Cambridge

9
8
Lower Secondary
Complete
Mathematics
Second Edition

Deborah Barton

TEACHER HANDBOOK
Sign up to access your Cambridge
Lower Secondary Complete Mathematics
online Kerboodle course

What is Kerboodle?
Kerboodle is a digital platform that works alongside your course
textbooks to create a truly blended learning solution. Available for
purchase by your school as an annual subscription, it can help you to:
• Reinforce learning with supportive resources
• Track results and progress with quizzes and Markbook
• Boost performance with assessment materials
• Promote independent learning with online versions
of the Student Books
• Improve the classroom experience by highlighting,
annotating and zooming in on specific features

2 Expressions

2
• 3 × 5a = 15a b Simplify:
(multiply numbers together, then write i p+ p+ p+ p+ p
Expressions •
in front of the letter)
2 p × 3q = 2 × p × 3 × q
ii G + G
iii b + b + b − b
(multiply numbers first) iv m + m − m − m
2 × 3 × p × q = 6 pq v p× p
• y × y = y 2 ( we say ‘y squared’) vi m × m × m
Objectives • p × p × p = p3 ( we say ‘p cubed’) vii t ÷ p
a c 3 x can be written as 3 × x or in full as
• a÷b= (write as a fraction)
b x + x + x. Write in full:
In this chapter you will learn about z
i 4m ii 5 y
zz expressions, including variables and zz expanding brackets
constants zz forming an algebraic expression 2 Work out:
zz collecting like terms −
a 8 + 10
2 How to add and subtract with negative numbers
b 4 − 12
For example: c 3 + −9
−
−
2+5= 3 d 3− 4
4 + − 7 = 4 − 7 = −3 e −
7 − −5
−
−
6 − −1 = −6 + 1 = −5 f 1 + −8
What’s the point?
3 What is the area of a rectangle of length
The use of symbols or letters 12 cm and width 8 cm?
for numbers helps to describe 3 The area of a rectangle is length × width.
relationships among variables. 4 Find the perimeter of this shape.
For example, the speed (v ) of a race
car is related to the time (t ) it takes to 4 The perimeter of a shape is the distance around it. 3 cm
travel a particular distance (d ) by v =d ÷t. 2 cm
4 cm

5 cm

Before you start

You should know ... Check in
1 The basics of algebra: 1 a Write the following in a shorter way. 2.1 Expressions Here is some key language about, for example, 3 x + 7.
i 4× p In maths we try to make things simpler by writing zz3 x + 7is an expression, in this case involving
• a + a + a = 3 × a or 3a for short. No
ii t × 3 as few words as possible. For example, these numbers letters and a + symbol.
need for the multiplication symbol
iii h × k two sentences can be written in a shorter way: zzA constant is a symbol which always means the
when letters are used. This is called
iv a × b × c same thing, so 7 is a constant.
simplifying or collecting like terms. 3 apples and 7 bananas = 3a + 7b
v 2 × 4m zzA term is part of an expression so 3 x and 7 are the
• a × 5 = 5a (write the number first)
vi 7 y × 5 6 apples and 12 bananas = 6a + 12b two terms in the expression. 3 x is the algebraic
• a × b = ab for short
vii a × 2 × b term and 7 is the number term.
• b × 3 × a = 3ab for short (number We have used the letter a to represent apples, the letter
viii 3n × 4u zzAn unknown is part of an expression that you
first, then letters in alphabetical order) b to represent bananas and the + symbol to replace the
ix 4t × 6r
word ‘and’. The process of using letters to represent don’t know the value of, so x is the unknown.
unknown numbers or variables is algebra. zzThe coefficient is the number part of an algebraic
term so, in 3x, the 3 is the coefficient.

26 27

For more information, visit:

www.oxfordsecondary.com/cambridge-lowersecondary-maths

Need help?
Contact your local educational consultant: www.oxfordsecondary.com/contact-us
Contents
About this book 4
Active learning resources
Expanding brackets dominoes activity 5
Bearings drawing activity 8
Place value detective mystery 10
Fractions jigsaw 17
Simultaneous equations Sudoku 22
Transformations card-sorting activity 26
Probability crossword 35
Different bases investigation 38
Resources for use with Student Book 9
Crossword puzzle 41
Tessellation cut-outs 43
Revision material
Multi-choice Exercise A 45
Multi-choice Exercise B 48
Multi-choice Exercise C 54
Answers to multi-choice Exercises A, B and C 60
Topic tests
Topic test – Chapters 1–5 62
Topic test – Chapters 6–10 70
Topic test – Chapters 11–15 80
Answers to topic tests 89
Progression test-style papers
Paper 1 (non-calculator) 93
Mark scheme for Paper 1 103
Paper 2 (calculator) 106
Mark scheme for Paper 2 116
Additional support can be found on
Worked solutions
Kerboodle. As well as extra assessments to
Worked solutions for some of the more accompany the Teacher Handbook, there
difficult questions from Student Book 9 119 are resources for each chapter in the Student
Answers Book, including interactives and worksheets
for both formative and summative
Answers for Student Book 9 126
assessment.
Answers for Homework Book 9 171

