=* 18; 6:4i
14. f:6 19; 1.1.1
6 ■ 8 ' 12
15. 7_L • o_L 20. 6 :8 : 12
' 2 '^2

RELATIVE SIZES

EXERCISE 12c
Which ratio is the larger, 6:5 or 7:6?

(We need to compare the sizes of f and | so we express

both with the same denominator.)
6_36
5 ~ 30 and
, 7 _ 35
6 ~ 30

so 6 : 5 is larger than 7 : 6

1_. Which ratio is the larger, 5:7 or 2:3?

2. Which ratio is the smaller, 7:4 or 13 : 8?

3. Which ratio is the larger, § or yj?

4. Which ratio is the smaller, f or y^?

Which of the ratios 4:6, f: 1, 12:16 are equal to one

another?

4 : 6 = 2 : 3 J : 1 = 3:4 12:16 = 3:4

so |: 1 = 12 : 16
192 ST(P) Mathematics 2A

In the following sets of ratios some are equal to one another. In each
question identify the equal ratios.

5. 6:8, 24:32, J:1 7. 8:64, 2:14, ^: 1

6. 10:24, f:f, J:| 8. |:3, 4:18, 2:6

PROBLEMS

EXERCISE 12d
A family has 12 pets of which 6 are cats or kittens, 2 are
dogs and the rest are birds. Find the ratio of the numbers
of a) birds to dogs b) birds to pets.

There are 4 birds:

a) Number of birds : number of dogs = 4:2

= 2:1

b) Number of birds : number of pets = 4:12

= 1:3

In each question give your answer in its simplest form.

1. A couple have 6 grandsons and 4 granddaughters. Find

a) the ratio of the number of grandsons to that of grand¬
daughters
b) the ratio of the number of granddaughters to that of
grandchildren.

2. Square A has side 6 cm and square B has side 8 cm. Find the
ratio of
a) the length of the side of square A to the length of the side of
square B
b) the area of square A to the area of square B.

3. Tom walks 2 km to school in 40 minutes and John cycles 5 km

to school in 15 minutes. Find the ratio of a) Tom’s distance to
John’s distance b) Tom’s time to John’s time.

4. Mary has 18 sweets and Jane has 12. As Mary has 6 sweets
— more than Jane she tries to even things out by giving Jane
6 sweets. What is the ratio of the number of sweets Mary has
to the number Jane has a) to start with b) to end with?

5. If p : q = 2 : 3, find the ratio 6p : 2q

 Ratio 193
6. Rectangle A has length 12 cm and width 6 cm while rectangle B
has length 8 cm and width 5 cm. Find the ratio of
a) the length of A to the length of B
b) the area of A to the area of B
c) the perimeter of A to the perimeter of B
d) the size of an angle of A to the size of an angle of B.

7. A triangle has sides of lengths 3.2 cm, 4.8 cm and 3.6 cm. Find
the ratio of the lengths of the sides to one another.

8. Two angles of a triangle are 54° and 72°. Find the ratio of the
size of the third angle to the sum of the first two.

9. For a school fete, Mrs Jones and Mrs Brown make marmalade
in 1 lb jars. Mrs Jones makes 5 jars of lemon marmalade and 3
jars of orange. Mrs Brown makes 7 jars of lemon marmalade
and 5 of grapefruit. Find the ratio of the numbers of jars of
a) lemon to orange to grapefruit
b) Mrs Jones’ to Mrs Brown’s marmalade
c) Mrs Jones’ lemon to orange.

FINDING MISSING QUANTITIES

Some missing numbers are fairly obvious.

EXERCISE 12e
Find the missing numbers in the following ratios:

a) 6:5 = : 10 b) f = ^

a) 6 : 5 = 12 : 10
■'tiro

24
b)
II

18

Find the missing numbers in the following ratios:

1. 2:5=4: 6. : 15 =
2. : 6 = 12 : 18 7. 9:6 =

3. 24 : 14 = 12 : 8. _ 15
4 — 10
4. 6 _ 9 6
3 9.
8 12
5. 3 : = 12 : 32 10. 6:9 = 8
1 94 ST(P) Mathematics 2A

Some missing numbers are not so obvious.

Find the missing numbers in

a) : 4 = 3 : 5 b) 6 : =5:3

(Fill the gap with an x to start with.)

a) x : 4= 3 : 5 b) 6 :x = 5 : 3
x or x : 6 = 3 : 5
4
x
'Xx| = 4x |- 6

Vx ^ = 6 x ^
.v = 12 f. 5
*= il
A 5
-2*
= 3—
2|:4=3:5
6 : 3j= 5 : 3

11. Use this method to repeat questions 6, 7 and 10.

Find x in questions 12 to 23.

18; 3 : 5 = x : 6

19; 7 : 3 = 3 :x

14. x :7 = 3 :4 20; 3 : x = 2 : 5

15. x : 5 = 4 : 3 21. 5 : 1 = 3 :x

16. x : 4 = 1 : 3 22; 6 : 5 = 12 : x

17. 4 :x = 3 : 5 23; x : 3 = 7 : 15

Find the missing numbers questions 24 to 33.

24. :9 = 3:5 29; 9: 5 = :4

25. :3 = 5:2 30; 10 : 3 == :5

26. : 5 = 3 :4 3U 4: 3 = 5:

27. 3: =5:1 32; 6 = 5:8

28. 4: =6:5 33. 12 ; == 10:3

 Ratio 195
PROBLEMS

EXERCISE 12f
Two speeds are in the ratio 12 : 5. If the first speed is
8 km/h, what is the second speed?

Let the second speed be a: km/h. Then 8 : x = 12 : 5

.x _ 5
8 “ 12

l s

x =
10

= 3?-

The second speed is 3^- km/h

^ The ratio of the amount of money in David’s pocket to that in

Indiras pocket is 9 : 10. Indira has 25p. How much has David
got?

2. Two lengths are in the ratio 3:7. The second length is 42cm.
Find the first length.

3. If the ratio in question 2 were 7:3, what would the first length
“ be?

4. In a rectangle, the ratio of length to width is 9:4. The length

is 24cm. Find the width.

5. The ratio of the perimeter of a triangle to its shortest side is

10:3. The perimeter is 35cm. What is the length of the
shortest side?

6. A length, originally 6 cm, is increased so that the ratio of the

new length to the old length is 9:2. What is the new length?

7. A class is making a model of the school building and the ratio

of the lengths of the model to the lengths of the actual building
is 1 : 20. The gym is 6 m high. How high, in centimetres,
should the model of the gym be?

8. The ratio of lengths of a model boat to those of the actual boat

is 3 : 50. Find the length of the actual boat if the model is
72 cm long.
196 ST(P) Mathematics 2A

DIVISION IN A GIVEN RATIO

EXERCISE 12g
Share £60 between Anne and John so that Anne’s share
and J ohn’s share are in the ratio 3:2.

Anne has 3 portions and John has 2 portions so they have

5 portions between them.

Anne’s share = 4 of £60

■X >z
= £|xjS0-

= £36

John’s share = £^-x£&lZ

= £24

Check: £36 + £24 = £60

1. Divide 80 p into two parts in the ratio 3:2.

2. Divide 32 cm into two parts in the ratio 3:5.

3. Divide £45 into two shares in the ratio 4:5.

4. Dick and Tom share the contents of a bag of peanuts between

them in the ratio 3:5. If there are 40 peanuts, how many do
they each get?

5. Mary is 10 years old and Eleanor is 15 years old. Divide 75 p

between them in the ratio of their ages.

6. In a class of 30 pupils the ratio of the number of boys to the

number of girls is 7:8. How many girls are there?

7. Divide £20 into two parts in the ratio 1:7.

8. In a garden the ratio of the area of lawn to the area of

flowerbed is 12 : 5. If the total area is 357m2, find the area of
a) the lawn b) the flowerbed.

9. In a bowl containing oranges and apples, the ratio of the

numbers of oranges to apples is 4:3. If there are 28 fruit
altogether, how many apples are there?
 Ratio 197

Divide 6 m into three parts in the ratio 3:7:2

There are 12 portions (that is, 3 + 7 + 2)

a 50
First part = AA x$Mcm

= 150cm

Second part = x£00cm

= 350 cm
50
Third part = ^ x£0Ocm

= 100 cm

Check: 150 + 350+ 100 cm = 600 cm = 6 m

10. Divide £26 amongst three people so that their shares are in the
ratio 4:5:4.

11. The perimeter of a triangle is 24 cm and the lengths of the sides

are in the ratio 3:4:5. Find the lengths of the three sides.

12. In a garden, the ratio of the areas of lawn to beds to paths is

3 : 1 : i- Find the three areas if the total area is 63 m2.

MAP RATIO (OR REPRESENTATIVE FRACTION)

The Map Ratio of a map is the ratio of a length on the map to the
length it represents on the ground. This ratio or fraction is given on
most maps in addition to the scale. It is sometimes called the
Representative Fraction of the map, or RF for short.

If two villages are 6 km apart and on the map this distance is

represented by 6 cm, then the ratio is

6 cm : 6 km = 6 cm : 600000 cm

= 1 : 100000
so the map ratio is 1 :100 000 or _5_
100000
Any length on the ground is 100000 times the corresponding length
on the map.
198 ST(P) Mathematics 2A

EXERCISE 12h
Find the map ratio of a map if 12 km is represented by
1.2 cm on the map.

RF = 1.2cm : 12km

= 1.2 cm : 1200000 cm

= 12 : 12 000 000 (multiplying both numbers by 10)

= 1 : 1000000 (dividing both numbers by 12)

Find the map ratio of the maps in the following questions:

1. 2 cm on the map represents 1 km

2. The scale of the map is 1 cm to 5 km

3. 10 km is represented by 10 cm on the map

4. 3.2 cm on the map represents 16 km

5. jcm on the map represents 500 m

6. 100 km is represented by 5 cm on the map

If the map ratio is 1 : 5000 and the distance between two

points on the map is 12 cm, find the actual distance
between the two points.

Let the actual distance be xcm.

Then 12 : x = 1 : 5000
or x : 12 = 5000 : 1
x _ 5000
12 ~ 1

x = 60 000

The actual distance is 60000 cm, that is, 600 m.

Alternative method:
1 cm on the map represents 5000 cm on the ground.

12 cm on the map represents 12 x 5000 cm on the

ground, i.e. 60000 cm = 600 m
 Ratio 199
7. The map ratio of a map is 1 : 50 000. The distance between A
and B on the map is 6 cm. What is the true distance between A
and B?

8. The map ratio of a map is 1 : 1000. A length on the map is

7 cm. What real length does this represent?

9. The map ratio of a map is 1 : 10000. Find the actual length

represented by 2 cm.

10- The map ratio of a map is 1 : 200 000. The distance between
two towns is 20 km. What is this in centimetres? Find the
distance on the map between the points representing the towns.

11- The map ratio of a map is 1 : 2 000 000. Find the distance on
the map which represents an actual distance of 36 km.

PROPORTION _ _

When comparing quantities, words other than ratio are sometimes

used. If two varying quantities are directly proportional they are
always in the same ratio.

Sometimes it is obvious that two quantities are directly proportional,

e.g. the cost of buying oranges is proportional to the number of
oranges bought. In cases like this you would be expected to know that
the quantities are in direct proportion.

EXERCISE 12i
A book of 250 pages is 1.5 cm thick (not counting the
covers).
a) How thick is a book of 400 pages?
b) How many pages are there in a book 2.7 cm thick?

Method l (using algebra):

a) If the second book is xcm thick, then _ 400

1.5
250
0-3 *
o

'j^x = C5-xgr
-2.4
The second book is 2.4 cm thick.

b) The third book has y pages, so y _ 2,i

250 ~ 1.5

i
pgr
y = 450 1

The third book has 450 Daaes.

200 ST(P) Mathematics 2A

Method 2 (unitary method):

a) 250 pages are 15 mm thick

1 page is mm thick
, A *
so 400 pages are ^g^xdfMbmm thick

that is, 24 mm or 2.4 cm thick

b) 15 mm contains 250 pages

1 mm contains pages

so 27 mm contains x(27 pages

'yj'
that is, 450 pages 1

1. Sam covers 9 m when he walks 12 paces. How far does he travel

when he walks 16 paces?

2. I can buy 24 bottles of a cold drink for £8 when buying in bulk.

How many bottles can I buy at the same rate for £12?

3. If 64 seedlings are allowed 24 cm2 of space, how much space

should be allowed for 48 seedlings? How many seedlings can be
planted in 27 cm2?

4. A ream (500 sheets) of paper is 6 cm thick. How thick a pile

would 300 sheets make?

5. At a school picnic 15 sandwiches are provided for every 8

children. How many sandwiches are needed for 56 children?

Beware: some of the quantities in the following questions are not in

direct proportion. Some questions need a different method and some
cannot be answered at all from the given information.

A family with two pets spends £1.50 a week on pet food.

If the family gets a third pet, how much a week will be
spent on pet food?

We are not told what sort of animals the pets are.

Different animals eat different types and quantities of food
so the amount spent is not in proportion to the number of
pets.
 Ratio 201
6. Two tea towels dry on a clothes line in 2 hours. How long
would 5 tea towels take to dry?

7. Three bricklayers build a wall in 6 hours. How long would two

bricklayers take to build the wall working at the same rate?

8. House contents insurance is charged at the rate of £3.50 per

thousand pounds worth of the contents. How much is the
insurance if the contents are worth £3400?

9. If the insurance paid on the contents of a house is £33.60, at the

rate of £4 per thousand pound; /orth, what are the house
contents worth?

10. It takes Margaret 45 minutes to walk 4 km. How long would it

take her to walk 5 km at the same speed? How far would she go
in 1 hour?

11. It takes a gardener 45 minutes to dig a flower bed of area

7.5 m2. If he digs at the same rate, how long does he take to dig
9 m2?

12. Fencing costs £2.40 per 1.8 m length. How much would 7.5 m
cost?

13. Mrs Brown and Mrs Jones make 4 dozen sandwiches in half an
hour in Mrs Jones’ small kitchen. If they had 30 friends in to
help, how many sandwiches could be made in the same time?

14. A recipe for 12 scones requires 2 teaspoons of baking powder

and 240 g of flour. If a larger number of scones are made, using
540 g of flour, how much baking powder is needed?

MIXED EXERCISES

EXERCISE 12j 1. Express the ratio 96': 216 in its simplest form.

2. Simplify the ratio \ : f

3. Divide £100 into three parts in the ratio 10:13:2

4. Two cubes have edges of lengths 8 cm and 12 cm. Find the ratio of
a) the lengths of their edges b) their volumes.

5. Find the missing number in the ratio : 18 = 11 : 24

6. What does 1 cm represent on a map with map ratio 1 :10 000?

7. If x : y = 3 : 4, find the ratio 4x : 3y

8. It costs £4.50 to feed a dog for 12 days. At the same rate, how
much will have to be spent to feed it for 35 days?
202 ST(P) Mathematics 2A

EXERCISE 12k 1. Express the ratio 10mm2 : 1cm2 in its simplest form.

2. Simplify the ratio ||

3. Adrian has 24 p and Brian has 36 p. Give the ratio of the

amount of Adrian’s money to the total amount of money.

4. Which ratio is the larger, 16 : 13 or 9:7?

5. What is the map ratio of a map with a scale of 1 cm to 5 km?

6. Find the missing number in the ratio 7:12= :9

1. Share £26 amongst three people in the ratio 6:3:4

8. The ratio of boys to girls in a school is 10:9. There are 459

girls. How many boys are there?

EXERCISE 121 1. Express the ratio 1028 : 576 in its simplest form.

2. Which ratio is the smaller, 32 : 24 or 30 : 22?

3. An alloy is made of copper and zinc in the ratio 11:2. How

much zinc does 65 kg of alloy contain?

4. Increase a length of 24 m so that the ratio of the new length to

the old length is 11:8

5. Anne has twice as many crayons as Martin, who has three times
as many as Susan. Give the ratio of the number of crayons
owned by the three children.

6. The map ratio of a map is 1:50 000. Find the length on the
ground represented by 6.4 cm on the map.

7. Simplify the ratio yf : yt

8. Carpet to cover a floor of area 15 m2 costs £110. How much

would you expect to pay for a similar carpet measuring 5 m by
4.2 m?
 ENLARGEMENTS

ENLARGEMENTS

All the transformations we have used so far (i.e. reflections,

translations and rotations) have moved the object and perhaps turned
it over to produce the image, but its shape and size have not changed.
Next we come to a transformation which keeps the shape but alters
the size.

Think of the picture thrown on the screen when a slide projector is

used.

light source

The picture on the screen is the same as that on the slide but it is
very much bigger.
We can use the same idea to enlarge any shape.

B'

AA B C is the image of AABC under an enlargement, centre O.

O is the centre of enlargement.
We call the dotted lines guidelines.

203
204 ST(P) Mathematics 2A

CENTRE OF ENLARGEMENT

In all these questions, one triangle is an enlargement of the other.

EXERCISE 13a 1. Copy the diagram using 1cm to 1 unit. Draw P'P, Q'Q and R'R
and continue all three lines until they meet.
The point where the lines meet is called the centre of enlargement.
Give the coordinates of the centre of enlargement.

Repeat question 1 using the diagrams in questions 2 and 3.

3.
 Enlargements 205

4. In questions 1 to 3, name pairs of lines that are parallel.

5. Draw axes for x and y from 0 to 9 using 1 cm as 1 unit.

Draw AABC: A(2,3), B(4,1), C(5,4).
Draw AA'B'C': A'(2,5), B'(6,1), C'(8,7).
Draw A'A, B'B and C'C and extend these lines until they meet.
a) Give the coordinates of the centre of enlargement.
b) Measure the sides and angles of the two triangles. What do
you notice?

6. Repeat question 5 with AABC: A(8,4), B(6,6), C6,4) and

"" AA'B'C': A'(6,2), B'(0,8), C'(0,2)

7. Draw axes for x and y from 0 to 10 using 1 cm as 1 unit.

“ Draw AXYZ with X(8,2), Y(6, 6) and Z(5,3)
and AX'Y'Z' with X'(6,2), Y'(2,10) and Z'(0,4).
Find the centre of enlargement and label it P.
Measure PX, PX', PY, PY', PZ, PZ'. What do you notice?

The centre of enlargement can be anywhere, including a point inside

the object or a point on the object.

The centres of enlargement in the diagrams below are marked with a

cross.

c'
206 ST(P) Mathematics 2A

EXERCISE 13b 1. Copy the diagram using 1cm as 1 unit. Draw A'A, B'B and C'C
and extend the lines until they meet. Give the coordinates of the
centre of enlargement.

2. In the diagram below which point is the centre of enlargement?

3. Draw axes for x and y from —3 to 10 using 1cm as 1 unit.

Draw AABC with A(4,0), B(4,4) and C(0,2). Draw AA'B'C'
with A'(5, —2), B'(5,6) and C'(—3,2). Find the coordinates of
the centre of enlargement.

4. Repeat question 3 with A(l,4), B(5,2), C(5,5) and A'(—3,6),

B'(9,0), C'(9,9).
 Enlargemen ts 207
SCALE FACTORS

If we measure the lengths of the sides of the two triangles PQR and
P Q R and compare them, we find that the lengths of the sides of
AP'Q'R' are three times those of APQR.

We say that AP'Q'R' is the image of APQR under an enlargement,

centre O, with scale factor 3.

FINDING AN IMAGE UNDER ENLARGEMENT

If we measure OR and OR' in the diagram above, we find R' is three

times as far from O as R is. This enables us to work out a method
for enlarging an object with a given centre of enlargement (say O) and
a given scale factor (say 3).

}<A'

Measure OA. Multiply it by 3. Mark A' on the guideline three times

as far from O as A is.

OA' = 3 x OA

Repeat for B and the other vertices of ABCD.

208 ST(P) Mathematics 2A

Then A'B'C'D' is the image of ABCD. To check, measure A'B' and

AB. A'B' should be three times as large as AB.

EXERCISE 13c 1. Copy the diagram using 1cm as 1 unit. P is the centre of
enlargement. Draw the image of AABC under an enlargement
scale factor 2.

" r
r
-8«

-6' . —
_ _ .

-4,
A B
~
S
\
N
-2- V\
>
if _ .
\ c
_ __ _ _
0
2 10 12 Y

2. Repeat question 1 using this diagram.

 Enlargements 209

In questions 3 to 6, draw axes for x and y from 0 to 10, using 1 cm

as lunit. In each case, find the image ABC' of AABC using the
given enlargement. Check by measuring the lengths of the sides of the
two triangles.

3. AABC: A(3,3), B(6,2), C(5,6).

Enlargement with centre (5,4), and scale factor 2.

4. AABC: A(l,2), B(3,2), C(l,5).

Enlargement with centre (0,0) and scale factor 2.
What do you notice about the coordinates of A' compared with
those of A?

5. AABC: A(2,1), B(4,1) C(3,4).

Enlargement with centre (1,1) and scale factor 3.

6. AABC: A(l,2), B(7,2), C(l,6).

Enlargement with centre (1,2) and scale factor lj.

7. On plain paper, mark a point P

near the left-hand edge. Draw a
small object (a pin man perhaps, or
a square house) between P and the
middle of the page. Using the
method of enlargement, draw the
image of the object with centre P
and scale factor 2.

8. Repeat question 7 with other objects and other scale factors.

Think carefully about the space you will need for the image.

9. Draw axes for x and y from 0 to 10 using 1 cm as 1 unit. Draw

AABC with A(2,2), B(5,1) and C(3,4). Taking the origin as the
centre of enlargement and a scale factor of 2, draw the image of
AABC by counting squares and without drawing the guidelines.

10- Draw axes for x and y from 0 to 8 using 1 cm as 1 unit. Draw

AABC with A(l,2), B(5,2) and C(2,5). Taking (3,2) as the
centre of enlargement and a scale factor of 2, draw the image of
AABC by counting squares and without drawing the guidelines.
210 ST(P) Mathematics 2A

FRACTIONAL SCALE FACTORS

We can reverse the process of enlargement and shrink or reduce the

object, producing a smaller image. If the lengths of the image are one-
third of the lengths of the object then the scale factor is j.

There is no satisfactory word to cover both enlargement and shrinking

(some people use “dilation” and some “scaling”) so enlargement tends
to be used for both. You can tell one from the other by looking at
the size of the scale factor. A scale factor smaller than 1 gives a
smaller image while a scale factor greater than 1 gives a larger image.

EXERCISE 13d In questions 1 to 4, AA'B'C' is the image of AABC. Give the centre
of enlargement and the scale factor.

s\
\\ B

V\ \ A
V \ c / B'/
_y_

\ /7 As
/

\\ f
7
o 2
1—I t
I I -1 ETA--I-
I_
4
_
I
6
— —1
8
-4—
10 *

H
s
B
c
/
% ~p B

H / 5
B / c' k
B
'S B’
s
Bs *
/ — — ■ A

,
I
_ E i | u4
i -f
_i _
I ■ i—I—J-»>
-2 O 2 4 6 8 10 x

3. Draw axes for x and y from —2 to 8 using 1 cm as 1 unit. Draw

AABC with A( —1,4), B(5,1) and C(5,7), and AA'B'C' with
A'(2,4), B'(4,3) and C'(4,5).
 Enlargements 21 1

4. Draw axes for x and y from 0 to 9 using 1 cm as 1 unit. Draw

AABC with A(l, 2), B(9,2) and C(9,6), and AA'B'C' with
A'(l,2), B'(5,2) and C'(5,4).

In questions 5 and 6, draw axes for x and y from —1 to 11 using

1 cm as 1 unit. Find the image of AABC under the given enlargement.

