Unit 1 Significant figures, powers

and standard form

4 a 52.54 b 0.004 72 c 86 000
1.1 Powers of 10
5 a About 15 000 b About 160 000
1
c About 25
6 a About 10 b About 2 c About 1
7 The largest is 434 and the smallest is 425.
8 a 80 000, 50 000, 5 000, 60 000, 30 000
2 a b About 75 000
Prefix Letter Power Number
1.3 Indices
tera T 1012 1 000 000 000 000
1 b 2−1 c 7−2 d 11−2
giga G 109 1 000 000 000
e 1 f 1 g 1
mega M 106 1 000 000 27 32 8
kilo K 103 1000 h 4−2 = 2−4 i 25−2 = 5−4
deci d 10−1 0.1 2 b 6−2 c 3−6 d 5−5
e 9−5 f 11−12 g 4−12
Prefix Letter Power Number 3 a i 6−2 ii 1
36
centi c 10−2 0.01
b i 33 ii 27
milli m 10−3 0.001 c i 5−3 ii 1
125
micro µ 10−6 0.000 001
4 a 1 b 25 c 27
nano n 10−9 0.000 000 001 25 64 1000
pico p 10−12 0.000 000 000 001
 57  128  109 
2 2 2
5 a b c
b i 1000 times

113   32 
ii 1 000 000 times
 51 
2 3 3
d e f
iii 10 000 times
iv 10 000 000 times
 21 
3
6 a 1 b
3 a 8
Name of Diameter of Average
planet planet (km) distance from 1.4 Standard form
Sun (km) 1 3.5 × 108, 2 × 107, 9.9 × 10 and 4.306 × 10−9
Earth 12 800 150 000 000 2 a 5000 b 0.000 37
Mars 6 800 228 000 000 c 49 000 000 d 0.000 002 09
Jupiter 143 000 779 000 000 3 b 4.98 × 102 c 7.1 × 106
b Jupiter c Earth e 6.35 × 10−6 f 4 × 10−8

4 330 tonnes 4 a Mars 2.25 × 108, Our Moon 3.844 × 105,

Saturn 1.3 × 109
5 0.0015 mm
b Yes
1.2 Calculating and estimating 5 a 7.8 × 102, 8.52 × 102, 6.4 × 103, 2.1 × 104,
3.51 × 104
1 a 50 b 32 c 45
b 9.27 × 10−6, 5.31 × 10−5, 1.4 × 10−4,
2 10 6.8 × 10−4, 2.67 × 10−3
3 19 + 32 and 19 + (−3)2 6 neutron, proton, electron
19 − 32 and 19 − (−3)2
7 a i 0.0001 m ii 0.1 mm
34 − 52 − 42 and 34 − (−5)2 − 42
b i 0.000 005 1 m
34 − (−5)2 + 42 and 34 − 52 + (−4)2
ii 0.0051 mm
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
1.5 STEM: Calculating with standard form 1 Extend
1 b 1.14 × 108 c 2.52 × 1011 d 2.25 × 108 1 a 0.0103 m b 3350 mg
2 a 2 × 104 b 3 × 103 c 3 × 103 c 0.0726  litres
2 7340, 734 000 ÷ 102, 0.0734 × 105,
3 a 2.5955 × 108 b 4.7 × 104
7 340 000 ÷ 103
4 10 mm
3 a 3 b 12 000 000 c 9
5 a 5.67 × 105 b 4.77 × 104
4 a 59 b 8773 c 58
c 4.4 × 10−6 d 2.835 × 10−5
5 34 cm
6 9.983 × 10−7 m

3
6 a (0.2)3 and 1
1 Strengthen 5
Powers of 10 2
 
2
b e.g. (0.1)2, 10−2, 1 , 1000 3
1 a 4 700 000 km 10
b 530 000 nm
6.2  109
c 0.000 829 km 7 3106 × 10−7, 2  10 5 , 0.31 × 10−3, 0.000 315,
d 43 000 μm 3.17 × 10−4
8 a 5 × 10−8 b 2 × 10−7
Calculating and estimating
c 1.25 × 103 d 4 × 105
2 a 50 b 0.7
9 a Switzerland, Austria, Italy, UK, France
c 60 000 d 0.02
b 1.95 × 106 c About 7.5 times
3 a 20 000 b 300
d 2.076 × 108 e About 17.6%
Indices 10 a 38 × 59, 33 × 56, 35 × 53
1 1 b 212 × 76, 29 × 74
4 a i 4−5 ii iii
45 45 11 a ap + r × bq + s
b i 1 ii 1 b ap − r × bq − s
52 34

iii 1 iv 1 1 Unit test

87 73
1
5 a 5−4 b 43 c 7−5 Prefix Letter Power Number
d 3−5 e 97 f 6−21
tera T 1012 1 000 000 000 000
Standard form giga G 109 1 000 000 000
6 a 5200 b 38 000 deci d 10−1 0.1
c 910 d 4 700 000 milli m 10−3 0.001
7 a 0.0065 b 0.000 27 micro μ 10−6 0.000 001
c 0.083 d 0.000 009 4
nano n 10−9 0.000 000 001
8 a 4.9 × 103 b 7.3 × 105 c 5.1 × 1010
2 a About 32 000
9 a 8.3 × 10−4 b 9.7 × 10−6
b About 80
c 5 × 10−3 d 4.6 × 10−9
3 a 5−7 b 8−7 c 3−8 d 61
10 She is incorrect. They are the same number.
4 a 7.9 × 103
Calculating with standard form b 8.13 × 10−6
11 a 7.2 × 107 b 7.2 × 107 c 1.55 × 1010 5 38 400 000 m
d 4 × 105 e 1.2 × 10−3 f 8 × 103 6 a 3 × 104
b 1.2 × 10−5
7 0.12 g
8 160 200

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Unit 2 2D Shapes and 3D solids
2.1 Surface area of prisms 2.4 Area of a circle
1 a 1 a 63.6 cm2 b 35.3 mm2
2 a 12.5π  cm2 b 3.8025π  cm2
c 20.48π  cm2
3 a 69.6 cm2 b 122.3 cm2 c 104.0 cm2
4 4.8 cm
5 (200 − 50π) cm2

