Maths Quest 10

maths Quest 10 + 10a
for the australian

Curriculum
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CONtrIbutINg authOrs
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breNdaN OWeN | IreNe KIrOFF | rOsetta batsaKIs | eleNa IampOlsKy
First published 2012 by

John Wiley & Sons Australia, Ltd
42 McDougall Street, Milton, Qld 4064
Typeset in 10/12pt Times LT
John Wiley & Sons Australia, Ltd 2012
The moral rights of the authors have been asserted.
National Library of Australia
Cataloguing-in-Publication data
Title: Maths quest 10+10A for the Australian curriculum/
Kylie Boucher [et al.]
ISBN:
978 0 7303 4178 9 (student ed. : pbk)

978 0 7303 4179 6 (student ed. : ebook)

978 0 7303 4181 9 (teacher ed. : pbk)

978 0 7303 4182 6 (teacher ed. : ebook)
Series:
Maths quest series.
Notes:
Includes index
Target Audience: For secondary school age.
Subjects:
MathematicsTextbooks.

MathematicsStudy and teaching (Secondary)
Other Authors/
Contributors:
Boucher, Kylie.
Dewey Number: 510
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10 9 8 7 6 5 4 3 2 1
Contents
3B Determining linear equations 64
Introduction viii
About eBookPLUS x
Acknowledgements xi
Chapter 1
Exercise 3B 67
3C The distance between two points on a
Number and algebra
Patterns and algebra
Indices 1
Are you ready? 2
1A Review of index laws 3
Exercise 1A 5
1B Negative indices 7
Exercise 1B 10
1C Fractional indices 12
Exercise 1C 14
1D Combining index laws 17
Exercise 1D 20
Summary 23
Chapter review 24
eBookPLUS activities 26
Chapter 2
straight line 68
Exercise 3C 70
3D The midpoint of a line segment 71
Exercise 3D 73
3E Parallel and perpendicular lines 74
Exercise 3E 79
Summary 83
Chapter review 85
Chapter 4
Simultaneous linear equations and

inequations 89
Are you ready? 90
4A Graphical solution of simultaneous linear

Number and algebra
Patterns and algebra
Linear algebra 27
Are you ready? 28
4B
4C
2A Substitution 29
Exercise 2A 31
2B Adding and subtracting algebraic
fractions 33
Exercise 2B 36
2C Multiplying and dividing algebraic
fractions 37
Exercise 2C 39
2D Solving linear equations 40
Exercise 2D 43
2E Solving equations with algebraic fractions
and multiple brackets 45
Exercise 2E 48
Summary 50
Chapter review 52
Chapter 3
Number and algebra

LINEAR AND NON-LINEAR RELATIONSHIPS
Number and algebra
4D
4E
4F
4G
equations 91
Exercise 4A 94
Solving simultaneous linear equations using
substitution 96
Exercise 4B 98
Solving simultaneous linear equations using
elimination 99
Exercise 4C 101
Problem solving using simultaneous linear
equations 103
Exercise 4D 105
Solving linear inequations 106
Exercise 4E 108
Sketching linear inequations 110
Exercise 4F 113
Solving simultaneous linear
inequations 116
Exercise 4G 118
Summary 123
Chapter review 125
Chapter 5
Measurement and geometry

PYTHAGORAS AND TRIGONOMETRY
Coordinate geometry 55
Trigonometry I 131
Are you ready? 56
Are you ready? 132
3A Sketching linear graphs 57
5A Pythagoras theorem 133
Exercise 3A 62
Exercise 5A 137
5B Pythagoras theorem in three
7E Mixed factorisation 240
5C
Summary 242
Chapter review 244
5D
5E
5F
5G
5H
dimensions 140
Exercise 5B 143
Trigonometric ratios 145
Exercise 5C 149
Using trigonometry to calculate side
lengths 151
Exercise 5D 154
Using trigonometry to calculate angle
size 156
Exercise 5E 158
Angles of elevation and depression 161
Exercise 5F 163
Bearings and compass directions 165
Exercise 5G 169
Applications 172
Exercise 5H 173
Summary 177
Chapter review 179
Chapter 6

USING UNITS OF MEASUREMENT
Surface area and volume 183

Are you ready? 184
6A Area 185
Exercise 6A 189
6B Total surface area 193
Exercise 6B 199
6C Volume 203
Exercise 6C 208
Chapter 8
Quadratic equations 247

Are you ready? 248
8A Solving quadratic equations 249
Exercise 8A 253
8B The quadratic formula 255
Exercise 8B 257
8C Solving quadratic equations by inspecting
graphs 258
Exercise 8C 261
8D Finding solutions to quadratic equations by
interpolation and using the discriminant 263
Exercise 8D 267
8E Solving a quadratic equation and a linear
equation simultaneously 269
Exercise 8E 272
Summary 274
Chapter review 276
Functions 279
Are you ready? 280
9A Plotting parabolas 281
Exercise 9A 284
9B Sketching parabolas using the basic graph of
Number and algebra
9C
Quadratic expressions 219

Are you ready? 220
9D
7A Expanding algebraic expressions 221
Exercise 7A 225
7B Factorising expressions with three
terms 227
Exercise 7B 229
7C Factorising expressions with two or four
terms 231
Exercise 7C 234
7D Factorising by completing the
square 236
Exercise 7D 239
Contents
Number and algebra

patterns and algebra
iv
Number and algebra

Chapter 9
Summary 213
Chapter review 214
Chapter 7
Exercise 7E 240
9E
9F
9G
y = x2 287
Exercise 9B 291
Sketching parabolas in turning point
form 292
Exercise 9C 296
Sketching parabolas of the form
y = ax2 + bx + c 298
Exercise 9D 302
Exponential functions and their graphs 306
Exercise 9E 309
The hyperbola 312
Exercise 9F 314
The circle 315
Exercise 9G 317
Summary 319
Chapter review 321
Chapter 10
Chapter 13
Statistics and probability

data representation and interpretation
GEOMETRIC REASONING
Deductive geometry 325
Univariate data 429
Are you ready? 326
Are you ready? 430
13A Measures of central tendency 431
10A Congruence review 327

10B
10C
10D
10E
Exercise 13A 435
Exercise 10A 329

Similarity review 332
Exercise 10B 335
Congruence and proof 336
Exercise 10C 338
Quadrilaterals: definitions and
properties 340
Exercise 10D 341
Quadrilaterals and proof 344
Exercise 10E 345
13B Measures of spread 439
Exercise 13B 442

13C Box-and-whisker plots 444
Exercise 13C 447

13D The standard deviation 449
Exercise 13D 451
13E Comparing data sets 454
Exercise 13E 455
13F Skewness 459
Exercise 13F 461
Summary 347
Chapter review 349
Summary 464
Chapter review 466
projects plus
ICT activity
Chapter 14
pro-0099 Backyard flood 352

DATA REPRESENTATION AND INTERPRETATION
Chapter 11
Problem solving
Are you ready? 472
Problem solving I 355

Chapter 12
14A Identifying related pairs of

CHANCE
Probability 379
Are you ready? 380
12A Review of probability 381

12B
12C
12D
12E
12F
Exercise 12A 392

Complementary and mutually exclusive
events 396
Exercise 12B 400
Two-way tables and tree diagrams 403
Exercise 12C 410
Independent and dependent
events 413
Exercise 12D 415
Conditional probability 417
Exercise 12E 419
Subjective probability 420
Exercise 12F 421
Summary 423
Chapter review 425
Bivariate data 471

variables 474
Exercise 14A 476
14B Graphing bivariate data 477
Exercise 14B 481
14C Scatterplots 483
Exercise 14C 488
Summary 491
Chapter review 492
Chapter 15

Statistics in the media 497

Are you ready? 498
15A Populations and samples 499
Exercise 15A 502

15B Primary and secondary
data 503
Exercise 15B 508
15C Evaluating inquiry methods and statistical
reports 511
Exercise 15C 518
Contents
15D Statistical investigations
Exercise 15D
521
18F Logarithms
525
Summary 527
Chapter review 529
prOjeCts plus
ICt aCtIvIty
pro-0100 Climate change
534
Chapter 16
Financial maths
537
16C
16D
16E
16F
Chapter 19
polynomials
539
Are you ready?
Exercise 16A 540