5. AABC: A(9,1), B(11,5), C(7, 7). Centre ( — 1,1), scale factor j.

6. AABC: A(4,0), B(10,9), C(l,6). Centre (4,3), scale factor f

NEGATIVE SCALE FACTORS

B'

C'

As you can see in the diagram above it is possible to produce an

image twice the size of the object by drawing the guidelines backwards
rather than forwards from the centre O. To show that we are going
the opposite way we say that the scale factor is —2.
The image is the same shape but has been rotated through a half turn
compared with the image produced by a scale factor of +2.
The following diagrams show enlargements which have scale factors of
—3 and +3.

Scale factor +3
 Enlargements 213

m a

C‘ D'

__ 6 -4 -2 0
2 _ D C
6 X

A B
214 ST(P) Mathematics 2A

In questions 7 to 9, draw axes for x and y from —6 to 6. Draw the

object and image and find the centre of enlargement and the scale
factor.

7. Object: A ABC with A(6, -1), B(4, -3), C(4, -1)

— Image: AA'B'C' with A'( -3,2), B'( 1,6), C'( 1,2)

8. Object: Square ABCD with A(l, 1), B(5,1), C(5, -3), D(l, -3)
— Image: Square A'B'C'D' with A'(—2,2), B'(—4,2), C'(—4,4),
D'(-2,4)

9. Object: AABC with A(2,3), B(4,3), C(2,6)

— Image: AA'B'C' with A'(2,3), B'(-4,3), C'(2, -6)

10.
y* L

4-
D C

A B
_
-4 2 o X
B

C' ry

a) If A'B'C'D' is the image of ABCD under enlargement, give

the centre and the scale factor.
b) What other transformation would map ABCD to A'B'C'D'?

11 ■ On plain paper, draw an

object such as a pin man in
the top left-hand corner.
Mark the centre of
enlargement somewhere
between the object and
the centre of the page.
By drawing guidelines,
draw the image with a
scale factor of —2.
 Enlargements 215

In questions 12 and 13, copy the diagrams and find the images of the
triangles using P as the centre of enlargement and a scale factor of —2.

14. Draw axes for x from —10 to 4 and for y from —2 to 2.

= Draw AABC with A(2,1), B(4,1) and C(2,2).
If the centre of enlargement is (1,1) and the scale factor is —3,
find the image of AABC.
 SIMILAR FIGURES

SIMILAR FIGURES .

Two figures are similar if they are the same shape though not
necessarily the same size. One figure is an enlargement of the other.

One may be turned round compared with the other.

One figure may be turned over compared with the other.

The following figures are not similar although their angles are equal.

216
 Similar Figures 21 7

EXERCISE 14a State whether or not the pairs of figures in questions 1 to 10 are
similar.

1.

2.

8.
218 ST(P) Mathematics 2A

11. Which two rectangles are similar?

12. Draw your own pairs of figures and state whether or not they
are similar. (The second figure may be turned round or over or
both, compared with the first.)

SIMILAR TRIANGLES

Some of the easiest similar figures to deal with are triangles. This is
because only a small amount of information is needed to prove them
to be similar. c'

In these triangles the corresponding angles are equal and so the

triangles are the same shape. One triangle is an enlargement of the
other. These triangles are similar.

EXERCISE 14b 1. Draw the following triangles accurately:

5 cm

a) Are the triangles similar?

b) Measure the remaining sides.
A'B' BC , C'A'
(as decimals if necessary)
C) Find AB '’ BC a"d CA
d) What do you notice about the answers to part c)?
220 ST(P) Mathematics 2A

Sketch the following pairs of triangles and find the sizes of the
missing angles. In each question state whether the two triangles are
similar. (One triangle may be turned round or over compared with the
other.)
 Similar Figures 221

CORRESPONDING VERTICES —___—_-___—__

These two triangles are similar and we can see that X corresponds to A,
Y to B and Z to C.

We can write: As are similar

AYZ

Make sure that X is written below A, Y below B and Z below C.

The pairs of corresponding sides are in the same ratio,

AB _ BC _ CA
that is
XY ~ YZ “ ZX
222 STfP) Mathematics 2A

In questions 1 to 8, state whether the two triangles are similar and, if

they are, give the ratios of the sides.

4.
p

5. Use the triangles given in question 6 of Exercise 14b.

6. Use the triangles given in question 7 of Exercise 14b.

7. Use the triangles given in question 8 of Exercise 14b.

8. Use the triangles given in question 9 of Exercise 14b.

 Similar Figures 223

FINDING A MISSING LENGTH

EXERCISE 14d
State whether the two triangles are similar. If they are, find
AB.

C = 62° and Q = 48° (angles of a triangle)

a ABC . AB BC CA
so As pQj^ are similar and
PQ ~ QR ~ RP

_x_ _ _9_
17 18

l
t
17 8.5
x =

AB = 8.5 cm

In questions 1 to 4, state whether pairs of triangles are similar. If they

are, find the required side.
224 ST(P) Mathematics 2A

3. Find BC.

In some cases we do not need to know the sizes of the angles as long
as we know that pairs of angles are equal. (Two pairs only are needed
as the third pair must then be equal.)
 Similar Figures 225

5. In As ABC and XYZ, A = X and B = Y.

AB = 6 cm, BC = 5 cm and XY = 9 cm. Find YZ.

6. In As ABC and PQR, A = P and C = R.

AB = 10cm, PQ = 12cm and QR - 9cm. Find BC.

7. In As ABC and DEF, A = E and B = F .

AB = 3 cm, EF = 5 cm and AC = 5 cm. Find DE.

8. In As ABC and PQR, A = Q and C = R.

AC = 8 cm, BC = 4 cm and QR = 9 cm. Find PR.

b) Given that AC = 15cm, CE = 9cm and DE = 8cm,

find AB.

a) A = E (alternate angles, AB||DE)

B = D (alternate angles, AB||DE)

A A
(Or we could use BCA = ECD as these are vertically
opposite angles.)

a ABC .
so Zas __ _ are similar.
EDC

ffiiHlWHWIIHirilliiHilW I"1!,'I
226 ST(P) Mathematics 2A

9. a) Show that As ABC and BDE are similar.

b) If AB = 6 cm, BD = 3 cm and DE = 2 cm, find BC.
c

10. a) Show that As ABC and CDE are similar.

b) If AB = 7 cm, BC = 6 cm, AC = 4 cm and CE = 6 cm,
find CD and DE.

11. a) ABCD is a square. EF is at right angles to BD. Show that

AsABD and DEF are similar.
b) If AB = 10cm, DB = 14.2cm and DF = 7.1cm, find EF.

12. a) Show that As ABC and ADE are similar. (Notice that A is
common to both triangles.)
b) If AB = 10cm, AD = 15cm, BC = 12cm and AC = 9cm,
find DE, AE and CE.
A
 Similar Figures 227

USING THE SCALE FACTOR TO FIND THE MISSING LENGTH ..

Sometimes the scale factor for enlarging one triangle into the other is
very obvious and we can make use of this to save ourselves some
work. c

The two triangles above are similar and we can see that the scale
factor for “enlarging” the first triangle into the second is j. We can
say straightaway that x is j of 6.

If we wish to find a length in the first triangle, we use the scale factor
for enlarging the second triangle into the first.
The scale factor is 4 so x = 4x2j = 10

EXERCISE 14e
Find QR. c

a PQR
As are similar
ABC

The scale factor is j

QR = jx4cm

= 2 cm
ST(P) Mathematics 2A

1. Find BC.

A^l

2. Find PR.

3. Find PR.

4. Find XY.

5. Find LN.
 Similar Figures 229

6. Find PQ.
c
R

CORRESPONDING SIDES _____________—

If the three pairs of sides of two triangles are in the same ratio, then
the triangles are similar and their corresponding angles are equal.

When finding the ratio of three sides give the ratio as a whole number
or as a fraction in its lowest terms.
230 ST(P) Mathematics 2A

State whether the following pairs ofjxiangles are similar. In each case
say which angle, if any, is equal to A.
 Similar Figures 231

7. Are the triangles ABC and

ADE similar?
Which angles are equal?
What can you say about
lines BC and DE?

ONE PAIR OF EQUAL ANGLES AND TWO PAIRS OF SIDES

The third possible set of information about similar triangles concerns

a pair of angles and the sides containing them.

PR _ PQ
i.e.
AC ~ AB
/\ A
and A = P

A ABC
so As are similar
PQR

We can see that APQR is an enlargement of AABC and that the

PQ
scale factor is 3. ( It is given by

On the other hand AXYZ is a different shape from the other two
and is not similar to either of them even though two pairs of sides are
in the same ratio.
232 ST(P) Mathematics 2A
iwinura iriwm r ri
EXERCISE 14g
State whether triangles ABC and PQR are similar. If they
are, find PQ.

RP _ 6.4
= 0.8 (comparing the two shorter sides)
AC " ~Y

RQ 8
— = — = 0.8
AB 10

RP _ RQ A A
and A = R
AC ~ AB

a RQP
so As ._are similar
ABC

xt
Now, pQ = ——
—— RQ or: BC is half AC
CB AB
x JL so PQ is half PR
4 10
PQ = 3.2 cm
I v* »»■
>xi= Ssx4

x = 3.2

PQ = 3.2 cm

State whether the following pairs of triangles are similar. If they are,
find the missing lengths.
234 ST(P) Mathematics 2A

7. In As ABC and PQR, A = P, AB = 8cm,- BC = 8.5 cm,

— CA = 6.5 cm, PQ = 4.8 cm and PR = 3.9 cm. Find QR.

8. In As PQR and XYZ, P = X, PQ = 4cm, PR = 3cm,

QR = 2jcm, XY = 5jcm and XZ = 4 cm. Find ZY.

SUMMARY: SIMILAR TRIANGLES -

If two triangles are the same shape (but not necessarily the same size)
they are said to be similar. This word, when used in mathematics,
means that the triangles are exactly the same shape and not vaguely
alike, as two sisters may be.

One triangle may be turned over or round compared with the other.

Pairs of corresponding sides are in the same ratio. This ratio is the
scale factor for the enlargement of one triangle into the other.

To check that two triangles are similar we need to show one of the
three following sets of facts:

a) the angles of one triangle are equal to the angles of the other
(as in Exercise 14c)

b) the three pairs of corresponding sides are in the same ratio (as in
Exercise 14f)

4 cm

12 cm

c) there is one pair of equal angles and the sides containing the
known angles are in the same ratio (as in Exercise 14g).

4 cm

8 cm
 Similar Figures 235

MIXED EXERCISE ..—.—...—.......

EXERCISE 14h State whether or not the pairs of triangles in questions 1 to 10 are
similar, giving your reasons. If they are similar, find the required side
or angle.
c R

p
3. Find AC. C
 Similar Figures 237

12. a) Show that As ABC and DEF are similar.

b) AB = 40cm,BC = 52cm and DE = 110cm. Find EF.

13. In the figure below there are three overlapping triangles.

a) Show that As ABC and ABD are similar.
b) Show that As ABC and BDC are similar.
c) Are As ABD and BDC similar?

14. A pole, AB, 2 m high, casts a shadow, AC, that is 3 m long.

Another pole, PQ, casts a shadow 15 m long. How high is the
second pole?

15. The shadow of a 1 m stick held upright on the ground is 2.4 m

long. How long a shadow would be cast by an 8 m telegraph
pole?

16. A slide measures 1.8 cm by 2.4 cm. A picture 90 cm by 120 cm is

cast on the screen. On the slide, a house is 1.2 cm high. How
high is the house in the picture on the screen?
IpmcEmmE INCREASE AND DECREASE

PERCENTAGE INCREASE ----——

My telephone bill is to be increased by 8% from the first quarter of

the year to the second quarter. It amounted to £64.50 for the first
quarter. From this information I can find the value of the bill for the
second quarter.

If £64.50 is increased by 8%, the increase is 8% of £64.50,

i e‘ £T§o x 64 50 = £5.16

The bill for the second quarter is therefore

£64.50 + £5.16 = £69.66

The same result is obtained if we take the original sum to be 100%.

The increased amount is (100 + 8)%, or of the original sum,

i.e. the bill for the second quarter is £|§§x 64.50 = £69.66

The quantity is called the multiplying factor and to increase a

quantity by 12%, the multiplying factor would be fjfj.

PERCENTAGE DECREASE ____

Similarly if we wish to decrease a quantity by 8%, the decreased

amount is (100 — 8)%, or of the original sum.

If we wish to decrease a quantity by 15%, the new quantity is 85% of

the original quantity, and the multiplying factor is

EXERCISE 15a
If a number is increased by 40%, what percentage is the
new number of the original number?

The new number is 140% of the original.

238
 Percentage Increase and Decrease 239

If a number is increased by the given percentage, what percentage is

the new number of the original number?

1. 50% 4. 60% 7. 48% 10; 12*%

2. 25% 5. 75% 8. 300% ir. 57%
3. 20% 6. 35% 9. 175% 12; 15%

What multiplying factor increases a number by 44 %?

T. 1f. . • , t • 100 + 44 144

The multiplying factor is-—-— = ——
5 100 100

Give the multiplying factor which increases a number by:

13. 30% 14. 80% 15. 65% 16. 130%

If a number is decreased by 65%, what percentage is the

new number of the original number?

The new number is 35% of the original.

If a number is decreased by the given percentage what percentage is

the new number of the original number?

17. 50% 20. 85% 23; 4% 26; 33y%

18. 25% 21. 35% 24; 66% 27; 53%
19. 70% 22. 42% 25; 62j% 28; 10%

What multiplying factor decreases a number by 30 %?

100-30 70
The multiplying factor is
100 100

What multiplying factor decreases a number by:

29. 40 % 30. 75% 31. 34% 32. 12%

240 ST(P) Mathematics 2A

Increase 180 by 30%.

The new value is 130% of the old

130
i.e. the new value is x 180 = 234

Increase:

33. 100 by 40% 38. 745 by 14%

34. 200 by 85% 39. 64 by 62j%

35. 340 by 45% 40; 111 by 66f%

36. 550 by 36% 41_. 145 by 120%

37. 1600 by 73% 42; 644 by 275%

Decrease 250 by 70%.

The new value is 30% of the original value

i.e. the new value is

Too*250 = 75 1
Decrease:

43. 100 by 30% 48. 3450 by 4%

44. 200 by 15% 49; 93 by 33j%

45. 350 by 46% 50; 273 by 66f%

46. 750 by 13% 51. 208 by 87j%

47. 3400 by 28% 52; 248 by 37j%

PROBLEMS

EXERCISE 15b 1. A boy’s weight increased by 15% between his fifteenth and
sixteenth birthdays. If he weighed 55 kg on his fifteenth birthday,
what did he weigh on his sixteenth birthday?

2. The water rates due on my house this year are 8% more than
they were last year. Last year I paid £210. What must I pay this
year?

3. There are 80 teachers in a school. It is anticipated that the

number of staff next year will increase by 5%. How many staff
should there be next year?
 Percentage Increase and Decrease 241

4. Pierre is 20% taller now than he was 2 years ago. If he was

150 cm tall then, how tall is he now?

5. A factory employs 220 workers. Next year this number will

increase by 15%. How many extra workers will be taken on?

6. A bathroom suite is priced at £650 plus value added tax (VAT)

at 15%. How much does the suite actually cost the customer?

7. An LP record costs £7 plus value added tax at 20%. How much

does the record actually cost?

8. The cost of a meal is £8 plus value added tax at 15%. How

much must I pay for the meal?

9. Miss Kendall earns £120 per week from which income tax is
deducted at 30%. Find how much she actually gets. (This is
called her net pay.)

10. In a certain week a factory worker earns £150 from which

income tax is deducted at 30%. Find his net income after tax,
i.e. how much he actually gets.

11. Mr Hall earns £1000 per month. If income tax is deducted at

25 %, find his net pay after tax.

12. As a result of using Alphamix fertilizer, my potato crop

increased by 32% compared with last year. If I grew 150 kg of
potatoes last year, what weight of potatoes did I grow this year?

13. The number of children attending Croydly village school is 8%

fewer this year than last year. If 450 attended last year, how
many are attending this year?

14. The marked price of a man’s suit is £125. In a sale the price is
reduced by 12%. Find the sale price.

15. In a sale all prices are reduced by 10%. What is the sale price of
an article marked a) £40 b) £85?

16. Last year in Blytham there were 75 reported cases of measles.

This year the number of reported cases has dropped by 16%.
How many cases have been reported this year?
242 ST(P) Mathematics 2A

17. Mr Connah was 115 kg when he decided to go on a diet. He lost

10% of his weight in the first month and a further 8% of his
original weight in the second month. How much did he weigh
after 2 months of dieting?

18. A car is valued at £8000. It depreciates by 20% in the first year

and thereafter each year by 15% of its value at the beginning of
that year. Find its value a) after 2 years b) after 3 years.
19. In any year the value of a motorcycle depreciates by 10% of its
value at the beginning of that year. What is its value after two
years if the purchase price was £1800?
20. When John Short increases the speed at which he motors from
an average of 40mph to 50mph, the number of miles travelled
per gallon decreases by 25%. If he travels 36 miles on each
gallon when his average speed is 40 mph, how many miles per
gallon can he expect at an average speed of 50 mph?

21. When petrol was 50 p per litre I used 700 litres in a year. The
price rose by 12% so I reduced my yearly consumption by 12%.
Find
a) the new price of a litre of petrol
b) my reduced annual petrol consumption
c) how much more (or less) my petrol bill is for the year.

MIXED EXERCISES

EXERCISE 15c 1. Express fs

a) as a percentage
b) as a decimal.

2. Express 0.45
a) as a percentage
b) as a common fraction in its lowest terms.

3. Express 85%
a) as a decimal
b) as a common fraction in its lowest terms.

4. Express 6 mm as a percentage of 3 cm.

5. Find 35% of 120 m2.

6. If a number is increased by 25%, what percentage is the new

number of the original number?
 Percentage Increase and Decrease 243

7. What multiplying factor would increase a quantity by 45 %?

8. a) Increase 56 cm by 75%.
b) Decrease 1200 sheep by 20%.

9. The annual cost of insuring the contents of a house is 0.3% of

the value of the contents. How much will it cost to insure
contents valued at £14 500?

EXERCISE 15d 1. Express^

a) as a percentage
b) as a decimal.

2. Express 0.85
a) as a percentage
b) as a common fraction in its lowest terms.

3. Express 64%
a) as a decimal
b) as a common fraction in its lowest terms.

4. Express 170 cm as a percentage of 4 m.

5. Find 62% of 3.5 m.

6. If a number is decreased by 42%, what percentage is the new

number of the original number?

7. What multiplying factor would decrease a quantity by 18 %?

8 . a) Increase 70 m by 35%.
b) Decrease 55 miles by 84%.

9. In a sale a shopkeeper reduces the prices of his goods by 10%.

Find the sale price of goods marked a) £24.50 b) £164.
 rmm nometry
TANGENT OF AN ANGLE
INVESTIGATING RELATIONSHIPS

In this chapter we are going to look at the relationship between the

sizes of the angles and the lengths of the sides in right-angled
triangles.

EXERCISE 16a 1. a) Draw the given triangle accurately

using a protractor and a ruler.
/\
5 cm
b) Measure A.
BC
c) Find as a decimal.

Repeat question 1 for the triangles in questions 2 to 5.

B

6. Are the triangles in questions 1 to 5 similar?

Repeat question 1 for the triangles in questions 7 to 12.

244
 Trigonometry: Tangent of an Angle 245

9. 11. c

Similar triangles can be drawn so that they overlap as in this

diagram. Copy the diagram above on squared paper. Choose
your own measurements but make sure that the lengths of the
horizontal lines are whole numbers of centimetres. Measure A.

tr a B2C2 A B3C3
Find ————, and ——— as decimals.
ABj AB2 AB3

14. Copy and complete the table using the information from questions
1 to 13.
BC
Angle A
AB

26.5° 0.5
246 ST(P) Mathematics 2A

TANGENT OF AN ANGLE

If we consider the set of all triangles that are similar to AABC then,
for every triangle in the set,

the angle corresponding to A is the same

, BC
the ratio corresponding to -— is the same
AB

where BC is the side opposite to A

and AB is the adjacent (or neighbouring) side to A

From the last exercise you can see that, in a right-angled triangle the
opposite side .
ratio a~yacent s-je~ IS always the same for a given angle whatever

the size of the triangle.

opposite side
The ratio is called the tangent of the angle.
adjacent side

opposite side
tangent of the angle =
adjacent side

Or, briefly.

opp
tan (angle) =-
adj

The information about this ratio is used so often that we need a more
complete and more accurate list than the one made in the last exercise.
The complete list is stored in most calculators.
 Trigonometry: Tangent of an Angle 247

FINDING TANGENTS OF ANGLES ...

Using a calculator

To find the tangent of 33°, enter 33 then press the button labelled
“tan”. You will obtain a number which fills the display. Write down
the tangent correct to 4 significant figures.

tan 33° = 0.6494

Or, if 3 figures are required, tan 33° = 0.649

If you do not get the correct answer, one reason could be that your
calculator is not in “degree mode”. For all trigonometric work at this
stage, angles are measured in degrees, so make sure that your
calculator is in degree mode. Calculators also vary in the order in
which buttons have to be pressed; consult your instruction book if
IT] [T1 0 does not give the correct result.

EXERCISE 16b
Find the tangent of 56° to 3 s.f.

tan 56° = 1.48

Find the tangents of the following angles correct to 3s.f.:

1. 20° 4. 53° 7. 19° 10. 45°

2. 28° 5. 59° 8. 12° 11. 61°

6.
oo

3. 72° 9° 9. 21° 12.

OO
ON
o

13. 4° 16. 19. 5° 22. 48°

14. 37° 17; 52° 20; 51° 23. 74°

15. 44° 18. 35° 21. 69° 24. 17°

25. Find the tangents of the angles listed in question 14 in Exercise 16a.
How do the answers you now have compare with the decimals you
worked out?
If they are different, give a reason for this.
248 ST(P) Mathematics 2A

DECIMALS OF DEGREES

Sometimes we need the tangent of an angle which is not a whole

number of degrees, for instance 34.2°. To use a calculator, enter 34.2,
then press the “tan” key.

tan 34.2° = 0.680

EXERCISE 16c Find the tangents of the following angles, correct to 3s.f.:
1. 15.5° 7. 30.6° 13; 42.4° 19; 20.7'

o
O
2. 29.6° 8. 15.9° 14; 71.2° 20;

3. 11.4° 9. 10.2° 15; 49.5° £!■

70.0

4. 60.1° 10. 3.8° 16; 58.8° 22; 15.6'

5. 70.7° 11. 49.0° 17; 65.3° 23. 39.9'

6. 46.5° 12. 32.7° 18. 63.2° 24. 44.1

THE NAMES OF THE SIDES OF A RIGHT-ANGLED TRIANGLE

Before we can use the tangent for finding sides and angles we need to
know which is the side opposite to the given angle and which is the
adjacent side.

a) The longest side, that is the side opposite the right angle, is called
the hypotenuse.

b) The side next to the angle (not the hypotenuse) is called the
adjacent side.

c) The third side is the opposite side. It is opposite the particular

angle we are concerned with.
 Trigonometry: Tangent of an Angle 249

Sometimes the triangle is in a position different from the one we have

been using.

EXEIRCSSE 16d Sketch the following triangles. The angle we are concerned with is
marked with a double arc like this Label the sides
“hypotenuse”, “adjacent” and “opposite”. If necessary, turn the page
round so that you can see which side is which.
250 ST(P) Mathematics 2A

FINDING A SIDE OF A TRIANGLE

We can now use the tangent of an angle to find the length of the
opposite side in a right-angled triangle provided that we know an
angle and the length of the adjacent side.

EXERCISE 16eln this exercise, use a calculator. Give your answers correct to 3s.f.

In AABC, B = 90°, A = 32° and AB == 4 cm.

Find the length of BC.

(First label the opposite and adjacent sides and use xcm
for the length of the side BC.)

c J = = tan 32°
4 adj

I x cm
opposite
? = 0.6248
4

x-z — 0.6248x4
fs

71
too

n. - B
adjacent 4 cm
x = 2.499

BC = 2.50 cm (correct to 3 s.f.)

