Teaching Pack: Scale drawing

Worksheet 1a: Similar shapes and scale factors

1.
Values to scale Scale factor Scale factor
5 3 0.4
8
28 5 1.6
3
260 4 1.9
5
0.8
9 0.6
11.6 4
7 0.53
6
3 0.08
12
10 9.6
5

Scale factors can be expressed as decimals as well as percentages. Answer these questions by
referring to the table above.

4
a. What would be the effect of using a scale factor of on the value of 28
5

b. What would be the effect of using a scale factor of 0.53 on the value of 260.

c. Which scale factor would give a result which is about half the original. Choose one fraction
and one decimal.

d. If you take a starting value of five, how big will the resulting value be when you use the
3
scale factor of ?
8

e. Which scale factor would make 11.6 approximately 116?

Cambridge IGCSE Mathematics (0580) 17

Teaching Pack: Scale drawing

Worksheet 1a: Similar shapes and scale factors

continued

f. Which scale factor would result in 0 .8 becoming 1.6?

3
g. If you wanted to work out, in your head, the approximate effect of scaling by a factor of ,
12
what might be the easiest way of doing this?

2.
a. The ratio of p:q is 4:5 what is the scale factor as a fraction?

b. What is the ratio of q:p as a fraction?

3. In this example we are told that the shapes are similar, and the perimeter of Shape B is
7.65 cm. Work out the missing dimensions.

18 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 1a: Similar shapes and scale factors

continued
4. Look at these images:

a. What is the scale factor from the large image to the smaller one?

b. What is the scale factor between the small image and the larger one?

EXTENSION. Is there a relationship between part a and part b? If so, do you think this is always
going to be the case?

Cambridge IGCSE Mathematics (0580) 19

Teaching Pack: Scale drawing

Worksheet 1b: Proportional reasoning template

20 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 2a: Scale drawings and maps

1. The scale of a map shows how much you would have to enlarge your map to get the actual size
of the piece of land you are looking at. For example, a common scale for a UK map is 1:25000,
which means that every 1cm on the map represents 25000cm on the ground. Using this scale
answer these questions.

a. 50 cm on the map is equivalent to _________cm on the ground?

b. 75cm on the map is equivalent to __________km on the ground?

c. 25km on the ground is equivalent to __________cm on the map?

d. 15cm on the map is equivalent to __________m on the ground?

2. Look at the shape. If you are told this shape represents the boundaries of the field on a scale of
1 :25000. The main grid lines are 1cm apart. Answer the following questions.

a. What is the maximum width of the field on the ground in metres?

b. What is the minimum length of the field on the ground in metres?

Cambridge IGCSE Mathematics (0580) 21

Teaching Pack: Scale drawing

Worksheet 2a: Scale drawings and maps continued

c. If the scale is changed to 1:50000 would the shape look bigger or smaller than on a scale of
1:25000? Make sure you explain your answer.

Then draw the shape on this grid:

22 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 2a: Scale drawings and maps continued

3. Maps are made at different scales for different purposes. The 1:25000 scale map is very useful
for walking, but if you use it in a car you will quickly drive of the edge! On the other hand, maps
at 1:250 000 scale (note the extra zero) show lots more area, but in far less detail. To
demonstrate this try reproducing this map on the grid below:

re

Cambridge IGCSE Mathematics (0580) 23

Teaching Pack: Scale drawing

Worksheet 2a: Scale drawings and maps continued

Scale = 1:50000

1 0.5 0 1 kilometre

24 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 2b: Multiple choice quiz

This quiz checks you understand the purpose and how to use maps as scale drawings. It is an
interactive multiple-choice assessment and the questions are designed to highlight any
misconceptions or misunderstandings. Please choose the answer you think is correct and explain
why you think it is correct.

1. By now you should realise that everything on a map is drawn to scale. But why do we use a
different scale when drawing maps from reality on the ground?

a. To make things easier to read

b. To show things smaller than they appear in real life so you can fit them on one piece of
paper.

c. To show you interesting places to visit.

d. To help you work out which direction you need to travel in.

2. What scale should you choose if you want to show a lot of detail?

a. 1 : 25000

b. 1 : 50000

c. 1 : 1250

d. 1 : 250000

3. You want to plan a 7km walk. Using a map with a scale of 1:25000, how far will your route be
on the map?

a. 7cm

b. 0.00028cm

c. 28cm

d.0.28cm

4. The scale of your map is 1: 50000. There is a distance of 8 cm between two villages on the
map. How far will this be in kilometres on the ground?

a. 4

b. 4000000

c. 4000

d. 6.25

Cambridge IGCSE Mathematics (0580) 25

Teaching Pack: Scale drawing

Worksheet 2b: Multiple choice quiz

5. On a 1: 250000 scale map you could quite easily:

a. Work out the distance between two towns

b. Plan a long walk in the country

c. Study detailed drawings of your house

d. Find the best route from one village to another

26 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 3a: Doing the mathematics

1. Converting between reality and your representation:
a. How long will a 2.5m wall be drawn on a scale drawing with a scale of 1:200.

b. A wall is 1.75 cm on a scale of 1: 500. How long is the wall in reality?

2. This is a scale drawing of a bedroom.

a. Label these features on the diagram. Window, stairs, door.

b. A typical double bed is approximately 240cm by 190 cm. Draw this to scale on the diagram

Cambridge IGCSE Mathematics (0580) 27

Teaching Pack: Scale drawing

Worksheet 3a: Doing the mathematics continued

c. Once you have drawn the bed on the diagram what would you have to say about the room?

3. Converting between representational scales:

a. What is the scale factor from a 1:50 to a 1:100 scale drawing?

b. What is the scale factor from a 1:500 to a 1:200 scale drawing?

HINT: you might want to use copies of the proportional reasoning template. If you need more
copies you can always sketch them yourself.

4. The width of a house is drawn as 17cm on a 1:500 scale drawing. How wide should the house
be drawn on a scale drawing where the scale is 1: 400?

28 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 3b: Drawing a floor plan to scale

Drawing a floor plan to scale is a critical part of the design process for architects and also can be
very helpful for visualising things like furniture layout. To draw a floor plan to scale you need to
plan carefully and it is useful to have a set of steps you can follow.

1. If you are making a floor plan of an actual physical space, not something you are designing or
imagining, measure the length of the longest wall.
2. Decide on a scale that will allow you to draw this wall on the piece of paper you are using.
3. Measure the length of the other walls and convert these measurements to your scale.
4. Make sure you place your drawing on the piece of paper, so you can fit in all the external walls
you need.
5. Then measure and convert to scale all the internal walls, windows, and doors on your floor
plan. Draw each window as double lines and each door as a line with an arc that shows the
actual swing path of the door. This is useful when trying to place furniture on your scale
drawing.
6. Measure the length and widths of all built-in fixtures such as internal walls and cupboards,
convert them to the scale you are using, and add them to your plan.
7. If you want you can add movable furniture to the floor plan.

Cambridge IGCSE Mathematics (0580) 29

Teaching Pack: Scale drawing

Worksheet 3c: Designing a racing track

One of the criteria for designing a space for competitive sports events is to make sure that
individual competitors are not advantaged or disadvantaged, and that one sports site compares
accurately with another. You are going to look at what this means in the case of a running track.

Construct a scale drawing of a circular running track. The track needs to be for 4 runners for a
100m race. You will need to decide on a suitable scale.

If the runners all start in the same place will the race be fair? If not think about how you could make
it fair and show the results on your scale drawing.

Think about the racing tracks you’ve seen, are they generally circular or are they usually a slightly
different shape? You could explore the internet for ideas.

Now design and construct another scale drawing of a different type of track. This track is to be
used for 100 metre, 200 metre and 400 metre races. All these races are run in lanes and all finish
at the same place. How can you make sure this new racetrack is fair for all these different races?
Show your results on your scale drawing and make sure you show any calculations you have done
as well.

30 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 3d: Designing a racing track hints

Hint 1: You will need to use the formula for the circumference of a circle. Here is a link if you need
reminding what this is. [Link]

Hint 2: You might like to think about races you’ve seen on television for example. This picture may
also give you a clue to how to make the race fair.

Cambridge IGCSE Mathematics (0580) 31

Teaching Pack: Scale drawing

Worksheet 1a: Answers

1.
Values to scale Scale factor Scale factor
5 3 0.4
8
28 5 1.6
3
260 4 1.9
5
0.8
9 0.6
11.6 4
7 0.53
6
3 0.08
12
10 9.6
5

Scale factors can be expressed as decimals as well as percentages. Answer these questions by
referring to the table above.

ସ
a. What would be the effect of using a scale factor of on the value of 28
ହ

Divide by 5 and then multiply by 4

28 ×
ସ
ହ
22.4

b. What would be the effect of using a scale factor of 0.53 on the value of 260.

260 × 0.53
137.8

NOTE: Does this make sense? Yes, it does. 0.53 is approximately one half and half of 260
and 130, so the answer does make sense. Whenever possible check the “sense “of your
answers

c. Which scale factor would give a result which is about half the original. Choose one fraction
and one decimal.
ଷ
଼
is the faction that is closest to a scale factor of one half as it is only one eighth below a
half.
The decimals that are closest to a scale factor of one half are 0 .6 and 0 .53. The closest is
0.53 as it is only 0.07, or seven hundredths, away from a half whilst 0.6 is 0.1, or one tenth
away from a half.