Buying on terms 542
Exercise 16B 543
Successive discounts 546
Exercise 16C 547
Compound interest 549
Exercise 16D 551
Depreciation 553
Exercise 16E 554
Loan repayments 556
Exercise 16F 558
19B
19C
19D
19E
19F
19G
Chapter 17
prOblem sOlvINg
637
Exercise 19A 638
Adding, subtracting and multiplying
polynomials 639
Exercise 19B 640
Long division of polynomials 641
Exercise 19C 646
Polynomial values 647
Exercise 19D 648
The remainder and factor
theorems 649
Exercise 19E 650
Factorising polynomials 651
Exercise 19F 654
Solving polynomial equations 655
Exercise 19G 657
Number aNd algebra
Chapter 20
Are you ready?
vi
Contents
Are you ready?
590
Exercise 18A 594

595
Exercise 18B 597
18C Operations with surds 599
Exercise 18C 607
18D Fractional indices 609
Exercise 18D 612
18E Negative indices 614
Exercise 18E 616
18B Surds
Functions and relations
589
18A Number classification review
Number aNd algebra

lINear aNd NON-lINear relatIONshIps
real Numbers
real numbers
636
Summary 659
Chapter review 661
565
10a
Chapter 18
635
19A Polynomials
Summary 560
Chapter review 562
problem solving II
Number aNd algebra

patterNs aNd algebra
538
16A Purchasing goods

16B
Summary 630
Chapter review 632
Number aNd algebra

mONey aNd FINaNCIal mathematICs
Are you ready?
617
Exercise 18F 618
18G Logarithm laws 619
Exercise 18G 622
18H Solving equations 624
Exercise 18H 628
591
664
20A Functions and relations

20B
20C
20D
20E
663
665
Exercise 20A 669
Exponential functions 671
Exercise 20B 675
Cubic functions 679
Exercise 20C 682
Quartic functions 683
Exercise 20D 685
Transformations 686
Exercise 20E 692
22C Area of triangles 745
Summary 694
Chapter review 696
Chapter 21

GEOMETRIC REASONING
Circle geometry 699

Are you ready? 700
21A Angles in a circle 701
Exercise 21A 706

21B Intersecting chords, secants and
tangents 708
Exercise 21B 713
21C Cyclic quadrilaterals 715
Exercise 21C 717
21D Tangents, secants and chords 718
Exercise 21D 720
Summary 724
Chapter review 726
Exercise 22C 747

22D The unit circle 749
Exercise 22D 752
22E Trigonometric functions 755
Exercise 22E 757
22F Solving trigonometric equations 759
Exercise 22F 761
Summary 762
Chapter review 764
Chapter 23

Interpreting data 767

Are you ready? 768
23A Bivariate data 769
Exercise 23A 773

23B Lines of best fit 776
Exercise 23B 784

23C Time series 786
Chapter 22

PYTHAGORAS & TRIGONOMETRY
Trigonometry II 731
Are you ready? 732
22A The sine rule 733
Exercise 22A 739

22B The cosine rule 741
Exercise 22B 744
Exercise 23C 790

Summary 794
Chapter review 795
Answers 799
Glossary 889
Index 901
Contents
vii
Introduction
Australian Mathematics education is entering a historic phase. A new curriculum offers new
opportunities to engage future generations of students in the exciting and challenging world of
Mathematics.
The Australian Mathematics Curriculum provides students with essential mathematical skills
and knowledge through the content strands of Number and algebra, Measurement and geometry
and Statistics and probability. The Curriculum focuses on students becoming proficient in
mathematical understanding, fluency, reasoning and problem solving.
Maths Quest 10 + 10A for the Australian Curriculum is specifically written and designed to
meet the requirements and aspirations of the Australian Mathematics Curriculum.
This resource contains:
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question throughout the exercises.
Each chapter concludes with a summary and chapter review exercise containing examinationstyle questions (multiple-choice, short-answer and extended-response), which help consolidate
students learning of new concepts.
A glossary is provided to enhance students mathematical literacy.
There are two problem-solving chapters designed to encourage students to apply their
mathematical skills in non-routine situations.
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viii
Introduction
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Maths Quest 10 + 10A for the Australian Curriculum provides ample material, such as exercises,
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assess their students.
Introduction
ix
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Acknowledgements
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Acknowledgements
xi
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Roland Sussex taken from The Courier Mail, 1415 August 2010; 524/Egg Shortage, by
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xii
Acknowledgements
number AnD AlgebrA pAtterns AnD AlgebrA
1A
1B
1C
1D
Review of index laws

Negative indices
Fractional indices
Combining index laws
WhAt Do you knoW ?
Indices
1 List what you know about indices. Create

a concept map to show your list.
2 Share what you know with a partner and
then with a small group.
3 As a class, create a large concept map
that shows your classs knowledge of
indices.
eBook plus
Digital doc
Hungry brain activity

Chapter 1
doc-5167
opening Question
If you open a new social networking

account with a single friend and double
the number of friends each day, how
long would it take for you to have
1000 friends?
Are you ready?
Trythequestionsbelow.Ifyouhavedifficultywithanyofthem,extrahelpcanbeobtainedby
completingthematchingSkillSHEET.EithersearchfortheSkillSHEETinyoureBookPLUSor
askyourteacherforacopy.
eBook plus
Digital doc
SkillSHEET 1.1
doc-5168
eBook plus
Digital doc
SkillSHEET 1.2
doc-5169
eBook plus
Digital doc
SkillSHEET 1.3
doc-5170
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Digital doc
SkillSHEET 1.4
doc-5171
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Digital doc
SkillSHEET 1.5
doc-5172
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Digital doc
SkillSHEET 1.6
doc-5173
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Digital doc
SkillSHEET 1.7
doc-5174
Index form
1 Statethebaseandpowerforeachofthefollowing.
a 34
b 25
c 157
Using a calculator to evaluate numbers given in index form

2 Calculateeachofthefollowing.
a 24
b 53
c 46
Linking between squares and square roots

3 Completethefollowingstatements.
a If32=9,then 9 =...
c If172=289,then 289 =...
Calculating square roots
4 Findeachofthefollowing.
Digital doc
SkillSHEET 1.8
doc-5175
64
100
25
Linking between cubes and cube roots

5 Completethefollowingstatements.
3
a If23=8,then 8 =...
3
b If53=125,then 125 =...
3
c If93=729,then 729 =...
Calculating cube roots

a
64
216
Estimating square roots and cube roots

7 Estimate,tothenearestwholenumber,thevalueofeachofthefollowing.(Donotusea
calculator.)
23
a
d
eBook plus
b If112=121,then 121 =...
60
102
b
e
11
40
c
f
120
Using a calculator to evaluate square roots and cube roots

8 Useacalculatortofindthevalue,correctto4decimalplaces,ofeachsquarerootorcuberoot
inquestion7.
maths Quest 10 for the Australian Curriculum
number AND algebra patterns and algebra
Review of index laws
1A
Index laws are the basis for exponential functions, which we will cover in a later chapter.
Anumber in index form has two parts; the base and the index, and is written as:
base
ax
index
(power or
exponent)
Another name for an index is an exponent or a power.