Find the length of BC in questions 1 to 8.

In questions 9 to 12 different letters are used for the vertices of the
triangles. In each case find the side required.

10. Find YZ. 12. Find AC.

252 ST(P) Mathematics 2A

Find BC in questions 13 to 20. Turn the page round if necessary to

identify the opposite and adjacent sides.

21. In AABC, B = 90°, AB = 6 cm and A = 41°. Find BC.

22. In APQR, Q = 90°, PQ = 10m and P = 16.7°. Find QR.

23. In ADEF, F = 90°, DF = 12 cm and D = 56°. Find EF.

24. In AXYZ, Z = 90°, YZ = 11 cm and Y = 40°. Find XZ.

254 ST(P) Mathematics 2A

1. Find ZY. 4. Find FD.

z F

2. Find QP. 5. Find BC.

3. Find XZ. 6. Find AB.

7. In APQR, Q = 90°, R = 31° and PQ = 6 cm. Find RQ.

8. In AXYZ, Z = 90°, Y = 38° and ZX = 11 cm. Find YZ.

9. In ADEF, D = 90°, E = 34.8° and DF = 24 cm. Find DE.

IQ. In AABC, C = 90°, A = 42.4° and CB = 3.2cm. Find AC.

11. In ALMN, L = 90°, N = 15° and LM = 4.8cm. Find LN.

12. In ASTU, U = 90°, S = 42.2° and TU = 114cm. Find SU.

 Trigonometry: Tangent of an Angle 255

PROBLEMS

EXERCISE 16gGive your answers correct to 3s.f.

A tree stands on level ground. A is a point on the ground

20 m from the foot of the tree. The angle of elevation of
the top, C, from A is 23°. What is the height of the tree?

hm
opposite

A 20 m B
adjacent

Let BC be h metres

h °PP *
— = —77- = tan 23
20 adj

h
0.424
20

‘^rx4- = 0.424x20

h = 8.480

The height of the tree is 8.48 m (correct to 3 s.f.)

1. In a triangle ABC, A is 35°, B is 90° and the length of BC is

10cm. Find the length of AB.

2. Triangle PQR has a right angle at Q, the length of side PQ is

15 cm and P is 50°. Find the length of QR.

3. In triangle PQR, P is 90° and Q is 34.2°. The length of PQ is

12 cm. Find the length of PR.

4. Triangle XYZ has side XY of length 11 cm, Y is a right angle

and X is 42.5°. Find the length of YZ.

5. A pole stands on level ground. A is a point on the ground 10 m

from the foot of the pole. The angle of elevation of the top, C,
from A is 27°. What is the height of the pole?
256 ST(P) Mathematics 2A

6. ABCD is a rectangle. AB = 42 m
and BAC = 59°. Find the length
of BC.

7. In rectangle ABCD, the angle

— between the diagonal AC and the
side AB is 22°, AB = 8 cm. Find
the length of BC.

8. In APQR, PQ = QR. From

— symmetry, S is the midpoint of
PR. P = 72°. PR = 20 cm. Find
the height QS of the triangle.

9. A point R is 14 m from the foot (l

“ of a flagpole PQ. The angle of
elevation of the top of the pole
from R is 22°. Find the height of l_
the pole. —^- p

10. A ladder leans against a vertical

== wall so that it makes an angle of
35° with the wall. The top of the
ladder is 2 m up the wall. How far
out from the wall is the foot of
the ladder?

11. A boat B is 60 m out to sea from

the foot A of a vertical cliff AC.
c
From C the angle of depression of
B is 16°.
a) Find B.
b) Find the height of the cliff.
 Trigonometry: Tangent of an Angle 257

FINDING AN ANGLE GIVEN ITS TANGENT ..

If we are given the value of the tangent of an angle then we can use a
calculator to find that angle.

Using a calculator

To find the angle whose tangent is 0.732, enter 0.732 and then press
the inverse button followed by the “tan” button. (If this does not
work, consult your instruction book.) The number you see filling the
display is the size of the angle in degrees. Give the angle correct to
3 significant figures.

If tan A = 0.732

then A = 36.2°

EXERCISE 16h
Find the angle whose tangent is 0.516. Give your answer
to 3s.f.
tan A = 0.516

A = 27.3°

Find the angles whose tangents are given below.

1. 2.2 4. 4.1 7. 0.16

2. 0.36 5. 1.4 8; 0.62

3. 0.41 6. 0.31 9; 0.81

10. 0.6752 13; 0.56093 16; 2.0879

11. 0.992 93 14. 1.7143 17; 2.666 666

12. 0.37624 15. 3.5843 18; 0.333 33

19. 0.469 25; 0.381 1.26

20. 0.256 26; 0.574 M; 1.1

21. 0.769 27. 0.697 M; 1.113

22. 0.840 28; 0.811 34; 1.7

23. 0.975 29; 1.14 35. 1.01

24. 0.953 30. 3.59 36. 1.21

258 ST(P) Mathematics 2A

EXERCISE 16i Use a calculator to find the angles whose tangents are given below.
Give answers correct to Id. P-

1. 0.4245 7. 2.056 13. 0.3333

2. 0.6847 8. 2.4 14. 0.74

3. 0.7898 9. 1.888 15. 1.1263

4. 0.926 10. 0.3201 16. 1.2218

5. 0.6176 11. 0.147 17. 1.2366

6. 0.6059 12. 0.7357 18. 1

TANGENTS IN THE FORM OF FRACTIONS _

If we are given the value of a tangent in fraction form, then we need

to change it to a decimal before we can find the angle.

EXERCISE 16j
Find the angle whose tangent is f

tan A = ^

= 0.750

A = 36.9°

Find the angles whose tangents are given below.

1. 3 4. 2
7. 5
10;
5 5 4
4 7 3 3
2. 5
5. 10
8. 11;
8 25
1 3
3. 2
6. 20 9. 2—
z4
12. 2i

Find the angle whose tangent is f

A
tan A - 2
3
= 0.6666...
= 0.6667 (correct to 4s.f.)

A = 33.7°
 Trigonometry: Tangent of an Angle 259
l 5 3
13. 3
16. 6 19. 22.
7
14. 1 7 2
7
17. 6 20; 23.
9
1 5 5
15. 6
18. 21. 24;
3 7

FINDING AN ANGLE GIVEN TWO SIDES OF A TRIANGLE

We can now find an angle in a right-angled triangle if we are given

the opposite and adjacent sides.

EXERCISE 16k
In AABC, B = 90°, AB = 8 cm and BC = 7 cm Find A.

(First mark the angle and label the opposite and adjacent
sides.) c

A opp = 7
tan A
adj 8

0.875

A 41.2°
 Trigonometry: Tangent of an Angle zbl

Find A in questions 17 to 26. Turn the page round if necessary before

labelling the sides.
262 ST(P) Mathematics 2A

27. In AABC, B = 90°, AB = 12cm, BC = 11cm. Find A.

28. In APQR, P = 90°, PQ = 3.2 m, PR = 2.8m. Find Q.

29. In ADEF, D = 90°, DE = 108 m, DF = 72m. Find F.

30. In AXYZ, Z = 90°, YZ = 4.5 m, XZ = 3.5 m. Find X.

PROBLEMS

1.
ABCD is a rectangle. AB = 60 m and
BC = 36 m. Find the angle between
the diagonal and the side AB.

2. A flagpole PQ is 10 m high. R is a
— point on the ground 20 m from the
foot of the pole. Find the angle of
elevation of the top of the pole from
R (i.e. R).
 Trigonometry: Tangent of an Angle 263

In AABC, AB = BC. AC = 12 cm.

D is the midpoint of AC. The height
BD of the triangle is 10 cm. Find C
and the other angles of the triangle.

4. A ladder leans against a vertical wall.

Its top, Q, is 3 m above the ground
and its foot, P, is 2 m from the foot
of the wall. Find the angle of slope
of the ladder (that is, P).

5.
“ The bearing of town A from town B
is 032.4°. A is 16 km north of B.
How far east of B is it?

6. In a square, ABjCD, offside 8 cm, A is joined to the midpoint E

of BC. Find EAB, CAB and CAE. Notice that AE does not
bisect CAB.

7. A ladder leans against a vertical wall. It makes an angle of 72°

— with the horizontal ground and its foot is 1 m from the foot of
the wall. How high up the wall does the ladder reach?

8. Sketch axes for x and y from 0 to 5. A is the point (1,0) and B

is (5,2). What angle does the line AB make with the x-axis?

9. In a rhombus the two diagonals are of lengths 6.2 cm and 8 cm.

— Find the angles of the rhombus.

10. In rectangle ABCD, AB = 24 cm

and BC = 11cm. Find CAB and
hence find the obtuse angle between
the diagonals.

11. In AABC, AB = BC, CA = 10cm and C = 12°. Find the

height BD of the triangle.
FLOW DIAGRAMS

Charlotte wants to use an electric kettle to boil some water. The

various things she has to do are: plug it in, wait until it turns itself off,
fill it with water, take the lid off, put the lid on, switch the power on.

While these events are not listed above in a correct order, and while
several different orders are possible, a safe, satisfactory order would be

This is an example of a flow diagram. Flow diagrams are useful when

deciding on the order of the steps needed in doing a job. Sometimes it
is possible to carry out the steps in different orders. On other
occasions there is only one correct order.

We can show this with simple arithmetic.

8 + 4= 12
and 4 + 8 = 12

i.e. for addition, changing the order of the numbers does not alter the
result,

264
 Flow Diagrams 265

but 8=4 = 2
and 4 = 8 = 0.5

i.e. for division, changing the order of the numbers gives a different
answer.

EXERCISE 17a
Arrange the numbers and symbols 4 5 9 — = in
order to make a correct statement

9-5 = 4

1. Arrange the numbers and symbols in order to make a correct

statement

a) 12 7 5 + =

b) 3 4 12 = =

c) 2 3 4 2 x - =

d) 3 3 4 13 + x =

In questions 2 to 7 arrange each set of statements in order, using a

flow diagram.
Each one should begin with Q Start ^ and end with ^ stop

2. Get out of car Close door

] Open door Stop car

Switch off engine

3. Sit down Switch on light Close curtains

Enter room Switch on TV set Switch to BBC1

4. Take out books Start work Enter classroom

Sit down Listen to instructions

266 ST(P) Mathematics 2A

Drink tea Wash up Get cup and saucer Pour tea

Add sweetener Put cup and saucer away Pour milk

Put money in Speak Dial number

Pick up receiver Replace receiver

7. Enter I Close door Open door

Take key out Put key in lock Turn key

8. Make a simple flow diagram for each of these actions.

a) Getting up

b) Going to bed

c) Washing your hair

d) Making a cake

e) Changing a wheel after having a puncture

f) Warming a can of beans

g) Playing a tape or compact disc

FUNCTION MACHINES

A function machine diagram is a version of a flow chart showing the

processes for calculating the value of an expression.

For example, this diagram shows how to work out the value of the
expression 2x —3, for various values of x.

Then if x = 4 we get

4 8 -> 5

so the value of the expression is 5.

 Flow Diagrams 267

The diagrams, as with flow charts, can be drawn horizontally or

vertically; it depends on the amount of information that needs to be
included.

We could write the instructions in the function machine more briefly.

We say that y = 2x —3

CZ>i x2 -3

EXERCISE 17b
Construct a flow chart to give the value of 4x + 7 for a
given value of x. Use it to find the value of 4x + 7
when a) x = 5 b) x = j

a) If x = 5, 5-20->27, then4x + 7 = 27

b) If x = j, j-*2 ->9, then 4x + 7 = 9

Construct a flow diagram for finding

1. the value of 5x —3 for a given value of x. Use it to find the

value of 5x —3 when a) x = 5 b) x=12.

2. the value of 8x + l for a given value of x. Use it to find the

value of 8x+l when a) x = 1 b) x = 5.

3. the value of 9 —x for a given value of x. Use it to find the

value of 9 —x when a) x = 6 b) x = 9.

4. the value of 12 —3x for a given value of x. Use it to find the

value of 12 —3x when a) x = 2 b) x = 3.

5. the value of x2 + 4 for a given value of x. Use it to find the

value of x2 + 4 when a) x = 5 b) x=0.

6. the value of 3x2 for a given value of x. Use it to find the value
of 3x2 when a) x = 2 b) x = 5.
268 ST(P) Mathematics 2A

DECISION BOXES

In Book 1A we looked at decision trees. A decision box is diamond

shaped and contains a question that can be answered by either “Yes”
or “No”. Some flow charts include decision boxes and an example is
given below. This flow chart shows the steps involved in deciding what
to do in the morning.

EXERCISE 17c 1. Liz wants a hot drink. You can offer her tea or coffee. Use the
boxes given below to make a suitable flow chart.
 Flow Diagrams 269
2. Julie is thirsty and wishes to have a drink. John has squash, cola
and lemonade. Make a suitable flow chart for John using the
following boxes.

3. Peter would like some fruit. You have apples, oranges and
bananas. Make a suitable flow chart from the following boxes.

4. Make a flow chart from the following instructions to find

whether or not a given number is divisible by 12, by finding
whether or not it is divisible by 3 and by 4.

C Start ^ fstopj f
Write down the 'N
's-- '''-number J

C It is not 'N It is
divmblebyJ2^/ ^divisible by 12
\ /"
J
It is not
divisible by 3
f It is not 'N
J ^divisible by a)

5. Make your own flow chart to find whether or not a given

number is divisible by 24.

6. The size of each of the three angles of a triangle is known. Draw

a flow chart to test whether or not the triangle is equilateral.
270 ST(P) Mathematics 2A

LOOPS

An instruction like “Wait until it is safe to cross the road” causes

problems since it is really a mixture of questions and instructions. If
the answer to the question in the decision box is “No” the whole
process must be repeated.

Rather than write it out again we use a loop. This takes us back to
the beginning and we can keep going round the loop until we are
ready to move on.

Sometimes we can use decision boxes and loops to try to solve

mathematical problems.

For example, suppose we wish to find the smallest whole number,

apart from 1, that is a factor of 91. We would do this by first asking
“Does 2 divide into 91 exactly?” If the answer is “Yes” we stop. If the
answer is “No” we try again with 3, and repeat the process with 4,
5,. . . until the answer is “Yes”.
 Flow Diagrams 271

EXERCISE 17d Here is a flow chart for finding the first four terms of a sequence.

Use the flow chart to write down the first four terms.

Start —> x = 1 -* 3x — 2 = 1 —► Increase x by 1

-> x = 2 -> 3x — 2= 4 -*• Increase x by 1

->x = 3->3x — 2= 7-> Increase x by 1

->* = 4->3x — 2 = 10 —» Increase x by 1

-*■ x = 5 -* Stop

The first four terms are 1, 4, 7, 10

1. Referring to the flow chart given above

a) Why is the question needed?

V

b) How many terms of the sequence would you get if

y/lNv ^
replaced < x > 4 > by
272 ST(P) Mathematics 2A

c) If you wanted the first ten terms what would you use instead

2. a) Draw the flow chart given on page 271 but replace 3x —2

by 2x + 5. Use this flow chart to write down the first four
terms.

b) Draw the flow chart required to give the first 8 terms of the
sequence.

3. Copy and complete this flow chart and use it to write down the
first six terms of the sequence.

4. Draw a flow chart to show how you would find the smallest
— number, apart from 1, that is a factor of 91.
 VOLUMES
CONSTANT CROSS-SECTION
VOLUME OF A CUBOID

Reminder: We find the volume of a cuboid (that is, a rectangular

block) by multiplying length by width by height,

i e. volume = length x width x height

or V = / x w xh

Remember that the measurements must all be in the same units before
they are multiplied together.

EXERCISE 18a
Find the volume of a cuboid of length 10 cm, width 66 mm
and height 7 cm.

Width = 66 mm = 6.6 cm

V - I xwxh

= 10 x 6.6 x 7 cm3

Volume = 462 cm3

1. Find the volume of a cuboid of length 9 cm, width 6 cm and

height 4 cm.

2. Find the volume of a cuboid of length 12 m, width 8 m and

height 4.5 m.

3. Find the volume of a cuboid of length 300 cm, width 20 cm and

height 30 cm.

4. Find the volume of a cuboid of length 6.2cm, width 3.4 cm and

height 5 cm.

273
274 ST(P) Mathematics 2A

Find the volumes of the following cuboids, changing the units first if
necessary. Do not draw a diagram.

Length Width Height Volume units

5. 3.2cm 5 mm 10 mm mm3

6. 3g;cm 4 cm 4jcm cm3

7. 1.4 cm 9 mm 3.2 mm mm3

8. 9.2m 300 cm 1.8 m m3

9; 0.02 cm 0.04 cm 0.01 cm cm3

10; 6.2 m 32 mm 20 cm cm3

11^ 7jcm 2jcm 6 cm cm3

12; 4.2 cm 3 cm 0.15 m cm3

13; 7.2 cm 3.6cm 5 cm cm3

14; 5.6m 7m 3.4m m3

15; 7.23 cm 50 mm 4 cm cm3

16. 4.8 cm 3.2 m 1.5 cm cm3

—

VOLUMES OF SOLIDS WITH UNIFORM CROSS-SECTIONS

When we cut through any one of the solids above, parallel to the
ends, we always get the same shape as the end. This shape is called
the cross-section.
 Volumes: Constant Cross-section 275

As the cross-section is the same shape and size wherever the solid is
cut, the cross-section is said to be uniform or constant. These solids
are also called prisms and we can find the volumes of some of them.

First consider a cuboid (which can also be thought of as a rectangular

prism).

Volume = length x width x height

= (width x height) x length

= area of shaded end x length

= area of cross-section x length

Now consider a triangular prism. If we enclose it in a cuboid we can

see that its volume is half the volume of the cuboid.

Volume = (j x width x height) x length

= area of shaded triangle x length

= area of cross-section x length

length
This is true of any prism so that

Volume of a prism = area of cross-section x length

EXERCISE 18b
Find the volume of the solid below.

5 cm Area of A = 2x5cm2 = 10cm2

A Area of B = 2 x 3 cm2 = 6 cm2

Area of cross-section = 16 cm2

3 cm B

Volume = area x length

2 cm
= 16x7 cm3

= 112 cm3
ST(P) Mathematics 2A

Find the volumes of the following prisms. Draw a diagram of the

cross-section but do not draw a picture of the solid.

The following two solids are standing on their ends so the vertical
measurement is the length.
278 ST(P) Mathematics 2A

17. A tent is in the shape of a triangular prism. Its length is 2.4 m,

its height 1.8 m and the width of the triangular end is 2.4 m.
Find the volume enclosed by the tent.

18. _21111_ A trench 15 m long is dug. Its cross-

~1 section, which is uniform, is in the
08ml / shape of a trapezium with its parallel
! / sides horizontal. Its top is 2 m wide,
_1 / its base is 1.6m wide and it is 0.8m
1 6ni deep. How much earth is removed in
digging the trench?

The area of the cross-section of the

given solid is 42 cm2 and the length is
32 cm. Find its volume.

A solid of uniform cross-section is

12 m long. Its cross-section is shown
in the diagram. Find its volume.

VOLUME OF A CYLINDER

A cylinder can be thought of as a circular

prism so its volume can be found using

volume = area of cross-section x length

= area of circular end x length

From this we can find a formula for the

volume.

We usually think of a cylinder as standing

upright so that its length is represented by
h (for height).
If the radius of the end circle is r, then the
area of the cross-section is nr2 h

volume = nr2 x h

= nr2h
 Volumes: Constant Cross-section 279
EXERCISE 18c
Fmd the volume of a cylinder of radius 4 cm and height
6cm. Use n x 3.142

Method 1:
Area of cross-section = nr2

= (3.142 x 4 x 4) cm2

= 50.27 cm2

Volume = area of cross-section x length

= (50.27x6) cm3

= 301.62cm3

= 302 cm3 (to 3s.f.)

Method 2: Volume = nr2h

= (3.142 x 4 x 4 x 6) cm3

= 301.62cm3

= 302 cm3 (to3s.f.)

Give all your answers correct to 3s.f.

Find the volumes of the following cylinders:

1. Radius 2cm, height 10cm 6. Radius 1cm, height 4.8cm

2. Radius 3 cm, height 4 cm 7. Diameter 4 cm, height 3 cm

3. Radius 5 cm, height 4 cm 8. Diameter 6 cm, height 1.8 cm

4. Radius 3 cm, height 2.1cm 9. Radius 12 cm, height 10 cm

5. Diameter 2 cm, height 1 cm 10. Radius 7 cm, height 9 cm

11. Radius 3.2 cm, height 10 cm 16. Diameter 2.4 cm, height 6.2 cm

12. Radius 6cm, height 3.6cm 17. Radius 4.8 mm, height 13 mm

13. Diameter 10 cm, height 4.2 cm 18. Diameter 16.2 cm, height 4 cm

14. Radius 7.2 cm, height 4 cm 19. Radius 76 cm, height 88 cm

15. Diameter 64 cm, height 22 cm 20. Diameter 0.02 m, height 0.14 m

280 ST(P) Mathematics 2A

COMPOUND SHAPES

EXERCISE 18d Find the volumes of the following solids. Take n « 3.142 and give your
answers correct to 3s.f. Draw diagrams of the cross-sections but do not
draw pictures of the solids.

A tube of length 20 cm. The inner radius

is 3 cm and the outer radius is 5 cm.

A half-cylinder of length 16 cm and

radius 4 cm.

A solid of length 6.2 cm, whose

cross-section consists of a square of
side 2 cm surmounted by a semicircle.

A disc of radius 9 cm and thickness

0.8 cm.

A solid made of two cylinders each of

height 5 cm. The radius of the smaller
one is 2 cm and of the larger one is 6 cm.

6. A solid made of two half-cylinders each

of length 11 cm. The radius of the larger
one is 10 cm and the radius of the
smaller one is 5 cm.
 SINE AND COSINE OF AN ANGLE
TRIGONOMETRY: SINE OF AN ANGLE

The tangent of an angle was useful when the opposite and adjacent
sides of a right-angled triangle were involved.

Sometimes we are interested, instead, in the opposite side and the

hypotenuse. These two sides form a different ratio which is called the
sine of the angle (or sin for short).
In this diagram

All right-angled triangles containing an angle of 40°, for example, are

. . CB
similar so —— always has the same value.
AL

In all right-angled triangles,

opp
sin A =
hyp

The values of this ratio for all acute angles are stored in most
calculators.

Find the sines of the following angles:

1. 26° 6. IT

2. 84c 7. 16.8°

3. 25.4' 8; 4.2°

4. 37.1 9. 62.4°

5. 78.9' 10. 71.r

281
282 ST(P) Mathematics 2A

Find the angle whose sine is 0.909

sin A = 0.909

A = 65.4°

Find the angles whose sines are given below.

11. 0.834 16; 0.07

12. 0.413 T7. 0.647

13. 0.639 18; 0.357

14. 0.704 19; 0.428

15. 0.937 20. 0.261

USING THE SINE RATIO TO FIND A SIDE OR AN ANGLE

 Sine and Cosine of an Angle 285

21. In AABC, B = 90°, C = 36° and AC = 3.5 cm. Find AB.

22. In APQR, R = 90°, PQ = 7 cm and P = 71.6°. Find QR.

23. In AABC, B = 90°, AB = 3.2cm and AC = 4cm. Find C and A.

24. In APQR, Q = 90°, PQ = 2.6 cm and PR = 5.5 cm. Find R.

25. In AXYZ, X = 90°, YZ = 4.2 cm and Z = 62.4°. Find XY.

COSINE OF AN ANGLE

If we are given the adjacent side and the hypotenuse, then we can use
adjacent side
a third ratio, This is called the cosine of the angle
hypotenuse
(cos for short).

adj AB
cosB =
hyp BC

Cosines of acute angles are stored in most calculators.