2.5 Cylinders
b Area of triangle = 30 cm2 1 a 377.0 cm2 b 653.5 cm2
Areas of the rectangles are 84 cm2, 35 cm2, 2 a i 28.3 cm2 ii 311.0 cm3
91 cm2 b i 153.9 cm2 ii 307.9 cm3
c 270 cm2 c i 3.1 cm2 ii 31.4 cm3
2 a i Sketch of any working net of the 3 a 26 477.3 cm3
triangular prism
b No, because 26 477.3 cm3 is 26.4773 litres,
ii 304 cm2 (3 s.f.) which is less than 27 litres.
b i Sketch of any working net of the
4 6.3 glasses (or 7 glasses, rounding up)
triangular prism
ii 314.4 cm2 (3 s.f.) 2.6 Pythagoras’ theorem
3 x = 8.3 cm (1 d.p.) 1 a 8.9 cm b 10.3 cm
c 13.9 cm d 14.3 cm
2.2 Volume of prisms
2 Triangle b is a right-angled triangle.
1 a i 28.5 cm2 ii 285 cm3
b i 2.7 cm2 ii 18.9 cm3 3 a 5.7 cm b 8.3 cm c 3.6 cm
4 18.7 cm2
2 a 240 cm3 b 450 cm3
3 x = 9 cm 2 Strengthen
Surface area and volume of prisms
4 a 20 cm2 b 597.5 cm2
1
5 a 8.48 m2 b 42.4 m3

2.3 Circumference of a circle

1 a 28.3 cm b 21.0 mm
2 a 63.8 mm b 377.0 m c 314.2 km
1
3 a i 6π cm ii iii 3π cm
2
2 36 cm2
1
b i 16π cm ii iii 4π cm 3 12 cm3
4
4 a i 3.6 cm ii 8.2 cm Circumference and area of a circle
b i 14.1 cm ii 23.1 cm 4 a r = 6 cm; d = 12 cm
5 11.1 cm b r = 5.5 cm; d = 11 cm
5 a 47.1 cm b 19.5 cm
6 a 3.8 cm b A = π × 3.82 c 45.4 cm2

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
 1
7 a b 16π  cm2 c 8π cm2
2
d 8π cm e 4π cm
f 4(2 + π) cm

Cylinders
8 a A sketch of two circles both with radius 3 cm
and a rectangle with the width labelled 7 cm
b 18.8 cm
c Area of each circle = 28.3 cm2
Area of the rectangle = 131.9 cm2
d 188.5 cm2
e 197.9 cm3

Pythagoras' theorem
9 a 9.8 cm b 11.7 cm c 9.2 cm
10 a 9.7 cm b 90.9 mm c 7.5 cm
11 a 15.6 cm2 b 198.4 cm2 c 43.3 cm2

2 Extend
1 a 72.0 cm b 35.4 cm
2 a C = 2 × π × r = 2π × 6 = 12π
A = π × r2 = π × 62 = 36π
b C = 15π cm
A = 56.25π cm2
3 a i 2.20 m ii 181.89 revolutions
b i 1.57 m ii 25.1 cm
4 a 4.8 cm b 3.8 cm
5 a 4 cm b 8.1 cm c 32.2 cm2
d 64 cm2 e 193.0 cm2 f 149.3 cm3
6 a 7.3 units b 6.4 units c 4.2 units
7 The volume of the cake tin needed for the recipe
is 942.5 cm3.
My cake tin has a volume of only 678.6 cm3, so
no, it is not big enough.
8 a x = 4.77 cm
b y = 12.62 cm

2 Unit test
1 a i 8π cm ii 16π cm2
b i 65π mm ii 1056.25π cm2
2 a 15.8 cm b 12.7 cm
3 a i 42 cm3 ii 96 cm2
b i 162 cm3 ii 203.4 cm2
4 60 cm2
5 a 510.5 cm3 b 361.3 cm2

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Unit 3 Quadratics
7 a 4x2 + 4x + 1
3.1 Arithmetic and quadratic sequences
b 9x2 + 12x + 4
1 a arithmetic b quadratic c arithmetic
c 25x2 − 30x + 9
2 a 1, 4, 9, 16; 100 d 36x2 − 84x + 49
b 2, 8, 18, 32; 200
8 a 4x2 − 9 b 9x2 − 1
c −3, −12, −27, −48; −300
c 25x − 42 d x2 − y2
d 5, 20, 45, 80; 500
3 5th term = 2 × 52 + 3 = 53 3.4 Factorising
10th term = 2 × 102 + 3 = 203 1 b (x + 5)(x + 3) c (x + 11)(x + 2)
2 × (2 × 52 + 3) ≠ 2 × 102 + 3 d (x − 7)(x − 1) e (x − 4)(x − 6)
4 a 6, 9, 14, 21,…105
2 a (x + 5)(x − 2) b (x + 4)(x − 3)
b 7, 13, 23, 37, … 205
c (x + 9)(x − 2) d (x + 3)(x − 8)
c 8, 17, 32, 53, … 305
e (x + 2)(x − 10) f (x + 7)(x − 4)
5 a 13, 18, 23, …
3 a (x + 5)2 b (x + 4)2
b 5 c 5n − 2
c (x − 9)2 d (x − 7)2
d The common difference is the coefficient of n.
4 a (x + 3)(x − 3)
3.2 Geometric sequences b (x + 2)(x − 2)
1 a 16, 64, 256 b 32, 128, 512 c (x + 6)(x − 6)
c 25, 5, 1 d 50, 5, 0.5 5 Lengths of x + 7 and x + 8, where x > −7
2 If the common ratio of a geometric sequence is 6 a Yuto has increased the length by the same
greater than 1, the sequence is ascending. amount as he has decreased the width by; the
If the common ratio of a geometric sequence is length is x + 5 and the width is x − 5.
between 0 and 1, the sequence is descending.
b The original shape was a rectangle with length
3 a 10 b 5 x + a and width x − a where a = 0 or −10.
4 a 2, 10, 50, 250, 1250
3.5 Solving quadratic equations
b 100, 50, 25, 12.5, 6.25
1 b x = −2 or x = 12
c 1, −2, 4, −8, 16
d 200, 40, 8, 1.6, 0.32 c x = 4 or x = 9
d x = −6 or x = 7
3.3 Expanding 2 a x = −6 b x = −9 c x=4
1 b y2 + 9y + 14 c a2 + 8a + 15 3 Jehaan is 13 and Chavdar is 18.
d p2 + 10p + 24 e n2 + 15n + 56
4 3 or 12
2 a d2 − d − 20 b z2 − z − 30
5 a x = −4 or x = 4
c q2 + 3q − 10 d b2 − 10b + 21
b x = −8 or x = 8
e f 2 − 12f + 32 f b2 − 14b + 45
c x = −10 or x = 10
3 Dan is correct; Emily’s mistakes were
−5 × −6 ≠ −30 and −6x − 5x ≠ x. 3 Strengthen
4 a 4x − 3x − 35
2 Arithmetic, quadratic and geometric
sequences
b x2 − 13x − 14
1 a No
5 LHS = x2 − 10x + 9x + 9 = x2 − x + 9
b Yes – the common difference is 5
RHS = x2 − 7x + 12 + 6x − 3 = x2 − x + 9
c No
LHS = RHS
2 a Yes b Yes c No
6 a 2x2 − x − 15
b 6x2 − 23x + 20
c 10x2 − 13x − 3
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
3 a 1, 4, 9, 16 and 100 1
2 a 1 b 4
b 2, 5, 10, 17 and 101 4
c 3, 5, 11, 18 and 102 3 3075
d 2, 8, 18, 32 and 200
4 b 6 c 3(2x − 1)
e 3, 12, 27, 48 and 300
5 b x + 5x − 2x − 24
3 2

