Coatbridge High School

Mathematics Department

National 5
Mathematics
Revision Notes

[Link]
FORMULAE LIST

The roots of
− b ± b 2 − 4ac
ax2 + bx + c = 0 are x =
2a

a b c
Sine Rule: = =
sinA sinB sinC

b2 + c2 − a 2
Cosine Rule: a2 = b2 + c2 – 2bc cos A or cos A =
2bc

1
Area of a triangle: Area = ab sin C
2

Volume of a sphere: Volume = 4 π r 3

3

Volume of a cone: Volume = 1 π r 2 h

3

Volume of a pyramid: Volume = 1 A h

3

Σ (x − x ) Σ x 2 − (Σ x ) /n
2 2
Standard deviation: s= = , where n is the sample size.
n −1 n −1

Topics By Unit
Expressions & Formulae Relationships Applications
Surds & Indices Straight Line Graphs Trig Formulae
Factors & Brackets Straight Line Equations Vectors
Completing the Square Equations & Inequations Fractions & Percentages
Algebraic Fractions Simultaneous Equations Statistics
Gradient Change the Subject
Arcs & Sectors Quadratic Graphs
Volume Quadratic Equations
Uses of Pythagoras
Similar Shapes
Trig Graphs
Trig Equations

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 Basic Trigonometry (Nat 4)

sin x = opposite , cos x = adjacent , tan x = opposite

hypotenuse hypotenuse adjacent
opposite
O A O
sin x = , cos x = , tan x =
H H A x
adjacent
SOH CAH TOA
Find a, b and c in the examples below:

16cm 3.1m c

67° 5.5cm
35°
a b
9cm

Pythagoras’ Theorem (Nat 4)

Find d and e in the examples below:

d 25cm
4.5cm 7cm

e
6cm

If the question has an angle: SOHCAHTOA If there isn’t an angle: PYTHAGORAS

The side wall of a shed has dimensions as shown below. Find:
a) the length of the roof b) the angle the roof makes with
the ground

2.1m 1.7m

2.5m

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 Arcs & Sectors (E&F)
An arc is a part of the circumference of a circle. A
If the ends of the arc are joined to the centre of the circle, then a
sector is formed.
In the diagram opposite, AB is an arc and AOB is a sector.
When the angle at the centre is less than 180°, then AB is a minor arc O
and AOB is a minor sector (e.g. the shaded sector in the diagram)
B
When the angle at the centre is more than 180°, then AB is a major
arc and AOB is a major sector (e.g. the checked sector in the diagram)
Look at the shaded sector in the circle below:
B 50
Angle AOB = 50°. This is of the full circle.
360
A
50° 50
This means that arc AB has of the circumference of the full circle.
O 360
50
This also means that sector AOB has of the area of the full circle.
360

x arc sector
If the angle inside the sector is x° then: = =
360 π D πr2

there is no need to simplify the fraction before we use it.

NOTE:
unless told otherwise, round answers to three significant figures.

Example 1: In each sector of a circle below, find: (i) the length of the arc
(ii) the area of the sector.
a) b)
6cm
125°

70°
8.5cm

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 We can also be asked to work backwards from the arc length or sector area.
Example 2: A sector of a circle has an angle Example 3: A sector is made from a circle with a
of 26° at the centre. diameter of 3.2m.
If the arc length is 5cm, find the radius of the If the sector has an area of 6.37m2, find the angle at
original circle. the centre of the sector.

Past Paper Question.

A cone is formed from a paper circle with a sector removed as shown.
The radius of the paper circle is 40 centimetres. Angle AOB is 110°.

a) Calculate the area of the sector removed b) Calculate the circumference of the base of the
from the circle (3 marks). cone (3 marks).

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 Volumes of Prisms (E&F)
A prism is a regular solid object which has two parallel congruent end faces: if it was put in a bacon
slicer, then all of the slices would be identical in size and shape.

These are prisms These are not prisms

A = area of the end face
The volume of a prism is given by: V = Ah where
h = distance between end faces
Example 4: consider the prisms below:

Area = 16cm2 Volume Area = 21cm2

= 157.5cm3
5cm
3cm

9cm 6.5cm
4cm
a) find the volume. b) Find the height. c) Find the volume.

Example 5: A box is made in the shape of an equilateral triangular prism.

The triangular faces have side 8cm and the prism is 5cm high.
8cm
Find the volume of the box.

5cm

1
To find the volume of a pyramid, treat it like a prism but divide by three: V= Ah
3
Example 6: A square-based pyramid has a base 7cm wide and a height of
9cm. Find its volume.
9cm

7cm

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 Volumes of Solids (E&F)
Example 7: Use the given formula to find the volume of each solid below (round to 3 s.f.).
Note: The formula for the volume of a cylinder is not given in the formula list!
Sphere Cylinder Cone
4 1
V = π r3 V = π r 2h V = π r2h
3 3

12.5cm 18cm 35cm

20cm
12cm

Past Paper Question

An ornament is in the shape of a cone with diameter 8 centimetres
and height 15 centimetres.
The bottom contains a hemisphere made of copper with diameter 7.4
centimetres. The rest is made of glass, as shown in the diagram
opposite.
Calculate the volume of the glass part of the ornament.
Give your answer correct to 2 significant figures. (5 marks)

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 Algebraic Expressions (E&F)
Example 8: Multiply out the brackets and collect like terms:
a) 3x(2x – 7) + 2(6 – x) b) (4p + 3)(p – 6)

c) (x + 1)2 – 2(x + 1) d) (b + 2)(b2 – 3b – 2)

Example 9: A rectangle has sides 8cm and 5cm. A border xcm wide is drawn inside it.
Find an expression for the area of the smaller rectangle created inside the original.

x
x x
5cm

x
8cm

1. COMMON FACTOR
When factorising algebraic expressions, look
2. DIFFERENCE OF TWO SQUARES
for the following in this order:
3. TRINOMIAL
Example 10: Factorise the following expressions fully:
a) 3g2 – 6g3 b) p2 – 100 c) 4t2 - 25

d) 5x4y – 3x2y3 e) 28 – 7y2 f) 3x4 – 48x2

Example 11: Factorise the following trinomial expression, writing down the method used.
x2 + 10x + 24 Method