32 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 1a: Answers continued

d. If you take a starting value of five how big will the resulting value be when you use the scale
ଷ
factor of ?
଼

Divide by 8 and then multiply by 3

5 ×
ଷ
଼
1.875

ଷ
NOTE: Again does this make sense? Yes, it does. ଼ is closer to a half that it is to 0 or 1 and
one half of 5 is 2.5,so the answer does make sense.

e. Which scale factor would make 11.6 approximately 116?

116 is 10 times bigger than 11.6 and 9.6 is the scale factor closest to 10.
f. Which scale factor would result in 0 .8 becoming 1.6?
ଵ଴
1.6 is twice 0. 8 and the scale factor is equivalent to a scale factor of two
ହ
ଷ
g. If you wanted to work out in your head the approximate effect of scaling by a factor of
ଵଶ
what might be the easiest way of doing this?

Two of the fractional scale factors that are easy to work out mentally are one quarter and
ଷ ଷ
one half. is closer to ¼ so you could approximate the effect of scaling by a factor of by
ଵଶ ଵଶ
scaling by a factor of quarter or in other words dividing by four.

2.
a. The ratio of p:q is 4:5 what is the scale factor as a fraction?

Divide by 4 and then multiply by 5

4 ×
ହ 5
ସ

b. What is the ratio of q:p as a fraction?

Divide by 5 and then multiply by 4

4 ×ହ
ସ 5

ହ
NOTE: Again, does this make sense? Yes, it does. is greater than 1 so the scale factor will make
ସ
ସ
you value bigger and ହ is less than 1, so the scale factor will make your value smaller
Cambridge IGCSE Mathematics (0580) 33
Teaching Pack: Scale drawing

Worksheet 1a: Answers continued

3. In this example we are told that the shapes are similar, and the perimeter of Shape B is 7.65
cm. Work out the missing dimensions.

4
When you are told the shapes are similar

you know all the angles are the same and 2

1.3
1.15
that the ratio of the sides is the same. 1.7

This allow you to work out the scale factor

1.3
using the one pair of sides you are given.

You can see that the ratio of Shape A to

Shape B is 3 : 1.5.
So you know the scale factor from

shape A to B is ½

You also therefore know that the scale

factor from shape B to A is 2.

You can use this to find most of the missing

dimensions:

2.3 ÷ 2 = 1.15
3.4 ÷ 2 = 1.7
2.6 ÷ 2 = 1.3
We are also told the perimeter of Shape B is 7.65 which allows us to calculate the final missing
side for Shape B.

7. 65 – (1.15 + 1.7 + 1.3 + 1.5)

= 7.65 – 5.65 = 2
the final missing side on shape A will be twice this so it will be 4.

34 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 1a: Answers continued

4. Look at these images:

a. What is the scale factor from the large image to the smaller one?
We can use either the width or the height of the images.
In this case we are going to use the width. The width of the larger image is 15 units, the width of
the smaller image is three units.
Using the visual representation we used at the start of the session
(slide 6).

Divide by 15 and then multiply by 3

15 3
ଷ ଵ
× =×ହ
ଵହ

The scale factor from the large image to the smaller image is one fifth. Or in other words the
small images one fifth the size of the larger image.

b. What is the scale factor between the small image and the larger one?
To work at the scale factor from the smaller image to the larger image we just reverse the
process.
Divide by 3 and then multiply by 15

15 3
ଵହ
× ଷ
=×5

The scale factor from the small image to the larger image is 5. Or in other words the small
images one fifth the size of the larger image.

Cambridge IGCSE Mathematics (0580) 35

Teaching Pack: Scale drawing

Worksheet 1a: Answers continued

EXTENSION. Is there a relationship between part a and part b? If so, do you think this is always
going to be the case?
The answer to part a is one over the answer to part b and vice versa. In other words, the two
answers are the reciprocal of each other. Yes, this rule will always apply when working out scale
factors in this way.

36 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 2a: Answers

1.
a. 50 × 25000 = 1250000 cm

b. 75 × 25000 = 1875000cm on the ground.

1875000 ÷ 100000 = 18.75km on the ground

c. 25 ÷ 25000 = 0.001 km on the map?

1km is equal to 100000 cm. So 25km on the map is equivalent to
0.001 × 100000 = 100cm on the map.

d. 15cm on the map is equivalent to

15 × 25000 = 375000 cm on the ground.
1cm is 1 hundredth of a meter.
375000 ÷ 100 = 3750
So 15cm on the map is equivalent 3750m on the ground

2.
a. The maximum width on the map is 3 large squares.
3 x 25000 = 75000cm on the ground.
1
1 cm is of a meter.
100
75000 ÷ 100 = 750m
The maximum width of the field on the ground is 750m.

b. The minimum length on the map is 2 large squares.

2 x 25000 = 50000cm on the ground.
50000 ÷ 100 = 500m
The minimum length of the field on the ground is 500m.

c. In this case each square on the map would be equivalent to 50000 cm on the ground.
Using our calculations for part a and part b. The maximum width of the field would be one and a
half squares and the minimum length of the field would be one square.
The new map of the field on a scale of 1 : 50000 will be smaller than the map the same field on
a scale of 1 : 25000

Cambridge IGCSE Mathematics (0580) 37

Teaching Pack: Scale drawing

Worksheet 2a: Answers continued

Scale = 1:50000

1 0.5 0 1 kilometre

38 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 2b: Answers

This quiz checks you understand the purpose and how to use maps as scale drawings. It is an
interactive multiple-choice assessment and the questions are designed to highlight any
misconceptions or misunderstandings. Please choose the answer you think is correct and explain
why you think it is correct.

1. By now you should realise that everything on a map is drawn to scale. But why do we use a
different scale when drawing maps from reality on the ground?

a. To make things easier to read

This is not the case, every time we use a scale drawing to draw a map we lose a little bit of
detail. The amount of detail depends on the scale we are using.

b. To show things smaller than they appear in real life so you can fit them on one
piece of paper.

c. To show you interesting places to visit.

This is one of the purposes of a map, but the scale of the map does not tell us this.

d. To help you work out which direction you need to travel in.

Again, this is one of the purposes of a map, but the scale of the map does not tell us this.

2. What scale should you choose if you want to show a lot of detail?

a. 1 : 25000

The terms 'large scale' and 'small scale' are used to describe different scales. However, they
can be confusing. Large scale maps have low numbers is the scale, such as 1: 1250. The
features shown are large and therefore you can show a lot more detail. Small-scale maps
have a high number in the scale, such as 1: 250000. Individual features shown are small and
you can therefore see less detail.

b. 1 : 50000

The terms 'large scale' and 'small scale' are used to describe different scales. However, they
can be confusing. Large scale maps have low numbers is the scale, such as 1: 1250. The
features shown are large and therefore you can show a lot more detail. Small-scale maps
have a high number in the scale, such as 1: 250000. Individual features shown are small and
you can therefore see less detail.

c. 1 : 1250

d. 1 : 250000

The terms 'large scale' and 'small scale' are used to describe different scales. However, they
can be confusing. Large scale maps have low numbers is the scale, such as 1: 1250. The
features shown are large and therefore you can show a lot more detail. Small-scale maps
have a high number in the scale, such as 1: 250000. Individual features shown are small and
you can therefore see less detail.

Cambridge IGCSE Mathematics (0580) 39

Teaching Pack: Scale drawing

Worksheet 2b: Answers continued

3. You want to plan a 7km walk. Using a map with a scale of 1:25000, how far will your route be
on the map?

a. 7cm

This would be correct for a scale of 1:100000

b. 0.00028cm

Don’t forget you have to convert your answer in kilometres to centimetres on the map. This
would be the answer in km on the map.

c. 28cm

d.0.28cm

Don’t forget the scale factor from kilometres to centimetres is multiply by 100000.

4. The scale of your map is 1: 50000. There is a distance of 8 cm between two villages on the
map. How far will this be in kilometres on the ground?

a. 4

b. 4000000

Don’t forget the question asks you for the answer in kilometres. This would be the correct
answer in centimetres.

c. 4000

Don’t forget the scale factor from centimetres to kilometres is divide by 100000.

d. 6.25

Remember 8 cm on the map is 50000 × 8 on the ground not 500000 ÷ 8 .

5. On a 1: 250000 scale map you could quite easily:

a. Work out the distance between two towns

b. Plan a long walk in the country

The terms 'large scale' and 'small scale' are used to describe different scales. However, they
can be confusing. Large scale maps have low numbers is the scale, such as 1: 1250. Small-
scale maps have a high number in the scale, such as 1: 250000. Small scale maps with a
high number in the scale such ass 1:250000 can represent greater distance on the ground
but in less detail. Because you cover less distance when you are walking a 1:25000 map
would be better for this purpose as it would show more detail without taking up too many
pieces of paper.

40 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Scale drawing

Worksheet 2b: Answers continued

c. Study detailed drawings of your house

A map would only show your house as a block it would not include any detail.

d. Find the best route from one village to another

The terms 'large scale' and 'small scale' are used to describe different scales. However, they
can be confusing. Large scale maps have low numbers is the scale, such as 1: 1250. Small-
scale maps have a high number in the scale, such as 1: 250000. Small scale maps with a
high number in the scale such ass 1:250000 can represent greater distance on the ground
but in less detail. A 1:25000 map would be better for this purpose as it would show more
detail without taking up too many pieces of paper.

Cambridge IGCSE Mathematics (0580) 41

Teaching Pack – Circle theorems

Actvity 1
Part 1
Use this sheet to explore the starter for this lesson.
Can you make a right-angled triangle on the peg-board diagrams by joining up three points
round the edge?