3
 About this book
This book is designed to provide teachers with useful anticipated and this can be difficult to manage in
resources to support teaching of the Cambridge Lower lessons, so there are sections suggesting alternative
Secondary Stage 9 Mathematics curriculum ways to use the resources.
framework in preparation for the Cambridge
There are also resources for exercises in the Student
Checkpoint assessments and further study at IGCSE.
Book that promote active learning; this ensures better
The active learning resources included ensure that understanding, and consequently better retention of
there is plenty of scope for discussion and group work, the subject knowledge.
which are valuable tools for reinforcing learning.
Revision material is included in the book in the form
Often students complete such activities thinking that
of multi-choice questions. These can be given to the
they have done very little work as they have written
students as worksheets at the end of a chapter or
little or nothing down. However, the work completed
series of chapters, or they could be used in a more fun
is often of greater value than a written task, as there is
approach, for example as a quiz.
more scope for sharing knowledge and eliminating
common misconceptions than when students work Assessment materials are provided in the form of topic
individually. There is less pressure than in a written tests and end-of-year progression tests. The assessment
exercise as these resources can have different starting materials are balanced between all the content areas in
points, meaning students can work in an order that the framework: number, algebra, geometry and
suits them and their level of understanding. measure, statistics and probability. They are also
underpinned by thinking and working mathematically
Often there are no limits to learning, particularly
questions, providing a structure for the application of
when using the creative alternative approaches. You
mathematical skills. Mental strategies are tested
will find many students work at higher levels than
throughout. Mark schemes are included for all topic
expected, because of their natural competitiveness and
tests, and these are provided in great detail for the end-
desire to improve. Also, in group work and discussion,
of-year progression tests (all mark schemes have been
students are required to articulate sometimes quite
written and developed by the author).
complex mathematical ideas that wouldn’t be covered
when working individually. Not everyone learns best There are worked solutions to some of the more
by writing things down. These activities address difficult questions in the Student Book and answers to
alternative learning styles, particularly if you find all of the exercises in the Student Book and the
your classes often take the ‘teacher gives examples, Homework Book and of course, don’t forget
students do an exercise’ approach. Kerboodle, where you will find yet more resources.
All good resources should provide you with the Finally, I hope that all the material in this book is
opportunity to simplify or extend the resource as extremely useful for you, both in monitoring your
necessary. Explanations are provided here for how to students’ progress and helping them increase their
differentiate the resources to cater for differing ability understanding and enjoyment of maths.
levels. Sometimes an activity takes less time than
Deborah Barton

4 About this book

 Active learning resources

Expanding brackets dominoes activity

For use with Chapter 2 of Student Book 9
Teacher’s notes Alternative approaches
This dominoes activity is an interesting and enjoyable You could instruct students to use the blank dominoes
alternative to a written exercise, allowing students to to make an entirely new domino activity of their own
discuss their ideas. If they are not sure how to do a or extend this chain by removing and replacing the
particular question, students can have an alternative domino that says ‘finish’ on it. You could produce
starting point. This dominoes activity is intended to be larger copies of the dominoes to pin up on the walls
used to revise and consolidate work from Chapter 2 of in the classroom or around the school as a treasure
the Student Book on finding the product of two linear hunt activity.
expressions and simplifying the answer.
Blank dominoes
Introductory activity These can be copied for students to use:
There should be little need for an introduction as this
is intended as a revision exercise. However, you may
want to go through the following examples.
Example 1
(x + 10)(x – 7) = x2 + 10x – 7x – 70
= x2 + 3x – 70
Example 2
(x + 5)(x – 5) = x2 + 5x – 5x – 25
= x2 – 25
Example 3
(x – 4)2 = (x – 4)(x – 4)
= x2 – 4x – 4x + 16
= x2 – 8x + 16
Example 4
(x + 9)2 – 10x = (x + 9)(x + 9) – 10x
= x2 + 9x + 9x + 81 – 10x
= x2 + 8x + 81
Dominoes activity
Give each student (or group of students) a copy of the
domino cards, cut out. Instruct students to join each
question to the correct answer on the next domino to
form a chain of joined dominoes.
Differentiation
To make the task easier you could provide some of the
harder dominoes already paired. To make the task
harder you could remove a few dominoes from
somewhere in the chain, giving the students blank
cards. Students should then complete the blank cards
to fill in the gaps.