The first two index laws relate to multiplication and division of index expressions.
First Index Law: When terms with the same base are multiplied, the indices are added.
am an = am + n
Second Index Law: When terms with the same base are divided, the indices are subtracted.
am an = am - n
Note: Constants or normal numbers should be treated normally when solving equations. Only
apply the index laws to the indices themselves. This will become clearer in the following
worked examples.
Worked Example 1
Simplify each of the following.

a m4n3p m2n5p3
b 2a2b3 3ab4
2 x 5 y4
c
10 x 2 y3
Think
a
Write
Write the expression.
Multiply the terms with the same base by

adding the indices. Note: p = p1.
Simplify by multiplying the coefficients,

then multiply the terms with the same base
by adding the indices.
Simplify by dividing both of the coefficients

by the same factor, then divide terms with
the same base by subtracting the indices.
a m4n3p m2n5p3
= m4 + 2 n3 + 5 p1 + 3
= m6n8p4
b 2a2b3 3ab4
= 2 3 a2 + 1 b3 + 4
= 6a3b7
2x5 y4
10 x 2 y 3
1x 5 2 y 4 3
5
3
x y
=
5
The Third Index Law is used in calculations when a zero index is involved.
Third Index Law: Any term (excluding 0) with an index of 0, is equal to 1.
a0 = 1
Chapter 1 Indices
Worked Example 2

a (2b3)0
b -4(a2b5)0
Think
a
Write
a (2b3)0
Apply the Third Index Law, which states

that any term (excluding 0) with an index of
0, is equal to 1.
The term inside the brackets has an index

of 0 so the bracket is equal to 1.
= -4 1
Simplify.
= -4
=1
b -4(a2b5)0
The Fourth, Fifth and Sixth Index Laws involve removing brackets from an index expression.
Fourth Index Law: To remove brackets, multiply the indices inside the brackets by the index
outside the brackets. Where no index is shown, assume that it is 1.
(am)n = amn
ifth Index Law: To remove brackets containing a product, raise every part of the product to
F
the index outside the brackets.
(ab)m = ambm
ixth Index Law: To remove brackets containing a fraction, multiply the indices of both the
S
numerator and denominator by the index outside the brackets.
m
am
a
b = m
b
Note: Do not forget to raise constants to the correct power as well.
Worked Example 3

a (2n4)3
b (3a2b7)3
2 x3
c
y4
Think
a
d (-4)3
Write
a (2n4)3
Apply the Fourth Index Law by multiplying

the indices inside the brackets by the index
outside the brackets. Simplify any constants
raised to a power. Note: 2 = 21.
Apply the Fifth Index Law by multiplying

the indices inside the brackets by the index
outside the brackets. Note: 3 = 31.
= 31 3 a2 3 b7 3
= 33a6b21
Simplify.
= 27a6b21
Maths Quest 10 for the Australian Curriculum
= 21 3n4 3
= 23n12
= 8n12
b (3a2b7)3
Writetheexpression.
ApplytheSixthIndexLawbymultiplying
theindicesofboththenumeratorand
denominatorbytheindexoutsidethe
brackets.
2x3
y4
Simplify.
21 4 x 3 4
y4 4
16 x12
y16
d (-4)3
Writetheexpression.
Expandthebrackets.
=-4-4-4
Simplify,takingcarefulnoteofthesign.
= -64
Hint:Anegativenumberraisedtoanoddpowerwill
alwaysremainnegative;anegativenumberraisedto
anevenpowerwillalwaysbecomepositive.Why?
remember
Tosimplifyexpressionswithconstantsand/orpronumeralsinindexform,thefollowing
indexlawsareused.
1. aman=am+n
2. aman=am-n
3. a0=1(whena0)
4. (am)n=amn
5. (ab)m=ambm
m
am
a
6. =
b
bm
exerCise
1A
inDiViDuAl
pAthWAys
eBook plus
Activity 1-A-1
Reviewing index
operations
doc-4948
Activity 1-A-2
Practising the
index laws
doc-4949
review of index laws

FluenCy
1 We 1a, b Simplifyeachofthefollowing.
a a3a4
b a2 a3a
2
3
5
d ab a b
e m2n6m3n7
g mnpm5n3p4
j
1
2
k 4x2 xy36x3y3
2 We 1c Simplifyeachofthefollowing.
a a4a3
b a7a2
d
Activity 1-A-3
Applying the
index laws
doc-4950
3m32mn26m4n5
h 2a3ab
g
j
4a
3a3
m 7 n3
4 2
m n
7ab5c4ab2c4
e
h
k
21b
7b 2
2x 4 y3
4
4x y
20 m 5 n3 p4
16m3 n3 p2
c bb5b2
f a2b5ca3b2c2
i
l
4a2b35a2b 12b5
2x3y24x 12 x4y4
c b6b3
f
i
l
48m8
12m3
6x7y8x4
14 x 3 y 4 z 2
28 x 2 y 2 z 2
Chapter 1 Indices

3 WE2 Simplify each of the following.
a a0
d 3x0
a
4
g 4a0 -

b (2b)0
e 4b0
c (3m2)0
f -3 (2n)0
h 5y0 - 12
4 WE3 Simplify each of the following.

a (a2)3
2 n4
5m3
j
n2
m2
c
e (a2b)3
f (3a3b2)2
3m 2 n
h
(2m3n5)4
4
7x
k 5
2y
m (-3)5
b (2a5)4
2
5x0 - (5xy2)0
a2
i
b3
n (-7)2
3a
3
5b
o (-2)5
5 MC a 2m10n5 is the simplified form of:

A m5n3 2m4n2
D
2n(m5)2
6m10 n4
3n
2m 5
E
n3
n4
b The value of 4 - (5a)0 is:

A -1
D 3
B 9
E 5
6 MC a 4a3b b4 5a2b3 simplifies to:

A 9a5b8
B 20a5b7
5
7
D 9a b
E 21a5b8
b
15 x 9 3 x 6
9 x10 x 4
A 5x9
D 9x9
3 p7 8q 9
12 p3 4 q 4
B 9x
E 5x
p4 q 4
2
4
q
E
24
5a6 b 2
A
7b 3 a 2
5b 5a 4
C 20a5b8
C 5x29
q4
2
simplifies to:
49a3 b
25
D ab3
6
C 1
simplifies to:
p4 q 4
24
7a 5 b 3
simplifies to:
A 2q4
D
C (2m5n2)2
25a3 b
49
25ab3
E
49
B
C a3b

unDerstAnDing
7 Evaluateeachofthefollowing.
a 23222
b 23222
d
g
35 4 6
34 4 4
4 4 56
4 3 55
c (52)2
e (235)2
f
5
h (3324)0
8 Simplifyeachofthefollowing.
a (xy)3z
b ab(pq)0
a2
b3
n m
4(5235)0
c manb(mn)0
n3 m 2
p
f (am+n)p
reAsoning
2
9 Findalgebraicallytheexactvalueofxif4x+1=2x .Justifyyouranswer.
10 Binarynumbers(base2numbers)areusedincomputeroperations.Asthenameimplies,
binaryusesonlytwotypesofnumbers,0and1,toexpressallnumbers.Abinary
numbersuchas101(readone,zero,one)means
(122)+(021)+(120)=4+0+1=5
(inbase10,thebasewearemostfamiliarwith).
Thenumber1010(readone,zero,one,zero)
means(123)+(022)+(121)+(020)=8
+0+2+0=10.
Ifreadingthebinarynumberfromrightto
left,theindexof2increasesbyoneeachtime,
beginningwithapowerofzero.
Usingthisinformation,writeoutthenumbers
1to10inbinary(base2)form.
reFleCtion
Why are these laws called index

laws?
1b
eBook plus
Interactivity
Negative
indices
int-2777
negative indices
Sofarwehavedealtonlywithindicesthatarepositivewholenumbersorzero.Toextendthis,
weneedtoconsiderthemeaningofanindexthatisanegativewholenumber.Considerthe
a3
a3
expression 5 .UsingtheSecondIndexLaw, 5 =a3-5
a
a
=a-2
a3
aaa
Writingtermsintheexpandednotationwehave: 5 =
a
aaaa
a
1
=
aa
1
= 2
a
1
Byequatingtheresultsofsimplification,usingthetwomethods,wehave:a-2= 2 .
a
Chapter 1 Indices
In general terms,
1
a
a0
n
(1 = a0)
a
= a0 - n (using the Second Index Law)
= a-n
1
Seventh Index Law: a-n = n
a
The convention is that an expression should be written using positive indices and so we use
the Seventh Index Law to do this.
Worked Example 4
Express each of the following with positive indices.