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 Example 12: Use the method shown above to factorise:
a) x2 – 7x + 12 b) x2 – 5x - 36

c) 18 + 3x – x2 d) 4x2 – 16x - 9

Surds (E&F)
A rational number is a number which can be written as a fraction of two integers. Any whole number,
integer or decimal which repeats itself is a rational number.
e.g. 5 (= 10 ÷ 2), 6.2 (= 62 ÷ 10), 0.1111111… (= 1 ÷ 9), etc.
An irrational number is a number which can’t be written as a fraction of two integers. They are
decimal numbers with infinite digits with no repeated pattern: π is an irrational number.
Surds are irrational numbers which come from roots, e.g. 2 = 1.4142135… , 3 6 = 1.817120…
Since neither of these decimal numbers are exact, when left written in root form they are called exact
values.
Surds can be combined like x or y terms in algebraic expressions.
e.g. since 3x + 5y - x + 2y = 2x + 7y, 3 2 +5 3 − 2+2 3 =

When asked to simplify a surd we need to make the number inside

the root sign as small as possible. To do this, remember the rule: ab = a × b

If we rewrite the number inside the root sign as a square number multiplied by another number, then
the square number inside a root sign will simplify to a whole number.

e.g. 8 = 4× 2
=2 2 ( 4 becomes 2)

e.g. 12 = 4× 3 (choose 4 x 3 as 4 is a square number: 2 x 6 has no square numbers)

=2 3 ( 4 becomes 2)
We should always look for the largest square number that we can divide by.

e.g. 72 = 36× 2 (9 x 8 would also give 72 but 8 would need to be simplified more)
=6 2 ( 36 becomes 6)
It is useful to try to memorise as many of the square numbers as possible; the first fifteen are:
1 4 9 16 25 36 49 64 81 100 121 144 169 196 225

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 Example 13: Simplify:
a) 4 5 +5 5 −6 5 b) 7 + 2 10 − 4 10 - 7 c) 18

d) 48 e) 450 f) 50 + 32 − 2

g) 3× 15 h) 6 ( 6 − 2 ) i) (3 2 +1 )( 2 − 3 )

Example 14: Find the exact length of side AB, giving your answer in its simplest form.

A
14cm

B 12cm C

a a
To simplify surds in fractions, remember the rule: =
b b
Example 15: Simplify:

21 2 10 6 3
a) b) c)
3 5 8 12

1 2
We already know that = because the top and bottom of the first fraction were both multiplied by
2 4
the same number (in this case 2).
In the same way, we can make equivalent fractions by multiplying the top and bottom of a fraction by
the same surd value: we often do this to get rid of a surd on the bottom of our original fraction.
This process is known as rationalising the denominator.

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 Example 16: Express each of the following with a rational denominator in simplest terms.

2 10 14 4 10
a) b) c) d)
3 2 3 6 2

Past Paper Question 1: Past Paper Question 2:

2
Express with a rational denominator in its Express 40 + 4 10 + 90 as a surd in its
5 simplest form. (3 marks)
simplest form. (2 marks)

Indices (E&F)
Indices is another word for powers: in 35, 3 is called the base and 5 is called the index.
There are six rules of indices for us to memorise:
am x a n = am + n am ÷ an = am - n a0 = 1
When we multiply When we divide Anything to the power
we add the powers we subtract the powers of zero equals one
a2 x a3 = a5 a6 ÷ a2 = a4 (since a5 ÷ a5 = a0 and anything
g7 x g-4 = g3 g2 ÷ g-3 = g5 divided by itself is one)
1 2 3 3 2 1
d 5 ×d 5
=d 5
d 7 ÷d 7
=d 7 50 = 1, 1.740 = 1, etc.

1 m
a-1 = (am)n = amn a n
= n am
a
Negative powers become For powers of powers Fractional powers can
positive on the denominator we multiply them together be rewritten as roots

a2 ÷ a4 = a-2 (a2)3 = a6 a × a = a (or a1)

a×a 1
AND a2 ÷ a4 = = 2 (3a4)2 = 9a8
1
2
1
× a 2 = a1
a×a×a×a a AND a
3
SO a-2 = 2
1  2  8 1
 3 = SO a 2
= a
a  3a  27a 9
3 4 -7 4 1 5
3a-2 = 2 , a = a 3
=
3
a, a 4
=
4
a5
a 5 5a 7

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Questions on indices usually require the use of more than one rule!
Example 17: Simplify the following, leaving your answers with positive indices:

( )
4 2
a) 3p 2q 3r b) 3a
1
3  a −13 + 2a − 2 3  −2
  c) a12 3
6p r

Rewrite as a root
When asked to evaluate a number with a fractional power: Do the root part first
Do the power part last
Example 18: Evaluate:
3 2 5 −1
4 5
a) 16 2
b) 8 3 c) 81 d) 32

5p 7 × 4p -2 5
Past paper Question 1: Simplify Past Paper Question 2: Evaluate 8 3
2p
(2 marks) (2 marks)

Scientific Notation Calculations (E&F)

Scientific notation is used to write very large or very small numbers easily.
Revision: Write in scientific notation:
The distance from Earth to the Sun is The width of a Hydrogen atom is
147 000 000 km 0.000000053 mm

To write numbers in scientific notation on

x10x or Exp
a calculator, use the button marked either:
e.g. to write 2.97 x 105 we would type 2.97, press x10x , then type 5.

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 Example 19: The Voyager 1 space probe is the only man-made object which has left our solar system.
It is currently moving at a speed of 17.6 kilometres per second.
Calculate the distance travelled by Voyager 1 in a year, giving your answer in scientific notation
accurate to 3 significant figures.

Straight Line Graphs (Rel)

Example 20: On the axes opposite, sketch:
a) y = 2x x 0 1 2 3
2x

b) y = 2x + 1 x 0 1 2 3
2x + 1

c) y = 2x – 4 x 0 1 2 3
2x – 4

d) y = -2x + 3 x 0 1 2 3
-2x + 1

This shows that a formula of the form

y = mx + C
produces a straight line graph.

In each case above, m (the number with the x) is the gradient of the line, and c (the other number)
describes the point the line cuts the y-axis (known as the y-intercept).
Example 21: Write down the gradient and y-intercept of the lines:
3
a) y = 4x - 2 b) y = x c) y = 5 – 3x
2

y 2 − y1
To find the gradient of the line joining any two points, use the formula: m=
x 2 − x1
Example 22: Find the gradient of the line joining the points:
a) A (3, 5) and B (6, 11) b) C (-3, -1) and D (1, -3)

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 Calculate the gradient of the solid line in the diagram
opposite, which passes through (-1, 3) and (5, 3).
●
● ●

Now calculate the gradient of the dotted line, which passes

through (2, 4) and (2, -5)

The solid line is horizontal: its gradient is zero and its equation is y = 3.
The dotted line is vertical: its gradient is undefined and its equation is x = 2.
a) lines sloping up from left to right have positive gradients
b) lines sloping down from left to right have negative gradients
To summarise what we have
c) lines with equal gradients are parallel
seen so far:
d) horizontal lines have gradient zero and equation y = a
e) vertical lines have gradient undefined and equation x = b
To find the equation of a straight line, we need its gradient and a point on the line.
If the point is on the y-axis, use If the point is not on the y axis, use
y = mx + c y – b = m(x – a)
Example 23: Find the equation of:
a) the line through (0, 4) with gradient 4 b) the line through (2, 6) with gradient -2

c) the line through (-3, 2) and (0, -4) d) the line through (-2, -4) and (8, 1)

y e) the line shown in the diagram opposite.