EXERCISE 19c
Find the cosine of a) 41° b) 28.7°

a) cos 41° = 0.755

b) cos 28.7° = 0.877

Find the cosines of the following angles:

1. 59° 5. 60.1° 9. 17.5
10;
4^
oo
o

Os
o

2. 6. 25.3
OO
O
so

3. 4° 7. 82° 11.
4. 44.9° 8. 13.8° 12. 10°
286 ST(P) Mathematics 2A

Find the angle whose cosine is 0.493

cos A = 0.493

A = 60.5°

A /\

In questions 13 to 27, cos A is given. Find A.

13. 0.435 18. 0.943 23. 0.012

14. 0.909 19. 0.820 M; 0.739

15. 0.714 20. 0.567 25; 0.628

16. 0.7 21. 0.24 26; 0.143

17. 0.254 22. 0.938 27. 0.843

USING THE COSINE RATIO TO FIND A SIDE OR AN ANGLE

EXERCISE 19d f.. ^ .*.......

In AABC, B = 90° and AC = 9 cm.

Find AB.

x = 7.947

AB = 7.95 cm (correct to 3 s.f.)

In the following triangles find the required lengths.

 Sine and Cosine of an Angle 289
USE OF ALL THREE RATIOS

To remember which ratio is called by which name, some people use

the word SOHCAHTOA.

Opposite
Sin A SOH
Hypotenuse

Adjacent
Cos A CAH
Hypotenuse

Opposite
Tan A TOA
Adjacent

EXERCISE 19e
State whether sine, cosine or tangent should be used for
the calculation of the marked angle.
c

hypotenuse S'
5 cm yS' opposite
4 cm

. r
B
The opposite side and the hypotenuse are given so we
should use sin A .

In questions 1 to 6 label the sides whose lengths are known,

“hypotenuse”, “opposite” or “adjacent”. Then state whether sine,
cosine or tangent should be used for the calculation of the marked
angle.
290 ST(P) Mathematics 2A

State whether sine, cosine or tangent should be used for

the calculation to find

We are given the hypotenuse and wish to find the adjacent

side so we should use cos R .

In questions 7 to 12, using “opposite”, “adjacent” or “hypotenuse”,

label the side whose length is given and the side whose length is to be
found. Then state whether sine, cosine or tangent should be used for
the calculation to find x. n
292 ST(P) Mathematics 2A
 Sine and Cosine of an Angie

3. Find X, then Z 7. Find AB.

294 ST(P) Mathematics 2A

In questions 11 to 20 ABC is a triangle in which B = 90°. Find the

length or angle marked with a cross.

PROBLEMS

EXERCISE 19g
In an isosceles triangle PQR, PQ = QR = 5 cm and
6
PR = cm. Find the angles of the triangle.

1 5 cm/
A1 \\k 5 cm (Divide the triangle down the middle.)

./rk
V
/

6 cm
1

S
\,
(5 -S adj 3
cos P = -— = -

5 cm / hyp 5
hyp / A
P = 53.1°
'A A

/\ r- S
R = 53.1° (isosceles A; base angles equal)
P 3 cm
adj PQR = 73.8° (angles of a A add up to 180°)
 Sine and Cosine of an Angle 295

1_. In rectangle ABCD, AC = 4 cm and

BC = 3cm.
Find CAB.

2. C is the centre of a circle of radius

“ 10cm. CAB = 31°.
Find the distance of the chord AB
from the centre, i.e. find DC.

3. C is the centre of a circle of radius

4 cm. Chord AB is of length 5 cm.
Find CAB.

4. A ladder 2 m long leans against a

— wall. Its top is 1.6 m above the foot
of the wall.
Find the angle that the ladder makes
with the ground.

5. A ladder 4 m long stands on horizontal ground and leans against

— a vertical wall. It makes an angle of 25° with the wall. How far
is the foot of the ladder from the foot of the wall?

[Link] AABC, AB = AC = 8 cm and

“ B = 68.6r.
Find the height of the triangle.

7. ABCD is a rectangle. AB = 4.2 cm,

and AC = 6.3 cm.
A
Find CAB and the acute angle
between the diagonals.
296 ST(P) Mathematics 2A

8. In AABC, AC = CB = 12 cm and AB = 10cm. Find A and

the other angles of AABC.

If a road gradient is 1 in 5, you rise 1 unit as you walk 5 units up the

slope. The angle of slope is the angle of inclination of the road.

If the gradient of a road is given as 10%, then because 10% = po, the
gradient is 1 in 10.

Notice that we do not find the gradient of a road in the same way as
we find the gradient of a vector or a line.

The gradient of a road is 1 in 5. Find its angle of slope.

Therefore the angle of slope is 11.5°.

9. What is the angle of slope when the gradient of a road is 1 in 8?

10. A road gradient is 1 in 6. What is the angle of slope?

11 ■ Find the angle of slope of a road with a gradient of 10%.

(Because 10% = po, a gradient of 10% is the same as a
gradient of 1 in 10.)

12. Find the angle of slope of a road with a gradient of 5%.

 Sine and Cosine of an Angle 297

EXERCISE 19h 1_. Find a) sin A where A = 40' b) cos B where B = 50°
What do you notice about your answers?

A
2. Use the^diagram to find a) sin A
~ b) cos C
What is the value of A + C?

3. If sin A = 0.3, write down the value of cos C.

c

4. In APj^R, P = 90\ and cos Q = 0.8. Write down the value

of sin R.

5. Sketch a triangle^ABC in which A = 90° and B = 45'. What

is the value of C? What kind of triangle is AABC? Without
using a calculator, write down the value of tan 45°.

MIXED EXERCISES

EXERCISE 19i 1. Find the sine of 83 '.

2. If tan A = 1.6341, find A.

3. Find the cosine of 28' .

4. Find X if sin X = 0.5

5. Find AB.
A
298 ST(P) Mathematics 2A

EXERCISE 19j 1. Find cos A where A = 25 '

2. Find C given that sin C = 0.9311

3. Find tan Y where Y = 45f'

4. Find M given that cos M = 0.9311

B
 SQUARES AIMD SQUARE ROOTS

SQUARES

We obtain the square of a number when we multiply the number by

itself.

EXERCISE 20a
Find the square of a) 4 b) 0.02

a) 42 = 4 x 4 = 16

b) 0.022 = 0.02 x 0.02 = 0.0004

Find the squares of the numbers in questions 1 to 15.

1. 3 6. 50 11. 0.3

2. 5 7. 300 12. 2000

3. 9 8. 0.02 13. 0.004

4. 30 9. 500 14. 1

5. 0.4 10. 10 15. 0.03

Write 32 correct to 1 s.f. and use this to give a rough

estimate of the square of 32.

32 30

322 30 x 30 = 900

In questions 16 to 27, give each number correct to 1 s.f. then use this
to give a rough estimate of the square of the number.

16. 28 20. 7.9 24. 0.0312

17. 99 21. 37.2 25. 87

18. 4.2 22. 1212 26. 0.081

19. 0.27 23. 73 27. 249

299
300 ST(P) Mathematics 2A

FINDING SQUARES

Using a calculator

First find a rough estimate for the square of the given number.

Enter the number to be squared and press the “square” button, which
is usually labelled x2. If there is no “square” button, then multiply the
number by itself.

Check that the answer you obtain agrees with your rough estimate.
Give your answer correct to 4 significant figures unless you are told
otherwise.

If your calculator does not have a button labelled x2 you can square a
number by using the following sequence: enter the number, then
press [Inv]|V|. If you have any difficulty, check your instruction book.

EXERCISE 20b
Find the squares of a) 6.29 b) 0.0341

a) 6.292 % 6x6 = 36

6.292 = 39.56

b) 0.03412 a 0.03 x0.03 = 0.0009

0.03412 = 0.001 163

Find the squares of:

1. 7.8 5. 0.16 51.3 13; 1.02

2. 38 6. 0.032 10. 9.8 14; 13.6

3. 79.2 7. 48.2 1! 12.1 15. 17

4. 0.41 8. 11.3 12. 2.94 1®: 1.11

17. 7.21 21. 0.879 25; 0.245 29; 0.142

18. 11.6 22. 0.0362 26; 0.072 30. 9.73

19. 241 23. 72.4 27; 14.2 31; 13.9

20. 0.824 24. 3.78 28. 142 32. 0.0727

 Squares and Square Roots 301

33. a) Copy and complete the following table:

X 0 0.5 1 1.5 2 2.5 3 3.5 4

-)
x~ 0 2.25 4

b) Draw axes for x from 0 to 4 using 2 cm to 1 unit and for y

from 0 to 16 using 1 cm to 1 unit. Use the table to draw the
graph of y = x2.

c) From the graph, find the values of y when x = 2.2, 1.8, 3.1
and 2.7.

d) Use a calculator to find 2.22, 1.82, 3.12 and 2.72.

How do these answers compare with your answers to part (c)?

e) Repeat parts (c) and (d) with other values of your own choice.

34. a) Copy and complete the following table:

2 4 6 8 10 12 14 15
•>
X" 4 36 100 225

b) Draw axes for x from 0 to 15 using 1 cm = 1 unit and for y

from 0 to 240 using 1 cm = 10 units. Use your table to draw
the graph of y = x2.

c) From the graph, find the values of y when x = 5.5, 8.4, 12.8
and 13.6.

d) Use a calculator to find 5.52, 8.42, 12.82 and 13.62.

How do these answers compare with your answers to part (c)?

EXERCISE 20c
Find the square of 213 as accurately as possible, using a
calculator or tables.

2132 % 200x200 = 40000

2132 = 45 369

Find the squares of the following numbers as accurately as possible,

using a calculator:

1. 236 4. 4160 7. 793 10; 68.4

2. 461 5. 32.4 8. 6240 11. 391

3. 5260 6. 321 9. 1430 12. 4690

302 ST(P) Mathematics 2A

AREAS OF SQUARES

Find the area of a square of side 7.2 m.

Area = (7.2 x 7.2) m2

a (7x7)m2 = 49m2 12m

Area = 51.8 m2 correct to 3 s.f. □_C

7.2 m

Find the areas of the squares whose sides are given in questions 1 to 9.
Give your answers correct to 3 s.f.

1. 2.4 cm 4. 1.06 m 7. 0.062 m

2. 9.6m 5. 17.2cm 8. 324 km

3. 32.4 cm 6. 52 mm 9. 0.31 cm

SQUARE ROOTS ..—.— .. ..—

The square root of a number is the number which, when multiplied

by itself, gives the original number,

e.g. since 42 = 16, the square root of 16 is 4.

The square root could also be —4 since (—4)x(—4) = 16 but we will
deal only with positive square roots in this chapter.

The symbol for the positive square root is

so %/l6 = 4

EXERCISE 20e Find the square roots in questions 1 to 18.

1. V9 4. V8l 7. V49

2. V25 5. Vioo 8. V64

3. V4 6. V36 9. vr
o
o
ON

10. V8100 13. 16; V400

11. Vo.81 14. V490 000 17. V2500

12. Vo. 64 15. V0.04 18; V io ooo

 Squares and Square Roots 303

Use the answers to Exercise 20a, questions 1 to 15, to find the

following square roots.

19. V^09 21. V0.0004 23. J4 000 000

20. V0O6 22. 7250 000 24. 70.000016

ROUGH ESTIMATES OF SQUARE ROOTS _

So far, we have been able to find exact square roots of the numbers
we have been given. Most numbers, however, do not have exact
square roots; 723, for example, lies between 4 and 5 because
4x4 = 16, and 5 x 5 = 25.

723, if given as a decimal, will start with 4.

i.e. 723 = 4.-

EXERCISE 20f
Find the first significant figure of the square root of 30.

730 = 5.-
{Check: 5x5 = 25)

Find the first significant figure of the square roots of the following
numbers:

1. 17 6. 10.2 11. 0.20

2. 10 7. 85 12. 90

3. 38 8. 15 13. 14.2

4. 40 9. 4.6 14. 0.50

5. 3 10. 0.05 15. 5.7

Notice that 73 = 1.- while 730 = 5.-

and that 7300 = 1-.- while 73000 = 5-.,-

Every pair of figures added to the original number adds one figure to
the approximate square root. We can pair off the figures from the
decimal point, i.e. 73J 00; 00. Looking at the figure or figures in front
of the first dividing line we can find the first significant figure of the
square root.

Then 73i00i00. = 1—.—

*100 {Check: 100x 100 = 10000)

304 ST(P) Mathematics 2A

and V30| OOj 00. = 5—.—

* 500 {Check: 500 x 500 = 250 000)

EXERCISE 20g
Find a rough value for the square root of 5280.

V 52j 80. = 7-.-

* 70

{Check: 70 x 70 = 4900)

By finding the first significant figure of the square root, give a rough
value for the square root of each of the following numbers:

1. 1400 6. 14 000 11. 396000

2. 62 300 7. 3260 12. 396

3. 623 8. 41 600 13; 756

4. 7200 9. 4160 14; 75 600

5. 720 10. 14860 15; 7 560000

16. 4128 20. 15.26 24. 39.46

17. 729.4 21. 3.698 25. 394.6

18. 517 22. 91.3 26. 8.4

19. 37.41 23. 3778 27. 41356

FINDING SQUARE ROOTS _

Using a calculator

Enter the number, say 5280, then press the square root button which
is labelled -Jx. You will usually get a number which fills the display;
give your answer correct to 4 significant figures.

V5280 = 72.66

Check that it agrees with your rough estimate.

(On some calculators the square root button is labelled [7] )

 Squares and Square Roots 305
EXERCISE 20h
Find the square root of 725 correct to 3 s.f.

V7|25 = 2-.— (20x20 = 400)

7725 = 26.9 correct to 3 s.f.

Find the square roots of the following numbers correct to 3 s.f. Give a
rough estimate first in each case.

1. 38.4 8. 5.7
1!L 10 300

2. 19.8 9. 650 412 000

3. 428 10. 65
1! 728

4. 4230 11. 11.2 18; 7280

5. 32 12. 58 19; 61

6. 9.8 13. ' 24 20; 7 280 000

7. 67 14. 19 2U 115

22. Find the square roots of the numbers in Exercise 20g.

ROUGH ESTIMATES OF SQUARE ROOTS OF NUMBERS LESS THAN 1

0.2 x 0.2 = 0.04 so 7004 = 0.2

and V705 = 0.2-also V0.0004 = 0.02

so V0-0005 = 0.02-but V0-004 is neither 0.2 nor 0.02

It is easiest to find a rough estimate of the square root by again

pairing off from the decimal point, but this time going to the right
instead of to the left: 70-j00j40, adding a zero to complete the pair.

Now 740 = 6.-so we see that VO-004 = 0.06-

0Check: 0.06 x 0.06 = 0.0036 w 0.004)

Using a calculator we find

Vo.004 = 0.0632 correct to 3 s.f.

Note that each pair of zeros after the decimal point gives one zero
after the decimal point in the answer.
306 ST(P) Mathematics 2A

EXERCISE 20i
Find the square roots of 0.007 32 and 0.000732 correct to
3 s.f.

V0.| 00j73i 2 = 0.08-

V0.007 32 = 0.0856 correct to 3 s.f.

V0.j00j07j32 = 0.02-

V0.000732 = 0.0271 correct to 3 s.f.

Find a rough estimate (as far as the first significant figure) and then
use your calculator to find the square root of each of the following
numbers correct to 3 s.f.

1. 0.042 8. 0.278 15. 0.0432

2. 0.42 9. 0.0278 16. 0.009 61

3. 0.014 10. 0.002 78 17. 0.832

4. 0.56 11. 0.3 18. 0.32

5. 0.000 14 12. 0.173 19. 0.052

6. 0.5 13. 0.2 20. 0.75

7. 0.6014 14. 0.69 21. 0.000073

EXERCISE 20j
Find the side of the square whose area is 50m2.

Length of the side = V^O™

50 nd

= 7.-m

Length of the side = 7.07 m correct to 3 s.f.

Find the sides of the squares whose areas are given below. Give your
answers correct to 3 s.f.

1. 85 cm2 5. 0.06 m2 9. 0.0085 km

2. 120 cm2 6. 15.1cm2 10. 59 cm2

3. 500 m2 7. 749 mm2 ii_. 241m2

4. 32 m2 8. 84300 km2 12. 61 cm2

 PYTHAGORAS' THEOREM

We saw in a previous chapter that in a right-angled triangle there is a

relationship between sides and angles. Now we can show that there is
a relationship between the lengths of the three sides.

EXERCISE 21a First we will collect some evidence. Bear in mind that, however
accurate your drawing, it is not perfect.

Construct the triangles in questions 1 to 6 and in each case measure

the third side, the hypotenuse.

1. y\ 4.

6 cm 5 cm

8 cm

8cm 12cm

7. In each of the questions 1 to 6, find the squares of the lengths

of the three sides. Write the squares in ascending size order (i.e.
the smallest first). Can you see a relation between the first two
squares and the third square?

307
308 ST(P) Mathematics 2A

PYTHAGORAS' THEOREM

If your drawings are reasonably accurate you will find that by adding
the squares of the two shorter sides you get the square of the
hypotenuse.

This result is called Pythagoras’ theorem, which states that

in a right-angled triangle the square of the hypotenuse is
equal to the sum of the squares of the other two sides.

Pythagoras (c.500 bc) was the Greek mathematician and philosopher

who is supposed to have been the first to state the theorem in an
organized way. The results, however, had already been known in
Egypt and Mesopotamia for a thousand years or more.

FINDING THE HYPOTENUSE

EXERCISE 21b Give your answers correct to 3s.f.

In APQR, R == 90°., PR = 7 cm and QR = 6 cm.

Find PQ.

PQ2 = PR2 + QR2 (Pythagoras' theorem)

(3
y = 72 + 62
hypotenuse = 49 + 36

/ 6 cm
= 85

r R
PQ = ^85 (9.-)
7 cm
PQ = 9.22 cm correct to 3s.f.
 Pythagoras' Theorem 309

In the following right-angled triangles find the required lengths.

3. Find MN. 8. Find EF.

4. Find AC. 9. Find QR.

4 cm

5. Find LN. 10. FindYZ.

9 cm
31 0 ST(P) Mathematics 2A

11. In AABC, C = 90°, AC = 2 cm and BC = 3 cm. Find AB.

12. In ADEF, E = 90°, DE = 7 cm and EF = 9 cm. Find DF.

13. In AABC, A = 90°, AB = 4m and AC = 5m. Find BC.

14. In APQR, Q = 90°, PQ = 11 m and QR = 3m. Find PR.

15. In AXYZ, X = 90°, YX = 12 m and XZ = 2 cm. Find YZ.

In AXYZ, Z = 90°, XZ = 5.3cm and YZ = 3.6cm.

Find XY.

XY2 = XZ2 + ZY2 (Pythagoras’ theorem)

= 5.32 + 3.62 5.32 % 5 x 5 = 25

= 28.09+12.96 3.62 «4x4=16

= 41.05

XY = V41.05 (6.-)

XY = 6.41 cm correct to 3 s.f.

16. Find AC.

c
 Pythagoras' Theorem 311

22. In AABC, B = 90°, AB = 7.9 cm, BC = 3.5 cm. Find AC.

23. In APQR, Q = 90°, PQ = 11.4m, QR = 13.2m. Find PR.

24. In AXYZ, Z = 90°, XZ = 1.23 cm, ZY = 2.3 cm. Find XY.

25. In AABC, C = 90°, AC = 32 cm, BC = 14.2cm. Find AB.

26. In APQR, P = 90°, PQ = 9.6 m, PR = 8.8 m. Find QR.

27. In ADEF, F = 90°, DF = 10.1 cm, EF = 6.4cm. Find DE.

THE 3,4,5 TRIANGLE ____.- . . . ,

You will have noticed that, in most cases when two sides of a right-
angled triangle are given and the third side is calculated using
Pythagoras’ theorem, the answer is not an exact number. There are a
few special cases where all three sides are exact numbers.

The simplest one is the 3,4,5 triangle. Any

triangle similar to this has sides in the
ratio 3:4:5 so whenever you spot this
case you can find the missing side very
easily.
4

For instance, in the triangle opposite,

6 = 2x3 and 8 = 2x4. The triangle
is similar to the 3,4,5 triangle, so the
hypotenuse is 2x5cm, that is, 10cm.
8 cm

Another right-angled triangle with exact sides which might be useful is

the 5,12,13 triangle.
31 2 ST(P) Mathematics 2A

EXERCISE 21c |-... 1—

In AABC, B = 90°, AB = 20 cm and BC = 15 cm
Find AC.

BC = 5 x 3 cm
and AB = 5 x4cm
so AC = 5 x5cm (3,4,5 A)
= 25 cm
" 20 cm B

In each of the following questions, decide whether the triangle is

similar to the 3,4,5 triangle or to the 5,12,13 triangle or to neither.
Find the hypotenuse, using the method you think is easiest.

4. Y 8. p
 Pythagoras' Theorem 315

MIXED EXAMPLES

EXERCISE 21 e In each case find the length of the missing side. If any answers are
not exact give them correct to 3 s.f.

If you notice a 3,4,5 triangle or a 5,12,13 triangle, you can use it to

get the answer quickly.

7. In AABC, B = 90°, AB = 2 cm, AC = 4 cm. Find BC.

8. In AABC, B = 90°, AB = 1.25 m, CA = 8.25 m. Find BC.

9. In APQR, Q = 90°, PQ = 65 cm, QR = 60 cm. Find PR.

10. In ADEF, D = 90°, DE = 124 cm, DF = 234 cm. Find EF.

11. In AABC, C = 90°, AC = 3.2cm, AB = 9.81 cm. Find BC

12. In AXYZ, Y = 90°, XY = 1.5 cm, YZ = 2 cm. Find XZ.

13. In APQR, P = 90°, PQ = 5.1 m, QR = 8.5 m. Find PR.

14. In AABC, C = 90°, AB = 92cm, BC = 21 cm. Find AC.

15. In AXYZ, X = 90°, XY = 3.21m, XZ = 1.43 m. Find YZ.

316 ST(P) Mathematics 2A

PYTHAGORAS' THEOREM USING AREAS

The area of a square is found by squaring the length of its side, so we

can represent the squares of numbers by areas of squares.

This gives us a version of Pythagoras’

theorem, using areas:

In a right-angled triangle, the

area of the square on the
hypotenuse is equal to the sum
of the areas of the squares on
the other two sides.

PERIGAL'S DISSECTION
On squared paper, and using 1cm to 1 unit, copy the left-hand
diagram. Make sure that you draw an accurate square on the
hypotenuse either by counting the squares or by using a protractor
and a ruler. D is the centre of the square on AB. Draw a vector DE
so that DE = ^AC, i.e. DE must be parallel to AC.
 Pythagoras' Theorem 317

Now complete the drawing as in the right-hand diagram. Make sure

that the angles at D are right angles.

Cut out the smallest square and the four pieces from the middle-sized
square. These five pieces can be fitted exactly, like a jigsaw, into the
outline of the biggest square.

FINDING LENGTHS IN AN ISOSCELES TRIANGLE

An isosceles triangle can be split into two right-angled triangles and

this can sometimes help when finding missing lengths, as it did when
finding angles.

EXERCISE 21 f
In AABC, AB = BC = 12 cm and AC = 8 cm.
Find the height of the triangle.

(Join B to D, the mid point of AC)

AB2 = AD2 + BD2 (Pythagoras’ theorem)

122 = 42 + BD2

144 = 16 + BD2

128 = BD2 (taking 16 from both sides)

BD = Vl 128. (1-.—)

BD = 11.3 cm

The height of the triangle is 11.3 cm correct to 3s.f.

318 ST(P) Mathematics 2A

Give your answers correct to 3 s.f.

1. A

AB = AC = 16cm. BC = 20cm.
Find the height of the triangle.

PQ = 12cm. PR = RQ.
The height of the triangle is 8 cm.
Find PR.