a x-3
b 2m-4n2
Think
a
4
a3
Write
Apply the Seventh Index Law.
Apply the Seventh Index Law to write the

expression with positive indices.
Copy the expression and rewrite the fraction,

using a division sign.
Apply the Seventh Index Law to write the

expression with positive indices.
To divide the fraction, use the multiply and

flip method.
a x-3
1
x3
b 2m-4n2
2 n2
m4
a 3
= 4 a-3
=4
=4
= 4a3
1
a3
a3
1
Worked Example 5
Simplify each of the following, expressing the answers with positive indices.
2
2 m3
2 x 4 y2
2
-3
-5

a a b a b
b
c 2
n
3 xy5
Think
a
= an.
a n
All laws discussed in the previous section are applicable to the terms with negative indices.
Part c from Worked example 4 demonstrates the converse of the Seventh Index Law
Write
Apply the First Index Law. Multiply terms

with the same base by adding the indices.
Express the answer with positive indices.
a a2 b-3 a-5b
= a2 + -5b-3 + 1
= a-3b-2
1
= 3 2
a b
Apply the Second Index Law. Divide terms

with the same base by subtracting the
indices.
2x 4 1y 2 5
3
2 x 3 y 3
3
4 2
b 2x y
3 xy 5
3y3
2m3
c 2
n
Apply the Sixth Index Law. Multiply

the indices of both the numerator and
denominator by the index outside the
brackets. Remember that 2 = 21.
Express all terms with positive indices.
Simplify.
2x3
2
2 2 m6
n4
1
2
2 m6 n 4
1
4 m6 n 4
Numbers in index form can be easily evaluated if they are expressed with positive indices
first. Consider the following example.
Worked Example 6
Evaluate 6 3-3 without using a calculator.

Think
Write
Write the multiplication.
6 3-3
Express 3-3 with a positive index.
=6
Multiply the numerator of the fraction by the

whole number.
Evaluate the denominator.
6
27
Cancel by dividing both the numerator and

denominator by the same number.
2
9
1
33
6
33
Chapter 1 Indices
remember
1. AtermwithanegativeindexcanbeexpressedwithapositiveindexusingtheSeventh
IndexLaw.
1
(a) a-n= n
a
1
(b) n =an
a
2. Allindexlawsapplytotermswithnegativeindices.
3. Alwaysexpressanswerswithpositiveindicesunlessotherwiseinstructed.
4. Numbersandpronumeralswithoutanindexareunderstoodtohaveanindexof1.
exerCise
1b
inDiViDuAl
pAthWAys
eBook plus
negative indices
FluenCy
1 We4 Expresseachofthefollowingwithpositiveindices.
a x-5
b y-4
d
Activity 1-B-1
Negative indices
doc-4951
Activity 1-B-2
Harder negative
indices
doc-4952
Activity 1-B-3
Tricky negative
indices
doc-4953
4 -3
a
5
6a3b-1c-5
e
h
6a
3b 2
c 2a-9
3x2y-3
f 2-2m-3n-4
a
7a 4
2b 3
2
3a 4
2m3 n 5
3a2b 4
2 We5 Simplifyeachofthefollowing,expressingtheanswerswithpositiveindices.
a a3b-2a-5b-1
b 2x-2y3x-4y-2
c 3m2n-5m-2n-3
d 4a3b2a5b7
g
j
6m 4 n
2 n3 m 6
(2a3m4)-5
2 p2
m
3q3
f 5x-2y36xy2
e 2xy63x2y5
4x2 y9
x 7 y 3
k 4(p7q-4)-2
a 4
n
2b 3
2m 2 n 4
6m 5 n1
3(a-2b-3)4
6a 2
o
3b 2
3 We6 Evaluateeachofthefollowingwithoutusingacalculator.
a 2-3
d
g
j
b 6-2
3-223
16 2
82 2 4
c 3-4
4-322
f 56-2
4 33
2
3
5 250
252 5 4
4 Evaluateeachofthefollowing,usingacalculator.
a 3-6
b 12-4
d
1 8

2
3

4
B -5x
52 34
34 4 2
123 150
c 7-5
f (0.045)-5
5 mC a x-5isthesameas:
A -x5
10
1
3
C 5x
1
x
1
x 5
is the same as:

a4
a 4a
1
d
c
1
8
a4
b -4a
c a4
e -a4
is the same as:
A 23
B 2-3
D 3-2
C 32
1
23
6 MC a Which of the following, when simplified, gives

A
D
3m 4n2
4
22 n2
4 n2
2
4
2
B 3 2 m n
3n2
22 m 4
E 3m 4 22 n2
31 m 4
b When simplified, 3a-2b-7

A
3m 4
3 -4 6
a b is equal to:
4
9b
B
a6 b13
4a2
b13
4 a6
9a 2
4b
4a2
b
c When (2x6y-4)-3 is simplified, it is equal to:

A
2 x18
y12
8 y12
x18
x18
8 y12
y12
8 x18
x18
6 y12
2a x
8b 9
, then x and y (in that order) are:
is
equal
to
a6
by
d If
A -3 and -6
D -3 and -2
B -6 and -3
E -2 and -3
C -3 and 2
Understanding
7 Simplify, expressing your answer with positive indices.
a
c
m3 n2
m5 n6
5(a3 b 3 )2
(ab 4)1
(m3 n2 )7
(m 5 n3 )4
(5a 2 b)1
(a 4b)3
8 Simplify, expanding any expressions in brackets.

a (r3 + s3) (r3 - s3)
b (m5 + n5)2
c
( x a + 1 )b x a + b
x a ( b + 1) x 2 b
px + 1
d
px 1
p8( x + 1)
( p2 x )4
p2
( p12 x )0
Chapter 1 Indices
11
2r 8r
ar + b.
in the form 2
22r 16
9 Write
10 Write 2-m 3-m 62m 32m 22m as a power of 6.

11 Solve for x if 4x - 4x - 1 = 48.
Reasoning
12 Look at the following pattern:
22 = 4
21 = 2
20 = 1
a What is changing on the left hand side of the
equation each time?
b What is the pattern shown on the right hand side of
the equation?
c How can this pattern be used to help display the
rule a-n =
1c
an
reflection
Do any of the index laws

from exercise 1A not apply to
negative indices?
Fractional indices
Terms with fractional indices can be written as surds, using the following laws:
1
1. a n = n a
m
n
2. a n = a m
( a)
n
To understand how these laws are formed, consider the following numerical examples. Using
1
4 2 4 2 = 41
the First Index Law
and we also know that 4 4 = 16

=4
1
If these two identities are true, then 4 2 = 4 .

Similarly:
1
Using the First Index Law 8 3 8 3 8 3 = 81

3
and we also know that

8 3 8 3 8 = 3 512
=8
1
If these two identities are true, then 8 3 = 3 8 .

1
This can be generalised to a n = n a .

m
Now consider: a n = a
1
n
a m = ( n a )m
m
n
n
Eighth Index Law: a = a m = ( n a )m .
12
a n = an
m
1
1
m n
= (a ) = a n

or
As can be seen from the above identities, the denominator of a fraction (n) indicates the
power or type of root. That is, n = 3 implies cube root, n = 4 implies fourth root, and so on.
Note that when n = 2 (square root), it is the convention not to write 2 at the square root sign.
Worked Example 7
Evaluate each of the following without using a calculator.