Expanding c x3 − 7x2 + 2x + 40
4 a x2 + 10x + 24 b x2 + 10x + 21 6 a (2x − 1)(x − 3) b (3x − 2)(x + 2)
c x2 + 6x + 5 d x2 + 5x − 24 c (3x + 5)(x − 1) d (−2x + 3)(x + 4)
e x2 − 14x + 45 f x2 − 8x + 12 e (−5x + 2)(x − 3) f (5x + 1)(−x + 5)
5 a x + 12x + 36
2 b x − 16x + 64
2
7 a (x − 1)(4x + 3) b (2x + 1)(2x − 3)
c x + 2x + 1
2
c (3x − 2)(3x + 2) d (3x + 5)(3x − 1)
6 a x2 − 36 b x2 − 64 c x2 − y2 e (6x + 1)(2x − 3) f (4x + 3)(3x − 2)

7 a 2x2 − 5x − 12 b 12x2 + 17x − 5 8 Length = 3x + 2, width = 2x − 5, where x > 2 1

2
c 2x − 15x + 7
2

9 a x = −2 1 or x = 1 1
2 2
Factorising
b x = −2 1 or x= 2
8 a i 5 and 7 ii 2 and 6 2 3
b i (x + 5)(x + 7) c x = −1 1 or x = 2
2 5
ii (x + 2)(x + 6)
iii (x + 4)(x + 5) 10 6 or −4
iv (x + 3)(x + 10) 11 a x = −1 or x = −7
v (x + 1)(x + 9) b x = −1 or x = −11
9 a −2 and −5 c x = −1 or x = −21
b i (x − 2)(x − 5)
3 Unit test
ii (x − 2)(x − 8)
1 a 14, 16, 18 b 2n + 8
iii (x − 5)(x − 6)
2 a x2 + 6x + 5 b x2 + 2xy + y2
10 a (x − 10)(x + 2) b (x − 7)(x + 4)
c x2 + 2x − 24 d x2 − y2
c (x − 11)(x + 3) d (x − 3)(x + 6)
e (x − 4)(x + 6) f (x − 6)(x + 7) 3 a x2 + 14x + 49 b x2 + 2xy + y2
g (x − 3)(x + 24) c x2 − 6x + 9 d x2 − 2xy + y2
1
Solving quadratic equations 4 a 25 b
5
11 b x = −8 or x = −3 5 a 2x2 + 7x − 30 b 3x2 − 13x + 14
c x = −6 or x = 2 c 12x2 + x − 6
d x = −2 or x = 14
6 a (x − 5)(x + 8) b (x − 3)(x + 4)
e x = −9 or x = −5
c (x − 7)(x + 3)
f x = −2 or x = 5
g x = −5 7 a (x − 8)(x + 8)

h x = −6 or x = 8 b (x − y)(x + y)
c (5x − 11)(5x + 11)
12 Length = 12 cm, width = 7 cm
d (x + 3)2
13 a Alfie is 16 b Ben is 13
8 a x = −7 or x = 9
3 Extend b x = −6 or x = −3
1 a 3, 10, 19, 30; 2698; 10 398 c x = −10 or x = 1
b 0, 9, 22, 39; 5145; 20 295
c −1, −8, −23, −46; −9752; −39 502

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Unit 4 Constructions
9 a Perpendicular bisector constructed accurately
4.1 Constructing shapes (diagram must show construction marks).
1 a Triangle PQR constructed accurately. b ii Students’ own pairs of measurements
b Triangle PQR constructed accurately. (should be the same)
c Triangle PQR constructed accurately. iii e.g. Every point on the perpendicular
bisector is the same distance from A as it
2 Net of tetrahedron (four equilateral triangles)
is from B.
constructed accurately.
10 a Angle bisector constructed accurately
4.2 Constructions 1 (diagram must show construction marks).
1 Perpendicular bisector constructed accurately b ii Students’ own pairs of measurements
(diagram must show construction marks). (should be the same)
iii e.g. Every point on the angle bisector is
2 Line perpendicular to AB through the point P the same distance from A as it is from B.
constructed accurately (diagram must show
construction marks).
4 Extend
4.3 Constructions 2 1 a Triangle ABC drawn accurately (diagram must
show construction marks).
1 Angle bisector constructed accurately (diagram
must show construction marks). b Perpendicular bisectors of AB and BC
constructed accurately (diagram must show
2 a Angle bisector constructed accurately construction marks).
(diagram must show construction marks). c Perpendicular bisector of AC constructed
b Angle bisector constructed accurately accurately (diagram must show construction
(diagram must show construction marks). marks).
3 Parallelogram constructed accurately (diagram All the perpendicular bisectors intersect at the
must show construction marks). point P.
d The points A, B and C are all on the
4 Strengthen circumference of the circle.
Constructing shapes
2 Net of hexagonal pyramid drawn accurately
1 Triangle constructed accurately (diagram must (diagram must show construction marks).
show construction marks).
3 a Triangle constructed accurately.
2 Triangle constructed accurately (diagram must b 13 cm
show construction marks).
c 52 + 122 = 169 = 132
3 Triangle constructed accurately (diagram must
4 a Triangle constructed accurately.
show construction marks).
b 6.1 cm
4 Net constructed accurately.
5 75° angle constructed accurately (45° + 30°).
5 Net of square-based pyramid constructed
accurately (diagram must show construction 4 Unit test
marks).
1 a 70° angle drawn accurately.
Constructions b Angle bisector constructed accurately
(diagram must show construction marks).
6 Perpendicular bisector constructed accurately
(diagram must show construction marks).
7 Angle bisector constructed accurately (diagram
must show construction marks).
8 a Angle bisector constructed accurately
(diagram must show construction marks).
b Angle bisector constructed accurately
(diagram must show construction marks).

