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IGCSE Mathematics: Number Concepts

The document provides exercises and examination practice for Cambridge IGCSE Mathematics, focusing on estimation, fractions, percentages, and calculations with standard form. It includes various questions that require rounding numbers, calculating percentages, and solving problems without calculators. Additionally, it emphasizes the importance of showing all working steps and finding answers in their lowest terms.

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Manaal Katwa
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0% found this document useful (0 votes)
154 views3 pages

IGCSE Mathematics: Number Concepts

The document provides exercises and examination practice for Cambridge IGCSE Mathematics, focusing on estimation, fractions, percentages, and calculations with standard form. It includes various questions that require rounding numbers, calculating percentages, and solving problems without calculators. Additionally, it emphasizes the importance of showing all working steps and finding answers in their lowest terms.

Uploaded by

Manaal Katwa
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Cambridge IGCSE Mathematics

b 42.2 − 5.1 ≈ 40
40 5 In this question you begin by rounding each
value to one significant figure but it is worth
= 35
noting that you can only easily take the square
≈ 36 root of a square number! Round 35 up to 36 to
=6 get a square number.

A good starting point for the questions in the following exercise will be to round the numbers to
1 significant figure. Remember that you can sometimes make your calculation even simpler by
modifying your numbers again.

Exercise 5.15 1 Estimate the value of each of the following. Show the rounded values that you use.
23.6 43 7.21
21 0.46
a b c
63 0.087 × 3.889 9 009
4.82
82 6.01 48
d e f (0.45 + 1.89)(6.5 – 1.9)
2.54
54 1.09 2.5544 4.09
23.8 20.2 109.6 4455 1
g h i (2.52)2 4488.99
4.7 + 5.7 19.4 1133.9
j 223.8 4455.1 k 9.26
26 9999.887 l (4.1)3 × (1.9)4

2 Work out the actual answer for each part of question 1, using a calculator.

Summary
Do you know the following? Are you able to. . . ?
• An equivalent fraction can be found by multiplying or • find a fraction of a number
dividing the numerator and denominator by the same
number.
• find a percentage of a number
• find one number as a percentage of another number
• Fractions can be added or subtracted, but you must
• calculate a percentage increase or decrease
make sure that you have a common denominator first.
• To multiply two fractions you multiply their numerators • find a value before a percentage change E
and multiply their denominators. • do calculations with numbers written in
standard form
• To divide by a fraction you find its reciprocal and then
• find an estimate to a calculation.
multiply.
• Percentages are fractions with a denominator of 100.
• Percentage increases and decreases are always
percentages of the original value.
• You can use reverse percentages to find the original E
value.
• Standard form can be used to write very large or very
small numbers quickly.
• Estimations can be made by rounding the numbers in a
calculation to one significant figure.

120 Unit 2: Number


Examination practice
Exam-style questions
5  1 1
1 Calculate + giving your answer as a fraction in its lowest terms.
6  4 8
2 93 800 students took an examination.
19% received grade A.
24% received grade B.
31% received grade C.
10% received grade D.
11% received grade E.
The rest received grade U.
a What percentage of the students received grade U?
b What fraction of the students received grade B? Give your answer in its lowest terms.
c How many students received grade A?

3 During one summer there were 27 500 cases of Salmonella poisoning in Britain. The next summer there was an
increase of 9% in the number of cases. Calculate how many cases there were in the second year.

4 Abdul’s height was 160 cm on his 15th birthday. It was 172 cm on his 16th birthday. What was the percentage increase
in his height?

Past paper questions


1 Write 0.0000574 in standard form. [1]
[Cambridge IGCSE Mathematics 0580 Paper 22 Q1 May/June 2016]

2 Do not use a calculator in this question and show all the steps of your working.
Give each answer as a fraction in its lowest terms.
Work out
3 1
a − [2]
4 12
1 4
b 2 × [2]
2 25
[Cambridge IGCSE Mathematics 0580 Paper 11 Q21 October/November 2013]

3 Calculate 17.5% of 44 kg. [2]


[Cambridge IGCSE Mathematics 0580 Paper 11 Q10 October/November 2013]