Part 2 Making a conjecture

Can you make a statement about when you can do this and when you cannot?
What is the relationship between the angle at the centre and the angle at the
circumference?
What are the implications of your findings for circles in general (without dots)?
Stating what you think is the implication of your findings is what mathematicians call
making a conjecture. In mathematics, the term "conjecture" refers to a specific statement
that is thought to be true but has not been proven.
Part 3
Can you prove your conjecture? You can use the problem-solving grid to help you.

16 Cambridge IGCSE Mathematics 0580

 Teaching Pack

Circle theorems problem solving grid

Initial thoughts Useful diagrams to aid your thinking
Jot down some brief notes on how you will
progress with this proof. Start by stating your
conjecture clearly.

Workings Solution
Show all workings and organise them in a Use this box to write a complete proof of
sensible order. your conjecture (this will now be a theorem)
with full explanation.

Cambridge IGCSE mathematics 0580

Teaching pack

Worksheet 1
Make sure you set your work out clearly stating at each step the information you are
using to make that step.

1. Find angle NOP.

2. Find angle y using two different methods.

18 Cambridge IGCSE Mathematics 0580

 Teaching Pack

Worksheet 1 – Answers
1 The angle at the circumference in a semicircle is 90°.

Angle OPN = 90°

Angles in a triangle add up to 180°.

NOP = 180 – (90 + 36)

NOP = 180 – 126

NOP Û

2 Triangle 1 and 2 are both Isosceles triangles because AC, AE and AD are all radii of the circle.

Method 1
$QJOHVRQDVWUDLJKWOLQH Û
Angle z = (180o – 71o)
] Û

2y + 109o = 180o SXPRIWKHDQJOHVLQDWULDQJOH Û

2y = 180o- 109o Rearrange the equation to find y
2y = 71o
y = 35.5°

Method 2
2x + 71o = 180o SXPRIWKHDQJOHVLQDWULDQJOH Û
2x = 180o- 71o Rearrange the equation to find x
2x = 109o
x = 54.5o

The angle at the circumference in a semicircle is 90°.

Angle x + y = 90o
54.5o + y = 90o
y = 90o – 54.5o Rearrange the equation to find y.
y = 35.5°

Cambridge IGCSE mathematics 0580 19

Teaching pack

Activity 2
To prove that the angle subtended by an arc or chord at the centre of a circle is twice the angle
subtended at the circumference by the same arc or chord.

To prove that angle COB = 2 x angle CAB

Extend AO to D

AO = BO = CO (radii of same circle)

Triangle AOB is isosceles (base angles equal)

Triangle AOC is isosceles (base angles equal)

Angle AOB = 180° - 2Į (angle sum in a triangle)

Angle AOC = 180° - 2ȕ (angle sum in a triangle)

Angle COB = 360° – (AOB + AOC) (angles at point)

Angle COB = 360° – (180° - 2Į + 180 - 2ȕ)

Angle COB = 2Į + 2ȕ = 2(ȕ+ ȕ)

= 2 x angle CAB As required

20 Cambridge IGCSE Mathematics 0580

 Teaching Pack

Worksheet 2

1. A, B, C and D lie on a circle, centre O.

Find the value of x and the value of y.

2. A, B and C lie on a circle, centre O.

Find the value of x.

Cambridge IGCSE mathematics 0580 21

Teaching pack

Worksheet 2 – Answers

1.

y = 100° ÷ 2 = 50° Angle at the centre of a circle

Reflex angle BOD = 360° – 100° = 260°

x = 260° ÷ 2 = 130° Angle at the centre of a circle

2.

Reflex angle BOC = 360° – (2x – 40°)

x = (360° - (2x - 40°)) ÷ 2

x = (400° - 2x) ÷ 2

x = 200° - x

2x = 200°

x = 100°

22 Cambridge IGCSE Mathematics 0580

 Teaching Pack

Worksheet 3

1. A, B, C and D lie on a circle, centre O.

Find the value of x and the value of y.

2. A, B, C and D line on a circle, centre O.

Find the value of x.

Cambridge IGCSE mathematics 0580 23

Teaching pack

Worksheet 3 – Answers

1.

y = 65o Angles in the same segment.

x = 2 × 65° = 130° Angle at the centre of a circle.

2.

Angle CBD = 130° ÷ 2 = 65°

o
x + angle CBD = 180 Angles in opposite segments

x = 180o – 65o = 115o

24 Cambridge IGCSE Mathematics 0580

 Teaching Pack

Activity 3 – Angle between a tangent and a cord

To pURYHWKDWWKHDQJOHEHWZHHQDௗWDQJHQWௗDQGDௗFKRUGௗLVHTXDOWRWKHDQJOHLQWKHDOWHUQDWH
segment.

To prove that angle CDB = angle DAB

Construct the Radii DO and BO.

BO = DO (Radii of the same circle)

Angle CDB + Angle BDO Û

Angle BDO = 90o – Angle CDB

Angle DBO = 90o – angle CDB (Triangle DOB is Isosceles so the base angles are equal)

Angle DOB = 180o – angle BDO – angle DBO (angle sum in a triangle)

Angle DOB = 180o – (90o – angle CDB) – (90o – angle CDB)

Angle DOB = 2 x angle CDB

Angle DOB = 2 x angle DAB

Angle DAB = angle CDB

Cambridge IGCSE mathematics 0580 25

Teaching pack

Worksheet 4
1. A, B and C are on a circle, centre O.

AD is the tangent to the circle. Find angle ABC.

2. A, B and C are on a circle, centre O.

AD is the tangent to the circle. Find angle OCA.

26 Cambridge IGCSE Mathematics 0580

 Teaching Pack

Worksheet 4 – Answers
1.
Angle DAC = 90o
Angle CAD = 90o – 25o = 65o
Angle ABC = Angle DAC = 65o

2.

Angle DAC = Angle ABC = 55o

Angle CAO = 90o – 55o = 35o

Angle CAO = OCA = 35o AOC is an isosceles triangle

Cambridge IGCSE mathematics 0580 27

Skills Pack: Understanding Bearings

Worksheet 1a: Angle facts

You may want to use any or all of these angle facts to solve these problems:

x The interior angles of a triangle add to 180°.

x Angles on a straight line add to 180°
x Angles in a circle add to 360°
x Vertically opposite angles are equal
x Pairs of corresponding angles on parallel lines are equal
x Pairs of alternate angles on parallel lines are equal
x Angles opposite the equal sides of an isosceles triangle are equal
x In a triangle with two equal angles, the sides opposite the equal angles are equal and the
triangle is isosceles.

1. Work out the size of the angle marked y giving your reasons for your answer.

2. Calculate ‘ LKM and ‘ MNO making sure you explain what you are doing, and the angle
facts you are using.

16 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 1a: Angle facts continued

3. Find the values of x, y and z making sure you explain what you are doing in the angle facts
you are using.

4. Find the value of x in the diagram.

Cambridge IGCSE Mathematics (0580) 17

Skills Pack: Understanding Bearings

Worksheet 2a: Missing angles

Find the missing angles. Make sure you explain each step using the information on the diagram
and the angle facts you met in the last lesson, and any other angle facts you might know

18 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 2b: 16 Point Compass

Use the logic introduced in the presentation to name each of the remaining points on the 16-point
compass below. Then calculate the bearing for each of these points

Cambridge IGCSE Mathematics (0580) 19

Skills Pack: Understanding Bearings

Worksheet 2c: Pelmanism game of 16-point compass

North 000˚

North-northeast 022.5˚

Northeast 045˚

East-northeast 067.5˚

East 090˚

East-southeast 112.5˚

Southeast 135˚

South-southeast 157.5˚

South 180˚

South-southwest 202.5˚

Southwest 225˚

West-southwest 247.5˚

West 270˚

West-northwest 292.5˚

Northwest 315˚

North-northwest 337.5˚

North 360˚

20 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 2d: Writing and estimating bearings

Use the diagram and the facts you already
know to work out the bearings to points C, D,
and E.

ALL angles should be measured clockwise

from NORTH. Link each one to a point on the
16-point compass.

Cambridge IGCSE Mathematics (0580) 21

Skills Pack: Understanding Bearings

Worksheet 2e: Outdoor navigation template

Name of team

_____________________________________________________________

Starting location_______________________________________________________

1. GO _______________ steps on a bearing of_______________________

2. GO _______________ steps on a bearing of_______________________

3. GO _______________ steps on a bearing of_______________________

Halfway location_______________________________________________________

4. _______________ steps on a bearing of__________________________

5. _______________ steps on a bearing of__________________________

6. _______________ steps on a bearing of__________________________

Finishing location_____________________________________________________ _

22 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 2f: Air traffic control cards

Case 1

Case 2

Cambridge IGCSE Mathematics (0580) 23

Skills Pack: Understanding Bearings

Worksheet 2f: Air traffic control cards continued

Case 3

24 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 3a: Bearings and trigonometry exam questions

Use the angle facts you know and trigonometry to solve these exam style questions. Make sure
you explain what you are doing at each step and relate your explanations to the relevant point in
the diagram whenever necessary.

1.

Cambridge IGCSE Mathematics (0580) 25

Skills Pack: Understanding Bearings

Worksheet 3a: Bearings and trigonometry exam questions

2.

26 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 3a: Bearings and trigonometry exam questions

3.

Cambridge IGCSE Mathematics (0580) 27

Skills Pack: Understanding Bearings

Worksheet 3a: Bearings and trigonometry exam questions

4.

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 Skills Pack: Understanding Bearings

Worksheet 3a: Bearings and trigonometry exam questions

5.