DE = DF = 20 cm. The height of

the triangle is 13.2 cm.
Find EG and hence EF.

4. In AABC, AB = BC = 5.2 cm and AC = 6 cm. Find the

height of the triangle.

5. In APQR, PQ = QR = 9 cm and the height of the triangle is

7 cm. Find the length of PR.

FINDING THE DISTANCE OF A CHORD FROM THE CENTRE

OF A CIRCLE ..

AB is a chord of a circle with centre O.

OA and OB are radii and so are equal.
Hence triangle OAB is isosceles and we
can divide it through the middle into two
right-angled triangles.
 Pythagoras'Theorem 319

EXERCISE 21 g
A chord AB of a circle with
centre O is 10 cm long. The
chord is 4 cm from O. Find the
radius of the circle.

(The distance from the centre is

the perpendicular distance so
OC = 4 cm. From symmetry
AC = 5cm.)

OA2 = AC2 + OC2 (Pythagoras’ theorem)

= 52 + 42

= 25+16

= 41

OA = V4l (6.—)

OA = 6.40 cm

The radius of the circle is 6.40 cm correct to 3s.f.

Give your answers correct to 3 s.f.

1_.
A circle with centre O has a radius of
5 cm. AB = 8.4 cm. Find the distance
of the chord from the centre of the
circle.

O is the centre of the circle and AB is a

chord of length 7.2 cm. The distance of
the chord from O is 3 cm. Find the
radius of the circle.
A B
320 ST(P) Mathematics 2A

3. In a circle with centre O, a chord AB is of length 7 cm. The radius

of the circle is 11 cm. Find the distance of the chord from O.

4. In a circle with centre O and radius 17 cm, a chord AB is of length

10.4 cm. Find the distance of the chord from O.

5. In a circle with centre P and radius 7.6 cm, a chord QR is 4.2 cm

from P. Find the length of the chord.

PROBLEMS USING PYTHAGORAS' THEOREM

EXERCISE 21 h
A man starts from A and walks 4 km due north to B, then
6 km due west to C. Find how far C is from A.

BC2+AB2 (Pythagoras’ theorem)

62 +42

36+16

52

\| AC = V52 (7.-)

A AC = 7.21 km

The distance of C from A is 7.21 km, correct to 3s.f.

Give your answers correct to 3 s.f.

1. A ladder 3 m long is leaning against a wall. Its foot is 1.5 m from

the foot of the wall. How far up the wall does the ladder reach?

2.

ABCD is a rhombus. AC = 10 cm
and BD = 12cm. Find the length of
a side of the rhombus.
 Pythagoras' Theorem 321

II* ll«
Find the length of a diagonal of a square of side 10 cm.

A hockey pitch measures 55 m by 90 m. Find the length of a

diagonal of the pitch.
Il<"

A wire stay 11 m long is attached to a telegraph pole at a

point A, 8 m up from the ground. The other end of the stay is fixed
to a point B, on the ground. How far is B from the foot of the
telegraph pole?

6. d

In the kite ABCD, A = C = 90°.

DC = 41cm and BC = 62 cm. Find
the length of the diagonal BD.

7. A diagonal of a football pitch is 130 m long and the long side

— measures 100 m. Find the length of the short side of the pitch.

8.

The diagram shows the side view of a

coal bunker. Find the length of the
slant edge.

The slant height of a cone is 15 cm

and the base radius is 5 cm. Find the
height of the cone.

10- A man starts from A and walks 6.5 km due south to B; then he
walks due east to C. He is then 9 km from A.
How far is C from B?
322 ST(P) Mathematics 2A

PROBLEMS USING PYTHAGORAS' THEOREM AND TRIGONOMETRY

EXERCISE 21 i
A rectangle measures 13 cm by 7 cm. Find the length of a
diagonal and the angle between this diagonal and the
shorter side.

BD2 = AD2 + AB2 (Pythagoras’ theorem)

= 132 + 72

= 169 + 49

= 218

BD = V2jl8- (1-.—)

BD = 14.8 cm correct to 3s.f.

* ^~ °PP 13
tan ADB = —— = —
adj 7

= 1.857

ADB = 61.7°

The diagonal is 14.8 cm long correct to 3s.f. and the angle

between the diagonal and the shorter side is 61.7°.

Give your answers correct to 3s.f.

1_. In AABC, AB = BC = 10 cm and AC = 14 cm. Find the

— height of the triangle and its angles.

2. A ladder 4 m long leans against a wall so that its top is 3 m up

— the wall. Find how far out from the wall the foot of the ladder
is and find the angle the ladder makes with the wall.

3. A man starts from A and drives 16 km due west to B, then due

— south 10 km to C. How far is C from A and what is the bearing
of A from C?

4. The diagonals of a rhombus are 18 cm and 27.4 cm long. Find

— the sides and angles of the rhombus.
 Pythagoras' Theorem 323

5. R is a point 20 m from the foot, Q, p

of a pole. The angle of elevation of
the top of the pole from R is 28°.
Find the height of the pole and the
distance of R from P. ■_□ _
R 20m Q

6. Town A is 22 km due west of town B. Town C is 16 km due

“ south of B.
a) Find how far A is from C.
A
b) Find ACB and hence find the bearings of A from C and of
C from A.

7. In rectangle ABCD, AB = 16 cm and BC = 20 cm. E is a

point on BC such that BE = 8 cm. Find how far E is from A
and from D.

8. Sketch axes for x and y from 0 to 8. A is the point (1,2) and B

is (6,8). Find the length of AB.

9. Sketch axes for x and y from —4 to 4. P is the point (—2,4)

~ and Q is (3, —1). Find the length PQ.

10. Sketch axes for x and y from —6 to 6. R is the point (—6, —6)
and S is the point (6, —2). Find the length RS.
*} 0% PRACTICAL
4 APPLICATIONS OF GRAPHS
GRAPHS INVOLVING STRAIGHT LINES _

If you were to go to Spain for a holiday, you would probably have a

little difficulty in knowing the cost of things in pounds and pence. If
we know the rate of exchange, we can use a simple straight line graph
to convert a given number of pesetas into pounds or a given number
of pounds into pesetas.

Given that £1 converts to 210 pesetas, we can draw a graph to

convert values from, say, £0-£90 into pesetas. Take 2 cm = £10 and
lcm = 1000 pesetas. (= means “is equivalent to”.)

Since £1 = 210 pesetas

£10 = 2100 pesetas

and £60 = 12 600 pesetas

We now plot these points and join them with a straight line.

Pounds (£)

324
 Practical Applications of Graphs 325

From the graph:

£45 = 9450 pesetas

£72 = 15 100 pesetas

6400 pesetas = £30.50

15 800 pesetas = £75

EXERCISE 22a 1. The table gives temperatures in degrees Fahrenheit (°F) and the
equivalent values in degrees Centigrade (°C).

Temperature in °F 57 126 158 194

Temperature in °C 14 52 70 90

Plot these points on a graph for Centigrade values from 0 to 100

and Fahrenheit values from 0 to 220. Let 2 cm represent 20 units
on each axis.

Use your graph to convert:

a) 97 °F into °C
b) 172 °F into °C
c) 25 °C into °F
d) 80 °C into °F

2. The table shows the conversion from US dollars to £s for

various amounts of money.

US dollars 50 100 200

£s 35 70 140

Plot these points on a graph and draw a straight line to pass

through them. Let 4 cm represent 50 units on both axes.

Use your graph to convert:

a) 160 dollars into £s
b) 96 dollars into £s
c) £122 into dollars
d) £76 into dollars
326 ST(P) Mathematics 2A

3. The table shows the conversion of various sums of money from

Deutschmarks to French francs.

Deutschmarks (DM) 100 270 350

French francs (f) 310 837 1085

Plot these points on a graph and draw a straight line to pass

through them. Take 2 cm to represent 50units on the DM-axis
and 100 units on the f-axis.

Use your graph to convert:

a) 160 DM into francs c) 440 f into Deutschmarks
b) 330 DM into francs d) 980 f into Deutschmarks

4. The table shows the distance a girl walks in a given time.

Time walking in hours 0 1 z2 4 5

Distance walked in km 0 6 15 24 30

Draw a graph of these results. What do you conclude about the

speed at which she walks?
How far has she walked in a) 2 hours b) 3j hours?
How long does she take to walk c) 10 km d) 21 km?

5. The table shows the distance an aircraft has travelled at various

times on a particular journey.

Time after departure in hours 0 1 3i 6

Distance travelled from take-off in km 0 550 1925 3300

Draw a graph of these results. What can you conclude about the
speed of the aircraft?
How far does it fly in a) lj hours b) 4j hours?
How long does it take to fly c) 1000 km d) 2500 km?

6. Marks in an examination range from 0 to 65. Draw a graph which

enables you to express the marks in percentages from 0 to 100.
Note that a mark of 0 is 0% while a mark of 65 is 100%.
Use your graph a) to express marks of 35 and 50 as percentages
b) to find the original mark for percentages of 50% and 80%.
 Practical Applications of Graphs 327

7. Deductions from the wages of a group of employees amount

to £35 for every £100 earned. Draw a graph to show the
deductions made from gross pay in the range £0-£400 per week.

How much is deducted from an employee whose gross weekly

pay is a) £125 b) £240 c) £335? How much is earned each
week by an employee whose weekly deductions amount to
d) £40 e) £88?

8. The table shows the fuel consumption figures for a car in both
miles per gallon (X) and in kilometres per litre (Yj.

mpg (X) 30 45 60

km/litre (Y) 10.5 15.75 21

Plot these points on a graph taking 2 cm = 10 units on the

X-axis and 4 cm = 5 units on the F-axis. Your scale should
cover 0-70 for X and 0-25 for F.

Use your graph to find:

a) 12 km/litre in mpg c) 22.5 km/litre in mpg
b) 64 mpg in km/litre d) 23 mpg in km/litre

9. The table gives various speeds in kilometres per hour with the
equivalent values in metres per second.

Speed in km/h /Y/ 0 80 120 200

Speed in m/s (V) 0 22.2 33.3 55.5

Plot these values on a graph taking 4 cm = 50 units on the

Y-axis and 4 cm = 10 units on the F-axis.

Use your graph to convert:

a) 140 km/h into m/s c) 18 m/s into km/h
b) 46 m/s into km/h d) 175 km/h into m/s

10. A number of rectangles, measuring /cm by hem, all have a

perimeter of 24cm. Copy and complete the following table:

/ 1 2 3 4 6 8

b 9 4

Draw a graph of these results using your own scale. Use your
graph to find / if b is a) 2.5 cm b) 6.2 cm
and to find b if / is c) 5.5 cm d) 2.8 cm
328 ST(P) Mathematics 2A

GRAPHS INVOLVING CURVES

When two quantities that are related are plotted one against the other,
we often find that the points do not lie on a straight line. They may,
however, lie on a smooth curve.

Consider the table below which gives John’s height on his birthday
over a period of 8 years.

Age in years 11 12 13 14 15 16 17 18 19

Height in cm 138 140 144 150 158 165 170 172 173

These points can be plotted on a graph and joined to give a smooth

curve through the points as shown.

The graph enables us to estimate that:

a) he was 162 cm tall when he was 15j years old,
b) he was 146 cm tall when he was 13 years 5 months,
c) when he was 17 years 6 months, he was 171cm tall.

We can also deduce that:

i) the fastest increase in height was between his fourteenth and
fifteenth birthdays—the curve is steepest between these two
birthdays,
ii) he grew very little between his eighteenth and nineteenth
birthdays—the curve is quite flat in this region.

We could obtain more accurate results if we took 100 cm as the lowest

height on the vertical axis and used a larger scale.
 Practical Applications of Graphs 329

EXERCISE 22b 1. The weights of lead spheres of various diameters are shown in
the table.

Diameter in mm (D) 4 5.2 6.4 7.2 7.9 8.8

Weight in grams (W) 380 840 1560 2230 2940 4070

Plot this information on a graph and draw a smooth curve

through the points. Use 2 cm = 1 unit on the D-axis and
2 cm = 500 units on the W-axis.

Use your graph to estimate

a) the weight of a lead sphere of diameter 6 mm
b) the diameter of a lead sphere of weight 2 kg

2. Recorded speed of a motor car at various times after starting

from rest are shown in the table.

Time in seconds 0 5 10 15 20 25 30 35 40

Speed in km/h 0 62 112 148 172 187 196 199 200

Taking 2cm = 5 sec and 1cm =10km/h, plot these results

and draw a smooth curve to pass through these points.

Use your graph to estimate

a) the time which passes before the car reaches

i) 100 km/h ii) 150 km/h
b) its speed after i) 13 sec ii) 27 sec

3. The weight of a puppy at different ages is given in the table.

Age in days (A) 10 20 40 60 80 100 120 140

Weight in grams (W) 50 100 225 425 750 875 950 988

Draw a graph to represent this data, taking 1cm = 10 days on

the T-axis and 1 cm = 50 g on the PU-axis.

Hence estimate
a) the weight of the puppy after i) 50 days ii) 114 days
b) the age of the puppy when it weighs i) 500 g ii) lOOOg
c) the weight it puts on between day 25 and day 55
d) its birth weight
330 ST(P) Mathematics 2A

4. The speed of a particle (v metres per second) at various times

(t seconds) after starting is given in the table.

t 0 l 2 3 4 5 6 7

V 0 35 60 76.5 83 83 76 57

Plot this information on a graph using 2 cm = 1 unit on the

t-axis and 2 cm = 10 units on the y-axis.

Use your graph to find:

a) the greatest speed of the particle and the time at which it
occurs
b) its speed after i) 3.5 sec ii) 6.8 sec
c) when its speed is 65 m/sec

5. The cost of fuel (£C) per nautical mile for a ship travelling at
various speeds (v knots) is given in the table.

V 12 14 16 18 20 22 24 26 28

c 18.15 17.16 16.67 16.5 16.5 16.67 16.94 17.36 17.82

Draw a graph to show how cost changes with speed. Use

1 cm = 1 knot and 10cm = £1. (Take £16 as the lowest value
for C.)

Use your graph to estimate:

a) the most economical speed for the ship and the
corresponding cost per nautical mile
b) the speeds when the cost per nautical mile is £17
c) the cost when the speed is i) 13 knots ii) 24.4 knots

6. Cubes made from a certain metal with edges of the given lengths
have weights as given in the table.

Length of edge in cm (L) 1 2 3 4 5 6

Weight of cube in grams (W7) 9 72 243 576 1125 1944

Plot this information on a graph, joining the points with

a smooth curve. Take 2 cm = 1 unit on the L-axis and
1 cm = lOOg on the lU-axis.
 Practical Applications of Graphs 331
From your graph find:
a) the weight in grams of a cube with edge
i) 3.5 cm ii) 5.3 cm
b) the length of the edge of a cube with weight
i) 500 g ii) 1500g

L The temperatures, taken at 2-hourly intervals, at my home on a

certain day were as given in the table.
Temperature
Time in °C

midnight 4.4
2 a.m. 3.4
4a.m. 3
6a.m. 3.4
8 a.m. 4.8
10a.m. 7.6
noon 11
2p.m. 13.4
4p.m. 14.2
6p.m. 13.6
8 p.m. 12
10p.m. 9
midnight 5.4

Draw a graph to show this data taking 1 cm = 1 hour and

1 cm = 1 °C.

Use your graph to estimate:

a) the temperature at 11 a.m. and at 11 p.m.
b) the times at which the temperature was 10°C

8 The time of sunset at Greenwich on different dates, two weeks

apart, is given in the table.
Oct Nov Dec Jan Feb
Date (D)

Time (T)
23

1752
6 20

1626 1605
4

1554 1552
18 1

1603
15

1622
1 29 12

1646 1711
Using 1 cm = 1 week on the D-axis and 4 cm = 1 hour on the
-axis p ot these points on a graph and join them with a
smooth curve. Take 1400 as the lowest value for T.

From your graph estimate

a) the time of sunset on 9 January

b) the date(s) in November when the sun sets at 1615

332 ST(P) Mathematics 2A

9. The time of sunset at Greenwich on different dates, each two

weeks apart, is given in the table.

May June July Aug

Date (D) 15 29 12 26 10 24 7 21

Time (T) 2045 2105 2118 2122 2116 2101 2039 2012

Using 1cm = 1 week on the D-axis and 8 cm = 1 hour on the

T-axis, plot these points on a graph and join them with a
smooth curve. Take 1900 as the lowest value of T.

From your graph estimate:

a) the time of sunset on 17 July
b) the date on which the sun sets at 2027

10. A rectangle measuring /cm by km has an area of 24cm2. The

== table gives different values of / with the corresponding values of
b.

/ 1 2 3 4 6 8 12 16

b 24 8 4 2 1.5

Complete the table and draw a graph to show this information,

joining the points with a smooth curve. Take 1 cm = 1 unit on
the /-axis and 1 cm = 2 units on the b-axis.

Use your graph to estimate the value of

a) / when b is i) 14 ii) 2.4
b) b when / is i) 18 ii) 2.8
23 AVERAGES

We are frequently looking for ways of representing a set of figures in

a simple form. Can we choose a single number that will adequately
represent a set of numbers?

We try to do this by using averages.

Three different types of averages are used, each with its own
individual advantages and disadvantages.

They are the arithmetic average or mean, the mode and the median.

THE ARITHMETIC AVERAGE OR MEAN —— _

Consider a group of five children. When they are asked to produce

the money they are carrying the amounts collected are 56 p, £1.42,
96 p, 24 p and 77 p respectively. If the total value of this money
(£3.95) is shared equally amongst the five children, each will receive
79 p. This is called the arithmetic average or mean of the five
amounts.

The arithmetic average or mean of a set of figures is

the sum of the figures divided by the number of
figures in the set.

For example, the average or mean of 12, 15, 25, 42 and 16 is

12+15 + 25 + 42+16 110

5 “ ~T ~ 22

One commonplace use of the arithmetic average is to compare the

marks of pupils in a group or form. The pupils are given positions
according to their average mark over the full range of subjects they
study. An advantage is that we can compare the results of pupils who
study 7 subjects with those who study 11 subjects. A disadvantage is
that one very poor mark may pull the mean down significantly.

The mean may also be rather artificial, for example, giving 5jp to
each of a group of people, or having a mean shoe size of 5.1, or a
mean family size of 2.24 children.

333
334 ST(P) Mathematics 2A

EXERCISE 23a Find the arithmetic average or mean of the following sets of numbers:
1. 3, 6, 9, 14 7. 1.2, 2.4, 3.6, 4.8

2. 2, 4, 9, 13 8. 18.2, 20.7, 32.5, 50, 78.6

3. 12, 13, 14, 15, 16, 17, 18 9. 6.3, 4.5, 6.8, 5.2, 7.3, 7.1

4. 23, 25, 27, 29, 31, 33, 35 10. 3.1, 0.4, 7.2, 0.7, 6.1

5. 19, 6, 13, 10, 32 11. 38.2, 17.6, 63.5, 80.7

6. 34, 14, 39, 20, 16, 45 12. 0.76, 0.09, 0.35, 0.54, 1.36

John’s examination percentages in 8 subjects were 83, 47,

62, 49, 55, 72, 58 and 62. What was his mean mark?

Mean mark for 8 subjects

83 + 47 + 62 + 494-55 + 72 + 58 + 62
~ 8
_ 488
8
= 61

13. In the Christmas term examinations Lisa scored a total of 504 in

8 subjects. Find her mean mark.

14. A darts player scored 2304 in 24 visits to the board. What was
his average number of points per visit?

15. A bowler took 110 wickets for 1815 runs. Calculate his average
number of runs per wicket.

16. Peter’s examination percentages in 7 subjects were 64, 43, 86, 74,
55, 53 and 66. What was his mean mark?

17. In six consecutive English examinations, Jane’s percentage marks

were 83, 76, 85, 73, 64 and 63. Find her mean mark.

18. A football team scored 54 goals in 40 league games. Find the

average number of goals per game.

19. The first Hockey XI scored 14 goals in their first 16 matches.

What was the average number of goals per match?

20. In an ice-dancing competition the recorded scores for the

winners were 5.8, 5.9, 6.0, 5.8, 5.8, 5.8, 5.6 and 5.7. Find their
mean score.
 A ve rages 335

21_. The recorded rainfall each day at a holiday resort during the
first week of my holiday was 3 mm, 0, 4.5 mm, 0, 0, 5 mm and
1.5 mm. Find the mean daily rainfall for the week.

22. The weights of the members of a rowing eight were 82 kg, 85 kg,
86 kg, 86 kg, 84 kg, 88 kg, 92 kg and 85 kg. Find the average
weight of the “eight”. If the cox weighed 41 kg, what was the
average weight of the crew?

On average my car travels 28.5 miles on each gallon of

petrol. How far will it travel on 30 gallons?

If the car travels 28.5 miles on 1 gallon of petrol it will

travel 30 x 28.5 miles, i.e. 855miles, on 30gallons.

23. My father’s car travels on average 33.4 miles on each gallon of

petrol. How far will it travel on 55 gallons?

24. Olga’s car travels on average 12.6 km on each litre of petrol.

How far will it travel on 205 litres?

25. The average daily rainfall in Puddletown during April was

2.4 mm. How much rain fell during the month?

26. The daily average number of hours of sunshine during my 14 day

holiday in Greece was 9.4. For how many hours did the sun shine
while I was on holiday?

Elaine’s average mark after 7 subjects is 56 and after

8 subjects it has risen to 58. How many does she score in
her eighth subject?

Total scored in 7 subjects is 56x 7 = 392

Total scored in 8 subjects is 58 x 8 = 464

Score in her eighth subject

= total for 8 subjects-total for 7 subjects

= 464-392

= 72

Therefore Elaine scores 72 in her eighth subject.

336 ST(P) Mathematics 2A

27. David Gower’s batting average after 11 completed innings was

62. After 12 completed innings it had increased to 68. How
many runs did he score in his twelfth innings?

28. Richard was collecting money for a charity. The average amount
collected from the first 15 houses at which he called was 30 p,
while the average amount collected after 16 houses was 35 p.
How much did he collect from the sixteenth house?

29. After six examination results Tom’s average mark was 57. His
next result increased his average to 62. What was his seventh
mark?

30. Anne’s average mark after 8 results was 54. This dropped to 49
when she received her ninth result which was for French. What
was her French mark?

In five consecutive frames in the World Championships, a

snooker player scored 62, 0, 13, 92 and 53. Find his
average score per frame. How many did he score in the
next frame if his average increased to 57?

. , e , 62 + 0+ 13 + 92 + 53
Average score for 5 frames =---

_ 220
- T~

= 44

If the average score after 6 frames is 57:

total scored in 6 frames = 57 x 6 = 342

But the total scored in 5 frames = 220

score in sixth frame

= total score for 6 frames —total score for 5 frames

= 342-220

= 122

Therefore the sixth frame score was 122.

 Averages 337

31. In seven consecutive innings a batsman scored 53, 4, 73, 104, 66,
44 and 83. What was his average? What does he score in his
next innings if his average falls to 56?

32. During a certain week the number of lunches served in a school

canteen were: Monday 213, Tuesday 243, Wednesday 237 and
Thursday 239. Find the average number of meals served daily
over the four days. If the daily average for the week (Monday-
Friday) was 225, how many meals were served on Friday?

33. A paperboy’s sales during a certain week were: Monday 84,

Tuesday 112, Wednesday 108, Thursday 95 and Friday 131.
Find his average daily sales. When he included his sales on
Saturday his daily average increased to 128. How many papers
did he sell on Saturday?

34. The number of hours of sunshine in Rhodes for successive days

during a certain week were 10.9, 11.9, 9.9, 7.7, 11.7, 9.3 and
12.1. Find the daily average.
The following week the daily average was 11 hours. How many
more hours of sunshine were there the second week than the
first?