O 8 x

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 Straight line graphs can be used to describe real life situations where something changes by a fixed
amount.
Example 24: Craig is an electrician. He charges a call out fee plus an hourly rate. Craig’s charges are
represented on the graph below.
a) How much is the call out fee?

b) Find the equation of the line in terms of H and C.

c) Use your formula to find the cost of an 8 hour job.

The line y = -x + 5 could also be written as y + x – 5 = 0. This is called the general form of the straight
line equation.
Straight line equations can
y = mx + c y – b = m(x – a) Ax + By + C = 0
be written as:
When given an equation in the general form, the gradient is NOT always the number in front of x! We
have to rearrange the equation until it says “y = …..” first.
Example 25: Find the gradient and Example 26: A line has as its equation 2x – 4y + 4 = 0.
y-intercept of the line 6x + 2y – 12 = 0.
a) Find the coordinates of the points where the line
meets the x- and y-axes.

b) Sketch the graph 2x – 4y + 4 = 0.

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 Past Paper Question 1: Find the equation of Past Paper Question 2: A straight line has equation
the line joining the points (-2, 5) and (3, 15). 4x + 3y = 12.
Give the equation in its simplest form. a) Find the gradient of this line. (2 marks)
(3 marks)

b) Find the coordinates of the point where this line

crosses the x-axis. (2 marks)

Function Notation (E&F)

A function is a set of instructions which changes one group of numbers into another. For example,
y = 3x + 1 takes an x-coordinate, multiplies it by three then adds one to change it into a y-coordinate.
In function notation, the rule above would be written as f(x) = 3x + 1 and “f(x)” is read as “f of x”.
In a function, the numbers going in are called the domain; those coming out are called the range.
Example 27: For f(x) = 2x + 3, find:
a) f(5) b) f(-1) c) f(a) d) the value of x for which
f(x) = 17.

Example 28: For g(x) = 12 – 3x2, find g(-2). Example 29: h(x) = x3 + 1.
Find the value of p if the point (p, -7) lies on the
graph of y = h(x).

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 Fractions (Revision) (Level 4)
A mixed fraction is a whole number and a fraction together. A top-heavy fraction is one with the
numerator (top number) greater than the denominator (bottom number).
Example 30: Convert:
35 2
a) into a mixed fraction b) 4 into a top-heavy fraction
8 7

To add or subtract fractions there must be a common denominator. If there isn’t, then we need to
make equivalent fractions first.
Example 31: Find:
5 1 5 1 3 2
a) + b) + c) −
7 7 8 4 4 3

1 2 3 1 1 1
d) 3 +1 e) 6 −4 f) 5 −3
4 5 5 3 5 3

To multiply fractions together: To divide one fraction by another:

multiply the top numbers flip the second fraction upside down
multiply the bottom numbers change divide into multiply
Before multiplying or dividing, mixed fractions must be made top-heavy first.
Example 32: Find in simplest form:
5 4 1 2 10 2 4 3 6
a) × b) 3 ×2 c) ÷ d) 6 − of 2
8 9 2 5 21 7 5 4 7

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 Algebraic Fractions (E&F)
When simplifying algebraic fractions, we can only cancel out factors on the top and bottom.

(x + 2)(x-1) x -1 (x + 2)(x - 1) x + 2 x+2 2

this can’t be
i.e. = = BUT: ≠ simplified any
(x + 2)(x- 3) x - 3 (x -1)3 2 (x - 1)2 x+5 5 further!
Example 33: Simplify:

7xy
b)
12x - 4xy
c)
2x + 2 x 2 + 3x - 4
a) d) 2
14y2 12x x 2 + 3x + 2 x - x - 20

Algebraic fractions follow exactly the same rules as fractions with only numbers!
Example 34: Express each as a single fraction in its simplest form:
2x x 2x - 1 x 5 3
a) + b) − c) −
3 4 3 2 x +1 x -2

d) Two rectangles with equal areas have sides as shown below. Find expressions for:
(i) The area of rectangle A

(ii) The height of rectangle B.

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 Graphs of Quadratic Functions (Rel)
Functions where the highest power is 2 are called quardatic functions. The graph of a quadratic
function is known as a parabola.
The point where the parabola changes direction is called its turning point.
Example 35: Complete the tables and sketch the quadratic functions on the axes below.
a) y = x2 x -3 -2 -1 0 1 2 3 d) y = 2x2 x -3 -2 -1 0 1 2 3

y y

b) y = x2 + 2 x -3 -2 -1 0 1 2 3 e) y = ½x2 x -3 -2 -1 0 1 2 3

y y

c) y = x2 - 3 x -3 -2 -1 0 1 2 3 f) y = - x2 x -3 -2 -1 0 1 2 3

y y

For y = x2 + c, For y = k x2,

If c > 0, the parabola cuts above the x-axis If k > 0, the parabola is stretched
If c < 0, the parabola cuts below the x-axis If 0 < k < 1, the parabola is squashed
the y-axis is a line of symmetry If k < 0, the parabola has a maximum TP
the y-axis is a line of symmetry

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 Example 36: The point (3, 36) lies on the graph y = k x2 as
shown. y
Find the value of k.
●(3, 36)

O x
Example 37: Complete the tables and sketch:

x -1 0 1 2 3
a) y = (x – 1)2
y

x -4 -3 -2 -1 0
b) y = -(x + 2)2
y

x 1 2 3 4 5
c) y = (x – 3)2 + 2
y

x 0 1 2 3 4
2
d) y = -(x – 2) + 4
y

a) y = (x – 1)2 has a TP at and x = is the axis of symmetry

b) y = -(x + 2)2 has a TP at and x = is the axis of symmetry

c) y = (x – 3)2 + 2 has a TP at and x = is the axis of symmetry

d) y = -(x – 2)2 + 4 has a TP at and x = is the axis of symmetry

its TP at the point (a, b)
x = a as its axis of symmetry
The graph of y = (x – a)2 + b has:
a MINIMUM TP if the bracket has a positive number at the front
a MAXIMUM TP if the bracket has a negative number at the front
Example 38: Write down the position and Example 39: The graph shown below has as its
nature of the TP and the axis of symmetry of: equation y = (x – p)2 + q.
a) y = (x – 5)2 + 6 b) y = 5 - (x + 3)2 State the values of p and q.
y