Cambridge IGCSE Mathematics (0580) 29

Skills Pack: Understanding Bearings

Worksheet 1a: answers

1. Work out the size of the angle marked y giving your reasons for your answer

θ = 180° – 141°
angles on a straight line.
θ = 39°

θ + y + 72° = 180°
Sum of the angles in a triangle

y = 180° – (39° + 72°)

y = 69°

2. Calculate ‘ LKM and ‘ MNO making sure you explain what you are doing and the angle facts you
are using.
‘ MNO = 360° – (22° + 24° +
180°)
Angles in a circle and angles on
a straight line.

‘ MNO = 134°

y = 360° – 336°
180° = ‘ LKM + 56° + Angles in a
22° Triangle KMN is an isosceles triangle so: circle sum to
Angles on a straight line 2x + 136° = 180° Sum of the angles in a triangle 360°
sum to 180° 180-136 y = 24°
x=
‘ LKM = 180° – (56° + 2
22°)
x = 22°
‘ LKM = 102°

30 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 1a: answers continued

3. Find the values of XY and Z making sure you explain what you are doing in the angle facts you are
using.
z = 180 – (80 + θ)
z = 180 – 152

z = 28°
x + 52 + y = 180
Angles on a
straight line
θ = 52 + y
x = 180 – (52 + 20) Corresponding angles
x = 108° on parallel lines.
θ = 52 + 20
θ = 72°

The triangle is an isosceles

triangle so α is also equal to
80°

y + 2 × 80 = 180
Angles in a triangle
y = 180 – 160
y = 20°
4. Find the value of x in the diagram.

x + δ = 90° Right angle

x = 90 – 61

x = 29°

The triangle is an isosceles

triangle

2δ + β = 180
Angles in a triangle
180-58
δ= 2
δ = 61°

122 + β = 180
Angles on a straight line

β = 58°

Cambridge IGCSE Mathematics (0580) 31

Skills Pack: Understanding Bearings

Worksheet 2a: answers

3. In the diagram, we also see that:

δ + β + γ = 180° (angles in a triangle) 2. We know from the diagram that β = 71˚
and we also now know that γ = 64˚
4. So δ + β + γ = 180°
Becomes:
δ + 71 + 64 = 180°
Rearranging gives:
δ = 180 – 135
δ = 45°

5. Therefore the
missing angle are:
γ = 64°
δ = 45°

1. In the diagram we see that

α + γ = 180° (angles on a straight line).

We also know that α = 116° so

rearranging this we get:
γ = 180 – 116
γ = 64°

32 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 2b: answers

Cambridge IGCSE Mathematics (0580) 33

Skills Pack: Understanding Bearings

Worksheet 2d : Answers

34 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 2f : Answers
Case 1

In this case the projections from γ and θ, γ and ε and also ε and θ all cross. However, the line
lengths are quite different, so they will not be at the same point at the same time.

Case 2

In this case none of the lines cross so there is no chance of a collision

Cambridge IGCSE Mathematics (0580) 35

Skills Pack: Understanding Bearings

Worksheet 2f : Answers continued

Case 3

The projections from δ and ε meet at the edge of the screen. In this case the lines are of a similar
length so assuming the aircraft are travelling at similar, but not necessarily the same speed, there
is a risk of them colliding and therefore action may be recommended.

36 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 3a: answers

Question 1

(a) This was usually attempted correctly using Pythagoras’ theorem, although some candidates
applied this incorrectly by adding the squares of the sides. Some used right-angled trigonometry to
calculate either angle BAC or angle ABC and then further trigonometry to calculate BC. After a
correct answer of 126.49 it was quite common to see this rounded to 126.5 and then to 127. Some
candidates only wrote down their 3 figures answer; if they gave 126 this was accepted but 127 only
seen lost the accuracy mark.

(b) This involved a straightforward use of the cosine rule and it was generally well done. Less
able candidates often could not recall the correct formula or, having earned the method marks for
correct substitution into the cosine rule, could not then process to the solution correctly. A very
common processing error was to get as far as CD2 = 61300 – 61200cos33 and then write
CD2 = 100cos33. Other errors made included using right-angled trigonometry assuming angle ACD
was 90º or using a mixture of side lengths from 170, 180 and 220.

(c) Many candidates found this part challenging as they did not understand that the shortest
distance from D to AC is the perpendicular distance from D to AC. Most candidates who
understood the idea of dropping the perpendicular from D to AC found this part straightforward.
However candidates who had assumed angle ACD was 90º in the previous part inevitably then
gave their answer for part (b) here.

(d) Many candidates answered this correctly but some were unsure which angle was required for
the bearing and so made little progress. Although some candidates found angle BAC using cos
BAC = 180 ÷ 220, many used the length of BC found in part (a) and used it with either sin or tan,
frequently arriving at an inaccurate value as a result of using either 126 or 127, rather than a more
accurate value for BC.

Worksheet 3a: answers continued

Cambridge IGCSE Mathematics (0580) 37
Skills Pack: Understanding Bearings

(e) There were many candidates who found the area of the two triangles correctly. There were
some who used their calculated values from parts (a) and (b) in the wrong triangle and CD was
quite often used as the height of ACD. The area formula A = ½absinC was sometimes applied
incorrectly with C not being the included angle. A few candidates treated ABCD as a triangle and
attempted to find the area using ½×220×170×sin DAB. Those who used ½×170×180sin 33+
½x180xtheir BC were most frequently within range for the total area. However the use of rounded
values from previous calculations often meant that, although the method for individual areas was
correct, the final answer reached was outside the acceptable range.

Question 2

(a)(i) Some candidates seemed to be unfamiliar with bearings as many did not appreciate that the
answer here should be greater than 270º. The marking of appropriate angles on the diagram was
rarely seen. Many candidates stopped after 40 + 45 = 85 or 180 – 4- - 45 = 95.

(a) (ii) The correct answer of 095º was seen by only the most able candidates.

(b) Most candidates correctly applied the cosine rule, but some did not give enough accuracy in the
working to justify the answer rounded to 464.7. A small number of candidates drew the
perpendicular from A onto BC and used Pythagoras’ theorem in the two right-angled triangles and
if enough accuracy was maintained throughout the working, their solution was correct. Some
candidates used the sine rule to find angle BAC first, but did not consider the possibility that it was
an obtuse angle and consequently their final answer for AB was inaccurate.

(c) Most candidates applied the sine rule correctly, but again the accuracy in the working became
an issue for many as premature rounding led to answers of 44.8º or 45º.

38 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 3a: answers continued

Question 3

(a) Many candidates were familiar with the cosine rule and made good attempts to find the
required angle. Most started with the explicit version of the cosine rule but those starting with the
implicit version were more prone to errors when rearranging. A very frequent error was omitting to
show the required angle to more than one decimal place after otherwise correct working.
Premature approximation with values in the working often led to inaccurate answers.

(b) More able candidates were successful in this part but less able candidates found this more
challenging. The cosine rule and the sine rule were widely used to find angle BLA or angle BAL.
Several of those who obtained a correct value for their angle were unable to continue and find the
correct bearing angle. Premature approximation with values in the working often led to inaccurate
answers.

Question 4

Cambridge IGCSE Mathematics (0580) 39

Skills Pack: Understanding Bearings

Worksheet 3a: answers continued

(a) (i) Most candidates were able to start the cosine rule correctly. Some candidates misquoted the
rule, some were missing the 2, + instead of – and the use of sine instead of cosine. When the
formula was correct there were two common errors. Some gave their final answer as 8.3 and did
not show a more accurate value and some gave an incorrect value of PQ2 after prematurely
approximating the value of cos 62 to too few figures. Some of the less able candidates used right-
angled trigonometry (dividing 7.6 by 2 ), the sine rule or Pythagoras’ theorem.

(ii) The area of the triangle was usually correctly calculated. A few candidates decided to calculate
the perpendicular height first. Some introduced errors by unnecessarily working with inaccurate or
incorrect values calculated in part (i).

(b) A lot of candidates struggled to find the angles they needed to solve the problem. Some
attempted to put parallel north lines through the diagram but were unable to find the one angle they
needed from this. A very common error was treating angle HGJ as 126°. Where candidates were
able to find the necessary angles most realised they needed to use the sine rule and quoted it
correctly with their angles. Having quoted a correct version of the sine rule some struggled to
rearrange it correctly to find GJ.

Question 5

This question on using general trigonometry was answered well by many candidates who were
well prepared for the use of the cosine rule and sine rule.

(a) Almost all candidates quoted the appropriate version of the cosine rule needed to find the
distance AB directly, made the necessary substitutions and carried out the calculations accurately.
Not all candidates showed an intermediate step and it was advisable to show at least an accurate
value of AB2, for example 19054. Some candidates, following the substitutions, only then gave a
final answer of 138, given in the question. To earn full marks in this type of question it is essential
to give an answer that is more accurate than that given in the question. So in this case an answer
such as 138.0 or 138.04 was sufficient.

40 Cambridge IGCSE Mathematics (0580)

 Skills Pack: Understanding Bearings

Worksheet 3a: answers continued

(b) This was also answered very well with candidates applying the sine rule correctly to find
angle BAC. As in the previous part it was advisable to write down the answer to this to at least
three significant figures before going on to find the bearing. Most candidates calculated the bearing
correctly with just a few making an error such as adding the answer for angle BAC to 146°. Some
worked out angle ABC instead of angle BAC but most realised which angle it was so were able to
complete a longer correct calculation to find the bearing. Some only reached 36.2° and others
subtracted from 180° instead of 146°.

(c) Candidates found this part challenging. Very few drew a line from L perpendicular to the
direction in which the ship is sailing in order to give the right-angled triangle needed. One error was
to draw a line from L to the end of the line giving the direction the ship is sailing and others used a
triangle with an angle of 45°. Those that were able to identify the appropriate triangle sometimes
calculated the distance from L rather than the distance that the ship had sailed.