35. Jean’s marks in the end of term examinations were 46, 80, 59,
83, 54, 67, 79, 82 and 62. Find her average mark. It was found
that there had been an error in her mathematics mark. It should
have been 74, not 83. What difference did this make to her
average?

36. The heights of the 11 girls in a hockey team are 162 cm, 152 cm,
166cm, 149cm, 153cm, 165cm, 169cm, 145cm, 155cm, 159cm
and 163 cm. Find the average height of the team. If the girl who
was 145 cm tall were replaced by a girl 156 cm tall, what
difference would this make to the average height of the team?

37. During the last five years the distances I travelled in my car, in
miles, were 10426, 12 634, 11 926, 14 651 and 13973. How many
miles did I travel in the whole period? What was my yearly
average? How many miles should I travel this year to reduce the
average annual mileage over the six years to 11 984?

38. The average weight of the 18 boys in a class is 63.2 kg. When
two new boys join the class the average weight increases to
63.7 kg. What is the combined weight of the two new boys?
ST(P) Mathematics 2A

In a rugby XV the average weight of the eight forwards is

85 kg and the average weight of the seven backs is 70 kg.
Find the average weight of the team.

Total weight of 8 forwards = 85 x 8 kg = 680 kg

Total weight of 7 backs = 70 x 7 kg = 490 kg

.'. total weight of the 15 members of the team

= (680+ 490) kg

= 1170 kg

, 1170,
average weight of the team = kg

= 78 kg

39. The average height of the 12 boys in a class is 163 cm and the
average height of the 18 girls is 159 cm. Find the average height
of the class.

40. The average weight of the 15 girls in a class is 54.4 kg while the
average weight of the 10 boys is 57.4 kg. Find the average
weight of the class.

41. In a school the average size of the 14 lower school forms is 30,
the average size of the 16 middle school forms is 25 and the
average size of the 20 upper school forms is 24. Find the
average size of form for the whole school.

42. Northshire has an area of 400 000 hectares and last year the
annual rainfall was 274 cm, while Southshire has an area of
150 000 hectares and last year the annual rainfall was 314 cm.
What was the annual rainfall last year for the combined area of
the two counties?

43. After playing 10 three-day matches and 8 one-day matches, the

average daily attendances for a County Cricket club were 2160
for three-day matches and 4497 for one-day matches. Calculate
the average daily attendance for the 18 matches.
 Averages 339

MODE

The mode of a set of numbers is the number that occurs most

frequently, e.g. the mode of the numbers 6, 4, 6, 8, 10, 6, 3, 8 and 4
is 6, since 6 is the only number occurring more than twice.

It would obviously be of use for a firm with a chain of shoe shops to

know that the mode or modal size for men’s shoes in one part of the
country is 8, whereas in another part of the country it is 7. Such
information would influence the number of pairs of shoes of each size
kept in stock.

If all the figures in a set of figures are different, there cannot be a

mode, for no figure occurs more frequently than all the others. On the
other hand, if two figures are equally the most popular, there will be
two modes.

In Book 1A, Chapter 22, we used bar charts to show such things as
the spread of heights in a group of children, and the favourite colour
of a group of people. These may be used to determine the mode of the
group.

The following bar chart shows the colour selected by 35 people when
asked to choose their favourite colour from a card showing six
colours.

pink blue yellow green red

Favourite colour

It shows that the most popular colour, or the modal colour, is tomato
red.
340 ST(P) Mathematics 2A

EXERCISE 23b What is the mode of each of the following sets of numbers:
1. 10, 8, 12, 14, 12, 10, 12, 8, 10, 12, 4

2. 3, 9, 7, 9, 5, 4, 8, 2, 4, 3, 5, 9

3. 1.2, 1.8, 1.9, 1.2, 1.8, 1.7, 1.4, 1.3, 1.8

4. 58, 56, 59, 62, 56, 63, 54, 53

5. 5.9, 5.6, 5.8, 5.7, 5.9, 5.9, 5.8, 5.7

6. 26.2, 26.8, 26.4, 26.7, 26.5, 26.4, 26.6, 26.5, 26.4

7. The table shows the number of goals scored by a football club

last season.

Number of goals 0 1 2 3 4 5 6

Frequency 12 16 7 4 2 0 1

Draw a bar chart to show these results and find the modal
score.

8. Given below are the marks out of 10 obtained by 30 girls in a

history test.

8, 6, 5, 7, 8, 9, 10, 10, 3, 7, 3, 5, 4, 8, 7, 8, 10, 9, 8, 7, 10, 9, 9,

7, 5, 4, 8, 1, 9, 8

Draw a bar chart to show this information and find the mode.

9. The heights of 10 girls, correct to the nearest centimetre, are:

155, 148, 153, 154, 155, 149, 162, 154, 156, 155

What is their modal height?

10. The number of letters in the words of a sentence were:

2, 4, 3, 5, 2, 3, 8, 2, 5, 7, 9, 3, 6, 3, 7, 3, 4, 9, 2, 3, 8, 3, 5, 2,
10, 3, 4, 6, 2, 3, 4

How many words were there in the sentence? What is the mode?

11. The shoe sizes of pupils in a class are:

4, 4, 7, 6, 5, 5, 6, 6, 6, 4, 5, 8, 6, 7, 4, 7, 9, 6, 5, 7, 6, 7, 8, 6, 4,
4, 4, 5, 5, 7, 7, 7, 5, 8, 6, 5

How many pupils are there in the class?

What is the modal shoe size?

 Averages 341

MEDIAN

The median value of a set of numbers is the value of the middle

number when they have been placed in ascending (or descending)
order.
Imagine nine children arranged in order of their height.

The height of the fifth or middle child is 154 cm,

i.e. the median height is 154 cm

Similarly 24 is the median of 12, 18, 24, 37 and 46. Two numbers are
smaller than 24 and two are larger.

To find the median of 16, 49, 53, 8, 32, 19 and 62, rearrange the
numbers in ascending order:

8, 16, 19, 32, 49, 53, 62

then we can see that the middle number of these is 32,

i.e. the median is 32.

If there is an even number of numbers, the median is found by

finding the average or mean of the two middle values after they have
been placed in ascending or descending order.

To find the median of 24, 32, 36, 29, 31, 34, 35, 39, rearrange in
ascending order:

24, 29, 31, 32, 34, 35, 36, 39

T, • 32 + 34 66
Then the median is —-— = —

i.e. the median is 33.

342 ST(P) Mathematics 2A

EXERCISE 23c Find the median of each of the following sets of numbers.
1. 1, 2, 3, 5, 7, 11, 13

2. 26, 33, 39, 42, 64, 87., 90

3. 13, 24, 19, 13, 6, 36, 17

4. 4, 18, 32, 16, 9, 7, 29

5. 1.2, 3.4, 3.2, 6.5, 9.8, 0.4, 1.8

6. 5, 7, 11, 13, 17, 19

7. 34, 46, 88, 92, 104, 1 16, 118, 144

8. 34, 42, 16, 85, 97, 24, 18, 38

9. 1.92, 1.84, 1.89, 1.86, 1.96, 1.98, 1.73, 1.88

RANGE

So far in this cricket season, Tom Batt has played three innings. His
scores were 22, 53 and 30 so his mean score is 35. Reg Wicketaker has
completed five innings of 26, 90, 0, 52 and 17 so his mean score is 37.

There is little difference between the mean scores but Tom’s scores
vary from 22 to 53 while Reg’s vary from 0 to 90.
We say the range of Tom’s scores is 53 — 22 = 31
and the range of Reg’s scores is 90 —0 = 90.

To find the range we subtract the smallest value

from the largest value

The ranges of the two batsmen’s scores indicate that, although Tom
Batt has a slightly lower batting average, his scores are the more
consistent of the two.

EXERCISE 23d 1. Find the ranges of the data given in each of question 1 to 6
in Exercise 23b.

2. In the end of term tests, nine subjects were set and each one was
marked out of 20. Sandra took eight subjects and her marks
were 12, 16, 14, 9, 8, 20, 15 and 10. Karen took only five
subjects and scored 10, 15, 11, 14 and 10.
a) On average, which girl did better ?
b) Which girl was more consistent in the standard she achieved ?
 Averages 343

3. Mr and Mrs Burton each made a batch of raisin cookies for a

stall at the school fete. Out of curiosity they weighed each cookie
and found that Mr Burton’s weighed, in grams, 20, 25, 16, 21,
24, 26, 13, 17, 22 and 16. Mrs Burton’s weighed 22, 21, 18, 17,
20, 20, 21, 19, 20 and 22. Compare the means and ranges of the
weights of the two batches and comment on them.

MIXED EXERCISE

EXERCISE 23e Find a) the mean b) the mode c) the median d) the range
of each of the following sets of numbers:
1. 21,16,25,21,19,32,27

2. 67, 71, 69, 82, 70, 66, 81, 66, 67

3. 43, 46, 47, 45, 45, 42, 47, 49, 43, 43

4. 84, 93, 13, 16, 28, 13, 32, 63, 45

5. 30, 27, 32, 27, 28, 27, 26, 27

6. In seven rounds of golf, a golfer returns scores of: 72, 87, 73,
72, 86, 72 and 77. Find the mean, mode and median of these
scores.

7. The heights (correct to the nearest centimetre) of a group of

girls are: 159, 155, 153, 154, 157, 162, 152, 160, 161, 157.
Find a) their mean height b) their modal height
c) their median height d) the range of the heights.

8. The marks, out of 100. in a geography test for the members of a

class were: 64, 50, 35, 85, 52, 47, 72, 31, 74, 49, 36, 44, 54, 48.
32, 52, 53, 48, 71, 52, 56, 49, 81, 45, 52, 80, 46.
Find a) the mean mark b) the modal mark
c) the median mark d) the range of the marks.

9. Find the mean, mode and median of the following golf scores:
85, 76, 91, 83, 88, 84, 84, 82, 77, 79, 80, 83, 86, 84.

HO. The table shows how many pupils in a form were absent for
various numbers of sessions during a certain school week.

Number of sessions absent 0 1 2 3 4 5 6 7 8 9 10

Frequency 20 2 4 0 2 0 1 2 0 0 1

Find a) the mode b) the median c) the mean.

 TRAVEL GRAPHS
FINDING DISTANCE FROM A GRAPH

When we went on holiday in the car we travelled to our holiday

resort at a steady speed of 30 kilometres per hour (km/h), i.e. in each
hour we covered a distance of 30 km.

This graph shows our journey. It plots distance against time and
shows that

in 1 hour we travelled 30 km
in 2 hours we travelled 60 km
in 3 hours we travelled 90 km
in 4 hours we travelled 120 km
in 5 hours we travelled 150 km

344
 Travel Graphs 345

EXERCISE 24a The graphs that follow show ten different journeys. For each journey
find:
a) the distance travelled
b) the time taken
c) the distance travelled: in 1 hour (questions 1, 2, 3, 6, 7 and 8)
or in 1 second (questions 4, 5, 9 and 10)

1. 3.

Time in hours Time in seconds

346 ST(P) Mathematics 2A

5.

0 2 4 6 8
Time in seconds

in hours
seconds
348 ST(P) Mathematics 2A

DRAWING TRAVEL GRAPHS .— .-.——

If Peter walks at 6 km/h, we can draw a graph to show this, using

2 cm to represent 12 km on the distance axis and 2 cm to represent
1 hour on the time axis.
Plot the point which shows that in 1 hour he has travelled 6 km. Join
the origin to this point and produce the straight line to give the graph
shown. From this graph we can see that in 2 hours Peter travels 12 km
and in 5 hours he travels 30 km.

Alternatively we could say that

if he walks 6 km in 1 hour

he will walk 6x2 km = 12 km in 2 hours

and he will walk 6x5 km = 30 km in 5 hours

The distance walked is found by multiplying the speed by the time,

i.e. Distance = speed x time

 Travel Graphs 349

EXERCISE 24b I
Draw a travel graph to show a journey of 150 km in
3 hours. Plot distance along the vertical axis and time
along the horizontal axis.
Let 4 cm represent 1 hour and 2 cm represent 50 km.

Draw travel graphs to show the following journeys. Plot distance

along the vertical axis and time along the horizontal axis. Use the
scales given in brackets.

1. 60 km in 2 hours (4 cm = 1 hour, 1 cm = 10 km)

2. 180 km in 3 hours (4 cm = 1 hour, 2 cm = 50 km)

3. 300 km in 6 hours (1cm = 1 hour, 1cm = 50 km)

4. 80 miles in 2 hours (6 cm = 1 hour, 1 cm = 10 miles)

5. 140 miles in 4 hours (2 cm = 1 hour, 1cm = 25 miles)

6. 100 km in 2j hours (2 cm = 1 hour, 2 cm = 25 km)

7. 105 km in 3j hours (2 cm = 1 hour, 4 cm = 50 km)

8. 75 miles in 1^ hours (8 cm = 1 hour, 2 cm = 25 miles)

9. 40 m in 5 sec (2 cm = 1 sec, 2 cm = 10 m)

10. 240 m in 12sec (1cm = 1 sec, 2cm = 50m)

11. Alan walks at 5 km/h. Draw a graph to show him walking for
3 hours. Take 4 cm to represent 5 km and 4 cm to represent
1 hour. Use your graph to find how far he walks in
a) lj hours b) 2\ hours.
ST(P) Mathematics 2A

12. Julie can jog at 10 km/h. Draw a graph to show her jogging for
2 hours. Take 1cm to represent 2 km and 8 cm to represent
1 hour. Use your graph to find how far she jogs in
a) f hour b) lg: hours.

13. Jo drives at 35mph. Draw a graph to show her driving for

4 hours. Take 1cm to represent 10 miles and 4 cm to represent
1 hour. Use your graph to find how far she drives in
a) 3 hours b) 1^ hours.

14. John walks at 4mph. Draw a graph to show him walking for
3 hours. Take 1cm to represent 1 mph and 4 cm to represent
1 hour. Use your graph to find how far he walks in
a) jhour b) 3y hours.

The remaining questions should be solved by calculation.

15. An express train travels at 200 km/h. How far will it travel in
a) 4 hours b) hours?

16. Ken cycles at 24 km/h. How far will he travel in

a) 2 hours b) 3j hours c) 2\ hours?

17. An aeroplane flies at 300 mph. How far will it travel in

a) 4 hours b) 5j hours?

18. A bus travels at 60 km/h. How far will it travel in

a) lj hours b) 2\ hours?

19. Susan can cycle at 12 mph. How far will she ride in
a) | hour b) hours?

20. An athlete can run at 10.5 m/s. How far will he travel in
a) 5 sec b) 8.5 sec?

21_. A boy cycles at 12 mph. How far will he travel in

a) 2 hours 40 min b) 3 hours 10 min?

22. Majid can walk at 8 km/h. How far will he walk in

a) 30 min b) 20 min c) 1 hour 15 min?

23. A racing car travels at 111 mph. How far will it travel in
a) 20 min b) 1 hour 40 min?

24. A bullet travels at lOOm/s. How far will it travel in

a) 5 sec b) 8jsec?

25. A Boeing 747 travels at 540 mph. How far does it travel in
a) 3 hours 15 min b) 7 hours 45 min?

26. A racing car travels around a 2 km circuit at 120 km/h. How

many laps will it complete in a) 30 min b) 1 hour 12 min?
 Travel Graphs 351

CALCULATING THE TIME TAKEN

Georgina walks at 6 km/h so we can find how long it will take her to
walk a) 24 km b) 15 km.

a) If she takes 1 hour to walk 6 km,

she will take ^ hours, i.e. 4 h, to walk 24 km.

b) If she takes 1 hour to walk 6 km,

she will take hours, i.e. 2j hours, to walk 15 km.

distance
i.e. time =-—
speed

EXERCISE 24c 1. How long will Zena, walking at 5 km/h, take to walk
a) 10 km b) 15 km?

2. How long will a car travelling at 80 km/h, take to travel

a) 400 km b) 260 km?

3. How long will it take David, running at lOmph, to run

a) 5 miles b) 12j miles?

4. How long will it take an aeroplane flying at 450 mph to fly

a) 1125 miles b) 2400 miles?

5. A cowboy rides at 14 km/h. How long will it take him to ride

a) 21km b) 70 km?

6. A rally driver drives at 50 mph. How long does it take him to

travel a) 75 miles b) 225 miles?

7. An athlete runs at 8 m/s. How long does it take him to cover

a) 200 m b) 1600 m?

8; A dog runs at 20 km/h. How long will it take him to travel

a) 8 km b) 18 km?

9; A liner cruises at 28 nautical miles per hour. How long will it

take to travel a) 6048 nautical miles b) 3528 nautical miles?

10; A car travels at 56 mph. How long does it take to travel

a) 70 miles b) 154 miles?

11. A cyclist cycles at 12 mph. How long will it take him to cycle
a) 30 miles b) 64 miles?

12. How long will it take a car travelling at 64 km/h to travel

a) 48 km b) 208 km?
352 ST(P) Mathematics 2A

AVERAGE SPEED

Russell Compton left home at 8 a.m. to travel the 50 km to his place of

work. He arrived at 9 a.m. Although he had travelled at many different
speeds during his journey he covered the 50 km in exactly 1 hour. We say
that his average speed for the journey was 50 kilometres per hour, or
50 km/h. If he had travelled at the same speed all the time, he would
have travelled at 50 km/h.

Judy Smith travelled the 135 miles from her home to London in
3 hours. If she had travelled at the same speed all the time, she would
have travelled at ^ mph, i.e. 45 mph. We say that her average speed
for the journey was 45 mph.

. , , distance travelled
In each case: average speed =-
time taken

This formula can also be written:

distance travelled = average speed x time taken

, , distance travelled
and time taken =-
average speed

Suppose that a car travels 35 km in 30 min, and we wish to find its

speed in kilometres per hour. To do this we must express the time
taken in hours instead of minutes.

i.e. time taken = 30 min = 4 hour

35 2
Then average speed = — km/h = 35 x - km/h
I 1
= 70 km/h

Great care must be taken with units. If we want a speed in kilometres

per hour, we need the distance in kilometres and the time in hours. If
we want a speed in metres per second, we need the distance in metres
and the time in seconds.

EXERCISE 24d Find the average speed for each of the following journeys:
1 . 80 km in 1 hour 7. 150 km in 3 hours

2. 120 km in 2 hours 8. 520 km in 8 hours

3. 60 miles in 1 hour 9; 245 miles in 7 hours

4. 480 miles in 4 hours 10; 104 miles in 13 hours

5. 80 m in 4 sec
1L 252 m in 7 sec

6. 135 m in 3 sec 12. 255 m in 15 sec

 Travel Graphs 353

Find the average speed in km/h for a journey of 39 km

which takes 45 min.

First, convert the time taken to hours:

45 min = ~ hour = \ hour

60 4

, distance travelled
then average speed =-
time taken

_ 39 km

| hour

4
= 39 x - km/h

= 52 km/h

Find the average speed in km/h for a journey of:

13. 40 km in 30 min 15. 48 km in 45 min

14. 60 km in 40 min 16. 66 km in 33 min

Find the average speed in km/h for a journey of 5000 m in

j hour.

5000
5000 m = km = 5 km
Tooo
, distance travelled
average speed =-
time taken

5 km
j hour

2
= 5 x - km/h

= 10 km/h

Find the average speed in km/h for a journey of:

17. 4000 m in 20 min 19. 40 m in 8 sec

18. 6000 m in 45 min 20. 175 m in 35 sec

354 ST(P) Mathematics 2A

Find the average speed in mph for a journey of:

21. 27 miles in 30 min 23. 25 miles in 25 min

22. 18 miles in 20 min 24. 28 miles in 16 min

The following table shows the distances in kilometres between various

places in the United Kingdom.

Bradford

Cardiff

Leicester

Manchester

Oxford

Reading

York

Use this table to find the average speeds for journeys between:

25. London, leaving at 1025, and Manchester, arriving at 1625

26. Oxford, leaving at 0330, and Cardiff, arriving at 0730

27. Leicester, leaving at 1914, and Oxford, arriving at 2044

28. Reading, leaving at 0620, and London, arriving at 0750

29. Bradford, leaving at 1537, and Oxford, arriving at 1907

30. Cardiff, leaving at 1204, and York, arriving at 1624

31. Bradford, leaving at 1014, and Reading, arriving at 1638.

Problems frequently occur where different parts of a journey are

travelled at different speeds in different times but we wish to find the
average speed for the whole journey.

Consider for example a motorist who travels the first 50 miles of a

journey at an average speed of 25 mph and the next 90 miles at an
average speed of 30 mph.

One way to find his average speed for the whole journey is to
complete the following table by using the relationship:

. . , distance in miles
time in hours =-
speed in mph
 Travel Graphs 355

Speed Distance Time

in mph in miles in hours

First part of journey 25 50 2

Second part of journey 30 90 3

Whole journey 140 5

We can add the distances to give the total length of the journey, and
add the times to give the total time taken for the journey.

, . ... total distance

average speed for whole rourney =-
total time

140 miles
5 hours

= 28 mph

Note: Never add or subtract average speeds.

We could also solve this problem, without using a table, as follows:

distance
time to travel 50 miles at 25 mph =
speed

50 miles
25 mph

2 hours

distance
time to travel 90 miles at 30 mph =
speed

90 miles
30 mph

= 3 hours

total distance of 140 miles is travelled in 5 hours

total distance
.e. average speed for whole journey =
total time

140 miles
5 hours

= 28 mph
356 ST(P) Mathematics 2A

EXERCISE 24e 1. I walk for 24 km at 8 km/h, and then jog for 12 km at 12 km/h.
“ Find my average speed for the whole journey.

2. A cyclist rides for 23 miles at an average speed of 1 lymph

= before his cycle breaks down, forcing him to push his cycle the
remaining distance of 2 miles at an average speed of 4 mph. Find
his average speed for the whole journey.

3. An athlete runs 6 miles at 8 mph, then walks 1 mile at 4 mph.

Find his average speed for the total distance.

4. A woman walks 3 miles at an average speed of 4ymph and then

= runs 4 miles at 12 mph. Find her average speed for the whole
journey.

5. A motorist travels the first 30 km of a journey at an average

= speed of 120 km/h, the next 60 km at 60 km/h, and the final
60 km at 80 km/h. Find the average speed for the whole journey.

6. Phil Sharp walks the 2 km from his home to the bus stop in
= 15 min, and catches a bus immediately which takes him the 9 km
to the railway station at an average speed of 36 km/h. He arrives
at the station in time to catch the London train which takes him
the 240 km to London at an average speed of 160 km/h.
Calculate his average speed for the whole journey from home to
London.

7. A liner steaming at 24 knots takes 18 days to travel between two

™ ports. By how much must it increase its speed to reduce the
length of the voyage by 2 days?
(A knot is a speed of 1 nautical mile per hour.)

GETTING INFORMATION FROM TRAVEL GRAPHS

EXERCISE 24f
The graph opposite shows the journey of a coach which
calls at three service stations A, B and C on a motorway.
B is 60 km north of A and C is 20 km north of B. Use the
graph to answer the following questions:

a) At what time does the coach leave A?

b) At what time does the coach arrive at C?
c) At what time does the coach pass B?
d) How long does the coach take to travel from A to C?
e) What is the average speed of the coach for the whole
journey?
 Travel Graphs 357

a) The coach leaves A at 0900.

b) It arrives at C at 1000.
c) It passes through B at 0945.
d) Time taken to travel from A to C is 1000 — 0900,
i.e. 1 hour.

e) Distance from A to C = 60 km+ 20 km = 80 km.

Time taken to travel from A to C = 1 hour.