O x

●
(2, -4)

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 Completing the Square (E&F)
A quadratic function written f(x) = (x – a)2 + b is in its completed square form.
Changing a quadratic funtion written as a trinomial into this form is called completing the square.
divide the number in front of x by 2
To write a trinomial in
put this inside a squared bracket with x
completed square form:
square it and subtract from the number term
Example 40: For each quadratic function below: (i) write in the form y = (x – a)2 + b
(ii) state the coordinates of the TP
a) y = x2 + 6x + 1 b) y = x2 - 10x - 15 c) y = x2 + 3x

Solving Quadratic Equations (Rel)

Linear equations (i.e. when there is only an x term) give one answer. Quadratic equations (i.e. when
there is an x2 term) are equations which give two answers.
To solve a quadratic equation, we use the fact that if the answer to a multiplication problem was zero,
then at least one of the things we multiplied must have been zero.
In other words, if (x - 2)(x – 3) = 0 then either (x – 2) = 0 or (x – 3) = 0.
We then solve each of those new equations to get that either x = 2 or x = 3.
Example 41: Solve:
a) (x – 5)(x + 3) = 0 b) x(x + 1) = 0 c) (2x + 5)(3 – x) = 0

Check that the right-hand side is zero

If the equation is not already written in
Factorise the left-hand side
brackets, we have to:
Solve for each bracket
Example 42: Solve:
a) x2 – 11x = 0 b) 9 - x2 = 0

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 c) x2 + 6x + 5 = 0 d) x2 + 3x – 4 = 0

e) 3x2 + 11x - 4 = 0 f) x2 = 3x + 40

14
g) (x – 2)(x + 3) = 6 h) +5=x
x

If the question is in a “real-life” context, then we should solve as normal but discard negative answers
where appropriate.
Example 43: A rectangle has sides (x + 7) cm and (x – 1) cm as shown below.
Find the value of x, given that the rectangle has an area of 48cm2.

(x – 1)

(x + 7)

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 Sketching Graphs of Quadratic Functions (Rel)
On the graph of a quadratic function, there are four things to consider:
if/where it cuts where it cuts where the what type of
the x-axis the y-axis TP and axis of TP is it
(the roots) (the y-intercept) symmetry are (min or max)
The steps we need to take to get these pieces of information will change depending on the way the
quadratic function is written.
If the function is in completed square form, we do not normally have to include the roots.
If the function is written as a standard or factorised trinomial, then we should include the roots.
Example 44: Sketch the graph of y = (x + 4)2 + 3, labelling the TP, axis of symmetry and y-intercept.

Example 45: Sketch the graph of y = x2 – 6x – 16, clearly labelling the TP, axis of symmetry and points
where the graph cuts the x- and y-axes.

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 The Quadratic Formula (Rel)
Not every quadratic equation can be solvedby factorising.
For example, consider the graph of y = (x – 3)2 – 2. We know that because the turning point is (3, -2)
that the graph must cut the x-axis.
However, if we remove the brackets and try to find the roots, we need to solve x2 – 6x + 7 = 0. The
problem here is that there are no whole numbers which multiply to give 7 but which also add up to -6.
To solve equations like this, we use the quadratic formula.

For ax2 + bx + c = 0, -b ± b 2 − 4ac

x =
2a
Questions which need the use of the quadratic formula will ask for answers given to some number of
decimal places or significant figures.
Example 46: Find the roots of the equation x2 – 6x + 7 = 0, giving your answers to 1 d.p.

The Discriminant and the Nature of Roots (Rel)

Shown below are three quadratic graphs where only the number term has changed.
Use the quadratic formula to find the roots of each graph.
(i) y = x 2 – 4x + 3 (ii) y = x 2 – 4x + 4 (iii) y = x 2 – 4x + 5

y y y

O x O x O x
a = 1, b = -4, c = 3 a = 1, b = -4, c = 4 a = 1, b = -4, c = 5

- (-4) ± (-4) 2 − 4(1)(3) - (-4) ± (-4) 2 − 4(1)(4) - (-4) ± (-4) 2 − 4(1)(5)

x = x = x =
2(1) 2(1) 2(1)

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 In each equation, only the value of c changes, yet the roots are all different. The nature of the roots is
determined purely by the part of the formula inside the square root sign, i.e. b 2 – 4ac .

In equation (i), b 2 – 4ac > 0, and the equation had two unequal (i.e. different or distinct) roots.
In equation (ii), b 2 – 4ac = 0, and the equation had two equal roots (as x 2 – 4x + 4 = (x – 2)(x – 2)).
In equation (iii), b 2 – 4ac < 0, and the equation had no real roots.

• If b 2 – 4ac > 0 the roots are real and unequal

For ax 2 + bx + c = 0, b 2 – 4ac is
• If b 2 – 4ac = 0 the roots are real and equal
known as the discriminant.
• If b 2 – 4ac < 0 there are NO real roots
If b 2 – 4ac gives a perfect square, the roots are RATIONAL
2
If b – 4ac does NOT give a perfect square, the roots are IRRATIONAL (i.e. surds)
Whenever we are asked about the nature of the roots of a quadratic equation,
we should always use the discriminant!
Example 47: State the nature of the roots of the equations below:
a) x 2 – 6x + 9 = 0 b) 2x 2 – 4x + 5 = 0 c) x 2 – 4 = 7x

Past Paper Question 1: Solve 2x2 + 7x – 15 = 0 (3 marks)

Past Paper Question 2: A parabola has equation y = x2 – 8x + 19.

a) Write the equation in the form y = (x – p)2 + q. (2 marks)
b) Sketch the graph of y = x2 – 8x + 19, showing the coordinates of the turning point and the point of
intersection with the y-axis. (3 marks)

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 Past Paper Question 3: Find the range of values of p such that px2 – 2x + 3 = 0, p ≠ 0, has no real roots.
(4 marks)

Past Paper Question 4: A rectangular picture

measuring 9 centimetres by 13 centimetres is
placed on a rectangular piece of card.
The area of the card is 270 square centimetres.
There is a border x centimetres wide on all sides
of the picture.
a) Write down an expression of the length of the
card (1 mark).

b) Hence show that 4x2 + 44x – 153 = 0. (2 marks)

c) Calculate x, the width of the border. Give your answer to one decimal place. (4 marks)

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 Linear Equations and Inequations (Rel)
Example 48: Solve the following equations:
a) 5(3x – 2) – 8 = 6 + 7x b) 15 – (8 – x) = 4(2x – 3) + 2

x-4 x -3 4x
c) + 3 = -1 d) + = 15
5 2 3

Example 49: Paul is paid £x in wages. He puts £250 into his savings account and spends 2 of what is
3
left. After this, he has £180 left.
Make an equation describing this information, and solve it to find Paul’s wages.