Expanding brackets dominoes activity 5

 Dominoes

Expand and Expand and

x2 – 2x – 8 simplify simplify x2 – 8x + 15
(x – 3)(x + 5) (x + 3)(x – 5)

Expand and Expand and Expand and

simplify simplify simplify
x2 + 5x + 6
(x – 4)(x – 2) (x – 3)(x + 3) (x – 3)2

Expand and
x2 – 6x + 9 Finish simplify x2 – 6x + 8
(x + 4)(x + 2)

Expand and Expand and

simplify x – 2x – 15
2 simplify x2 + 6x + 9
(x + 3)2 (x + 3)(x + 2)

Expand and
x2 + 2x – 15 x2 + 6x + 8 simplify x2 – 9
(x + 3) – 6x
2

Expand and Expand and

simplify simplify
x2 + 9 Start
(x – 3)(x – 5) (x – 4)(x + 2)

6 Active learning resources

 Active learning resources

Answers

Start

Expand and
simplify
(x – 4)(x + 2)

Expand and Expand and

x – 6x + 8
2 simplify x + 6x + 8
2
x + 2x – 15
2 simplify x2 – 2x – 8
(x + 4)(x + 2) (x – 3)(x + 5)

Expand and
simplify
(x – 4)(x – 2)

x2 + 5x + 6

Expand and Expand and Expand and

simplify simplify simplify
x + 6x + 9
2
x – 2x – 15
2
x2 – 8x + 15
(x + 3)(x + 2) (x + 3)2
(x + 3)(x – 5)

Expand and
simplify
(x – 3)(x – 5)

x2 + 9

Expand and Expand and Expand and

Finish x2 – 6x + 9 simplify simplify x2 – 9 simplify
(x – 3)2 (x – 3)(x + 3) (x + 3)2 – 6x

Expanding brackets dominoes activity 7

Active learning resources

Bearings drawing activity

For use with Chapter 3 of Student Book 9
Teacher’s notes Differentiation
This bearings drawing activity is intended to be a fun To make the task easier you can give students this
way to revise drawing bearings. In particular, students diagram to help:
will revise that the angle should always be three
figures and measured clockwise from the North line. N, 000°
300° 060°
Introductory activity
This activity can be used as a plenary or revision
240° 120°
exercise supporting the work completed in Chapter 3.
You may find that little introduction is necessary. 180°
Alternatively, you may want to go through the
following examples. You could tell students that the image should be a cat,
or leave them to discover this for themselves. You
Example 1 could also tell students that the image is symmetrical.
N To make the task harder, tell the students to add extra
features to the drawing (e.g. a body or part of the
body for the cat) along with the instructions for
drawing any additional lines.
Alternative approaches
Instruct students to create their own drawing on an
isometric grid with instructions for drawing all of the
B
225°
lines. Students could also create their own drawing,
and instructions, on plain paper so they can use any
angle and any length line.
Answer
A
The bearing of A from B is 225°.
Example 2
N
N N
1
N 4

3
N N
C
70° 6 5
D N

The bearing of C from D is 070°. 2

Drawing activity
Give each student a copy of the worksheet. Tell them
to start at number 1 and to follow the instructions in
each table to draw part of the picture. Each new line
starts where the previous line ended and the bearing
from the North line is shown in each case, along with
how many units long each line should be (measured
from one dot to another on the isometric grid). For
each numbered North line there is a new table to start
a new drawing.

8 Active learning resources

 Active learning resources

Worksheet
Do a different drawing for each number. Start at the North line and join the dots
according to the bearings and lengths given. Start each new line where the
previous line ends. Lengths are the number of gaps between dots in the given
direction.

Number 1
Bearing Length
120° 3
N 180° 3
N 240° 3
1 300° 3
N 4 000° 3
060° 3
3
N N Number 2
Bearing Length
6 5 060° 1
N 000° 1
300° 1
2 060° 1
120° 1
240° 1
180° 1
120° 1

Number 3
Bearing Length
000° 2
120° 2

Number 4
Bearing Length
060° 2
180° 2

Number 5
Bearing Length
120° 2

Number 6
Bearing Length
240° 2

Bearings drawing activity 9

Cambridge Lower Secondary
Complete
Mathematics
Teacher Handbook
Second Edition
9
Cambridge Lower Secondary Complete Mathematics embeds an excellent
understanding of the Cambridge Lower Secondary Mathematics curriculum.
The stretching approach helps learners to develop the skills required to
®
progress to Cambridge IGCSE with confidence.
● Fully prepare for exams – comprehensive coverage of the course
● Develop advanced skills – thinking and working mathematically
● Progress to the next stage – differentiated extension material eases
the transition to 14–16 study

Student Books, Homework Books and Kerboodle online support

are also available as part of this series.
www.oxfordsecondary.com/cambridge-lowersecondary-maths

Empowering every learner to succeed and progress

Full Cambridge curriculum coverage

Reviewed by subject specialists
Stretching extension activities
Embedded critical thinking skills
Progression to the next educational stage

For additional practice

can be used flexibly across the whole school and alongside
any other maths resources.

How to get in touch: ISBN 978-1-382-01896-8

web www.oxfordsecondary.co.uk
email [email protected]
tel +44 (0)1536 452620
www.oup.com 9 781382 018968