, distance travelled
average speed =-
time taken

80 km
= 80 km/h
1 hour
358 ST(P) Mathematics 2A

1. The graph shows the journey of a car through three towns,

Axeter, Bexley and Canton, which lie on a straight road. Axeter
is 100 km south of Bexley and Canton is 60 km north of it. Use
the graph to answer the following questions:
a) At what time does the car i) leave Axeter
ii) pass through Bexley iii) arrive at Canton?
b) How long does the car take to travel from Axeter to Canton?
c) How long does the car take to travel
i) the first 80 km of the journey?
ii) the last 80 km of the journey?
d) What is the average speed of the car for the whole journey?
 Travel Graphs 359

2. The graph shows the journey of an athlete in a race.

a) What was the length of the race?
b) How long did the athlete take?
c) What was his average speed for the whole journey?
d) How far did he travel in the first lj hours?
e) Did the athlete stop at any time during the race?
f) Did the athlete travel at more than one speed?

10'

0 EX
1000 1100 1200 1230
Time
360 ST(P) Mathematics 2A

3. Sally went for a walk; the travel graph given below represents
her journey.
a) How far did she walk?
b) At what time did she start?
c) How long did she take for the total distance?
d) What was her average speed?
e) How far did she walk in the first hour?
f) Did she walk at a constant speed?
 Travel Graphs 361

4. The graph shows the journey of an express train which starts

from A and passes through stations at B and C on the way to
its destination at D.
a) How far is it
i) from A to B ii) from B to C iii) from C to D?
b) How long does the journey take
i) from A to D ii) from B to C?
c) Find the average speed for the whole journey.
d) Where is the train at 1100?
e) What time is it when the train is 20 miles short of C?
362 ST(P) Mathematics 2A

5. A coach leaves Newcombe at noon on its journey to Lee via

Manley. The graph shows its journey.
a) How far is it
i) from Newcombe to Manley ii) from Manley to Lee?
b) How long does the coach take to travel from Newcombe to Lee?
c) What is the coach’s average speed for the whole journey?
d) How far does the coach travel between 1.30p.m. and 2.30p.m.?
e) How far is the coach from
i) Newcombe ii) Manley, after travelling for ljhours?
 Travel Graphs 363

6. A cyclist leaves the seaside to cycle home. The graph shows his
journey.
a) At what time does he
i) leave the seaside ii) arrive at home?
b) How far is it from the seaside to his home?
c) What is the average speed at which he cycles home?
d) How long does he take to travel the first 10 miles?
e) How far is he from home at 1430?
f) What time is it when the cyclist has travelled 15 miles?
364 ST(P) Mathematics 2A

7. Father used the family car to transport the children from their
— home to the nearest mainline railway station and then returned
home. The graph shows the journey.
a) How far is it from home to the station?
b) How long did it take the family to get to the station?
c) What was the average speed of the car on the journey to the
station?
d) How long did the car take for the return journey?
e) What was the average speed for the return journey?
f) What was the car’s average speed for the round trip?
 Travel Graphs 365

8. An athlete runs a certain distance, stops, turns around and

~ walks back to her starting point. The graph shows her journey.
a) How far does she run?
b) For how long is she running?
c) What is her average running speed?
d) How far does she walk?
e) For how long is she walking?
f) What is her average walking speed?
g) What is her average speed for the whole journey?
366 ST(P) Mathematics 2A

9. The graph shows the journey of a car through three service

— stations A, B and C, on a motorway.
a) Where was the car at i) 0900 ii) 0930?
b) What was the average speed of the car between
i) A and B ii) B and C?
c) For how long does the car stop at B?
d) How long did the journey take?
e) What was the average speed of the car for the whole journey?
Give your answer correct to 1 s.f.
 Travel Graphs 367

10. The graph shows Bill’s journey on a sponsored walk.

a) How far did he walk?
b) How many times did he stop?
c) What was the total time he spent resting?
d) How long did he actually spend walking?
e) How long did the walk take him?
f) What was his average speed for the whole journey?
g) Over which of the four stages did he walk fastest?
h) Over which two stages did he walk at the same speed?
368 ST(P) Mathematics 2A

EXERCISE 24g
The graph shows Mrs Webb’s journey on a bicycle to go
shopping in the nearest town. Use it to answer the
following questions:
a) How far is town from home?
b) How long did she take to get to town?
c) How long did she spend in town?
d) At what time did she leave for home?
e) What was her average speed on the outward journey?

a) The graph shows that it is 6 km from home to town.

b) Mrs Webb left home at 1320 and arrived in town at 1350.

The journey therefore took 30 min.

c) She arrived in town at 1350 and left at 1500. She

therefore spent 1 hour 10 min there.

d) Mrs Webb left for home at 1500.

 Travel Graphs 369

e) On the outward journey:

, distance travelled
Average speed =-
time taken

6 km
30 min

6 km
jhour
2
= 6 x y km/h

= 12 km/h

1. The graph shows the journey of a train from Newpool to

London and back again. Use the graph to answer the questions
that follow:
a) How far is Newpool from London?
b) How long did the outward journey take?
c) What was the average speed for the outward journey?
d) How long did the train remain in London?
e) At what time did the train leave London, and how long did
the return journey take?
f) What was the average speed on the return journey?
370 ST(P) Mathematics 2A

2. John Bloomfield’s journey from A to C via B is shown on the

graph.
a) At what time did he
i) leave A ii) arrive at B iii) leave B iv) arrive at C?
b) How far is it from A to C via B?
c) What was his average speed
i) from A to B ii) from B to C?
d) How long did he rest at B?
e) What was his average speed (including the stop) from A to C?

3. Opposite is the travel graph for two motorists travelling between

— London and Manley which are 110 miles apart. The first leaves
Manley at 0900 for London, having a short break en route. The
second leaves London at 1015 and travels non-stop to Manley.
Use your graph to find
a) the average speed of each motorist for the complete journey,
b) when and where they pass,
c) their distance apart at 1200.
 Distance from London in miles

i
Travel Graphs
371
372 ST(P) Mathematics 2A

4. The graph represents the journey of a motorist from Leeds to

— Manchester and back again. Use this graph to find
a) the distance between the two cities,
b) the time the motorist spent in Manchester,
c) his average speed on the outward journey,
d) the average speed on the homeward journey (including the
stop).

5. The graph opposite shows Judith’s journeys between home and

— school.
a) At what time did she leave home
i) in the morning ii) in the afternoon?
b) How long was she in school during the day?
c) How long was she away from school for her mid-day break?
d) What was the average speed for each of these journeys?
e) Find the total time for which she was away from home.
Distance from home in kilometres Travel Graphs 373

Time

6. The graph below shows the journeys of two cars between two
service stations, A and B, which are 180 km apart. Use the
graph to find
a) the average speed of the first motorist and his time of arrival
at B,
b) the average speed of the second motorist and the time at
which she leaves B,
c) when and where the two motorists pass,
d) their distance apart at 1427.
374 ST(P) Mathematics 2A

7. The graph represents the bicycle journeys of three school friends,

Audrey, Betty and Chris, from the village in which they live to
Buckwell, the nearest main town, which is 30 km away. Use the
graph to find:
a) their order of arrival at Buckwell,
b) Audrey’s average speed for the journey,
c) Betty’s average speed for the journey,
d) Chris’s average speed for the journey,
e) where and when Chris passes Audrey,
f) how far each is from town at 2 pm,
g) how far. Betty is ahead of Chris at 2.15 pm.

§: Jane leaves home at 1p.m. to walk at a steady 4mph towards

Cornforth, which is 16 miles away, to meet her boyfriend Tim.
Tim leaves Cornforth at 2.18 p.m. and jogs at a steady 6mph to
meet her. Draw a graph for each of these journeys taking
4 cm = 1 hour on the time axis and 1 cm = 1 mile on the
distance axis. From your graph find:
a) when and where they meet,
b) their distance apart at 3 p.m.
 Travel Graphs 375

9. A and B are motorway service areas 110 miles apart. A car

— leaves A at 2.16 p.m. and travels at a steady 63mph towards B
while a motorcycle leaves B at 2.08 p.m. and travels towards A
at a steady 45 mph. Draw a graph for the journeys taking
6cm = 1 hour and 1 cm = 5 miles. From your graph find:
a) when and where they pass,
b) where the motorcycle is when the car starts,
c) where the motorcycle is when the car arrives at B.

MIXED EXERCISES .

EXERCISE 24h 1. The graph shows John’s walk from home to his grandparents’
home.
a) How far away do they live?
b) How long did the journey take him?
c) What was his average walking speed?

2. Jenny runs at 20 km/h. Draw a graph to show her running for

2j hours. Use your graph to find
a) how far she has travelled in if hours,
b) how long she takes to run the first 25 km.
376 ST(P) Mathematics 2A

3. A ship travels at 18 nautical miles per hour. How long will it

take to travel a) 252 nautical miles b) 1026 nautical miles?

4. Find the average speed in km/h of a journey of 48 km in 36 min.

5. I left London at 1147 to travel the 315miles to York. If 1

arrived at 1617, what was my average speed?

®. I walk fmile in 10 min and then run jtnile in 2 min. What is

my average speed for the whole journey?

7. The graph shows Paul’s journey in a sponsored walk from A to

B. On the way his sister, who is travelling by car in the opposite
direction from B to A, passes him.
a) How far does Paul walk?
b) How long does he take?
c) How much of this time does he spend resting?
d) What is his average speed for the whole journey?
e) What is his sister’s average speed?
 Travel Graphs 377

EXERCISE 24i 1. The graph shows the journey of a scheduled non-stop express
train from my home city to London.
a) How far is my home city from London?
b) How long did the journey take?
/

c) What happened during the journey that was not intended?

d) What was the average speed of the train for the first part ol
the journey?

2. Draw a travel graph to show a journey of 440 km in 4 hours.

3. A horse runs at 15 m/sec. How far will it run in

a) 1 min b) if min? Express its running speed in km/h.

4. How long will a coach travelling at 72 km/h take to travel

a) 216 km b) 126 km.

5. Which speed is the faster, and by how much: 50m/sec or 200 km/h?

6. Find the average speed (km/h) for an 1800 m journey in 9 min.

 378
Distance from A in kilometres
ST(P) Mathematics 2A
 Travel Graphs 379

7. The graph on p. 378 shows the journey of a train from Station A

to Station C via Station B.
a) How far is A from i) B ii) C?
b) How long does the train take to travel from A to C?
c) Find the average speed of the train.
d) Does the train stop at B?

8. The graph shows two journeys between the villages of Farley

and Weston. Nina leaves home on her bicycle to visit her friend
who lives at Weston. On her way there she passes her father in
his car who is on his way from Weston to Farley.
a) How far is it between the two places?
b) How long does each journey take?
c) Which has the faster average speed and by how much?
d) Where and when do they pass?
Distance in miles

9. A motorist wants to make a 300mile journey in 5jh. He travels

the first 60 miles at an average speed of 45mph, and the next
200 miles at an average speed of 60mph. What must be his
average speed for the remaining part of the journey if he is to
arrive on time?
 BILLS AND WAGES

SHOPPING BILLS

EXERCISE 25a Use your calculator to total the following supermarket bills. In each
case find the change from a £20 note.

£ £ £ £ £
.88 2. .62 3. .55 4. .36 5. 1.26
.82 .37 .43 .72 .49
.44 .37 .43 .42 .53
.17 .37 .27 .42 .75
.38 .42 .64 .93 .44
.24 .18 .59 .45 .45
.29 .23 .19 .45 .45
.33 1.04 .19 .37 .45
.34 .77 .54 .37 .45
.23 .64 .62 .85 .62
1.29 .53 .73 4.21 .41
.29 .22 .80 .62 .87
.59 .22 .34 .14 .73
.43 .22 .37 .14 .49
.23 .89 .52 .25 .61
.32 .73 .49 .25 .72
.32 .32 .26 .72 .17
.28 .32 .37 .64 .17
.16 2.76 1.04 .45 .43
.77 3.49 .92 .27 .56
1.43 .23 .76 .27 .92
.49 .42 .43 .84 .44
.42 .52 .92 .73
.18 .66 .84
.44
.62

380
Copy and complete the following bills:

6. 2 tins of paint at £4.20 per tin

7 rolls of wallpaper at £5.20 per roll
3 brushes at £1.60 each

7. 6 cakes at 24 p each
3 loaves of bread at 52 p each
1 currant loaf at 48 p

8. 2 kg butter at £2.20 per kilo

3 litres milk at 56 p per litre
2 cartons of cream at 98 p each

9. 2 packets of cereal at 87 p each

3 bags of flour at 54 p per bag
4 packets of soft brown sugar at 45 p per packet
7 packets of soup at 32 p per packet

10. 3 kg potatoes at 36 p per kilo

1 j kg carrots at 28 p per kilo
2 kg onions at 21 p per kilo

11. 7 oranges at 9 p each

8 grapefruit at 26 p each
3 lb apples at 32 p per lb
21b bananas at 38 p per lb

12. 161b potatoes at 19 p per lb

5 lb carrots at 30 p per lb
21b parsnips at 22 p per lb
31b beetroot at 24 p per lb
382 ST(P) Mathematics 2A

13. 9 jellies at 14 p each

3 jars of jam at 62 p per jar
2 jars of marmalade at 84 p per jar
3 jars of honey at 92 p per jar

14. 3 bars of chocolate at 56 p per bar

7 packets of sweets at 45 p per packet
9 bags of crisps at 17 p per bag

15. 7 newspapers at 25 p each

2 magazines at 65 p each
3 comics at 18 p each
Delivery charge 24 p

16. 3 shirts at £12.50 each

2 ties at £3.25 each
6 pairs of socks at £2.30 per pair
1 pullover at £15.60

17. 3 skirts at £17.25 each

4 jumpers at £9.40 each
1 dress at £32.95
6 pairs of tights at 75 p per pair

18. 3 lb meat at £2.46 per lb

lylb bacon at £1.86 per lb
2 dozen eggs at 46 p per half dozen
5 packets of frozen mixed vegetables
at 88 p per packet
 Bills and Wages 383

19. 2 demijohns at £1.56 each

3 cans of grapejuice at £3.45 per can
2 airlocks at 76 p each
1 packet of yeast at 57 p
1 packet of corks at 46 p

WAGES

Everybody who goes to work expects to get paid. Some are paid an
annual amount or salary, but many people are paid a wage at a fixed
sum per hour. There is usually an agreed length to the working week
and any hours worked over and above this may be paid for at a
higher rate.

If John Duffy works for 37 hours for an agreed hourly rate of £4.50,
he receives payment of £4.50x37, i.e. £166.50. This figure is called
his gross wage for the week. From this, deductions are made for such
things as National Insurance contributions and Income Tax. After the
deductions have been made he receives his net wage or “take-home”
pay.

All this information is gathered together by the employer on a pay

slip, an example of which is given below.

STAFF No. DATE Basic Salary Additional Payts. Deduction for Gross Pay
A Absence

0103593? 6 JAN 1990 130.34 24.44 154.78

■
Attachments | Loan Repayts/ Vol. Dedns. Income Tax Total Deducted
Adv. Recovered B

A — Overtime Commission
maam
Bonuses Other
46.50
Non-Taxble. Alices
6 0 • 0^
NET PAY

24.44 16.78 111.52

Detail Detail Detail Detail B — Voluntary Deductions

Taxable to date 777 .71

Tax paid to date 113.10
Nat. Ins. to date 13.54
Pension (tax yr.)
Loan balances
384 ST(P) Mathematics 2A

EXERCISE 25b Calculate the gross weekly wage for each of the following factory
workers.

Number of hours
Name worked Hourly rate of pay

1. E. D. Nisbett 40 £3
2. A. Tucker 35 £3.50
3. D. A. Wilcox 38 £2.46
4. H. J. Shore 39 £4.52
5. T. Greenhalgh 3 85 £3.86
6. A. Smith 44 £4.46
7. D. Thomas 39j £5.58

In the questions that follow, it is assumed that the meal breaks are
unpaid.

Sally Green works a five-day week Monday to Friday. She

starts work every day at 8 a.m. and finishes at 4.30 p.m.
She has 1 hour off for lunch. How many hours does she
work in a week? Find her gross pay if her rate is £2.46 for
each hour worked.

Number of hours from 8 a.m. to 4.30 p.m. is 85.

Since she has 1 hour off for lunch,

number of hours worked each day is 75-

number of hours worked each week = 7j x 5

= 375-

Gross pay for the week = £2.46 x 37j

= £92.25

8. Edna Owen works a five-day week. She starts work each day at
7.30 a.m. and finishes at 4.15 p.m. She has 45 minutes for lunch
and a 10 minute break each morning and afternoon. How long
does she actually work a) in a day b) in a week? If her
hourly rate is £2.66, calculate her gross wage for the week.
 Bills and Wages 385
9. Martin Jones starts work each day at 7 a.m. and finishes at
4.30p.m. He has a 45 minute lunch break. How many hours
does he work in a normal five-day week? Find his gross weekly
wage if his rate of pay is £3.24 per hour.

10. Jean Spann works “afternoons”. She starts every day at 2 p.m.
and finishes at 10.30 p.m., and is entitled to a meal break from
6p.m. to 6.45 p.m. How many hours does she work a) in a day
b) in a five-day week? Calculate her gross weekly wage if she
is paid £2.26 per hour.

Mary Killick gets paid £2.14 per hour for her normal
working week of 37j hours. Any overtime is paid at
time-and-a-half. Find her gross pay in a week when she
works 45j hours.

Basic weekly pay = £2.14x37.5

= £80.25

Number of hours overtime = (45j-37j) hours

= 8 hours

Since overtime is paid at time-and-a-half,

the rate of overtime pay is £2.14x 1.5 = £3.21 per hour

Payment for overtime = £3.21 x8

= £25.68

Total gross pay = Basic pay + Overtime pay

= £80.25+£25.68

= £105.93

11. Tom Shepherd works for a builder who pays £3.10 per hour for
a basic week of 38 hours. If overtime worked is paid at time-
and-a-half, how much will he earn in a week when he works for
a) 38 hours b) 48 hours c) 50 hours?

12. Elsie Quinn works in a factory where the basic hourly rate is
£3.96 for a 35 hour week any overtime is paid at time-and-a-
half. How much will she earn in a week when she works for
46 hours?
386 ST(P) Mathematics 2A

13. Walter Markland works a basic week of 37j hours. Overtime is

paid at time-and-a-quarter. How much does he earn in a week
when he works 44\ hours if the hourly rate is £3.40?

14. Peter Ambler’s time sheet showed that he worked 7 hours

overtime in addition to his basic 38 hour week. If his basic
hourly rate is £4.16 and ovetrime is paid at time-and-a-half, find
his gross pay for the week.

15. During a certain week Peggy Edwards worked hours Monday

to Friday together with 4 hours on Saturday. The normal
working day was 7 hours and any time worked in excess of this
was paid at time-and-a-half, with Saturday working being paid
at double time. Calculate her gross wage for the week if she was
paid £3.16 per hour.

16. Diana Read works a basic week of 39 hours. Overtime is paid at

time-and-a-half. How much does she earn in a week when she
works 4l\hours if the hourly rate is £3.64?

17. Joan Danby’s pay slip showed that she had worked 5j hours
overtime in addition to her basic 37 hour week. If her basic rate
of pay is £3.20 and ovetime is paid at time-and-a-half, find her
gross pay for the week.

18. Copy and complete the following table, which gives Norman
Coleman’s clocking in and clocking out times for a certain week.

Morning Afternoon

Clocked Clocked Clocked Clocked Hours

Day in out in out worked

Monday 7.30 a.m. 12.15 p.m. 1.00 p.m. 4.15p.m.

Tuesday 7.30 a.m. 12.15 p.m. 1.00p.m. 4.15p.m.
Wednesday 7.30a.m. 12.15p.m. 1.00p.m. 4.15p.m.
Thursday 7.45 a.m. 12.15 p.m. 1.00p.m. 4.15p.m.
Friday 7.30 a.m. 12.15 p.m. 1.00p.m. 4.15p.m.
Saturday 7.30a.m. 12 noon

Norman Coleman’s basic hourly rate is £3.84 and any hours

worked in excess of 37 are paid at time-and-a-quarter. Calculate
his gross wage for the week.
 Bills and Wages 387

^ The timesheet for Anne Stent showed that during the last week
in November she worked as follows:

Morning Afternoon

Day In Out In Out

Monday 7.45 a.m. 12 noon 1.00p.m. 5.45 p.m.

Tuesday 7.45 a.m. 12 noon 1.00p.m. 4.15p.m.
Wednesday 7.45 a.m. 12 noon 1.00p.m. 4.15p.m.
Thursday 7.45 a.m. 12 noon 1.00 p.m. 4.15p.m.
Friday 7.45 a.m. 12 noon 1.00p.m. 4.15p.m.

a) What is the length of her normal working day?

b) How many hours make up her basic working week?
c) Calculate her basic weekly wage if the hourly rate is £2.84.
d) How much overtime was worked?

e) Calculate her gross wage if overtime is paid at time-

and-a-half.

TELEPHONE BILLS

The cost of a telephone call depends on three factors:

i) the distance between the caller and the person being called,
ii) the time of day and/or the day of the week on which the call is
being made,
iii) the length of the call.

These three factors are put together in various ways to give metered
units of time, each unit being charged at a fixed rate.

In common with gas and electricity there is a set charge each quarter
in addition to the charge for the metered units.

For example, suppose that Chris Reynolds’ telephone account for the
last quarter showed that his telephone had been used for 546 metered
units. If the set charge for renting the system was £20.60 and each unit
cost 5p, his telephone bill for the quarter can be worked out as
follows:

Cost of 546 units at 5p per unit = 546x5p

= £27.30
Systems rental = £20.60
the telephone bill for the quarter was £47.90
388 ST(P) Mathematics 2A

ormsn
BRITISH TELECOMMUNICATIONS

TELECOM VAT registration no 243 1700 02

BRITISH TELECOM WEST MIDLAND

Service Manager's Office
Providence House
Charles Street
WORCESTER
WRI 2BE
Tel. Worcester (0905) 61231 I
Or ask operator for Freefone 4521
Telex: 335403 (BTWORG1 Any call charges
not to hand
BB FST R7 m LA/hpn
— Wl ICI I thic hill
U llj LMII
See Notes Payment Telephone number Date of bill was prepared
Overleaf Is Now will be included
Due 16 NOV 88 in a later bill
(Tax point)
Rental and from to L quarterly rate £
other standing
charges 1 NOV 31 JAN 19.40 19.40
Metered date meter reading units used
units
(See
overleaf) 11 AUG 025101
7 NOV 025715
UNITS AT 4.30P 26.40

19 SEP 0.18 LOWER CHARGE

CAREY 661 7.43
53.23 For Office
TOTAL (EXCLUSIVE OF VAT)
use only
VALUE ADDED TAX AT 15.00% 7.98
TOTAL PAYABLE 61.21
/ N
/ \
/ \
I I
\ /
\ /
\ X

AX6060 Initials
R.P LTD PLEASE RETURN THE COUNTERFOIL BELOW WITH YOUR PAYMENT
 Bills and Wages 389

EXERCISE 25c Find the quarterly telephone bill for each of the following households.

Number of Rental
Name units used charge Cost per unit

1. Mrs Keeling 750 £14 5p

2. Mr Hodge 872 £16 6p

3. Miss Hutton 1040 £16.50 7p

4. Mr Tucker 1213 £15.25 8p

5. Mrs Lings 957 £18.50 9P

6. Miss Jacob 1134 £18.80 8.5p

7. Mr Higgins 765 £23.60 6.6 p

8. Mrs Buckley 1590 £18.40 8.3 p

9; Mr Leeson 765 £21 7.68 p

10. Mrs Solly 965 £25.50 10.5 p

11. Miss Tring 655 £17.60 8 P

12. Mr White 764 £16.75 7.6p

13. Mrs Green 944 £19.30 8.2 p

14; Mr Turner 1166 £20.15 9.75 p

15. Miss Parker 1207 £17.95 7.88p

ELECTRICITY: KILOWATT HOURS --

We all use electricity in some form and we know that some appliances
cost more to run than others. For example, an electric fire costs much
more to run than a light bulb. Electricity is sold in units called
kilowatt-hours (kWh) and each appliance has a rating that tells us
how many kilowatt-hours it uses each hour.