Inequations use the signs <, >, ≤ and ≥. They are solved exactly the same as equations, with one
difference: if we have to multiply or divide by a negative number, the arrow changes direction.
Example 50: Solve:
a) 4(3x – 1) < 8 – 3(2x – 1) b) 20 – 2(3x + 8) ≥ 8 – 5x

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 Simultaneous Equations (Rel)
We can be asked to find the coordinates of the point where two straight line graphs meet. There are
two ways this can be done: graphically (i.e. by drawing the lines) or algebraically (i.e. solving both
equations at the same time).
As straight line equations have two unknowns (x and y), there are two numbers in our answer. As the
point lies on both lines at the same time, these are called simultaneous equations.
Example 51: Find graphically the point of intersection of the lines y = x – 2 and y = - x + 6.

Most of the time however, we are asked to solve these types of equations algebraically, i.e. without
drawing a graph.
There are two methods we can use to solve simultaneous equations:
By Substitution By Elimination
Since y = x – 3 AND y = -x + 5, we can say Add the equations and the x terms cancel.
x–3 = -x + 5 y = x-3 (1)
2x = 8 y = -x + 5 (2)
x = 4 ADD 2y = 2
(use x = 4 in either of the original equations) y = 1
y = 4–3 Substitute 1 for y in equation (1)
y = 1 1 = x-3
4 = x
So the solution is x = 4, y = 1 So the solution is x = 4, y = 1
Whilst both methods give the same answer, the substitution method can often become complicated by
having to rearrange equations which result in fractions. Elimination is more commonly used.
Example 52: Solve:
a) x+y = 7 b) 4x – y = 20
2x – y = 8 3x – y = 17

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 Some equations do not have terms which will immediately cancel and need to be changed first.
Example 53: Solve:
a) 3f + 2g = - 12 b) 2a + 5b = 3
f–g = 1 3a – 4b = 16

Simultaneous equations can be used to solve problems in real life contexts.

Example 54: A builder buys bags of cement and sand to mix into concrete.
Four bags of cement and six bags of sand cost £39. Three bags of cement and four bags of sand cost £28.
Find the cost of one bag of cement and one bag of sand.

Past Paper Question: Two groups of people go to a theatre.

Tickets for 5 adults and 3 children cost £158.25. Tickets for 3 adults and 2 children cost £98.
Calculate the cost of a ticket for an adult and the cost of a ticket for a child. (6 marks)

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 Angles and Circle Properties (Rel)
Remember the following types of angle:

A B
B B
A A
B A
A B

Supplementary Opposite (X) Corresponding (F) Alternate (Z)

A + B = 180° angles are EQUAL angles are EQUAL angles are EQUAL
Example 55: Fill in all the missing angles in the Example 56: A regular 12-sided polygon is shown.
parallelogram below. Calculate the size of the shaded angle.

51°

73°

26°

There are three angle facts to remember when it comes to circles:

O O O
● ● ●

Triangles including the At the point where a

Triangles including the
diameter and a point on tangent meets the circle,
centre and a chord
the circumference are the radius and the
are ISOSCELES
RIGHT ANGLED tangent meet at 90°

Example 57: Fill in all missing angles in the diagrams below.

a) b)

O O
21°
● ●

53°

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 Exam questions on angles within circles will need at least two steps to complete.
Past Paper Question 1:
AC is a tangent to the circle, centre O, with point of
contact B.
DE is a diameter of the circle and F is a point on the
circumference.
Angle ABD is 77 and angle DEF is 64.
Calculate the size of angle BDF. (3 marks)

A special type of question occurs when we have an isosceles

triangle inside a circle and we are asked to find or use its
height.
This is another way of asking us to use Pythagoras’ Theorem.
O
To do this, we cut the chord in half to make a right angled
●
triangle.
These questions are very common in the exam and will
often be in the context of a tunnel, a tanker, a pipe, or
|| ||
anything where part has been “cut out” of a circle.

Past Paper Question 2: The diagram below shows the circular cross-section of a milk tank.
The radius of the circle, centre O, is 1.2 metres.
The width of the surface of the milk in the tank,
represented by ML in the diagram, is 1.8 metres.
Calculate the depth of milk in the tank. (4 marks)

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 Using Pythagoras’ Theorem (Rel)
Pythagoras’ Theorem can be used in complex problems requiring more than one step.
Example 58: A wall in a derelict building is propped up with two metal poles as shown below.
The poles are secured to the ground at the same point. The shorter pole is 8.5 metres long and reaches 4
metres up the wall. The longer pole is 10 metres long.
Find the distance between the points where each pole is attached to the wall, giving your answer to the
nearest centimetre.

d
10m
8.5m

4m

Example 59: Find the length of the space diagonal AB in the cuboid shown below.

12cm

8cm 9cm

If we are asked to prove whether or not a triangle is right angled, then we need to use the Converse of
Pythagoras.
It is very important to show consistent working in these questions! It is easy to change methods
halfway through, which will result in not being awarded all of the available marks.
State whether the triangle Method 1: Converse Method 2: Standard Pythagoras
below is right angled.
742 = 5476 a2 = b2 + c2
55cm
482 + 552 = 5329 a2 = 552 + 482
a2 = 5329
Since 742 ≠ 482 + 552, the a = √5329
74cm triangle is not right angled a = 73cm
48cm
(by the Converse of Pythagoras
Theorem) Since a ≠ 74cm, the triangle is
not right angled.
CHOOSE ONE OF THESE METHODS AND STICK TO IT!

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 It is also important to give a statement at the end of a Converse of Pythagoras problem which is in the
context of the question.
Example 60: Humza is building a raised deck in his back garden. He cements three posts into the ground
which will have decking boards nailed to them: to meet building regulations, the boards need to form a 90°
angle at Post A.
Post B and Post C are 10 metres and 10.5 metres from Post A respectively.
Post B is 14.5 metres from Post C.
Will the posts meet building regulations? Justify your answer.
10.5m
A C

10m
14.5m

Similarity (Rel)
In mathematics, two objects are said to be similar if one is a scaled version of the other.
Revision Question 1: the two picture frames Revision Question 2: Are the rectangles shown below
below are similar. similar?
Find the length of side x. Justify your answer.

13.5cm 2.5cm

15cm x
4.5cm 4.5cm
10cm

25cm

When two triangles have the same three angles then they are similar. This often happens when we have
triangles appearing within parallel lines.