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
2 Students’ accurate constructions 3 a Students’ accurate constructions

b Students’ accurate constructions

c Students’ accurate constructions

d 90°
4 Net of triangular prism constructed accurately
(diagram must show construction marks).

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Unit 5 Inequalities, equations and formulae
5.1 Substitution 5.4 Expressions, equations, identities
1 a 25 b 127 c 90
and formulae
1 a identity b equation c expression
2 a $22.60 b C = 4.2n + 10
d equation e equation f formula
c 7
2 a x3 + 2x2 + 5x b x4 + 2x3 + 5x2
5
3 a 1.4 g/cm3 b 32 g c cm3 c 2x4 + 4x3 + 10x2 d 2x4 – 4x3
6
3 a y(3y + 10) b 2y(y2 + 4)
5.2 Inequalities c 3y2(3y2 – 2)
1 a ii 4 a 3y(x + 3 + 4z) b 5x(x + 2y + 5z)
5 Students’ own answers

iii 5.5 Solving equations

1 a x=4 b x=6
2 9
iv
3 b x = −1 c x = −7
4 P = 6 units

b ii x > −6 5.6 Changing the subject

1 a x=p−7 b x = m + 10

iii x ⩽ 5 c x= y d x = 3h
2

2 a x = y 5 b x = z+9
3 8

2 a x⩽4 b Yes c x = p  3q
4
3 a −4 ⩽ x < 3 b −3 < y ⩽ 4 c −6 < z ⩽ 4
3 a r= A b r= A
4 a x < −4 b x⩾7 l 

c 6 > x > −14 c r= 2A d r= 3V

 h
5.3 Using index laws 4 a A = 1 ( a + b) h
2
1 a 1 b 1 c 1
b b = 2A − a c b = 38
d 1 e 2 h

2 a 12 b 36 c 6 pq
5 b x = 8m c x = 24 d x=
d 7 4 z 2 p2  q2

 
2
3 a x−5 = 15 b p−4 = 14 6 a y = (C − 3W)2 b y= PK
x p 2

c n−7 = 17 d h−6 = 16 c y=
z 2 ( A  5 x)2
n h 3
4 b i 7m−5 ii 7
m5 5 Strengthen
c i 5t−8 ii 5 Substitution
t8
1 a 10 b 7 c 100
d i 1 e−5 ii 1
4 4e 5 d 49 e 52

e i 1 v−11 ii 1
7 Inequalities
7v 11
2 a diagram iv b diagram iii
5 a 4 b 3 c 1 d 1
4 7 c diagram ii d diagram i
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
3 b −3 < x ⩽ 4 2 a x⩽23
5

c 8 > x > −2 or –2 < x < 8

b x > −3 5
6

d −1 ⩽ x ⩽ 6
c x<71
3

e −2 ⩽ x < 1
3 n = −1

4 x=11
6
4 a x⩾5 b a⩽5 c −2 < m < 5
5 a y = −4x + 5 b y = 2x + 7
2 6
Using index laws
c y= 3x+ 5
5 5 8 8

6 a s = v u
2 2
6 a i 1 ii x−5 b s = 40
x5 2a

b i 1 ii p−7 8  4p
p7 7 a x = a  18 b x=
3 3p+7
c i 1 ii q−4 3(12q  5) 3(12q  5)
q4 c x= or
5  24 q 24q  5

Expanding and factorising 8 a 20 m b 4s

9 a x= 1 b x= 1 c x= 4
7 a a3 + 7a2 b b4 + 3b3 – b2 y+5 y 1
c 3
c 2c3 – 6c2 + 8c
7vy
8 a y(2y2 + 1) b y2(3y + 2) c 5y(y + 3) 10 a x = tu b x= ab c x=
u +t 5 a + 3b 3 y + 2v
d 3y(2y3 + 3) e 5y(2y – 3)
5 Unit test
Solving equations
1 16
9 a 11 − x = 4(11 − 3x)
2 54
b x=3 c 8 units
3 x−5
Changing the subject 4 a x>2
10 b x = y c x = yt
8 7

d x= A e x= m
5 n b x ⩾ −4

11 a x = n b x = cb c x= 5
4m a 1 p+q
2
d x = 9A2 e x = 25 E
6 c −3 ⩽ x < 5

5 Extend
1 a 7 b 5 c a−3 d x⩾6
2x4 2 x7

d t−1 e 5
3b 2

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
5 x=7
6 a 20y2 – 2y4 b x3 + 3x2 + 4x
7 a 7x2(2x + 3) b 2x(y + 3y2 + 4)

8 a x = y2 b x= A c x= 7
7 t a b

( st ) 2 1
d x= e x=
5 yz

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 3
Unit 6 Collecting and analysing data
3 Students’ own questionnaires, e.g.
6.1 Planning a survey
Are you in Year 9? Yes  No 
1 a i Secondary data
Approximately what time did you go to sleep last
b i Primary data ii Questionnaire night? .................................
c i Primary data ii Survey Approximately what time did you wake up this
2 a 80 000 b 2000 morning? .................................

3 a Not all options are given – what about 6.3 Calculating averages and range
students who walk?
1 a 40 cm b 161.88 cm
e.g. What methods of transport have you used
to travel to school this month? 2 a 3 hours b 3 hours and 22 minutes
c 100 people d 50th item
Car Bus Train Cycle Walk Other e 3 to 3.5 hours f 3 to 3.5 hours
b The question is too vague – there are no tick
box options so students may just say ‘go 6.4 Displaying and analysing data
home’. 1 a
e.g. How do you fill your time between
finishing school and going to bed?

Do homework Play sport Watch TV Play games Other

4 a Everyone living in London

b No; e.g. Not everyone in London has a
chance of being chosen if the sample is just
staff from a food chain.

6.2 Collecting data

1 c Students’ own questions, e.g. b
Flying to a holiday destination instead of
holidaying in this country is not a good idea.
Do you agree? Yes  No  Don’t know 
2 a e.g.
Age, a (years) Tally Frequency
20 ⩽ a < 30

30 ⩽ a < 40

40 ⩽ a < 50

50 ⩽ a < 60 c e.g. In the first firm, most employees earn less

than £15 000 or more than £45 000. The
60 ⩽ a < 70 second firm has fewer employees, and most
of them earn between £15 000 and £45 000.
b i
d e.g. Make the class intervals for wages
Number of fillings smaller, to be more accurate. Ask the
1–5 6–10 11+ employees their ages, to investigate whether
that makes a difference to earnings. Look to
20 ⩽ a ⩽ 39 1 3 1 see whether product prices and sales volumes
Age, a are different between the two companies.
40 ⩽ a ⩽ 59 3 2 2
(years)
60+ 2
ii 4 patients
1
iii 2

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
2 a Positive correlation Displaying and analysing data
b 7 a
Length, l (cm) Midpoint Frequency

10 ⩽ l < 15 12.5 5

15 ⩽ l < 20 17.5 25

20 ⩽ l < 25 22.5 20

c Data point at (80, 70) circled

d 36 to 38 sales
e 86 to 88 customers
f e.g. ‘Yes, it’s ‘about’ half’ or ‘No, it’s slightly
more than half’
g e.g. Collect more data, by collecting similar
data for a longer time.