4 Without using your calculator, work out


3 1
5 −2 .
8 5
Give your answer as a fraction in its lowest terms.
You must show all your working. [3]
[Cambridge IGCSE Mathematics 0580 Paper 13 Q17 October/November 2012]

5 Samantha invests $600 at a rate of 2% per year simple interest.


Calculate the interest Samantha earns in 8 years. [2]
[Cambridge IGCSE Mathematics 0580 Paper 13 Q5 October/November 2012]

Unit 2: Number 121


2 2
 1  2
6 Show that   +   = 0 117
 10   5
Write down all the steps in your working. [2]
[Cambridge IGCSE Mathematics 0580 Paper 13 Q6 October/November 2012]

7 Maria pays $84 rent.


The rent is increased by 5%. Calculate Maria’s new rent. [2]
[Cambridge IGCSE Mathematics 0580 Paper 13 Q10 October/November 2012]

8 Huy borrowed $4500 from a bank at a rate of 5% per year compound interest.
He paid back the money and interest at the end of 2 years.
How much interest did he pay? [3]
[Cambridge IGCSE Mathematics 0580 Paper 13 Q13 May/June 2013]

9 Jasijeet and her brother collect stamps.


When Jasjeet gives her brother 1% of her stamps, she has 2475 stamps left.
Calculate how many stamps Jasjeet had originally [3]
[Cambridge IGCSE Mathematics 0580 Paper 22 Q14 October/November 2014]
5 3
10 Without using a calculator, work out 2 × .
8 7
Show all your working and give your answer as a mixed number in its lowest terms. [3]
[Cambridge IGCSE Mathematics 0580 Paper 22 Q14 May/June 2016]

122 Unit 2: Number

Common questions

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Percentage increases describe the proportionate change relative to a previous value, making them ideal for expressing growth over time, such as in height or populations. To calculate this, divide the increase amount by the original value and multiply by 100. For instance, a height change from 160 cm to 172 cm represents a 7.5% increase [(172-160)/160 × 100].

Simple interest can be calculated using the formula I = PRT, where I is the interest, P is the principal amount, R is the rate of interest per year, and T is the time in years. For example, if $600 is invested at 2% per year for 8 years, the simple interest would be $600 × 0.02 × 8 = $96 .

To accurately multiply fractions, you multiply the numerators together to get the new numerator and the denominators together to get the new denominator. This is different from dividing by a fraction, where you multiply by the reciprocal of the fraction, essentially flipping the numerator and denominator before proceeding with the multiplication process .

Compounding interest affects the total return by including accumulated interest from previous periods in the principal for each subsequent calculation, whereas simple interest applies the rate only to the original principal. This results in a larger compound interest return over time as the principal grows when compared to the static approach of simple interest .

To calculate a percentage as a fraction of a whole, you divide the part by the whole value and express the answer as a fraction. To simplify, find the greatest common divisor (GCD) of the numerator and denominator and divide both by this value. For example, if 24% of students received a certain grade, it can be expressed as 24/100, which simplifies to 6/25 by dividing both by 4 .

The number 0.0000574 is expressed in standard form as 5.74 × 10^-5. This representation is significant as it concisely conveys very small numbers, making them easier to read, compare, and use in calculations without losing the scale or precision .

Showing all steps in manual problem-solving ensures clarity, allows for easier identification of errors, and demonstrates comprehension to examiners. This discipline is beneficial as it aids in verifying each action, assists in full credit retrieval even if errors occur, and enhances logical reasoning skills through step-by-step validation .

Finding a common denominator is crucial for the accurate addition or subtraction of fractions; it aligns the fractional parts to enable straightforward manipulation of numerators. This step can be accomplished by identifying the least common multiple (LCM) of the denominators, converting each fraction accordingly, and then proceeding with the operations .

Rounding numbers to one significant figure simplifies calculations by reducing complex numbers to their most significant digit, making mental arithmetic easier and faster. This method reduces calculation errors and speeds up processing time. For example, instead of working with 23.6, it could be rounded to 24, and similarly, 3.63 could be rounded to 4 .

To find the original value before a percentage change, you can use reverse calculation by dividing the new value by (1 plus the percentage increase) or (1 minus the percentage decrease). This allows you to backtrack the calculations that boosted or reduced the original value to its final state .

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