 







 


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 Equivalent sides are across from equivalent angles!
Example 61: Find the length marked x in each diagram below.
a) b)

x
3.6m x
36mm 16mm
4.5m 3m

40mm

A rectangle has sides of 5cm and 8cm. A cube has sides of 2cm.
A similar rectangle has sides twice as long. A similar cube has sides twice as long.

Small Large Small Large

Area = 5 x 8 Area = 10 x 16 Volume = 2 x 2 x 2 Volume = 4 x 4 x 4
= 40cm2 160cm2 = 8cm3 = 64cm3
The larger rectangle has an area four times The larger cube has a volume eight times
larger than the small rectangle larger than the small cube
Length SF = 2 Area SF = 4 Length SF = 2 Volume SF = 8

When finding areas or volumes of Area = Original area X SF2

similar shapes: Volume = Original volume X SF3
Example 62: Two fridge magnets are mathematically similar. The small magnet has a height of 6cm and
has an area of 22.5cm2.
The large magnet has a height of 15cm. Find the area of the large magnet.

6cm 15cm

Area = 22.5cm2

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 Example 63: Coffee is sold in cups which are mathematically similar.
A medium cup has a base 8cm wide and holds 320ml. A large cup has a base 10cm wide.
Find the volume of a large coffee cup.

8cm
10cm

Past Paper Question: The flag at each hole on a golf course is coloured red and blue.
The diagram below represents a flag. Triangle QRT represents the red section. PQTS represents the blue
section.
Triangles PRS and QRT are mathematically similar.
The area of QRT is 400 cm3.
Calculate the area of PQTS, the blue section of the
flag. (4 marks)

Changing the Subject of a Formula (Rel)

The subject of a formula is the letter on the left hand side. To change the subject is to rewrite the
formula so that a specified letter from the right hand side is alone on the left.
This can be useful if we need to work backwards using a formula, e.g. if given the area of a circle and
sked to find is radius (or diameter).
To change the subject, think of BODMAS in reverse: undo the least important thing each time.
Worked Example: Change the subject of y = mx + c to x.
mx + c = y Swap to place the letter we want on the left
mx = y-c Add is less important than multiply: becomes subtract on the left
y -c
x= Divide everything by m
m

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 Example 64: Change the subject of each formula to the specified letter.
9
a) P = 2L + 2B (L) b) F = C + 32 (C) c) V = πr2h (r)
5

Trigonometric Graphs (Rel)

Sketch the graphs of y = sinx °, y = cosx ° and y = tanx ° below.

y y y
1 1

x x x
90° 180° 270° 360° 90° 180° 270° 360° 90° 180° 270° 360°

-1 -1

y = sinx ° y = cosx ° y = tanx °

For trig graphs, how soon the graph repeats itself horizontally is known as the period, and half of the
vertical height is known as the amplitude.
Function Period Amplitude
y = sinx °
y = cosx °
y = tanx °

For the graphs of:

y = a sin bx ° + c a = amplitude
b = “waves” in 180°
and b = waves in 360° y = tan bx ° + c:
c = vertical shift
y = a cos bx ° + c : c = vertical shift

y = 2 sin x° y = sin 2x° y = sin x° + 2

2 3
1 2
360 360 1
-1
-2 360

Max = 2, Min = -2 2 waves in 360° Slides 2 places up

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 To find the equation from • Sine graph or cosine graph?
a graph of
y = a sin bx + c • How many waves in 360° → “sin bx”
or y = a cos bx + c, • Half the difference between max and min → “a sin bx”
follow these steps
in this order: • Compare y-intercept to where “a sin bx” should be → a sin bx + c
Example 65: State the equations of the following trigonometric graphs:
a) y = a sin bx° + c b) y = a cos bx°+ c

We saw in the quadratic graphs topic that the graph of y = (x – 2)2 is like the graph of
y = x2 moved two spaces right: similarly, the graph of y = sin(x – 30)° is like the graph of y = sin x° but
moved 30° (or spaces on the x-axis) to the right. The 30° in this case is called the phase angle.
To find the equation of a trig function from such a graph, look for a point we would expect on the
standard graph and work out how this point has moved to its position on the “new” graph.
Example 66: State the value of a and b in each graph below:
a) y = a sin(x – b)° b) y = a cos(x – b)°

30 20

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 Trigonometric Equations (Rel)
To solve a trig equation, think of the graphs of y = sin x°, y = cos x° and y = tan x°.

Solve sin x° = 0.5, 0 ≤ x ≤ 360° y

0.5 ● ●
is asking
90 180 270 360 x
where in the first wave of the sine graph
is the y-coordinate equal to 0.5?
The graph shows us that this happens twice: once between 0° and 90° and again between 90° and 180°.
BUT: a calculator only gives one answer for sin-10.5 (30°). We need a way to find the second answer!
The diagram below shows y = sin x°, y = cos x° and y = tan x° on the same graph.
The sine graph is a solid line, the cos graph is a dashed line and the tan graph is a dot/dash line.
Consider the y-coordinates on each graph
Between 0° and 90°
ALL ARE POSITIVE
Between 90° and 180°
ONLY SIN IS POSITIVE
90 180 270 360
Between 180° and 270°
ONLY TAN IS POSITIVE
Between 270° and 360°
ONLY COS IS POSITIVE
Because of the symmetry in the graphs, if x is an acute angle (i.e. between 0° and 90°) then:
sin x° = sin(180 – x)° tan x° = tan(180 + x)° cos x° = cos(360 – x)°
90°
We can summarise all of this information in one 180 - x x
diagram.
SIN ALL
0°
On a set of x-y axes, start from the x-axis and 180°
360°
measure anti-clockwise. TAN COS
This gives: 180 + x 360 - x
270°
To complete the example at the top of the page, we would do the following:
sin x = 0.5
S A
x = sin-1 0.5 circle where sin is positive
x = 30° change x into the second angle
T C
x =

Example 67: Solve for 0 ≤ x ≤ 360°:

2
a) cos x° = c) tan x°= - 1.5 (careful here!)
3

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 If necessary, rearrange the equation first until you get something that looks like Example 67 above.
Example 68: Solve for 0 ≤ x ≤ 360°:
a) 4 cos x° = 1 b) 5 sin x° + 4 = 3

Past Paper Question: Part of the graph of y = a cos x + b is shown below.

a) Explain how you know that a = 3 and b = -1
2 (2 marks)

b) Calculate the x-coordinates of the points where

the graph cuts the x-axis. (4 marks)

-4

Trigonometric Identities (Rel)