3
b 16 2
a 9 2
Think
Write
1
Rewrite the number using the Eighth Index Law.
Evaluate.
=3
m
a 92 =
3
16 2
3
= ( 16 )
Rewrite the number using a n = ( n a )m.
Evaluate the square root.
= 43
Evaluate the result.
= 64
Worked Example 8
1

1
a m 5 m 5
1
2 3
b ( a b ) 6
2 2
x3
c
3
y 4
Think
Write
1
a m5 m5
3
m5
Apply the First Index Law to multiply terms with the same
base by adding the indices.
Use the Fourth Index Law to multiply each index inside the
brackets by the index outside the brackets.
= a6 b6
Simplify the fractions.
= a3b2
b (a 2 b 3 ) 6
2 3
1 1
22
3
c x
3
y 4
1
Use the Sixth Index Law to multiply the index in both the
numerator and denominator by the index outside the brackets.
x3
3
y8
Chapter 1 Indices
13
remember
1. Fractionalindicesarethosewhichareexpressedasfractions.
2. Termswithfractionalindicescanbewrittenassurds,usingthefollowingidentities:
1
an = n a
m
a n = n a m = ( n a )m .
3. Allindexlawsareapplicabletofractionalindices.
exerCise
1C
inDiViDuAl
pAthWAys
Fractional indices
FluenCy
1 We7 Evaluateeachofthefollowingwithoutusingacalculator.
eBook plus
Activity 1-C-1
a 16 2
b 25 2
c 812
d 8 3
e 64 3
f 814
Fractional indices
doc-4954
1
16 4
3
25 2
Activity 1-C-2
Harder fractional
indices
doc-4955
a 3 3
Activity 1-C-3
Tricky fractional
indices
doc-4956
eBook plus
Digital doc
SkillSHEET 1.9
doc-5176
g
h
i 36 2
j 100 2
k 16 4
l 27 3
2 Usingacalculator,evaluateeachofthefollowing.Givetheanswercorrectto2decimalplaces.
d
g
1
89
3
2 2

3
1
52
3
8
12
c 7 5
4
3
3 4

4
(0.6) 5
2
4 3
5
3 We8a Simplifyeachofthefollowing.
3
a 4 5 4 5
3
d x 4 x 5
g
b 2 8 2 8
3
2 8
a
5
3
1 7
b
2
5x3 x 2
e 5m 3 2m 5
4y2 y 9
c a 2 a 3
0.05a 4
4b 7
2
3 2
a a 3 b 4 a 3 b 4
3
1 1
b x 5 y 9 x 5 y 3
1 1
eBook plus
Digital doc
SkillSHEET 1.10
doc-5177
1 1 1
1 4 5
3
e x y 2 z 3 x 6 y 3 z 2
m n
3
d 6m 7
6
a7
3
a7
2 3 1
3
2
c 12 12 2
3
x2
1
x4
m5
5
14
3
4x 5
7 n2
4
21n 3
3 3
2a 5 b 8 c 4 4 b 4 c 4
m9
2x 4
3 4
b 5 3 5 4
a 3 2 3 3
c 2ab 3 3a 5 b 5
25b 5
1
20 b 4

4
5 2
3 2
a x y x 3 y 5
eBook plus
Digital doc
SkillSHEET 1.11
doc-5178
4
10 x 5 y
2 1
5x 3 y 4
3 4
c m 8 n 7 3n 8
b a 9 b 3 a 5 b 5
3 3
4
5a b 5
1 1
20 a 5 b 4
p8 q 4
2 1
7 p3 q6
3
35
a 2 4

d
24
b 5 3

1
c 7 5

48
e m 9

1
(a3 )10
13
2b 2
a c
3m b
14
m p
h x n

3 15
g 4 p 7

8 We8b, c Simplifyeachofthefollowing.
1
1 12
a a 2 b 3
b (a
1
1 3 33
3a 3 b 5 c 4
4
5
g m
7
n 8
3 7
c x 5 y 8
3
b) 4
1
1 2 22
5 x2y3z5
33
a4
b

72
4x
3
2 y 4
33
b5
h 4
c 9
9 mC a
y 5 isequalto:
1
A y 2

2
B y
5
1
(y5 ) 2
1
5
E y

D 2 5 y
b k 3 isnotequalto:
1
A k 3

1
c
5
1
C k 2

( )
3
5
2
1
2
E (k ) 3
isequalto:
2
5
A g
B g
2
5
C g 2
D g
E 2 g 5
Chapter 1 Indices
15

m
1
3 n
10 mC a If a 4 isequaltoa 4 ,then m and n couldnotbe:

A 1and3
B 2and6
C 3and8
D 4and9
E bothCandD
p
mm
an
isequalto:
b Whensimplified,
n
p
b
m
eBook plus
Digital doc
SkillSHEET 1.12
doc-5179
ap
n
bm
a
b
n
bm
p
n
a
mp
n
n
bm
m2
np
nm
p2
a
a8
b9
m16
16 x 4
8y 9
16 x8 y12
27m 9 n15
32 p5 q10
216a6 b18
unDerstAnDing
12 Therelationshipbetweenthelengthofapendulum(L)inagrandfather
clockandthetimeittakestocompleteoneswing(T)insecondsis
givenbythefollowingrule.Notethatgistheaccelerationdueto
gravityandwillbetakenas9.8.
1
L 2
T = 2
g
a Calculatethetimeittakesa1mlongpendulumtocompleteoneswing.
b Calculatethetimeittakesthependulumtocomplete10swings.
c Howmanyswingswillbecompletedafter10seconds?
reAsoning
eBook plus
Digital doc
WorkSHEET 1.1
doc-5180
16
( 7 )7
13 Considertheterm a .
a UsetheEighthIndexLawcombinedwiththe
FirstIndexLawtoshowthat ( 7 a ) =a.
b UsetheEighthIndexLawcombinedwiththe
7
FourthIndexLawtoshowthat ( 7 a ) =a.
reFleCtion
Why is it easier to perform

operations with fractional
indices than with expressions
using surds?
1d
In most practical situations, more than one index law is needed to simplify the expression.
The following examples show simplification of expressions with indices, using several index
laws.
Worked Example 9
Simplify.
a
b
( 2 a ) 4 b4
6 a 3 b2
3n 2 9 n + 1
81n 1
Think
a
Write
4 4
a (2a) b
Apply the Fourth Index Law to remove the

bracket.
Apply the Second Index Law for each

number and pronumeral to simplify.
Write the answer.
Rewrite each term in the expression so that

it has a base of 3.
Apply the Fourth Index Law to expand the

brackets.
Apply the First and Second Index Laws to

simplify.
6a 3 b 2
Write your answer.
6a 3 b 2
8ab 2
3
8ab 2
3
n 2
9 n +1
b 3
81n 1
=
5
16a 4 b 4
3n 2 (32 ) n +1
(34 ) n 1
3n 2 32 n + 2
34 n 4
33 n
34 n 4
1
3n 4
1
n4
Chapter 1 Indices
17
Worked Example 10

a (2a3b)4 4a2b3
7 xy3
( 3 x 3 y2 )
Think
a
18
7 m3 n3 mn2
Write
a (2a3b)4 4a2b3
Apply the Fourth Index Law. Multiply

each index inside the brackets by the
index outside the brackets.
= 24a12b4 4a2b3
Evaluate the number.
= 16a12b4 4a2b3
Multiply coefficients and multiply

pronumerals. Apply the First Index
Law to multiply terms with the
same base by adding the indices.
= 16 4 a12 + 2b4 + 3
= 64a14b7
Apply the Fourth Index Law in the

denominator. Multiply each index
inside the brackets by the index
outside the brackets.
Apply the Second Index Law.

Divide terms with the same base by
subtracting the indices.
2 m 5 n 3 m 7 n4
1
to express the answer
am
with positive indices.
m
Use a =
7 xy 3
(3 x 3 y 2 )2
7 xy 3
9x6 y 4
7 x 5y 1
9
7
9x5 y
5
7 4
c 2m n 3m n
Simplify each numerator and

denominator by multiplying
coefficients and then terms with the
same base.
Apply the Second Index Law.