Cambridge IGCSE Mathematics (0580) 41

 Teaching Pack: Vectors

Worksheet 1a: Scalars or vectors?

This activity checks your understanding of the difference between a vector and a scalar. This is an
interactive activity and you need to decide if the measures listed here are scalars or vectors?

Circle your answers to each of the questions below.

1. Force Scalar Vector

1. Mass Scalar Vector

1. Speed Scalar Vector

1. Acceleration Scalar Vector

1. Distance Scalar Vector

1. Weight Scalar Vector

1. Displacement Scalar Vector

1. Temperature Scalar Vector

1. Height Scalar Vector

Cambridge IGCSE Mathematics (0580) 17

Teaching Pack: Vectors

Worksheet 1b: Column vectors

1. Write down the column vector that represents each of the vectors on this grid. The first one
is done for you.

3
ቀ ቁ
3

2. Now draw these vectors on the grid. The starting point for each vector is marked on the grid
and once again the first one is done for you.

2 -1 1 -2 -4 6
aቀ ቁbቀ ቁcቀ ቁdቀ ቁeቀ ቁfቀ ቁ
1 2 3 4 2 -2

18 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 1c: Vector properties quiz

This quiz checks your understanding of basic vector properties. It is a multiple-choice assessment,
and the questions are designed to highlight any misconceptions or misunderstandings. Please
choose the answer you think is correct and explain why you think it is correct.

4
1. Which option below best describes the vector ቀ ቁ
-6

a. 4 up, 6 left

b. 4 right, 6 down

c. 4 left, 6 down

d. 4 right, 6 up.

2. Which vector in this diagram are the same?

a. A and B

b. A and C

c. A and D

d. All

Cambridge IGCSE Mathematics (0580) 19

Teaching Pack: Vectors

Worksheet 1c: Vector properties quiz continued

-2
3. Which vector is the same as the column vector ቀ ቁ
3

a.

b.

c.

d.

20 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 2a: Transformations using vectors

ሬሬሬሬሬԦ = ቀ 4 ቁ and ሬሬሬሬሬሬԦ ͵
1. A is the point (–4, 3). AB AC = ቀ ቁ. Plot the points A, B and C on the grid.
-2 5

a. Write down the coordinates of B and C.

b. What is the column vector for ሬሬሬሬሬሬԦ

BC ?

Cambridge IGCSE Mathematics (0580) 21

Teaching Pack: Vectors

Worksheet 2a: Transformations using vectors continued

2. A translation described by vector t transforms the point A(3, –2) to A’(5, 2).
a. What will be the coordinates of point B(2, 4) after the same translation?

b. C’(6, –2) has been transformed by t. What were the original coordinates of point C?

22 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 2a: Transformations using vectors continued

ʹ
3. Look at this image. The vector describing the translation from A to B is ቀ ቁ as each point
1
on the triangle is moved 2 places right and 1 place up the grid.

Can you describe the following vectors

a. The vector describing the translation from B to C

b. The vector describing the translation from C to D

c. The vector describing the translation from D to A

Cambridge IGCSE Mathematics (0580) 23

Teaching Pack: Vectors

Worksheet 2b: Shape translation

24 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 2c: Vector translations quiz

This quiz checks your understanding of vectors and transformations. It is a multiple-choice
assessment and the questions are designed to highlight any misconceptions or
misunderstandings. Please choose the answer you think is correct and explain why you think it is
correct.

1. What is the vector notation for a translation of 4 right? Circle your choice.

0
a. ቀ ቁ
4

4
b. ቀ ቁ
0

-4
c. ቀ ቁ
0

0
d. ቀ ቁ
-4

2. Describe the translation from shape B to shape A (tick your choice):

a. 5 squares to the right and 3 squares up.

b. 5 squares to the right and 3 squares down.

c. 5 squares to the left and 3 squares down.

d. 5 squares to the left and 3 squares up.

Cambridge IGCSE Mathematics (0580) 25

Teaching Pack: Vectors

Worksheet 2c: Vector translations quiz continued

3. What is the vector notation for a translation of 5 down?

5
a. ቀ ቁ
0

0
b. ቀ ቁ
5

-5
c. ቀ ቁ
0

0
d. ቀ ቁ
-5

26 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 3a: Adding and subtracting vectors

1. You are given two vectors, a and b:

Which one of the following shows the vector (write your choice):

a. a + b

b. a – b

c. –a + b

4 Ȃ2
2. If s = ቀ ቁ and t = ቀ ቁ what is:
2 3

a. s + t =

b. s – t =

c. 2s – t=

Cambridge IGCSE Mathematics (0580) 27

Teaching Pack: Vectors

Worksheet 3b: Adding and subtracting vectors extension

This worksheet will give you the opportunity to formalise what you have learnt in this lesson.

1.

a. Write out the column vectors for a, b and c.

b. What can you say about the relationships between these lines and the column vectors
you have just written?

c. Can you make a general statement about the relationships you have described?

28 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 3b: Adding and subtracting vectors extension

continued
ሬሬሬሬሬԦ is a+2b, where a and b are
2. The points U, T and S lie on a straight line. The vector UT
vectors.

Work out which of these vectors could be the vector ሬሬሬሬሬሬԦ

US, and which could not be the vector.
Make sure you explain your answers.

a. 2a + 4b

b. 4a + 2b

c. 2a – b

d. –3a – 6b

Cambridge IGCSE Mathematics (0580) 29

Teaching Pack: Vectors

Worksheet 3c: Vector walks

Here is a diagram that could describe a walk around a square.

If you started by walking along the black vector What vectors would you need to walk around the
perimeter of the square?

Can you describe and explain any relationships between the vectors that determine the journey
around any square park?

Once you know the first vector of a journey, can you work out what the second, third and fourth
vectors will be? Is there more than one possibility?

30 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 3d: Adding and subtracting vectors quiz

This quiz checks your ability to add and subtract vectors. It is a multiple-choice assessment, and
the questions are designed to highlight any misconceptions or misunderstandings. Please choose
the answer you think is correct, and explain why you think it is correct.

1. This diagram shows vectors a and b.

Which vector is shown in this second diagram? (tick your choice)

a. a+b

b. a + 2b

c. a–b

d. b–a

Cambridge IGCSE Mathematics (0580) 31

Teaching Pack: Vectors

Worksheet 3d: Adding and subtracting vectors quiz

continued
2. What is the missing vector?

a. p–r

b. p – 2r

c. p + 2r

d. p+r

3. Complete this vector addition:

6 4
ቀ ቁ+ቀ ቁ =
–3 6

10
a. ቀ ቁ
3

24
b. ቀ ቁ
-18

64
c. ቀ ቁ
-36

10
d. ቀ ቁ
9

32 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 3d: Adding and subtracting vectors quiz

continued
4. Complete this vector subtraction:

4 –6
ቀ ቁെቀ ቁ=
5 7

–2
a. ቀ ቁ
–2

2
b. ቀ ቁ
–12

–3

c. ቌ 27 ቍ
5

10
d. ቀ ቁ
–ʹ

3 –2
5. g = ቀ ቁ, h = ቀ ቁ
–5 –3

Work out the vector 2g + h.

10
a. ቀ ቁ
–4

4
b. ቀ ቁ
–7

4
c. ቀ ቁ
13

25
d. ቀ ቁ
–22

Cambridge IGCSE Mathematics (0580) 33

Teaching Pack: Vectors

Worksheet 4a: Pythagoras

1. Each of these triangles is a right angled triangle. For each triangle, the right angle and
one other angle has been labelled. Use this information to label the sides.

a = Hypotenuse

b = Adjacent

c = Opposite

2. If b = 4 and c = 3 for one of these triangles, what would a be?

34 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 4b: Finding ice cream

Cambridge IGCSE Mathematics (0580) 35

Teaching Pack: Vectors

Worksheet 4c: Real life examples

In this activity you will use vectors to solve a range of problems. The problems are based on real-life
situations and involve forces or motion in more than one dimension.

1. Velocity and displacement

The unit vectors i and j are directed east and north respectively. Find the magnitude and direction of each of
the following vectors.

110
a. the displacement ቀ ቁm
150

-11
b. the velocity ቀ ቁ ms-1
9

2. Swimmer
2.5
A woman is swimming with velocity vs ms–1 where vs = ቀ ቁ
1.3

0.6
She meets a current with velocity vc ms–1 where vc = ቀ ቁ
-2.0

Find the magnitude and direction of the swimmer's resultant velocity. Give the direction as a bearing.

3. Ship
A ship is travelling in a straight line and its displacement vector from its starting point is

2.5
d=ቀ ቁ km
5.0

What is the distance from the ship to the starting point?

௫
The ship is aiming for a buoy which has position vector ൫ଵ଴଴൯ relative to the ships starting point. Assuming
the ship continues to travel in a straight line and reaches the buoy, find x.

36 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 4d: Real life examples hints

1.
a. b.

2.
2.5
vs = ቀ ቁ
1.3

0.6
vோ = ቀ ቁ
-2.0

3.

Cambridge IGCSE Mathematics (0580) 37

Teaching Pack: Vectors

Worksheet 5a: Vector geometry

Here are two problems with vectors for you to solve.

1. ABCDEF is a regular hexagon. The vectors p and q are as shown in the diagram.

E D

F C

A B
p

a) Find in terms of p and q

(i) ሬሬሬሬሬሬԦ
AC

(ii) ሬሬሬሬሬԦ
FD

(iii) ሬሬሬሬሬԦ
FC

b) What can be deduced from part a) about

(i) ሬሬሬሬሬሬԦ
AC and ሬሬሬሬሬԦ
FD?