A typical rating for an electric fire is 2kW. This tells us that it will
use 2 kWh each hour, i.e. 2 units per hour. On the other hand, a light
bulb can have a rating of 100W. Since 1 kilowatt = 1000 watts (kilo
means “thousand” as we have already seen in kilometre and kilogram),
the light bulb uses pokWh each hour, or po of a unit.
390 ST(P) Mathematics 2A

EXERCISE 25d How many units (i.e. kilowatt-hours) will each of the given appliances
use in 1 hour?

1. a 3 kW electric fire 7. a 60 W video recorder

2. a 100W bulb 8. a 20 W radio

3. a l£ kW fire 9. an 8kW cooker

4. a 60 W bulb 10. a 7kW shower

5. a 1200W hair dryer 11. a 145 W food mixer

6. a 250 W television set 12. a 2 kW dishwasher

With the help of an adult, find the rating of any of the following
appliances that you might have at home. The easiest place to find this
information is probably from the instructions.

13. an electric kettle 17. the television set

14. a shaver 18. a bedside lamp

15. the refrigerator 19. the main bulb in the living room

16. the washing machine 20. the electric cooker

How many units of electricity would

21. a 2 kW fire use in 8 hours

22. a 100W bulb use in 10 hours

23. an 8kW cooker use in 1^ hours

24. a 60 W bulb use in 50 hours

25. a 150W refrigerator use in 12 hours

26. a 300 W television set use in 5 hours

27. a 12 W radio use in 12 hours

28; an 8W night bulb use in a week at 10 hours per night

29; an 8kW shower heater use in 15 min

30. a 5 W clock use in 1 week

For how long could the following appliances be run on one unit of
electricity?

31. a 250 W bulb 34. a 100W television set

32. a 2 kW electric fire 35. a 360 W electric drill

33. a 4W radio 36. a 150W food processor

 Bills and Wages 391

In the following questions assume that 1 unit of electricity costs 6p.

How much does it cost to run

37. a 100 W bulb for 5 hours

38. a 250 W television set for 8 hours

39. a 3 W clock for 1 week

40. a 3 kW kettle for 5 min

41. a 150 W refrigerator for 20 hours

ELECTRICITY BILLS —--— -—-

It is clear from the questions in the previous exercise that lighting

from electricity is cheap but heating is expensive.

While electricity is a difficult form of energy to store, it is convenient

to produce it continuously at the power stations, 24 hours a day.
There are therefore times of the day when more electricity is produced
than is normally required. The Electricity Boards are able to solve this
problem by selling “off-peak”, or “white meter”, electricity to
domestic users at a cheaper rate. Most of the electricity consumed in
this way is for domestic heating.

Domestic electricity bills are calculated by charging every household a

fixed amount, together with a charge for each unit used. Off-peak
electricity is sold at approximately half price. The amount used is
recorded on a meter, the difference between the readings at the
beginning and end of a quarter showing how much has been used.

EXERCISE 25e
Mrs Comerford uses 1527 units of electricity in a quarter.
If the standing charge is £9.45 and each unit costs 8 p, how
much does electricity cost her for the quarter?

Cost of 1527 units at 8p per unit = 1527x8p

= £122.16

Standing charge = £9.45

Total bill = £131.61

392 ST(P) Mathematics 2A

Find the quarterly electricity bills for each of the following households:

Number of Standing
Name units used charge Cost per unit

1. Mr George 500 £10 5p

2. Mrs Newton 600 £12 5P
3. Miss Ying 800 £15 8P
4. Mrs Kimber 1000 £10 9P
5. Mr Churchman 950 £15 lOp
6. Mr Khan 750 £14 12 p
7. Mrs Angel 1200 £20 lOp
8. Mr Archer 756 £10.50 5p
9. Miss Deats 892 £12.50 9p
10; Mrs Posnett 1045 £9.75 7p
11_. Mr Ryder 639 £18.30 8.2 p
12. Mr Vincent 1427 £15.90 6.65 p
13. Mrs Jackson 684 £18 lip
14; Mr Wilton 938 £16.40 7.36p
15; Mr Perry 1604 £13.75 8.94 p

Find the quarterly electricity bills for each of the following

households. Assume in each case that there is a standing charge of
£10, and that off-peak units are bought at half price.

Number of units used

At the basic Basic cost

Name price Off-peak per unit

16. Mr Bennett 1000 500 lOp

17. Miss Cann 800 600 8P
18. Mrs Beaton 750 400 9p
19. Mr Hadley 640 1200 7.5p
20. Mrs Cummings 850 2500 8.2p
 STATISTICS
FREQUENCY TABLES AND BAR CHARTS

This information about the shoe sizes of 40 people has been collected.
2 5 3j 4 4j 2j 3 6 3| 4
5 2\ 4 3 31 3 4j 5j 4 4\
5j 6 4 2 3 5 3i 4 2\ 3
3 4} 2 4 4 3J 5 3 5} 3

When the numbers are written down in the order in which they arise,
they are called raw data.

This information needs sorting before it can tell us anything about the
distribution of shoe sizes.

First we can see that the smallest size is 2 and the largest size is 6.
The difference between the smallest and largest value in a list of data
is called the range.

The range of shoe sizes is 6—2 = 4

Next we can find out how many there are of each size and make a
frequency table.

Shoe size 2 2* 3 3i 4 4i 5 6

Tally III III m m m nn nn III //

/// m Total

Frequency
(number of people) 3 3 8 5 8 4 4 3 2 40

There are 40 shoe sizes listed, so the frequencies should add up to 40.

We can illustrate this information on a bar chart. (The bars can have
gaps between them as shown here, or they can touch.)

393
394 ST(P) Mathematics 2A

EXERCISE 26a 1. Use the bar chart on page 393 to answer these questions.

a) Which shoe size is the most common?

b) Which shoe size is the least common?

2. This bar chart shows the different pets owned by pupils in a

class.

Pets

a) How many dogs are owned by pupils in the class?

b) How many birds are owned by pupils in the class?

c) Copy and complete the following frequency table.

Type of pet Dog Cat Bird Other pet

Frequency 8

d) How many pets are there altogether?

e) Name some animals which would come under the heading

“Other pet”.

f) Have any of the pupils got two dogs?

3. The passengers getting on to a bus during its journey were

placed in one of four categories. The information is given below.
M stands for man, W for woman, B for boy and G for girl.

M W W W B G W M

G G G M B M G M

B G B B M M G B

W W W W M M W M
 Statistics 395

a) Make a table similar to the table used in question 1.

b) Draw a bar chart illustrating this information.

c) How many males were on the bus and how many females?

d) How many more girls than boys were there on the bus?

4. The pupils in a class counted the number of rooms, apart from

bathrooms and kitchens, in which they and their families lived.
The information is given below:

3573757524

4466766515

4256157633

a) Make a frequency table.

b) Draw a bar chart illustrating this information.

c) What is the most common number of rooms?

d) How many rooms altogether do the pupils in this class have

amongst them?

5. A gardener counted the number of blooms on each of his rose

bushes on a particular day. The results are listed below:

537 2 865649
7469583475

a) Make a frequency table.

b) Draw a bar chart illustrating this information.

c) How many rose bushes had more than four blooms?

d) How many rose bushes did the gardener have?

GROUPING INFORMATION

On page 393 we took each shoe size as a separate category when we

made the frequency table. Because there were not very many items in
some categories, the resulting bar chart looked a bit ragged.

We might get a clearer picture of the distribution if we group the

information so that we include each half size with the next size up.
This gives the following frequency table and bar chart.
396 ST(P) Mathematics 2A

Shoe size iH 2H 3H 41-5 5f-6 Total

Frequency
(number of people) 3 11 13 8 5 40

Shoe size

EXERCISE 26b 1. Use the bar chart given above to answer these questions.

a) Which group of shoe sizes is the most common?

b) Can you tell from the bar chart how many people have size 5
shoes?

2. The marks gained by pupils in an examination are given below.

They have been extracted from a database and are given in
numerical order.

30 39 47 52 56 59 63 69 79 86

30 40 47 52 56 59 63 70 79 86

31 42 48 53 57 60 64 72 80 87

31 44 48 53 57 60 65 74 81 87

38 45 49 55 58 61 65 75 85 88

39 46 51 56 59 62 68 79 86 89

39 46 51 56 59 62 68 79 86 89

a) What is the range of marks?

b) Form a frequency table, using the groups 30 to 39, 40 to 49,

50 to 59, 60 to 69, 70 to 79 and 80 to 89.

c) Draw a bar chart to illustrate this information. For the

heights of the bars use 1 cm to represent 1 pupil.
 Statistics 397

3. The number of words in each of the sentences on the first page

of a book were recorded. The information is given below.

9 26 11 15 21 19 29 19

15 10 6 17 12 13 25 23

11 4 13 25 21 17 16 13

a) What is the range of the number of words per sentence?

b) Form a table using the groups 1 to 5, 6 to 10, 11 to 15,

16 to 20, 21 to 25 and 26 to 29.

c) Draw a bar chart to illustrate this information.

CONTINUOUS DATA

If we are asked to count the number of people at a bus stop the

answer will be a whole number (we cannot have 3.6 people!).

On the other hand, if we find the heights of people, there is no reason

why any one person’s height should be a whole number of centimetres.
Your own height is likely to be somewhere between 120 cm and
200 cm and could be marked anywhere along this section of a tape
measure.

110 120 130 140 150 160 170 180 190 200 210 cm
1 1
.11 1111 1111 1 ■ 11111111111111111111 n 11111111111111111 m 11

Because height can be anywhere on a continuous scale, it is not

possible to have a gap in the scale and say that no person’s height can
be in that gap.

A collection of heights is an example of continuous data.

EXERCISE 26c State whether each of the following quantities could be

a) only a whole number
b) marked anywhere on a continuous scale.

1. The number of pupils in your class.

2. The time it took you to get to school today.

3. The number of peas in a pod.

4. The length of your classroom.

5. Your weight.

6. The volume of liquid in a bottle.

398 ST(P) Mathematics 2A

GROUPING CONTINUOUS DATA

This is a list of the heights (each to the nearest centimetre) of

55 children. The list has been extracted from a database which has
sorted the heights into numerical order.

131 134 136 137 139 141 142 144 145 147 149

132 134 136 137 139 141 142 144 145 148 150

132 134 136 138 140 142 143 144 146 148 150

133 135 136 138 140 142 143 144 147 149 152

138 135 137 139 140 142 144 145 147 149 153

The height of the shortest child is about 131 cm and the height of the
tallest child is about 153 cm.

This information needs grouping to make more sense of it, so we will

start the first group at 130 cm, the second group at 135 cm, the third
group at 140 cm, and so on. This will give us five groups which, using
h cm for the height, we can write as

130<fe<135, 135<A<140, 140s$h<145, 145</i<150, 150^/i<155,

Note that ^ means “less than or equal to”

and < means “less than”.

Notice that each group is the same width so the last group includes
heights less than 155 cm but not equal to 155 cm.

Any height that is less than 135 cm belongs to the first group, but a
height of 135 cm belongs to the second group.

Looking down the list of heights we can see that there are 8 children
whose heights are in the first group, 14 children whose heights are in
the second group, and so on. We can write this information in a
frequency table.

Height, h, in cm Frequency

130</i< 135 8
135</i<140 14
140<h< 145 17
145<h< 150 12
150^h< 155 4

Total 55
 Statistics 399

EXERCISE 26d 1. Use the frequency table opposite to answer the following
questions.

a) How many children had a height less than 135 cm?

b) How many children had a height of at least 150 cm?

c) In which group do the heights of most children lie?

d) Two children were away when the survey was carried out.
Their heights are 152 cm and 140 cm. Make a new
frequency table to include these heights.

2. This is a list of the weights, in kilograms, of 100 adults. The list

is in numerical order.

47 50 52 54 60 63 63 64 66 66 68 69 70 70 72 78 79 80 90 104

48 51 53 55 60 63 63 64 66 67 68 69 70 71 73 78 80 82 92 110

49 51 53 58 61 63 63 65 66 67 68 70 70 71 73 78 80 83 94 112

49 51 53 58 62 63 64 65 66 68 69 70 70 72 74 79 80 85 95 115

49 52 54 59 62 63 64 65 66 68 69 70 70 72 75 79 80 88 100 118

a) What is the smallest weight?

b) How many people have a weight that is less than 50 kg?

c) Copy and complete this frequency table.

Weight, w, in kg Frequency

40 ^ w < 60
60^w<80
80 ^w< 100
100 ^w< 120

Total

d) How many people have a weight of 100 kg or more?

e) How many people have a weight less than 80 kg?

400 ST(P) Mathematics 2A

3. Emma kept a record of the time she had to wait for the bus to
school each morning for four weeks. The results are shown in
this frequency table.

Time, t (in minutes) Tally Frequency

0<t <5 mu 7
5<t<10 mnn 9
10s£t<15 in 3
15<f <20 / 1

a) On how many mornings did Emma have to wait for

15 minutes or longer?

b) How often did Emma wait less than 5 minutes?

c) On how many mornings did Emma record the length of her

wait?

d) Did Emma ever have to wait for 20 minutes?

BAR CHARTS FOR CONTINUOUS DATA

We can use the frequency table on page 398 to draw a bar chart.

Height (cm)

Notice that the horizontal axis gives the heights on a continuous scale,
like part of a tape measure, so there are no gaps between the bars.

A bar chart illustrating continuous data must have

no gaps between the bars.
 Statistics 401

EXERCISE 26e 1. Here is a frequency table showing the times, in minutes, taken by
the pupils in a class on their journeys from home to school on a
particular morning.

Time, t (in minutes) Frequency

0^t<10 2
10^r<20 9
20«;r<30 5
30 f < 40 4
40 f < 50 2
50<f <60 1

Copy and complete this bar chart, using the table.

10 -

S' 8 -
c
=
CT
6 -
ED
£ 4 -

2 -
0I---1-1-1-L_
10 20 30 40 50 60

2. At the health centre, some babies were weighed one afternoon,

Their weights, in kilograms, were recorded by the nurse as tally
marks in this frequency table.

Weight, w (in kg) 4^w<8 8s$w<12 12<w< 16

Tally mu mm/ Ml
Frequency

The next two babies were weighed at just under 12 kg and just
over 12 kg. Add these weights to the frequency table and then
complete the table.

Draw a bar chart to illustrate this information.

3. Draw a bar chart to illustrate the data given in question 2,

Exercise 26d.
402 ST(P) Mathematics 2A

4. Draw a bar chart to illustrate the data given in question 3,

Exercise 26d.

5. This is a list of the weights, in kilograms, of 30 fourteen-year-old

boys.
50 55 57 60 61 64 65 65 65 67 67 68 68 69 70

52 56 57 60 62 64 65 65 66 67 67 68 68 69 75

You are asked to draw a bar chart to illustrate this data.

a) Decide on the groups that you will use and make a frequency
table.

b) Draw the bar chart.

PIE CHARTS

Pie charts can be used to illustrate information about quantities where

the order does not matter, e.g. the frequencies of different types of
vehicle using a car park.

The size of each slice is proportional to the frequency.

EXERCISE 26f This pie chart shows the costs

involved in making a television
set. The total cost is £180.

a) What fraction of the total cost

is the cost of materials?

b) What fraction of the total cost

is the cost of overheads?

c) What is the cost of materials?

d) What is the cost of overheads?

e) What are the labour costs?

 Statistics 403

In a class of 30, the eye colours of the pupils were

recorded as follows.

Eye colour Grey Blue Brown Hazel

Frequency 8 4 14 4

What is the angle of the slice representing the number of pupils

with grey eyes?

o
The angle for grey eyes
= 30 * 360

= 96°

Draw a pie chart to represent the information given in each question.

2. In a class of 30, the means of transport for coming to school on

a given day were recorded as follows.

Means of transport Bus Car Bicycle Walking Other

Frequency 12 7 3 5 3

3. In a weekly timetable of 36 periods the distribution of time is as

follows.

Science, Art,
Subject Maths Music English Languages Others

Frequency 9 6 4 6 11

4. The times spent by the pupils in class 2K watching different

types of television programme one evening, were recorded.
What was the total viewing time?

Type of Comedy Plays Docu¬

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404 ST(P) Mathematics 2A

SCATTER GRAPHS
“Tall people have larger feet than shorter people.”

This is a commonplace idea, but how true is it?

Does it mean, for example, that if my friend and I are the same
height, we take the same size in shoes?
Or is there not much truth in the statement, i.e. there is not much
relationship between a person’s height and shoe size?
We can try to find out the real situation by gathering some evidence.
This table lists the heights (in centimetres) and the shoe sizes of
12 people (all female).

Height (cm) 158 160 161 163 164 166 166 167 168 170 171 174

Shoe size 37 36 38 39 37 40 38 37 39 42 41 40
(continental)
The heights are listed in increasing order. We can see from the table
that shoe size does tend to get larger as height increases. However, the
tallest person has not got the largest feet so there is not a direct
relation between height and shoe size.
We get a clearer picture if we plot these points on a graph.

Height (cm)
 Statistics 405
The points do not all fit on a straight line. A graph like this is called a
scatter graph.

Now we can see that taller people tend to have larger feet but the
relationship between height and shoe size is not strong enough to
justify the original statement.

EXERCISE 26g 1. The table gives the French mark and the maths mark of each of
20 pupils in an end of term examination.

French 45 56 58 58 59 60 64 64 65 65 66 70 71 73 73 75 76 76 78 80

Maths 50 38 45 48 56 65 60 58 70 75 60 79 64 80 85 69 82 77 69 75

a) Show this information on a graph; use a scale of 1 cm for

5 marks on each axis and mark the horizontal axis from 40
to 85 for the French mark and the vertical axis from 35 to 90
for the maths mark.

b) John is good at French. Is he likely to be good at maths?

2. This table shows the heights and weights of 12 people.

Height (cm) I 150 152 155 158 158 160 163 165 170 175 178 180

Weight (kg) | 56 62 63 64 57 62 65 66 65 70 66 67

a) Show this information on a graph; use a horizontal scale

of 2 cm for each 5 cm of height and mark this axis from 145
to 185. Use a vertical scale of 2 cm for each 5 kg and mark
this axis from 55 to 75.

b) Carlos weighs 65 kg. Is he likely to be tall?

3. This table shows the number of rooms and the number of people
living in each of 15 houses.

Number of rooms 344555666677788

Number of people 235421623445326

a) Show this information by plotting the points on a graph; use

a scale of 1 cm for one unit on each axis.

b) Cheryl lives in a house with four other people. Is the house

likely to have more than four rooms?
406 ST(P) Mathematics 2A

4. This table shows the number of pens and pencils and the number
of books that each of 10 pupils have with them in a maths
lesson.

Number of pens and pencils 2 3 3 5 6 6 12 15 20 25

Number of books 4 5 0 3 1 4 6 2 1 5

a) Show this information by plotting the points on a graph; use

a horizontal scale of 1 cm for two pens and pencils and a
vertical scale of 1 cm for one book.

b) Is the number of pens and pencils brought by one pupil a

reliable indication of the number of books that pupil has
brought?

c) Collect the same information for the pupils in your maths

class and make a scatter graph from it.

LINE OF BEST FIT AND CORRELATION

If we look again at the scatter graph of height and shoe size, we see
that the points are scattered about a straight line which we can draw
by eye. This is called the line of best fit. When drawing this line, the
aim is to get the points evenly distributed about the line, so that the
sum of the distances from the line to points that are above it, is
roughly equal to the sum of the distances from the line to points that
are below it. This may mean that none of the points lies on the line.
 Statistics 407
The less scatter there is about the line, the stronger is the relationship
between the two quantities. We use the word correlation for the
relationship between the two quantities.

If the points are close to the line,

we say that there is a strong
correlation.

If the points are loosely scattered

about the line, we would say that
there is a moderate correlation.

Sometimes the points are so scat¬

tered that there is no obvious line
and we say that there is no corre¬
lation.

EXERCISE 26h 1. Use the scatter graphs that you drew for Exercise 26g.
For each one, draw the line of best fit, if you think there is one.
Estimate the correlation between the two quantities in each case
as ‘strong’, ‘moderate’, ‘weak’ or ‘none’.

COLLECTING INFORMATION

Up to now you have been given information about, for example, the
heights of a group of people, and you have been asked to sort it and
draw a bar chart.
If you have to collect the information yourself, you need to plan in
advance and decide how you are going to solve some of the problems
that might arise.

EXERCISE 26i 1. Suppose that information is to be collected about the shoe sizes
of pupils in your year, and a bar chart is to be drawn using the
information.

a) How many categories do you need? Should you stick to the

whole number sizes?

b) If you decide on whole number sizes, what should you do

about a pupil who insists that all her shoes are size 31?
408 ST(P) Mathematics 2A

c) What should you do about someone whose left shoe is size 3

and whose right is size 4?

d) Some people are shy about giving their shoe size. What can
you do about this?

e) If you ask people to write their shoes sizes on a piece of

paper anonymously, what could go wrong?

f) Can you think of any other problems that might arise when
collecting information about shoe sizes?

2. Information is to be collected about the heights of pupils in the

first year.
You could collect the information by one of the following
methods.
A Prepare the frequency table and, as you get the information
from a pupil, make a tally mark in the appropriate place.
B Have a list of all the pupils in the year and write the
information against the appropriate name.
Which do you think is the more efficient method? Give your
reasons.

3. Imagine that you now go out to collect information on heights.

a) Some people will know their height in feet and inches, others
in centimetres. What will you do about this?

b) What other problems are you likely to encounter?

c) Suppose that the least height is 151 cm and the greatest

height is 168 cm.
What categories will you use for grouping the information?

4. Information is to be collected about the eye colour of pupils in

your year.

a) State the categories you would use.

b) List the problems you are likely to encounter as you collect

the information.

5. Choose a topic on which to collect information.

a) List the categories into which the information is to be put.

b) Decide whether you will be drawing a bar chart or a pie

chart.

c) List the difficulties you are likely to encounter in collecting

the information and what you will do to get round them.
 Statistics 409

QUESTIONNAIRES

The information required sometimes concerns opinion on several

different points. For example, you may want to find out whether
pupils would prefer an earlier start to the day or a shorter lunch hour.
In cases like this a sheet of questions for each person might be more
useful.

A set of questions of this sort is called a questionnaire.

EXERCISE 26j 1. Copy and complete this questionnaire.

(Notice the different types of question and forms of answer.)

a) How tall are you? .cm

b) Do you consider yourself to be
Tall Average Small
(Underline your answer.)

c) Do you like being the height you are? Underline your answer.
Love it Like it Don’t mind Dislike it Hate it

d) I want to grow taller 0 12 3

(0 means “not at all”, 3 means “very much”)
Ring the number that represents your answer.

e) I am male/female. (Cross out the unwanted word.)

2. a) In the questionnaire above, why is question (e) needed?

b) Question 1(c) could have had an answer in a different form,

such as:
2 10-1-2
Ring the number which represents your liking.
What is the problem when the question is put in this form or
the form used in question 1(d)?

3. There are several things wrong with the wording of the following
questions. List them, giving reasons for your choice.

a) Do you like mathematics? 0 12 3 4

b) What colour is your hair? .

c) How many people are there in your family?

4. Write a questionnaire on a topic of your own choice, using

different types of question. Sometimes the wording can be
misunderstood: try the question out on someone before setting
out to collect information.
 ... . ——-— — I — I-I I I I I

ST(P) MATHEMATICS Series

This is Volume 2A in a graded course for secondary schools. The ‘AJ books
are designed for pupils working towards Level 7-8 at Key Stage 3 and
higher levels at GCSE.
Each chapter presents the necessary text, fully worked examples and
plenty of carefully graded exercises. Complementary work of a practical
and investigational nature will be found in the ST(P) MATHEMATICS
RESOURCE BOOK.