Divide terms with the same base by
subtracting the indices.
6m8 n0
7
Simplify the numerator using a0 = 1.
6m8 1
7
6m8
7
7m3 n3 mn2
6m12 n5
7m 4 n 5
When more than one index law is used to simplify an expression, the following steps can be
taken.
Step 1: If an expression contains brackets, expand them first.
Step 2:If an expression is a fraction, simplify each numerator and denominator, then divide
(simplify across then down).
Step 3: Express the final answer with positive indices.
The following example illustrates the use of index laws for multiplication and division of
fractions.
Worked Example 11

a
( 5 a 2 b3 ) 2
a10
a 2 b5
( a 3 b)7
8 m3 n4
( 6 mn2 ) 3
4 m2 n 4
6 m5 n
Think
a
Write
a
(5a 2 b3 )2
Remove the brackets in the numerator of the first

fraction and in the denominator of the second
fraction.
Multiply the numerators and then multiply the

denominators of the fractions. (Simplify across.)
Divide terms with the same base by subtracting

the indices. (Simplify down.)
= 25a-25b4
Remove the brackets.
Change the division sign to multiplication and

flip the second fraction (multiply and flip).
Multiply the numerators and then multiply the

denominators. (Simplify across.)
Cancel common factors and divide pronumerals

with the same base. (Simplify down.)
Simplify and express the answer with positive

indices.
a10
25a 4 b6
a10
a2b5
(a 3 b) 7
a2b5
a 21b 7
25a6 b11
a31b 7
25b 4
a 25
8m3 n 4
(6mn2 )3
8m3 n 4
216m3 n6
8m3 n 4
216m3 n6
4 m 2n 4
6m 5 n
4 m 2n 4
6m 5n
6m 5n
4 m2n 4
48m 2n3
864 mn2
m 3n5
18
1
18m3 n5
Note that the whole numbers in part b of Worked example 11 could be cancelled in step 3.
Chapter 1 Indices
19
remember
1. Simplificationofexpressionswithindicesofteninvolvesapplicationofmorethanone
indexlaw.
2. Ifanexpressioncontainsbrackets,theyshouldberemovedfirst.
3. Iftheexpressioncontainsfractions,simplifyacrossthendown.
4. Whendividingfractions,changetoandflipthesecondfraction(multiply
andflip).
5. Expressthefinalanswerwithpositiveindices.
exerCise
1D
inDiViDuAl
pAthWAys

FluenCy
1 We10a Simplifyeachofthefollowing.
2 2 3
4 3
a (3a b ) 2a b
5 2
3 6
b (4 ab ) 3a b
Activity 1-D-1
c 2m3 n5 (m 2 n3) 6
3 2
2 4 3
d (2 pq ) (5 p q )
Review of indices
doc-4957
7 2 2
3 3 2
e (2a b ) (3a b )
2 2 3
5 4
f 5(b c ) 3(bc )
eBook plus
Activity 1-D-2
Indices practice
doc-4958
1 1
6x 2 y 3
Activity 1-D-3
Tricky indices
doc-4959
1
3 42
4x 4 y 5
2 1
i 2 p 3 q 3
3
4
1 3
3 p4 q 4
1
3
1 1
m2 n4
3
16m3 n4 4
1 2
8p5q3
1
3
1 33
64 p 3 q 4
2 We10b Simplifyeachofthefollowing.
a
5a 2 b3
( 2 a 3 b )3
4 x 3 y10
d
2x7 y4
g
)
( )
1
5 p6 q 3
25
4 x 5 y6
(2 xy 3 )4
(2a 7 b 4 )3
3b 2 c3
h
5b 3c 4
(3m 2 n3 )3
(2m 5 n 5 ) 7
3g 2 h 5
f
2g4 h
3a3 b 5
2
1 1 3
p2 q4
1 1 1
x3 y4 z2
2
1 1
x3 y 4z3
)
)
3
2
3 We10c Simplifyeachofthefollowing.
2
3 4
a 2a b 3a b
4 a3 b 5
6x3 y 2 4 x6 y
9 xy 5 2 x 3 y 6
a3 b 2 2(ab 5 )3
6(a 2 b3 )3 a 4 b
6 3
5
b 4 m n 12mn
6 m 7 n6
(6 x 3 y 2 )4
9 x 5 y 2 4 xy 7
c
f
10 m6 n5 2m 2 n3
12m 4 n 5m 2 n3
5 x 2 y 3 2 xy 5
10 x 3 y 4 x 4 y 2
( p6 q 2 )3 3 pq
2 p 4q 2 (5 pq 4 )2
3 1
2
20
6x 2 y 2 x 5 y 5
( )
1
1
5
x2y
1 1
3x 2 y 5

4 WE11a Simplify each of the following.
a
a3 b 2
5a 4 b 7
2a 6 b
a 9 b3
3
2m3 n 2
6m 2 n 4
4 m3 n10
3mn5
5 p6 q 4
3 p5
6 5
5p q
g
3q 4
(2a 6 ) 2
7 3
10 a b
4 ab6
6a
2 xy 2
x3 y 9
e 3 5 10
3x y
2y
1 1
2a 2 b 3
1 1
6a 3 b 2
( m 4 n3 ) 2
6
(m n)
( )
1
1
2
4a 4 b
1
b4a
4 x 5y3
( x 2 y 2 )2
( m 3 n3 )3
(2mn)2
3x 5 y6
22 x 7y
2 1
3x 3 y 5
4x 2
1 1
9x 3 y 4
3
4
x y
5 WE11b Simplify each of the following.

a
5a 2 b3
6a 7 b 5
a9b4
3ab6
4a9
3a 7
c 6 5
b
2b
x 5 y 3
e
2 xy 5
1 3
4m 2 n 4
3ab
3a6 b 7 2a6 b 4
4 5
3m3 n4
(3 x 2y 2 )3
(2x y )
2m6 n5
(4x y)
5x 2 y6
4 x 6 y 10
10 xy 3
2 m 4 n6
1
m n
1 1
6m 3 n 4
3
7a 2 b 4
3
12
1 2
3 3
h 4 b c 2b 3 c 5
6c 5 b
8m 4 n 2
Understanding
6 Evaluate each of the following.
2
0
3
0 5
6
1 3
a (5 2) (5 2 ) (5 2 )
3
3 2
b (2 3 )
( 2 6 39 ) 0
26 (32)3
7 Evaluate the following for x = 8. (Hint: Simplify first.)

2
2x
x
(2 x )3 3 4
2
(2 )
8 a Simplify the following fraction.

a 2 y 9b y (5ab) y
(a y )3 5(3b y )2
b Find the value of y if the fraction is equal to 125.

3
9 MC Which of the following is not the same as (4 xy ) 2 ?

3 3
3
B ( 4 xy )
A 8 x 2 y 2
1
(2 x 3 y 3 ) 2
( 32 )1
64 x 3 y 3
2
E 4 xy 2 (2 xy ) 2
Chapter 1 Indices
21
10 Theexpression
A
D
x2 y
2 3
(2 xy )
xy
16 x 0
x 2 y6
2
xy
isequalto:
2x2
C 2x2y6
b6
1
128 xy 5
11 Simplifythefollowing.
a
m n mn
3
22
1
4
16
3
4
1 2
g h 3
n
2
a3 b 2
e 3 3
3 b
45 3
9 4 15 2
33 a 2 b
4 2
a b
f (
3
2 2
d )
1
5 5
d )
reAsoning
12 InacontrolledbreedingprogramattheMelbourneZoo,
thepopulation(P)ofkoalasattyearsismodelledby
P=P010kt.Theinitialnumberofkoalasis20andthe
populationofkoalasafter1yearis40.
a DeterminethevalueofP0andk.
b Calculatethenumberofkoalasafter2years.
c Whenwillthepopulationbeequalto1000?
eBook plus
Digital doc
WorkSHEET 1.2
doc-5181
13 ThedecayofuraniumismodeledbyD=D02-kt.Ifittakes
6yearsforthemassofuraniumtohalve,findthepercentage
remainingafter:
a 2years
b 5years
c 10years.
reFleCtion
Do index laws need to be