6 Strengthen
Planning a survey
8 a Positive correlation
1 a Primary b Secondary b Data point at (22, 0.5) circled
c e.g. ‘It’s too low’ or ‘It should have half of the
Collecting data
points above the line; this shows almost all of
2 a A or B the points above the line.’
b Either of the groups 10–20 cm or 20–30 cm d Line of best fit drawn
c The groups overlap e Between 1600 and 1900 visitors
d 0–9 cm, 10–19 cm, 20–29 cm f 22.5 °C to 23 °C
3 a 810 b 17 140 c 255 340
6 Extend
4 a primary data
1 a 102.4 (to 1 d.p.) b 100–119
b secondary data
2 a
c primary data
5 a e.g. People leaving a swimming pool are likely
to be people who take more exercise than the
general population.
b e.g. People on a football team are likely to be
people who take more exercise than the
general population.
c e.g. Students at a school are younger than the
average age.

Calculating averages and range

6 a 9000 m
b 4000 m
c 5000 m
d 19 mountains
e 4500, 5500, 6500, 7500, 8500 b Data point at (34, 270) circled; e.g. this kitten
f 36 000, 22 000, 19 500, 15 000, 17 000 was not healthy.
g 5763 m (to the nearest m) c Line of best fit drawn
i 310–320 g ii about 10 days
d e.g. Not very accurate, there is no data for
very young kittens.

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
3 a i 40 ⩽ a < 60 ii 20 ⩽ a < 40 4 a Primary data – individual times that male and
b i 40.6 years ii 43.3 years female students can stand on one leg
c e.g. The projection estimates that there will be b At least 10%, i.e. 80 students
10.8 million more people in the UK in 2035 c No, because she collected the data herself.
than in 2010. The number of people over d e.g.
80 years of age is predicted to go up by
Males Females
2.9 million. The percentage of people over
80 years of age is predicted to rise from Time (s) Frequency Time (s) Frequency
4.65% in 2010 to 7.93% in 2035.
0–9 0–9
4 a
10–19 10–19
20–29 20–29
30–39 30–39
40+ 40+

5 a Positive correlation
b Data point at (1.68, 82) circled
c Line of best fit drawn
d Between 70 kg and 73 kg
6 a i 0 ⩽ n < 100 ii 100 ⩽ n < 200
b i 108 cars ii 168 cars
c e.g. Maier only did the survey for 22 hours
while Samir did the survey over 24 hours.
Samir recorded more hours with fewer cars
b passing. Samir and Maier recorded the same
number of hours with 100 ⩽ n < 200 cars
passing.

c The times for the 5000 m heats were faster in

2012 than in 1992.

6 Unit test
1 250
2 100 times
3 a The answer boxes overlap.
b e.g.  0  1–3  4–6  7–9  10+

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 3
Unit 7 Multiplicative reasoning
7.1 Direct proportion 7.2 Solving problems using direct
1 Hana (Hana is charged $11 per photograph while
proportion
Freya is charged $12 per photograph) 1 a C = 20p b C = 3b
2 a c S = 12t d m = 4.5h
2 a P = 1.22a b $48.80
3 a A = 1.8P
b 270 Australian dollars
c £277.78

7.3 Translations and enlargements

1 a

b Yes
c The answer is 8 for all three pairs of values.
d

 2 
b  
e y = 8x  6
3 a No, because the answer to F ÷ C is not the 2 a
same for each city.
b

4 a = 325.6 inches, b = 831 cm, c = 253.2 inches

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
3 a Scale factor 2, centre of enlargement at (7, 1) 3 a
b Scale factor 3, centre of enlargement at (4, 3)
4 a–c

b 2:1
c Scale factor 2, centre of enlargement (7, 0)

7.5 Percentage change

1 $6500
2 a $65
b Dai saved more money (£13 > £12).
7.4 Negative and fractional scale factors 3 6%
1 a
4 22%
5 4%

7 Strengthen
Direct proportion
1 a = 27, b = 32
2 Yes, he charges $26 for each hour

b 3 a 97 Indian rupees
b R = 97P
c 12 610 rupees

Solving problems using direct proportion

4 a P  Q, P = kQ
b 23.4 = 6.5k c k = 3.6
d P = 3.6Q e 54

2 a 5 a a = 0.36b2 b 43.56

Translations and enlargements

6 a, b

1
c Scale factor , centre of enlargement (16, 4)
4
d Scale factor 2, centre of enlargement (14, 2)
e Shape Y drawn correctly.
f Shape Z drawn correctly.

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Percentage change 1
b Enlargement with scale factor , centre of
7 a 35 members 2
enlargement (1, 1)
b 120 members
c 80 members 7 a 20.48 b ±30.6

8 a 3% b Yes 8 a 0.03125 b $1125 c $62.50

7 Extend 7 Unit test

1 a 1 a i Yes ii C = 62b
b i No ii P = 0.05m + 12.95
2 x = 19, y = 135
3 a

b scale factor 2, centre of enlargement (12, 3)

c
3
b  
6
2 a Scale factor −3, centre of enlargement (2, 3)
b Scale factor −2, centre of enlargement (3, 4)
3 10.5 m
4 $22 600
5 a 20 units
4 a, b
b

c 10
6 a

 2
c  6 
 
5 a c = 1.375d b 82.5 c 24
6 20 members
7 60%
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 3
Unit 8 Scale drawings and measures
8.1 Maps and scales 8.5 Solving geometrical problems
1 Plan correctly labelled with 22 m, 16 m, 14 m, 1 a angle SRT = 26° (vertically opposite angle
3 m, 2 m, 19 m to PRQ)
2 a 600 m b 1800 m c 3750 m angle RST = 81° (alternate angle to RQP)
angle RTS = 73° (alternate angle to QPR)
3 a 20 mm b 80 mm c 280 mm
b Yes, because corresponding angles are
4 a 1 cm on the map is 100 km in real life. equal.
b i about 80 km ii about 140 km c Sketch of the two triangles, each with the
iii about 45 km same three angles labelled
2 b 12.5 c 6.5
8.2 Bearings
3 308 m
1 a 134° b 314°
2 a Accurate drawing of 4.4 cm line at angle 8 Strengthen
of 138° to north line Maps and scales
b Accurate drawing of 2.7(2) cm line at angle of 1 a 2 cm b 0.5 cm c 2.5 cm d 5 cm
326° to north line
e 5 cm
3 a 280° b 040° c 150°
2 a 2m b 2.5 m c 5m d 8.5 m
8.3 Scales and ratios e 13 m