(ii) ሬሬሬሬሬԦ and ሬሬሬሬሬԦ

FC AB?

2. C is the point on the line AB such that AC : CB = 4 : 3. Express c in terms of a and b.

A

O B
b

38 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 5a: Vector geometry continued

3. The midpoint theorem.

This well-known theorem states that if a straight line is drawn between two midpoints of any two sides of a
triangle ZXY, this line is parallel to the third side and half its length. If S and T are the midpoints of two sides
of a triangle, prove the midpoint theorem.

Cambridge IGCSE Mathematics (0580) 39

Teaching Pack: Vectors

Worksheet 5b: Vector geometry hints

1. Hint 1: Remember this is a regular hexagon so the sides are the same length and opposite sides are
parallel.

Hint 2: Try tracing the routes with your fingers and saying out loud to a partner what you are doing in terms
of the vectors p and q.

2. HINT: You might find this diagram useful

4
a
c
c 3

O B
b

3. HINT 1: start by drawing the diagram

HINT 2:

b
S T
a

Z Y

HINT 3: Remember go route via known vectors. In this case along the sides of the triangle.

HINT 4: Remember a scalar multiple of a vector is parallel to that vector

40 Cambridge IGCSE Mathematics (0580)

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Worksheet 5c: Vector geometry exam question

The diagram shows a parallelogram OCEG.

C D E

NOT TO
B F SCALE
H
b

O A G
a

O is the origin, OA ሬሬሬሬሬሬԦ=a and ሬሬሬሬሬሬԦ

OB=b.
BHF and AHD are straight lines parallel to the sides of the parallelogram.
ሬሬሬሬሬሬሬԦ = 3OA
OG ሬሬሬሬሬሬԦ and ሬሬሬሬሬሬԦ
OC = 2OB ሬሬሬሬሬሬԦ.

(a) Write the vector ሬሬሬሬሬሬԦ

HE in terms of a and b.

ሬሬሬሬሬሬԦ
HE ൌ……………………………………………. [1]

(b) Complete this statement.

a + 2b is the position vector of point …………………………………… [1]

(c) Write down two vectors that can be written as 3a – b.

…………………………………… and …………………………………… [2]

Cambridge IGCSE Mathematics (0580) 41

Teaching Pack: Vectors

Worksheet 1a: Answers

1. Force Scalar Vector

2. Mass Scalar Vector

3. Speed Scalar Vector

4. Acceleration Scalar Vector

5. Distance Scalar Vector

6. Weight Scalar Vector

7. Displacement Scalar Vector

8. Temperature Scalar Vector

9. Height Scalar Vector

42 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 1b: Answers

1.

2.

Cambridge IGCSE Mathematics (0580) 43

Teaching Pack: Vectors

Worksheet 1c: Answers

1. a - Remember the horizontal component of the translation is at the top of the column vector
and the vertical component of the translation is below.
b - This is the correct answer well done
c - A positive horizontal component means the vector is describing a movement to the right
d - A negative vertical component means the vector is describing a movement down

2. a - Whilst these vectors are parallel and the lines are the same length, they are pointing in
the opposite direction of travel.
b - This is the correct answer well done
c - Whilst these two vectors are parallel and pointing in the same direction D is twice the
magnitude of A.
d - Whilst all these vectors are parallel only two of them are of the same magnitude and
direction.

3. a - Remember the horizontal component of the translation is at the top of the column vector
and the vertical component of the translation is below.
b - Remember the horizontal component of the translation is at the top of the column vector
and the component of the translation is below. Also, a negative x component would
describe a downward movement.
c - This is the correct answer well done
d - A negative horizontal component means the vector is describing a movement to the left.

44 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 2a: Answers

1.

a. The coordinates of:

B (0,1)
C (-1,8).

-1
b. ቀ ቁ
7

Cambridge IGCSE Mathematics (0580) 45

Teaching Pack: Vectors

Worksheet 2a: Answers continued

2.

a. The coordinates of:

B (2,4)
B’(4,8)

b. (4, -6)
ሬሬሬሬሬሬሬԦ = ቀ-2ቁ
Note: the translation from C’ to C can be described by the vector – t. C'C
-4

46 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 2a: Answers continued

3.
ሬሬሬሬሬሬԦ 2
a. BC = ቀ ቁ
0

b. ሬሬሬሬሬሬԦ = ቀ-3ቁ
CD
2

ሬሬሬሬሬሬԦ -1
c. DA = ቀ ቁ
-3

Cambridge IGCSE Mathematics (0580) 47

Teaching Pack: Vectors

Worksheet 2c: Answers

1. a - This vector describes a translation 4 up.
b - This is the correct answer well done.
c - This vector describes a translation 4 left.
d - This vector describes a translation 4 down.

2. a - This describes the translation from shape A to shape B.

b - This mixes up a horizontal translation from shape A to shape B followed by a vertical
translation from shape B to shape A.
c - This is the correct answer well-done.
d - This mixes up a horizontal translation from shape B to shape A followed by a vertical
translation from shape A to shape B

3. a - This vector describes a translation of five right.

b - This vector describes a translation of five up.
c - This vector describes a translation of five left.
d - This is the correct answer well-done.

48 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 3a: Answers

1.
a. C
b. E
c. D

2.
4 + (–2) 2
a. s + t = ቀ ቁ=ቀ ቁ
2+3 5

4 – (–2) 6
b. s – t = ቀ ቁ=ቀ ቁ
2–3 Ȃ1

2 x 4 – (–2) 10
c. 2s – t = ቀ ቁ=ቀ ቁ
2x2–3 1

Cambridge IGCSE Mathematics (0580) 49

Teaching Pack: Vectors

Worksheet 3b: Answers

1. a. a = ൫42൯ , b = ൫84൯ , c = ൫21൯
b. When the vector line is twice as long, the numbers in the column vector are doubled, when
the vector line is half as long, the numbers in the column vector are halved.
c. The column vectors are multiplied by the same scalar as the vector line is enlarged by the
scale factor.

2. a. 2a + 4b = 2(a + 2b) so could be a vector describing ሬሬሬሬሬሬԦ

US, as it is a scalar multiple of UT ሬሬሬሬሬԦ.
b. 4a + 2b = 2(2a + b) so could not be a vector describing ሬሬሬሬሬሬԦ
US, as it is not a scalar multiple of
ሬሬሬሬሬԦ
UT.
c. 2a – b could not be a vector describing ሬሬሬሬሬሬԦ ሬሬሬሬሬԦ.
US, as it is not a scalar multiple of UT
d –3a – 6b = –3(a + 2b) so could be a vector describing ሬሬሬሬሬሬԦ ሬሬሬሬሬԦ.
US, as it is a scalar multiple of UT

50 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 3c: Answers

3 െ1 െ3 1
The vector journey goes ቀ ቁ ቀ ቁ ቀ ቁ ቀ ቁ
1 3 െ1 െ3

These vectors must only consist of four numbers: x,y,−x and −y.

It can only be two numbers, and their negatives, so that all the sides of the square are equal in
length.

x
After travelling along the first vector, you can then move left or right. So, if the first vector is ቀyቁ, if
െy
you go right then the second vector will be ቀ ቁ. The third vector must then be parallel to the first
x
െx
one, but in the opposite direction, so the vector will be ቀെyቁ. The final vector will be parallel to the
y
second vector, but again in the opposite direction so you get back where you started ቀ ቁ.
െx

If you add all these vectors together you will get:

x െy െx y x െ y െ x ൅ y 0
ቀyቁ + ቀ ቁ + ቀെyቁ + ቀ ቁ = ቀ y+x െ y െ x ቁ = ቀ ቁ
x െx 0

The vectors must add up to zero if you are going to get back to where you started.

Cambridge IGCSE Mathematics (0580) 51

Teaching Pack: Vectors

Worksheet 3d: Answers

1. a – b

Look carefully at this diagram:

2. p – 2r

Look carefully at this diagram:

3. a. ቀ10ቁ
3

4. d. ቀ 10 ቁ
Ȃ2

5. c. ቀ 4 ቁ
Ȃ 13

52 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 4a: Answers

1. Each of these triangles is a right angled triangle. For each triangle, the right angle and
one other angle has been labelled. Use this information to label the sides.

a = Hypotenuse

b = Adjacent
a
c = Opposite
a
c c
b

c
b
b
b
a
c
c
a b

2. If b = 4 and c = 3 for one of these triangles, what would a be?

a2 +b2 =c2

a= ටb2+c2

a= ට42+32

a= ඥ16+9

a= ඥ25

a= 5

Cambridge IGCSE Mathematics (0580) 53

Teaching Pack: Vectors

Worksheet 4c: Answers

1.
a.
The displacement d = §110 · m
¨ ¸
©150 ¹

d 1502  1102
d 34600

d = 186m (to nearest meter)

150 15
TanT
110 11
§ 15 ·
T Tan 1 ¨ ¸
© 11 ¹
θ = 54˚ to nearest degree

So the distance is 186m on a bearing of 90 – 54 = 36˚

b.
The velocity v = § 11· ms-1
¨ ¸
© 9 ¹
v= (112 )  92
v=
202
v = 14.2ms-1 (to 1dp)

§9·
TanT ¨ ¸
©11¹ 9
§9·
T Tan 1 ¨ ¸
©11¹
θ = 39˚ (to the nearest degree)

So the bearing is 270 + 39 = 309˚

54 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 4c: Answers continued

2.
The resultant velocity, vR, is the sum of the velocity of the woman and the velocity of the current

ʹǤͷ ͲǤ͸ ͵Ǥͳ

‫ ܚܞ‬ൌ ൬ ൰൅൬ ൰ൌ൬ ൰
ͳǤ͵ െʹǤͲ െͲǤ͹
The woman’s speed (magnitude of vR) is

2 2
vr 3.1  0.7
3.2ms-1 (to 2 sf)

The direction is given by

§ 0.7 ·
T Tan 1 ¨ ¸
© 3.1 ¹
= 12.7q (to 1 dp)

90q+12.7q= 102.7q, so the swimmer will travel at 3.2 ms-1 on bearing 102q (nearest degree).