performed in a certain order?
22
summary
Reviewofindexlaws
Tosimplifyexpressionswithconstantsand/orpronumeralsinindexform,thefollowingindex
lawsareused.
aman=am+n
aman=am-n
a0=1(whena0)
(am)n=amn
(ab)m=ambm
m
am
a
b = m
b
Negativeindices
AtermwithanegativeindexcanbeexpressedwithapositiveindexusingtheSeventhIndex
Law.
1
1
(a) a-n= n
(b) n =an
a
a
Allindexlawsapplytotermswithnegativeindices.
Alwaysexpressanswerswithpositiveindicesunlessotherwiseinstructed.
Numbersandpronumeralswithoutanindexareunderstoodtohaveanindexof1.
Fractionalindices
Fractionalindicesarethosewhichareexpressedasfractions.
Termswithfractionalindicescanbewrittenassurds,usingthefollowingidentities:
1
an = n a
m
a n = n am = ( n a ) .
Allindexlawsareapplicabletofractionalindices.
m
Combiningindexlaws
Simplificationofexpressionswithindicesofteninvolvesapplicationofmorethanone
indexlaw.
Ifanexpressioncontainsbrackets,theyshouldberemovedfirst.
Iftheexpressioncontainsfractions,simplifyacrossthendown.
Whendividingfractions,changetoandflipthesecondfraction(multiplyandflip).
Expressthefinalanswerwithpositiveindices.
MAPPINGYOURUNDERSTANDING
Homework
Book
Usingtermsfromthesummary,andothertermsifyouwish,constructaconceptmapthat
illustratesyourunderstandingofthekeyconceptscoveredinthischapter.Compareyour
conceptmapwiththeonethatyoucreatedinWhat do you know?onpage1.
HaveyoucompletedthetwoHomework sheets,theRich taskandtwoCode puzzlesin
yourMaths Quest 10 Homework Book?
Chapter 1 Indices
23
Chapter review
Fluency
1 3d10e4 is the simplified form of:
8
A d6e2 3d4e3
B
6d 10 e 5
2e 2
C (3d5e2)2
d5
E 3 2
e
4x-3
A 2
D 2x-1
12 x8 2 x 7
C 2x6
C 4x
B 2a6b13
A
D
7 16
24
1
16
4p q
1
16
4p q
3
4
3
92
16m 7
a3 b6
2
22
16
p q
m7
7
10
32i 7 j 11 k 2 can be simplified to:

1
2 1 2
2i 7 j 11 k 5
2
50 25
2i 7 j 11 k10
10
2i 7 j 11 k 5
E
D
5
10 Simplify each of the following.
26a 4 b6 c 5
12a3 b3 c3
14 p7
d
21q3

a
1
4 p8
E 22p16q
5a0
2a
- + 12
3
b -(3b)0 -
(4 b) 0
2
12 Simplify each of the following and express your
answer with positive indices.

a 2a-5b2 4a-6b-4
b 4x-5y-3 20x12y-5
c (2m-3n2)-4
13 Evaluate each of the following without using a
calculator.
can be simplified to:
A 2
D 3 3
8
1
216
1
2
32i 7 j 11 k 2
C
5
( p5 q 2 )2 can be simplified to:

2 pq 5
B
l3
2l 3
20 m 5 n2
6
a3 b6
E
4
l3
4m7
(2a 2 b) 2
a6 b13
4
a6 b13
D
2
3
5
simplifies to:
2m 7
a 5x3 3x5y4 x2y6
2 3 5
5 The expression (a b ) is equal to:
( 2 p 5 q 2 )3
11
x9
B 8x
E 4x29
( p 2 q) 4
32i 7 j 11 k 5
A
5
is equal to:
A 4x5
D 8x5
8m 7
l3
B 2x0
6x9 x5
can be simplified to:
l3
2 8m3n n4 2m2n3 simplifies to:

A 10m5n8
B 16m5n7
5
8
C 16m n
D 10m5n7
5
8
E 17m n
8x3
8 lm 2
16
(d5)2 e3
D 3e
2l 9 m 1
8
27
1

2
3
c 4
3
b 2 (3)
5
8 2
9

2

a
b
4 1
2a 5 b 2
1 3
3a 2 b 4
18 Simplifyeachofthefollowingandthenevaluate.
3 2
5a 4 b 5
a (3
3 1
43 x 4 y 9
4 1
16 x 5 y 3
1
814
2
22
b 125 3 27 3
1
16 2
16 Simplify.
a
a 9 + 4 16a8 b 2 3 ( 5 a )
32 x 5 y10 +
15
62 (33 )0
6a3m 2b 2 m (3ab) m
(4 b) m (9a 4 m ) 2
2 Answerthefollowingandexplainyourreasoning
3
a Whatisthetensdigitof33 ?
309
b Whatistheonesdigitof6 ?
c Whatistheonesdigitof81007?
eBook plus
Interactivities
64 x 3 y 6
a
1
1
32 63
calculator.Showallworking.

+ 36 5 2
1 If m =2,determinethevalueof:
15 Evaluateeachofthefollowingwithoutusinga
problem solVing
b3
3
16 4
3
32
b (6 32 )1
1
12
4a 3
1
56 ) 2
Test yourself Chapter 1

int-2828
(5a 2b) 3 4 a6 b 2
Word search Chapter 1

int-2826
2a 2 b3 52 a 3 b 6
Crossword Chapter 1
int-2827
2 x 4 y 5
3 y 6 x 2
4 xy 2
6 3
3x y
1
3 43
3 n 2
2
m
n
4
m
1
2
5 3
5m 2 n
1
2
Chapter 1 Indices
25
eBook plus
ACtiVities
Chapteropener
Digital doc
HungrybrainactivityChapter1(doc-5167)
(page 1)
Areyouready?
Digital docs (page 2)
SkillSHEET1.1(doc-5168):Indexform
SkillSHEET1.2(doc-5169):Usingacalculatorto
evaluatenumbersgiveninindexform
SkillSHEET1.3(doc-5170):Linkingbetween
squaresandsquareroots
SkillSHEET1.4(doc-5171):Calculatingsquare
roots
SkillSHEET1.5(doc-5172):Linkingbetweencubes
andcuberoots
SkillSHEET1.6(doc-5173):Calculatingcube
roots
SkillSHEET1.7(doc-5174):Estimatingsquareroots
andcuberoots
SkillSHEET1.8(doc-5175):Usingacalculatorto
evaluatesquarerootsandcuberoots
1A Reviewofindexlaws
Activity1-A-1(doc-4948):Reviewingindex
operations
Activity1-A-2(doc-4949):Practisingtheindex
laws
Activity1-A-3(doc-4950):Applyingtheindex
laws
1B Negativeindices
(page 10)
Activity1-B-1(doc-4951):Negativeindices
Activity1-B-2(doc-4952):Hardernegativeindices
Activity1-B-3(doc-4953):Trickynegativeindices
Digital docs
Interactivity
Negativeindices(int-2777)(page 7)
26
1C Fractionalindices
Digital docs
Activity1-C-1(doc-4954):Fractionalindices
(page 14)
Activity1-C-2(doc-4955):Harderfractionalindices
(page 14)
Activity1-C-3(doc-4956):Trickyfractionalindices
(page 14)
SkillSHEET1.9(doc-5176):Additionoffractions
(page 14)
SkillSHEET1.10(doc-5177):Subtractionof
fractions(page 14)
SkillSHEET1.11(doc-5178):Multiplicationof
fractions(page 15)
SkillSHEET1.12(doc-5179):Writingrootsas
fractionalindices(page 16)
WorkSHEET1.1(doc-5180):Fractionalindices
(page 16)
1D Combiningindexlaws
Digital docs
Activity1-D-1(doc-4957):Reviewofindices
(page 20)
Activity1-D-2(doc-4958):Indicespractice(page 20)
Activity1-D-3(doc-4959):Trickyindices(page 20)
WorkSHEET1.2(doc-5181):Combiningindexlaws
(page 22)
Chapterreview
(page 25)
TestYourselfChapter1(int-2828):Taketheend-ofchaptertesttotestyourprogress
WordsearchChapter1(int-2826):aninteractiveword
searchinvolvingwordsassociatedwiththischapter
CrosswordChapter1(int-2827):aninteractive
crosswordusingthedefinitionsassociatedwiththe
chapter
Interactivities
To access eBookPLUS activities, log on to