An identity is a mathematical statement which is true for any value of x. There are two that we need to
remember using trig functions; these are called trig identities.
One of the identities uses the terms sin2 x and cos2 x: these mean (sin x)2 and (cos x)2
2 2
sin x O A O  A 
= ÷ sin2 x + cos2 x =   + 
cos x H H H H
H O H O2 A2
O = × = +
H A H2 H2
x OH O2 + A2
= =
A AH H2
O H2
By Pythagoras, O + A 2 2=
H 2 = =
A H2
= tan x = 1
sin x
= tan x sin2 x + cos2 x = 1
cos x

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 From the second identity, we
sin2 x = 1 – cos2 x cos2 x = 1 - sin2 x
can also say that
When asked to prove an equation using trig identities, try to change one side into the other.
Example 69: Prove that:

sin x cos x sin 2 x

a) 5 cos2 x + 5 sin2 x = 5 b) = tan x c) =1
cos 2 x 1- cos 2 x

Statistics (Apps)
MEAN: average found by dividing the sum by the number of numbers

Revision: we have already used MEDIAN: average found by finding the middle number when in order
the following terms in statistics: MODE: average found by choosing the most common number
RANGE: difference between the smallest and largets number
Mean, median and mode are types of average: range is a measure of how consistent the numbers are.
Example 70: Find the mean, median, mode and range of: 30, 32, 23, 41, 55, 36, 27, 30

Any set of data can be reduced to a five-figure summary. The five figures used are the lowest and
highest numbers, the median and the upper and lower quartiles.
The lower quartile (Q1) is the median of the first half of the data set, the upper quartile (Q3) is the
median of the second half (the median is also referred to as Q2).
The quartiles can be used to find a more accurate measure of the spread of data than the range (if the
highest and/or lowest numbers are different from the middle, then the range is useless). The interquartile
range (IQR) is the difference between Q3 and Q1, and shows the spread of the middle 50% of the data. The
semi-interquartile range (SIQR) is the IQR divided by 2.
Example 71: The ages of a group of people waiting in a queue at a bank were written in a stem and leaf
diagram. Write down the five figure summary for these ages and find the interquartile range.
2 0 1 1 2 4 7
3 1 7 9
4 2 2 3 6 6 8 8
5 3 3 3 5 9
6 0 5 6 8
3 1 means 31 n = 25

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 The five figure summary can be shown graphically on a boxplot:
L Q1 Q2 Q3 H
Example 72: The maximum tepmperatures in the UK during each month in 1911 and 2011 are shown.
Month J F M A M J J A S O N D
1911 Temp (°C) 6 7 7 10 16 18 21 21 17 11 8 7
2011 Temp (°C) 6 8 10 16 15 18 19 18 15 15 12 8
On the same diagram, draw a boxplot for each data set and make two valid comparisons between
maximum temperatures in 1911 and 2011.

The IQR and SIQR are a better indication of consistency than the range, but are still only calculated using
two numbers of the data set. A better measure would be one which uses all of the numbers.
The distance from any number to the mean is called a deviation. The average of all of these distances is
called the standard deviation. The standard deviation has the same units as the numbers in the set.
Σ means “the sum of”
∑ (x - x )
2
The standard deviation is given x is any number in the set
S= where
by the formula: x is the mean (“x bar”)
n -1
n is how many numbers are in the set
The smaller the value of the standard deviation, the more consistent the set of data.
Example 73: The scores of six pupils taking a test are: 73 47 59 71 48 62
Find the mean and standard deviation of the scores.

x x- x (x - x )2

73
47
59
71
48
62

← the sum of each column goes at the bottom

use to this column the total here is
∑ (x - x )
find the should add up 2
mean to zero

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 If every number in a set is increased or decreased by the same amount, the mean changes by than
amount but the standard deviation is exactly the same, for example:
4, 5, 8, 10, 18 5, 6, 9, 11, 19 1004, 1005, 1008, 1010, 1018
Mean = 9, S = 5.57 Mean = 10, S = 5.57 Mean = 1009, S = 5.57
In exam-style questions, we are often asked to make comparisons between our calculated mean and
standard deviation with a mean and standard deviation given to us. It is important to do this in the context
of the question and by comparing the numbers.
Past Paper Question: A runner has recorder her times, in seconds, for six different laps of a track.
53 57 58 60 55 56
a) Calculate: (i) the mean
(ii) the standard deviation for these times. (4 marks)

b) She changes her training routine hoping to improve her consistency. After this change, she records
her times for another six laps.
The mean is 55 seconds and the standard deviation 3.2 seconds.
Make two valid comparisons between her sets of lap times. (2 marks)

Scattergraphs (Apps)
Scattergraphs are used to compare two categories which are related to each other but cannot be
described perfectly by a formula: they are used to show correlation.
If both increase, this is called a positive If one increases as the other decreases, this is
correlation. called a negative correlation.

Weight Car
●
● Value ●
● ●
● ●
● ● ● ●
● ● ●
●
Miles
Height Driven
The line through the “middle” of the points is called the line of best fit.

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 Past Paper Question: Teams in a quiz answer questions on film and sport. The scattergraph shows the
scores of some teams.
A line of best fit is drawn as shown.
a) Find the equation of this straight line. (3 marks)

b) Use this equation to estimate the sports score for a

team with a film score of 8. (1 mark)

Percentages (Apps)
Revision: Find without a calculator:
a) In a plant food study, a sunflower had increased b) Joe bought a car for £5500. Two years later he
in height by 22%. sold it for £4840.
If the sunflower was 20cm at the start of the Express the loss as a percentage of the original
study, find its height at the end. price.

In “word” questions relating to percentages, be sure to read carefully to see whether the question is
asking for a percentage change to be done (rare at Nat 5 level) or reversed (much more common).
Remember in these questions not to simply add or take away the given percentage.
Example 74: In a sale, all items were reduced by Example 75: Toothpaste is on special offer: each
15%. Alice bought a jacket in the sale for £42.50. tube has 20% extra free.
Find the original price of the jacket. The special offer tube contains 420ml of
toothpaste. How much toothpaste does a tube
usually contain?

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 When a quantity increases it is said to have appreciated. When it decreases it has depreciated.
In questions where an initial quantity changes by a fixed percentage over regular periods of time, it is
easier to use a formula rather than make repeated calculations.
Be very careful in finding the decimal multiplier in these formulae!
If an amount INCREASES by 5% If an amount DECREASES by 5%
multiply it by 1.05 multiply it by 0.95
Example 76: Mary puts £15 000 into her savings Example 77: A council aims to reduce the amount
account which pays 2.1% interest p/a. of waste they send to landfill by 8% each year.
Find the amount in her account after 5 years. In 2012 they sent 355 000 tonnes of waste to
landfill. If they meet their target, how much waste
will be sent to landfill in 2020?
Answer to 3 significant figures.