1 a 250 000 cm = 2500 m 3 b 1 : 200 c 1 : 1000 d 1 : 200 000

b 3500 m
Bearings
c 750 m
4 a 037° b 082° c 160° d 230°
2 A iv B i C ii D iii
5 Accurate bearing of 065° drawn.
3 a 1 : 100 000 b 1 : 500 000
6 Accurate bearing of 310° drawn.
c 1 : 25 000 d 1 : 800 000
7 a 095° b 062° c 242° d 306°
4 a Accurate scale drawing with a width of 2.5 cm
and lengths of 3.5 cm for root vegetables,
1.5 cm for salad vegetables and 1 cm for Congruence and similarity
onions. 8 a
b 2.5 cm by 1 cm rectangle drawn within the A B
root vegetables patch and labelled ‘peas’.
3 9
c 25 m 2

4 x
5 a i 0.5 km ii 2.5 km iii 12.5 km
5 y
b i 2m ii 40 cm iii 8 cm
b scale factor 3 c x = 12, y = 15
8.4 Congruent and similar shapes
9 a = 12 cm, b = 19.5 cm
1 b The two sides of triangle P and the included
10 Triangles D and E
angle, 90°, are the same as for triangle Q
(SAS). 11 a WX is parallel to YX, because WXV and YZV
(both 90°) are corresponding angles.
2 Triangle DEF (SSS), triangle GHI (SAS)
YZ = 2WX, because VZ is twice as long as
3 The missing angle in triangle ABC is 29°. VX.
The missing angle in triangle PQR is 39°.
b For example, the angle at V is the same in
The two triangles are similar because
both triangles, the angles at X and Z are both
corresponding angles are equal.
right angles, the third angles at W and Y must
4 x = 9 cm be the same.
5 p = 2.5 cm, q = 3.6 cm c Scale factor 2
d 18 cm

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
8 Extend
1 a, b Accurate scale drawing
c 11.6 km
2 a 1 : 50 b 1 : 25 000
c 1 : 62 500
3 a 105° b 105° c 30°
d For example, the corresponding sides are
equal (SSS).
4 a a = 10 cm, b = 6.5 cm
b c = 95°
c d = 10 cm, e = 40°, f = 95°
5 a 13 cm b 32.5 cm
6 Auckland
7 a Accurate drawing of an equilateral triangle,
side length 2 cm, with arcs drawn 1 cm from
each of the three vertices
b No
8 a 245° b 070°
9 16 cm
10 The pentagon is regular, so
AB = BC = CD = DE = AE and
AX = BX = CX = DX = EX (SSS).

8 Unit test
1 a 100 m b 200 m c 10 m
2 a 2 cm b 14 cm c 20 cm
3 a Accurate scale drawing
b 61 km
c 275°
4 a a = 75°, b = 9 cm, c = 9.5 cm, d = 75°,
e = 9 cm, f = 35°, g = 75°
b For example, in triangle D the 9 cm side lies
between a different pair of angles from the
others.
6
5 a 6 cm b 9 cm
7

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Unit 9 Accuracy and measures
9.1 Rates of change 9 Strengthen
1 a 80 mph
Rates of change
b 24 km/h 1 a 17.5 mph b 50 mph
c 6.25 m/s 2 16 minutes and 40 seconds
2 9.54 s 3 a C b 50 km/h
3 a 15 m/s
Density and pressure
b 22.5 m/s
c 37.5 m/s 4 a 8 kg/m3 b 19.32 g/cm3

4 No, the average speed of a cheetah is about 5 2.4 N/cm2

28.6 m/s. 70 mph is about 31.1 m/s
Upper and lower bounds
5 a Driver R
6 a Upper bound = 308.5 m,
b Driver P lower bound = 307.5 m
c 32 mph b Upper bound = 54.65 million km,
lower bound = 53.55 million km
9.2 Density and pressure
c Upper bound = 2.455 m,
1 Iron 7.9 g/cm3, copper density 8.9 g/cm3, lower bound = 2.445 m
gold 19.2 g/cm3,
7 43 499 and 42 500
2 a 1.25 m3
8 210 ± 5 mm
b 3000 kg
c 0.026 64 kg 9 3.95 cm and 2.45 cm

3 3.7 N/cm2 9 Extend

4 4 704 000 000 N 1 152.5 mm and 147.5 mm
5 a Yes, the density is 0.94 g/cm3 2 The nearest 100 kg
b No 3 60.5 cm3
9.3 Upper and lower bounds 4 About 35 minutes and 20 seconds
1 b Upper bound = 65.5 km, 5 a 1.376 kg
lower bound = 64.5 km b 13.48 N
c Upper bound = 290.45 g, c 0.337 N/cm2
lower bound = 290.35 g d 0.843 N/cm2
2 Upper bound = 83 499, lower bound = 82 500 6 a 1000 g ± 5 g
3 a 1.3p b 12 000 g ± 60 g
b 1.1p c 125 g ± 0.625 g
4 43.175 s ≤ t < 43.185 s 7 76 km/h
5 ±1 2 ml 8 0.01 m2
3

6 a Upper bound = 195 mm, 9 Unit test

lower bound = 185 mm 1 a 62.5 g b 61.5 g
b Upper bound = 2340 mm,
lower bound = 2220 mm 2 495 ml ≤ C < 505 ml
c ±60 mm 3 90 mph
4 54 km/h
5 5.5 g/cm3
6 4030 N/m2
7 11.75 m or 1175 cm

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
Unit 10 Graphical solutions
10.1 Drawing graphs 10.2 Graphs of quadratic functions
1 1 a
x −3 −2 −1 0 1 2 3

y 9 4 1 0 1 4 9

2 Equations A and E, equations B and D, equations

C and F.
c
3
x −3 −2 −1 0 1 2 3

y 14 9 6 5 6 9 14

e They are the same shape and size.