3.
d= 5.59 (to 3 sf)
2.52  52 =
The ship is aiming for a buoy which has position vector
§ x·
¨ ¸
© 25 ¹
relative to the ships starting point. Assuming the ship continues to
travel in a straight line and reaches the buoy, find x.
5 x
2.5 25
5
x 25 u
2.5
x = 50km

Cambridge IGCSE Mathematics (0580) 55

Teaching Pack: Vectors

Worksheet 5a: Answers

1. ABCDEF is a regular hexagon. The vectors p and q are as shown in the diagram.

E D

F C

A B
p

a) Find in terms of p and q

(i) ሬሬሬሬሬሬԦ
AC = p + q

ሬሬሬሬሬԦ = q + p
(ii) FD

(iii) ሬሬሬሬሬԦ
FC = 2p

b) What can be deduced from part a) about

(i) ሬሬሬሬሬሬԦ
AC and ሬሬሬሬሬԦ
FD are parallel.

(ii) ሬሬሬሬሬԦ and ሬሬሬሬሬԦ

FC AB are parallel

2. C is the point on the line AB such that AC : CB = 4 : 3. Express c in terms of a and b.

4
As C divides the line AB in the ratio 4 : 3, C must therefore lie of the way along line AB.
7

ሬሬሬሬሬሬԦ=OA
So c=OC ሬሬሬሬሬሬԦ+AC
ሬሬሬሬሬሬԦ A
4
= a+ ሬAB
ሬሬሬሬԦ 4
7
a
As ሬሬሬሬሬԦ
AB =-a+b this can be written as: c
c 3
4
=a+ (b-a)
7
O B
3 4
b
= a+ b
7 7

You can use a similar argument starting with ሬሬሬሬሬሬԦ

OC=OB ሬሬሬሬሬሬԦ+OC
ሬሬሬሬሬሬԦ which as you would expect gives you the same
answer. Try it if you haven’t already.

56 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Vectors

Worksheet 5a: Answers continued

3. The midpoint theorem.

This well-known theorem states that if a straight line is drawn between two midpoints of any two sides of a
triangle ZXY, this line is parallel to the third side and half its length. If S and T are the midpoints of two sides
of a triangle, prove the midpoint theorem.

ሬሬሬሬሬԦ=a+b
ST
X
ሬሬሬሬሬԦ
ZY=ʹa+ʹb

b
Therefore: S T
a
1
ሬሬሬሬሬԦ= ሬሬሬሬሬԦ
ST ZY
2
Z Y

This means that ST ሬሬሬሬሬԦ and ZY

ሬሬሬሬሬԦ are scalar multiples of each other which means they are parallel and the
multiplier is a half. This proves the midpoint theorem.

Cambridge IGCSE Mathematics (0580) 57

Teaching Pack: Vectors

Worksheet 5c: Answers

(a) 2a + b

(b) D

(c) ሬሬሬሬሬԦ
CF and ሬሬሬሬሬሬԦ
BG

Examiners comments
The majority of candidates were able to give the correct answer in part (a), but there were many who gave
ሬሬሬሬሬሬԦ , or 3a + b. Equivalent vectors such as AF were
incorrect multiples of a or b, most commonly 3a + 2b OE
also seen. Part (b) was the most successful part of the question and part (c) the most challenging with a
whole variety of responses, the incorrect ones usually involving just one point, such as F and G.

58 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 1a: Scatter diagram

Look at the scatter diagram and discuss with your partner what the data shows.

Total rainfall in 2017 (mm)

180

160

140

120
Rainfall (mm)

100

80

60

40

20

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Months of the year

Cambridge IGCSE Mathematics (0580) 15

Teaching Pack: Statistics

Worksheet 1b: 2D and 3D pie charts

1. Learners were asked how they travelled to school. The results are shown on the pie chart
below.

a) How did most of the learners travel to school?

................................................................................

b) 24 learners were asked.

Work out the number of learners who cycled to
school.

2. Sara recorded the musical instrument played by each of 30 learners in the school band.
The table shows her results. Complete the pie chart to display this data.

Trumpet 12
Flute 5
Drums 1
Oboe 7
Saxophone 5

16 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 1b: continued

3. The pie charts show some information about the numbers of medals won by two countries
at an athletics event.

Medals won by Country A Medas won by Country B

Bronze, Gold,
Bronze, Gold, 72
120 120
120

Silver, Silver,
156 168

a. Draw 2D pie charts of this data. Give two reasons that explain why using 2D pie
charts are better to present this data.

Reason 1:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Reason 2:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………

Cambridge IGCSE Mathematics (0580) 17

Teaching Pack: Statistics

Worksheet 1b: continued

b. Country A won 7 bronze medals. How many gold medals did they win?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

c. Josh says, ‘The pie charts show that Country A won more gold medals than Country
B’. Is Josh right? You must explain your answer.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

4. Some children were asked to name their favourite flavour of ice cream. Use the pie chart
and information in the table to complete the missing sections.

Flavour Number of children Angle of sector

Vanilla 12 90°

Mint 45°

Strawberry 14

Chocolate 120°

18 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 1b: continued

5. The pie chart below shows the percentages of hair colour for a group of 200 people.

Hair colour for a group of 200 people

Red
Blond
16%
19%

Black
25%
Brown
40%

a. How many people in this group have blond hair?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
b. How many people in this group do not have brown hair?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

c. How many people in this group have red or black hair?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Cambridge IGCSE Mathematics (0580) 19

Teaching Pack: Statistics

Worksheet 3a: Stem-and-leaf practice

1. Manjit counted the number of letters in each of 30 sentences in the school newsletter. She
showed her results in a stem-and-leaf diagram.

0 8 8 9

1 1 2 3 4 4 8 9

2 0 3 5 5 7 7 8

3 2 2 3 3 6 6 8 8

4 1 2 3 3 5

Key 4 │ 1 stands for 41 letters

a. Write down the number of sentences with 36 letters

…………………………………………………………………………………………………
b. Work out the range
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Manjit says “To find the median, you add all the results and divide by 15.”

c. Manjit is wrong. Explain how to find the median

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

d. Work out the median

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

20 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 3a: continued

2. A stem-and-leaf diagram has been drawn for a number of people entering a shop over a
number of days.

0 1 2 8 9

1 3 3 5 7 7 7 9

2 0 1 4 8 9

3 0

Key: 1 │ 3 means 13

a. How many days did the people get counted?

…………………………………………………………………………………………………
…………………………………………………………………………………………………

b. What is the modal number of people entering the shop?

…………………………………………………………………………………………………
…………………………………………………………………………………………………

c. Find the median number of people entering the shop?

…………………………………………………………………………………………………
…………………………………………………………………………………………………

Cambridge IGCSE Mathematics (0580) 21

Teaching Pack: Statistics

Worksheet 3b: IQR and Pictogram

1. Mateo records the distance a ball dropped from a fixed height bounced.

61, 48, 58, 35, 45, 72, 36, 56, 47, 58, 60, 59, 43, 38, 41, 67, 63, 54, 45, 39

For Mateo’s results find:

a. The median
…………………………………………………………………………………………………
…………………………………………………………………………………………………

b. The range
…………………………………………………………………………………………………
…………………………………………………………………………………………………

2. Fatima records the distance a second ball dropped from a fixed height bounced.

58, 63, 38, 56, 41, 49, 52, 39, 73, 42, 58, 62, 75, 65, 38, 49, 51, 60, 63, 55

a. Put the information into a stem-and-leaf diagram, including the data from Mateo
too.

For Fatima’s results, find

b. The median
…………………………………………………………………………………………………
…………………………………………………………………………………………………

c. The interquartile range

…………………………………………………………………………………………………
…………………………………………………………………………………………………

22 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 3b: continued

3. Work out the median and interquartile range of each of the following sets of data showing clearly all
the steps in your working.

a. 3, 9, 12, 15, 16, 18, 21

b. 152, 167, 159, 162, 140, 157, 163, 160, 155, 141, 158

c. 1.4, 2.7, 0.2, 3.5, 4.1, 2.3, 1.9, 2.2, 1.6, 2.0, 1.6, 2.6, 2.2, 1.8, 2.9, 3.0

d. 19, 11, 5, 16, 21, 16, 9, 13

e. 62, 51, 48, 55, 56, 43, 59, 48, 57, 60, 47, 55

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Cambridge IGCSE Mathematics (0580) 23

Teaching Pack: Statistics

Worksheet 3b: continued

4. Draw a pictogram of your typical weekday (see the images below for some ideas of the
pictures you could use).
Time

Activities

Sleep School Travel Online Shopping Washing Eating

24 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 4a: Hint and next steps cards

Hint Card

3 cars passing occurred 5 times, therefore there

were 15 cars in total.
How many times did 4 cars passing occur?