Trigonometric Formulae (Apps)

Previously, we needed a right-angled triangle to use trigonometry to find a missing side or angle.
If asked to find missing information in a triangle which is not right angled, we use:
A
The Sine Rule The Cosine Rule
c b
a b c
B = = a2 = b2 + c2 – 2bc cos A
sin A sin B sin C
a
C
Exam questions will never say whether we need to use either the Sine Rule or Cosine Rule: we have to
know when to use each one!

ALWAYS ASSUME THE QUESTION USES THE SINE RULE, UNLESS:

when finding a side when finding an angle

we have  we have 
 

TWO SIDES AND THE ALL THREE SIDES
INCLUDED ANGLE WITH NO ANGLES 

THEN USE THE COSINE RULE!

b2 + c2 − a2
To find an angle,rearrange the cosing rule formula above to give: cosA =
2bc

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Example 78: Find the side or angle marked x in each triangle below:
a)

7cm 95° 9cm

b)
15cm
42°

x
85°

c)
13.6cm
23°
9.4cm

d)

6.3m 8.5m

x
10.2m

Questions involving the Sine Rule or Cosine Rule in real life contexts often use three figure bearings.
N To measure a three figure bearing:
N
Start from the Measure the angle
75° Y North line CLOCKWISE
X N In the diagram, the bearing of X from Z is 311° and the bearing of Y
from X is 075° (add zeroes to make three figures when needed).
311°
Z Look for Z angles and F angles in bearings questions!

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Example 79: A ship is 1.9km from a lighthouse on a bearing of 065°. N
A jetski is 0.6km from the lighthouse on a bearing of 100°.
a) Calculate the distance between the ship and the jetski. N S
1.9km
100°
65°
L
0.6km
J

b) Calculate the bearing of the jetski from the ship.

1
The area of any triangle can be calculated using the formula: A= ab sin C
2
Example 80: Find the area of each triangle below.
a) b)

7.2m
4.6m

43° 70°

Equilateral triangle of side 4cm.

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 Past Paper Question: In triangle KLM:
KM = 18 centimetres
sin K = 0.4
sin L = 0.9
Calculate the length of LM. (3 marks, NON CALC)

Vectors (App)
A measurement which only describes size is called a scalar quantity, e.g. Glasgow is 11 miles from
Coatbridge. A vector has size and direction, e.g. Glasgow is 11 miles West of Coatbridge.
The line joining the origin to the point A (3, 4) can be described as:

y Line segment OA
A (3, 4)
Position vector a
a
4 3 
Components  
4
 
3 x - 3 
O Note that AO = -a and has components  
-
 4
Example 81: State the components of each line segment shown below.

Two (or more) vectors can be added together to produce a resultant vector. Adding vectors can be
thought of as travelling along the first vector, then going in a new set of directions at the end.
Example 82: Add x + y to the grid and
determine its components.

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 To subtract vectors, remember that x – y = x + (-y), i.e. we can follow the same process as adding but
we go along the second vector in the wrong direction.
Example 83: Add x - y to the grid and
determine its components.

Examples 82 and 83 show a c a + c  a − c 

If x =   and y =   , then u + v =   and u - v =  
that: b d b + d b − d
If we go along a twice, the resultant vector is a + a = 2a. As we have
a
not changed direction, it follows that 2a must be parallel to a.
2a
a  ka  If v = ku, then
If x =   then kx =  
b  kb  u and v are parallel

Example 84: Add 2x + 3y to the grid and

determine its components.

4  - 3 1
Example 85: b =   and c =   . a) 2b + c b) c – b
- 2 5 2
Find:

The length of a vector is called its magnitude, which

can be found using Pythagoras’ Theorem.
u
The magnitude of u is written as |u |. b

a
If u =   , then |u | = a2 + b 2 a
b
 

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 1 - 6
Example 86: b =   and c =   . Find 2b + c.
 - 3 - 4 

In the diagram opposite, a is the vector going from the origin to

y point A. in the diagram opposite. AB is the resultant vector of
A
going
1 
If A is the point (1, 5) then a =   , etc.
a 5
If the coordinates of A and B are given, we can find the
components of AB by realising that to go from A to B we go along a
B
in the opposite direction, followed by b in the correct direction.
b
So, AB = -a + b , i.e.: AB = b - a
O x

Example 87: G is the point (4, 2), H is (-5, -3). Find the components of GH and calculate  GH .

Example 88: Sean throws a paper aeroplane out of a window, aiming it at his friend David. However, a
gust of wind blows it off course and it hits his Mum instead.
Relative to suitable axes, the positions of Sean, David and Sean’s Mum are shown on the diagram.

y a) Find the components of the vector describing the gust of wind.

●D
●M (6, 5)
(3, 4)

●S b) Find the distance travelled by the aeroplane.

(7, 1)
O x

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 When thinking about vectors, the start and end points are not always relevant. As long as two vectors are
parallel and have the same magnitude, then those vectors are equal.
This is important to remember when asked to describe vector journeys around or across a shape.

Example 89: UVWXYZ is a regular hexagon. Vector UV = a, vector XW = b and vector YZ = c.

V W Find, in terms of a, b and c :

a b a) YX b) XV

U X

c) YW d) ZX

Z c Y

The position of a point in 3-D space can be described if we add a third coordinate to indicate height.
Example 90: OABC DEFG is a cuboid, where F is the
G
F (5, 4, 3)
point (5, 4, 3). Write down the coordinates of the points:
z
a) A b) D
y
D E M
C
B
c) G d) M, the centre of face ABFE

O A x

All rules for 2D vectors also apply to 3D vectors! z A

2  y
 
OA = a =  5  a 4
4
In the diagram opposite,  

|a |= x 2 +y 2 +z 2 5
O 2 x

 3  − 4
   
Example 91: m =  − 5  and n =  0  . Find:
 2   7 
   
a) 3m + 2n b) 2m - n

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 Example 92: A helicopter flies at a constant speed in a straight line.
A radar station defines its position at 0905 as (3, -7, 0.5). At 0920, its position is (-11, 5, 1).
Find the speed of the helicopter to the nearest km/hr, given that the coordinates are measured in km.

 − 2  0 
   
Past Paper Question 1: Find the resultant vector 2u – v when u =  3  and v = − 4 .
 5   7 
   
Express your answer in component form. (2 marks)

Past Paper Question 2: The diagram shows a cube placed on top of a cuboid, relative to the coordinate
axes.
Write down the coordinates of B and C. (2 marks)

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