f The y-intercepts are different.
g

5 Line C; it has a gradient of 5.

6 Lines B and C (as 5x + 2y = −8 can be
rearranged to y = −2.5x − 4)

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
2 a 10.4 Using y = mx + c
x −4 −3 −2 −1 0 1 2 3 4 1 a
y 48 27 12 3 0 3 12 27 48

b gradient = −3, y-intercept = (0, 9)

c y = −3x + 9
c They are all ‘U’ shaped.
d y = −3x + 9
d The steepness of the graphs is different.
The answers to parts c and d are the same.
3 a i Graph C ii Graph A iii Graph E
2 a i y = 5x + 2 ii y = 3 x + 7 iii y = −6x + 8
iv Graph D v Graph F vi Graph B 4 4
b A (0, 0) minimum; B (0, 5) maximum b y = −6x + 8
C (0, 0) minimum; D (0, 0) maximum 3 a Yes, y-intercept = 5
E (0, 5) maximum; F (0, 0) maximum b Yes, y-intercept = −6

10.3 Simultaneous equations 4 a y = 4x − 6 b y = 2x − 10

1 a x = 5.5, y = 11 10.5 More simultaneous equations

b x = 8, y = 32
1 a x = 7, y = 9 b x = 5, y = 8 c x = 4, y = 7
c x = 3.25, y = 6.5
d x = 11, y = 2 e x = 3, y = 10
d x = 5.6, y = 16.8
2 a x = 12, y = 5 b x = 7, y = 4
2 a x = 5, y = 3 b x = 7, y = 4
c x = 6, y = 11
3 a x = 4, y = 2 b x = 7, y = 2
10.6 Graphs and simultaneous equations
1 x = 3, y = 1
2 a 3a + 2c = 78, 2a + 5c = 96
b

c Adult £18, Child £12

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
3 x = −1, y = 2 and x = 2, y = −1 2 a
4 a For example, x + y = 5 x −3 −2 −1 0 1 2 3
b For example, substituting y = −x + 5 into y = 2x2 18 8 2 0 2 8 18
y = −x + 3 gives −x + 5 = −x + 3; this
2 2

rearranges to give −x + x − 2 = 0, which does

2 y = −2x2 −18 −8 −2 0 −2 −8 −18
not have any solutions.
b
10 Strengthen
Quadratic graphs
1 a
x −3 −2 −1 0 1 2 3

x2 9 4 1 0 1 4 9

y = 2x2 18 8 2 0 2 8 18

b (−3, 18), (−2, 8), (−1, 2), (0, 0), (1, 2), (2, 8),
(3, 18)
c

c (0, 0) d A reflection in the x-axis

3 a
d (0, 0) e Minimum x −3 −2 −1 0 1 2 3

x2 9 4 1 0 1 4 9

y = x2 + 8 17 12 9 8 9 12 17

c i (0, 8) ii When x = 0, y = 8
d i (0, 3) ii (0, 10)
4 i graph C ii graph D
iii graph B iv graph A
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 3
Simultaneous equations 13 a 7 = 3m + c b 11 = 5m + c
5 a x = 1, y = 5 b x = 8, y = 4 c x = 2, y = 6 c m = 2, c = 1 d y = 2x + 1

6 a 8x = 56 10 Extend
b They are eliminated as y + −y = 0.
1 a
c x=7 d y=6
7 a 2x = 24
b They are eliminated as y − y = 0.
c x = 12 d y=7
8 a x = 2, y = 6 b x = 2, y = 6
9 Gold 12.4 kg, silver 1 kg

Straight-line graphs
10 a i y = 7x + 2 ii y = 3x + 2 iii y = 4x + 5
b i gradient = 7, y-intercept = (0, 2)
ii gradient = 3, y-intercept = (0, 2)
iii gradient = 4, y-intercept = (0, 5)
11 a
y = mx + c Gradient m y-intercept (0, c)
y = 2x + 6 2 (0, 6)
b i about 21 cm2
y = −4x + 1 −4 (0, 1) ii about 2.3 cm
y = 2x + 1 2 (0, 1) 2 a x = 2, y = −6 b x = −3, y = 12

y= 1
x−7 1 (0, −7) 3 y = −3.5x − 39.5
4 4
4 a A = w(15 − w)
b y = 2x + 6 and y = 2x + 1
b
c y = −4x + 1 and y = 2x + 1

12 a i (0, 3) ii (1 1 , 0)
2

c i 56.25 cm2 ii about 3.5 cm by 11.5 cm

d (1, 1)

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 4
5 a (x + 2)(x − 2) 10 Unit test
b i, ii 1 a
x −3 −2 −1 0 1 2 3

y 15 5 −1 −3 −1 5 15

2 a i gradient = 2
ii y-intercept = (0, 9)

6 x = 6, y = 5 b i gradient = 1
2
7 a One solution, x = −3, y = −5 ii y-intercept = (0, −5)
b Infinitely many solutions 3 y = 4x − 16
c One solution, x = 0, y = −5
4 a x = 10, y = 3 b x = 4, y = 7 c x = 2, y = 9
8 Cake 75p, biscuit 30p 5 a
9 a a = 5 cm, b = 8 cm
b a = 13.4º, b = 7.4º

b (2 1 , 4)
2

6 a 3x + y = 79 b 7x + y = 151
c x = £18, y = £25

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 5
Unit 11 Trigonometry
11.1 The tangent ratio 11.5 Solving problems using trigonometry
1 b 1 a 54.0º b 65.0º c 46.2º
2 a 153.2 km b 128.6 km
3 41.5 cm2
4 24.2º
c 5 27.9º

11 Strengthen
Unknown sides
1 a

2 a 2.1 b 0.8
3 5 7
3 a tan θ = b tan θ = c tan θ =
4 6 5
4 a 4.8 cm b 4.2 cm c 8.0 cm
b
d 3.7 cm e 9.0 cm

11.2 The sine ratio

1 a 0.8 b 0.4 c 1.0
5 7 9
2 a sin θ = b sin θ = c sin θ = c
8 12 15
3 a 4.5 cm b 7.2 cm c 12.3 cm
d 5.9 cm e 16 cm
4 a i sine ratio ii 9.2 cm
b i tangent ratio ii 10 cm
12 12
2 a i tan θ = ii sin θ =
11.3 The cosine ratio 16 20
1 a 0.9 b 0.1 c 0.7 16
iii cos θ =
d 1.0 20
7 9 3 36 36
2 a cos θ = b cos θ = c cos θ = b i tan θ = ii sin θ =
9 12 10 77 85
77
3 a 4.8 cm b 7.7 cm c 4.8 cm iii cos θ =
d 21.3 cm e 12.4 cm f 11.7 cm 85

4 a i tangent ratio ii 4.7 cm 15 15

c i tan θ = ii sin θ =
b i cosine ratio ii 10.6 cm 8 17
8
iii cos θ =
11.4 Using trigonometry to find angles 17
1 a i 24.6º ii 36.9º 3 a 17.2 cm b 7.0 cm c 6.8 cm
b i 39.8º ii 54.5º
c i 38.9º ii 72.5º
2 a 50.2º b 56.3º c 57.0º
d 47.5º
3 5.7º
4 054º
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
4 a x cm labelled ‘opp’ and 9 cm labelled ‘hyp’ 2 a 14.5 cm b 9.3 cm
b Sine ratio 3 a 57.8º b 54.8º
x 4 1.4 m
c sin 62º =
9 5 a 5.8 cm b 17.8 cm c 51.3 cm2
d x = 9 sin 62º
6 12.3 cm
e 7.9 cm
7 a 17 cm to 1 d.p.
5 a 15.2 cm b 6.0 cm c 8.7 cm
b 35.3° to 1 d.p.
Unknown angles c 20.8 cm to 1 d.p.