Next Steps Card

Find the mean of the following:

Cars passing 3 4 5 6

Frequency 5 10 28 36

? 15

Cambridge IGCSE Mathematics (0580) 25

Teaching Pack: Statistics

Worksheet 4b: Cumulative frequency and box-and-whisker

plots

1) The times, in seconds, taken by 11 learners to finish a race are listed in order.

4, 12, 13, 17, 18, 20, 22, 24, 25, 30, 34

Draw a box-and-whisker plot for this data

0 10 20 30 40

2) This frequency table gives information about the ages of 60 office workers.

a. Complete the cumulative frequency column

Age (A) in years Frequency Cumulative frequency

20 < A ≤ 30 12

30 < A ≤ 40 15

40 < A ≤ 50 18

50 < A ≤ 60 12

60 < A ≤ 70 3

26 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 4b: Continued

b. On the grid below, draw a cumulative frequency graph for this information.

c. Use your cumulative frequency graph to find an estimate for the median age.

…………………………… years

d. Use your cumulative frequency graph to find an estimate for the number of workers
older than 55 years.

…………………………… workers over 55 years of age

70

60

50
Cumulative frequency

40

30

20

10

0
20 30 40 50 60 70 80
Age (A) in years

Cambridge IGCSE Mathematics (0580) 27

Teaching Pack: Statistics

Worksheet 1a: Answers

Learners should have drawn a line of best fit that resembles the one below. Their drawing should:
a) be drawn with a pencil and ruler
b) exclude the outlier
c) have an approximately even amount of data on each side
d) go beyond the scale drawn, to show that month 13 has rainfall exceeding 160mm

Total rainfall in 2017 (mm)

180

160

140

120
Rainfall (mm)

100

80

60

40

20

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Months of the year

28 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 1b: Answers

1. Learners were asked how they travelled to school. The results are shown on the pie chart
below.

a) How did most of the learners travel to school?

Walk

b) 24 learners were asked.

Work out the number of learners who cycled to
school.

24 ÷ 4 = 6

2. Sara recorded the musical instrument played by each of 30 learners in the school band.
The table shows her results. Complete the pie chart to display this data.

Instruments played by learners in

Trumpet 12 12
×360=144° the band
30
Flute 5 5
×360=60°
30
Drums 1 1
×360=12° Saxopho
30
ne
Oboe 7 ͹ 17%
×360=84° Trumpet
30 40%
Saxophone 5 5 Oboe
×360=60° 23%
30

Flute
17%
Drums
3%

Cambridge IGCSE Mathematics (0580) 29

Teaching Pack: Statistics

Worksheet 1b: Answers

3. The pie charts show some information about the numbers of medals won by two countries
at an athletics event.

Medals won by Country A Medas won by Country B

Bronze, Gold, Gold,

Bronze,
120° 120° 72°
120°

Silver, Silver,
156° 168°

a. Draw 2D pie charts of this data. Give two reasons that explain why using 2D pie
charts are better to present this data.
Medals won by Country A Medals won by Country B

Gold, 72°
Bronze, Gold, Bronze,
120° 120° 120°

Silver, Silver,
156° 168°

Reason 1:

It is easier to read the data from a 2D pie chart

Reason 2:

The 2D pie charts make it clearer that both teams won the same

number of bronze medals

30 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 1b: Answers

b. If Country A won 7 bronze medals, how many gold medals did they win?

120° = 7 medals, so 360° = 21 medals in total.

21
1° =
360

21
therefore, 156° = 360
× 156 = 9.1, but as you cannot round medals up,
Country A won 9 silver medals

c. Josh says, ‘The pie charts show that Country A won more gold medals than Country
B’. Is Josh right? You must explain your answer.

We can’t be sure as we don’t know how many medals in total Country B

won.

4. Some children were asked to name their favourite flavour of ice cream. Use the pie chart
and information in the table to complete the missing sections.

Flavour Number of children Angle of sector

Vanilla 12 90°

Mint 6 45°

Strawberry 14 105°

Chocolate 16 120°

Cambridge IGCSE Mathematics (0580) 31

Teaching Pack: Statistics

Worksheet 1b: Answers

5. The pie chart below shows the percentages of hair colour for a group of 200 people.

Hair colour for a group of 200 people

Red
Blond
16%
19%

Black
25%
Brown
40%

a. How many people in this group have blond hair?

16% of 200 people = 32 people

b. How many people in this group do not have brown hair?

40% of 200 people = 80 have brown hair

Therefore, 200 – 80 = 120 people do not have brown hair

c. How many people in this group have red or black hair?

16% of 200 = 32 red

25% of 200 = 50 black

Therefore, 32 + 50 = 82 have red or black hair

32 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 3b: Answers

1. Mateo records the distance a ball dropped from a fixed height bounced.

35, 36, 38, 39, 41, 43, 45, 45, 47, 48, 54, 56, 58, 58, 59, 60, 61, 63, 67, 72

For Mateo’s results find:

a. The median

48 + 54 = 102

102 ÷ 2 = 51

b. The range

72 – 35 = 37

2. Fatima records the distance a second ball dropped from a fixed height bounced.

38, 38, 39, 41, 42, 49, 49, 51, 52, 55, 56, 58, 58, 60, 62, 63, 63, 65, 73, 75

a. Put the information into a stem-and-leaf diagram, including the data from Mateo
too.

Fatima Mateo

9 8 8 3 5 6 8 9

9 9 2 1 4 1 3 5 5 7 8

8 8 6 5 2 1 5 4 6 8 8 9

5 3 3 2 0 6 0 1 3 7

5 3 7 2

Key 8 │ 3 = 38
4 │ 1 = 41

b. 55 + 56 = 111
111 ÷ 2 = 55.5
c. UQ = 62 + 63 = 125 ÷ 2 = 62.5
LQ = 42 + 49 = 91 ÷ 2 = 45.5
IQR = UQ – LQ = 17

Cambridge IGCSE Mathematics (0580) 33

Teaching Pack: Statistics

Worksheet 3b: Answers

3. Work out the median and interquartile range of each of the following sets of data showing
clearly all the steps in your working.
a. Median = 15
UQ = 18
LQ = 9
IQR = UQ – LQ = 18 – 9 = 9

b. 140, 141, 152, 155, 157, 158, 159, 160, 162, 163, 167
Median = 158
UQ = 162
LQ = 152
IQR = UQ – LQ = 162 – 152 = 10

c. 0.2, 1.4, 1.6, 1.6, 1.8, 1.9, 2.0, 2.2, 2.2, 2.3, 2.6, 2.7, 2.9, 3.0,
3.5, 4.1
Median = 2.2 + 2.2 = 4.4 ÷ 2 = 2.2
UQ = 2.7 + 2.9 = 5.6 ÷ 2 = 2.8
LQ = 1.6 + 1.8 = 3.4 ÷ 2 = 1.7
IQR = UQ – LQ = 2.8 – 1.7 = 1.1

d. 5, 9, 11, 13, 16, 16, 19, 21

Median = 13 + 16 = 29 ÷ 2 = 14.5
UQ = 16 + 19 = 35 ÷ 2 = 17.5
LQ = 9 + 11 = 20 ÷ 2 = 10
IQR = UQ – LQ = 17.5 – 10 = 7.5

e. 43, 47, 48, 48, 51, 55, 55, 56, 57, 59, 60, 62
Median = 55 + 55 = 110 ÷ 2 = 55
UQ = 57 + 59 = 116 ÷ 2 = 58
LQ = 48 + 48 = 96 ÷ 2 = 48
IQR = UQ – LQ = 58 – 48 = 10

34 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 3b: Answers

4. Draw a pictogram of your typical weekday.

This diagram is just a suggestion.

24:00

23:00

22:00

21:00

20:00

19:00

18:00

17:00
Time

16:00

15:00

14:00

13:00

12:00

11:00

10:00

09:00

08:00

Activities

Key:

Sleep School Travel Online Washing Eating

Cambridge IGCSE Mathematics (0580) 35

Teaching Pack: Statistics

Worksheet 4a: Answers

Hint Card

3 cars passing occurred 5 times, therefore there

were 15 cars in total.
How many times did 4 cars pass?
10 times, thus 40 cars passing in total

Next Steps Card

Find the mean of the following:

Cars passing 3 4 5 6

Frequency 5 10 28 36

Total? 15 50 140 216

K
15+40+140+216 137
=
7+10+28+36 27

36 Cambridge IGCSE Mathematics (0580)

 Teaching Pack: Statistics

Worksheet 4b: Answers

1) The times, in seconds, taken by 11 learners to finish a race are listed in order.

4, 12, 13, 17, 18, 20, 22, 24, 25, 30, 34

Draw a box-and-whisker plot for this data

0 10 20 30 40

2) This frequency table gives information about the ages of 60 office workers.

a. Complete the cumulative frequency column

Age (A) in years Frequency Cumulative frequency

20 < A ≤ 30 12 12

30 < A ≤ 40 15 27

40 < A ≤ 50 18 45

50 < A ≤ 60 12 57

60 < A ≤ 70 3 60

Cambridge IGCSE Mathematics (0580) 37

Teaching Pack: Statistics

Worksheet 4b: Answers

b. On the grid below, draw a cumulative frequency graph for this information.

c. Use your cumulative frequency graph to find an estimate for the median age.

42 years

d. Use your cumulative frequency graph to find an estimate for the number of workers
older than 55 years.

52 workers are less than 55 years old so:

60 – 52 = 8 workers over 55 years of age

70

60

50
Cumulative frequency

40

Median
30

20

10

0
20 30 40 50 60 70 80
Age (A) in years

38 Cambridge IGCSE Mathematics (0580)