6 a 44.4º b 14.5º
7 a 51.3º b 36.9º
8 a 16.7º b 35.0º
9 a 32.0º b 36.9º c 54.3º
10 a 4 cm labelled ‘adj’ and 9 cm labelled ‘hyp’.
4
b Cosine ratio c cos θ =
9
4
d θ = cos–1 e 63.6º
9
11 a 47.2º b 52.4º c 45.6º
12 a a = 36.9° b b = 7 cm c c = 10 cm
d d = 60° e e = 15.3 cm

Solving problems
13 a sine ratio b 5.7 m
14 036º
15 5.9 cm

11 Extend
1 a 9.4 cm b 13.6 cm c 10.2 cm
2 a 52.4º b 51.1º c 45.4º
3 a 52.0 km b 13.9 km
4 a 33.7º b 56.4º c 89.9º
5 40.4º
6 a 5.35 m b 21.4º
7 a 8.9 cm b 29.2º c 10.2 cm
8 a 21.2 cm b 48.5º c 16 cm
9 a 357.4 m to 1 d.p.
b 1.5 m/s to 1 d.p.

11 Unit test
20 21
1 a sin θ = b cos θ =
29 29
20
c tan θ =
21

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Unit 12 Probability
2 a
12.1 Set notation and Venn diagrams
1 a P = {2, 3, 5, 7, 11} First spin
b No, as 1 is not a prime number. 1 2 3 4
c No, as 2 is both an even and a prime number.
1 2 3 4 5
2 C = {4}
Second 2 3 4 5 6
3 a A = {4, 8, 12, 16, 20}
spin 3 4 5 6 7
b B = {1, 4, 9, 16, 25}
c A  B = {4, 16} 4 5 6 7 8
d
b 16 outcomes c 5

d i 1 ii 4 = 1 iii 10 = 5
16 16 4 16 8

17
3 a 3 students b 9 students c
39

4 a

First dart
e A′ = {1, 9, 25}
3 19 7
f B′ = {8, 12, 20}
3 6 22 10
g A  B = {1, 4, 8, 9, 12, 16, 20, 25}
Second
19 22 38 26
4 a dart
7 10 26 14

b i 1 ii 4 iii 5
9 9 9

12.3 Tree diagrams

1 a The missing probabilities on the tree diagram
are 3 for blue and 5 for red.
8 8
b i A  B = {2, 3, 4, 6, 8, 9, 10, 12, 14, 15} 25 30 = 15
b c
ii A  B = {6, 12} 64 64 32
iii A′ = {1, 3, 5, 7, 9, 11, 13, 15} 2 = 1 1
2 a b 5 letters c
6 3 5
12.2 Probability diagrams d
1 a

H T
1 H, 1 T, 1

2 H, 2 T, 2

3 H, 3 T, 3

4 H, 4 T, 4

b 8 outcomes e i 2 = 1
2 = 1 2 = 1 30 15
c i ii
8 4 8 4 8 = 4
ii
30 15
iii 3
8
iii 16 = 8
30 15

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
12.4 Experimental and theoretical Probability diagrams
probabilities 2 a
1 a 50
Dice
b i 37 ii 13
50 50 1 2 3 4 5 6
c about 74 times
1 1, 1 2, 1 3, 1 4, 1 5, 1 6, 1
2 a 4 = 1 b 13 = 1
52 13 52 4 1 1, 1 2, 1 3, 1 4, 1 5, 1 6, 1

Spinner
3 a About 25 times 2 1, 2 2, 2 3, 2 4, 2 5, 2 6, 2
b About 25 times 2 1, 2 2, 2 3, 2 4, 2 5, 2 6, 2
c About 56 marbles
3 1, 3 2, 3 3, 3 4, 3 5, 3 6, 3
4 a 1 b About 50 times
3 3 1, 3 2, 3 3, 3 4, 3 5, 3 6, 3
c Students’ own answers (probably Yes); she
could spin it more times. 36 outcomes

b i 1 ii 2 iii 5
12 Strengthen 6 9 9
Set notation and Venn diagrams c 2 odd numbers
1 a d

Dice
1 2 3 4 5 6
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Spinner

2 3 4 5 6 7 8
2 3 4 5 6 7 8
3 4 5 6 7 8 9
b 15 students aren’t members of these
sports clubs. 3 4 5 6 7 8 9

e 4, 5 or 6
f 5
6

3 a

1 0 0 1 1 2 2
2 1 1 0 0 1 1
3 2 2 1 1 0 0
Spinner A
4 3 3 2 2 1 1
5 4 4 3 3 2 2
6 5 5 4 4 3 3
1 1 2 2 3 3
Spinner B

b i 1 ii 2 iii 1
18 9 6

© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 2
Tree diagrams 6 Let x be the number of brown socks.
x x 1
4 a 0.49 P  B  B  
b i 0.21 ii 0.21 iii 0.42 20 19
5 a 1
and since P  B  B 
19
x  x  1 1
  x  x  1  20
380 19
x 2  x  20  0
 x  5 x  4   0
x  5 or x  4
b P(M, G) + P(G, M) Since x is positive, x = 5
= 0.7  0.3 + 0.3  0.7 = 0.42
So there are 5 brown socks.
Experimental and theoretical probability 12 Unit test
6 a
1
Male Female Total

Adult 11 15 26

Child 20 4 24

Total 31 19 50
b 0.3

12 Extend
1 a 8
b Yes. 9 is not an element of B. 2 3
10
c No. 3 and 6 are elements of A.
3 5, 6 or 7
2 a i 4 people ii 12 people
4 a
b 20 people c 1
5

3 3
8

4 a 3 b 11
28 14

5 a No; e.g. if the marble had been replaced, the

probability of the second marble being yellow
would have been 2 not 1 .
9 4
b
b 0.42

c 7
18
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 3