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number AnD AlgebrA PAtterns AnD AlgebrA
2A Substitution
2B Adding and subtracting algebraic
fractions
2C Multiplying and dividing algebraic
fractions
2D Solving linear equations
2E Solving equations with algebraic
fractions and multiple brackets
WhAt Do you knoW ?
linear algebra
1 List what you know about linear

equations. Create a concept map to
show your list.
linear equations.
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Chapter 2
doc-5182
oPening Question
Tod thinks of a number. If 5 is added to

this number and then quadrupled, Tods
answer is 224. What number did Tod
start with?
Are you ready?
Try the questions below. If you have difficulty with any of them, extra help can be obtained by
completing the matching SkillSHEET. Either search for the SkillSHEET in your eBookPLUS or
ask your teacher for a copy.
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SkillSHEET 2.1
doc-5183
Like terms
1 Select the like terms from each of the following lists.
1
a abc, 3acb, ab, 2 bc

1
b x2y, -3y, 4 yx2, xy

c pq, -2q2p, 2pq2, p2q2
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doc-5188
28
Collecting like terms

2 Simplify each of the following expressions.
a 2x - 5 + 7 - 5x
b -3a - 4 - 2a - 5
c 4p - 2q + 8 - 6p
Finding the highest common factor
3 Find the highest common factor for each of the following pairs of terms.
a 6x and 24y
b 6ab and 9abc
c -12pq and -20pqr
Addition and subtraction of fractions
4 Calculate each of the following.
a
2
3
3
4
7
8
5
12
4
15
3
20
Multiplication of fractions
5 Perform the following multiplications.
a
3
4
1
3
5
12
4
15
c 2 1
2
15
14
15
21
25
c 2 1 3 3
4
8
Division of fractions
6 Calculate each of the following.
a
5
8
3
4
number AND algebra Patterns and algebra
2A
Substitution
When the numerical values of pronumerals are known, they can be substituted into an algebraic
expression and the expression can then be evaluated. It can be useful to place any substituted
values in brackets when evaluating an expression.
Worked Example 1
If a = 4, b = 2 and c = -7, evaluate the following expressions.

a a - b
b a3 + 9b - c
Think
a
Write
a a-b
Substitute a = 4 and b = 2 into the

expression.
=4-2
Simplify.
=2
Substitute a = 4, b = 2 and c = -7 into

the expression.
= (4)3 + 9(2) - (-7)
Simplify.
= 64 + 18 + 7
= 89
b a3 + 9b - c
Worked Example 2
If c = a2 + b2 , calculate c if a = 12 and b = -5.

Think
Write
c=
a2 + b2
Substitute a = 12 and b = -5 into the

expression.
(12)2 + ( 5)2
Simplify.
144 + 25
= 169
= 13
Number laws
Recall from previous studies that when dealing with numbers and pronumerals, particular
rules must be obeyed. Before progressing further, let us briefly review the Commutative,
Associative, Identity and Inverse Laws.
Consider any three pronumerals x, y and z, where x, y and z are elements of the set of Real
numbers.
Commutative Law
1. x + y = y + x (example: 3 + 2 = 5 and 2 + 3 = 5)
2. x - y y - x (example: 3 - 2 = 1 but 2 - 3 = -1)
Chapter 2 Linear algebra
29
3. x y = y x (example: 3 2 = 6 and 2 3 = 6)
3
4. x y y x (example: 3 2 = 2 , but 2 3 = 3 )
Therefore, the Commutative Law holds true for addition and multiplication, since the order in
which two numbers or pronumerals are added or multiplied does not affect the result. However,
the Commutative Law does not hold true for subtraction or division.
Associative Law
1. x + (y + z) = (x + y) + z [example: 2 + (3 + 4) = 2 + 7 = 9 and (2 + 3) + 4 = 5 + 4 = 9]
2. x - (y - z) (x - y) - z [example: 2 - (3 - 4) = 2 - -1 = 3 and (2 - 3) - 4 = -1 - 4 = -5]
3. x (y z) = (x y) z [example: 2 (3 4) = 2 12 = 24 and (2 3) 4 = 6 4 = 24]
4. x (y z) (x y) z
3
[example: 2 (3 4) = 2 4 = 2 3 = 3 but (2 3) 4 = 3 4 = 3 4 = 12 = 6 ]
The Associative Law holds true for addition and multiplication since grouping two or more
numbers or pronumerals and calculating them in a different order does not affect the result.
However, the Associative Law does not hold true for subtraction or division.
Identity Law
The Identity Law states that in general:
x+0=0+x=x

x1=1x=x
In both of the examples above, x has not been changed (that is, it has kept its identity) when zero
is added to it or it is multiplied by 1.
Inverse Law
x + -x = -x + x = 0
1 1

x = x=1
x x
That is, when the additive inverse of a number or pronumeral is added to itself, it equals 0.
When the multiplicative inverse of a number or pronumeral is multiplied by itself, it equals 1.
The Inverse Law states that in general:
Closure Law
A law that you may not yet have encountered is the Closure Law. The Closure Law states that,
when an operation is performed on an element (or elements) of a set, the result produced must
also be an element of that set. For example, addition is closed on natural numbers (that is,
positive integers: 1, 2, 3,...) since adding a pair of natural numbers produces a natural number.
Subtraction is not closed on natural numbers. For example, 5 and 7 are natural numbers and the
result of adding them is 12, a natural number. However, the result of subtracting 7 from 5 is -2,
which is not a natural number.
Worked Example 3
Find the value of the following expressions, given the integer values x = 4 and y = -12. Comment
on whether the Closure Law for integers holds for each of the expressions when these values are
substituted.
a x + y b x - y c x y d x y
Think
a
30
Write
a x + y = 4 + -12
Substitute each pronumeral into the

expression.
Evaluate and write the answer.
Determine whether the Closure Law

holds; that is, is the result an integer?
The Closure Law holds for these substituted values.
= -8

b Repeat steps 13 of part a.
b x - y = 4 - -12
c Repeat steps 13 of part a.
d Repeat steps 13 of part a.
d x y = 4 -12
= 16
x y = 4 -12
= -48
1
= -3
The Closure Law does not hold for these substituted
values since the answer obtained is a fraction, not an
integer.
It is important to note that, although a particular set of numbers may be closed under a given
operation, for example multiplication, another set of numbers may not be closed under that
same operation. For example, in part c of Worked example 3, integers were closed under
multiplication. However, in some cases, the set of irrationalnumbers is not closed under
multiplication, since 3 3 = 9 = 3. In this example, two irrational numbers produced a
rational number under multiplication.
remember
1. When the numerical values of pronumerals are known, they can be substituted them
into an algebraic expression and the expression can then be evaluated.
2. It is sometimes useful to place any substituted values in brackets when evaluating
an expression.
3. When dealing with numbers and pronumerals, particular rules must be obeyed.
(a) The Commutative Law holds true for addition and multiplication.
(b) The Associative Law holds true for addition and multiplication.
(c) The Identity Law states that, in general: x + 0 = x and x 1 = x.
1
(d) The Inverse Law states that, in general: x + -x = 0 and x = 1.
x
(e) The Closure Law states that, when an operation is performed on an element (or
elements) of a set, the result produced must also be an element of that set.
exerCise
2A
inDiViDuAl
PAthWAys
eBook plus
Activity 2-A-1
Substitution
doc-4960
Activity 2-A-2
Harder substitution
doc-4961
Activity 2-A-3
Tricky substitution
doc-4962
substitution
fluenCy
1 We1 If a = 2, b = 3 and c = 5, evaluate the following expressions.
a a + b
b c - b
c c - a - b
d c - (a - b)
e 7a + 8b - 11c
g abc
j c2 + a
h ab(c - b)
k -a b -c
2 If d = -6 and k = -5, evaluate the following.

a d + k
b d - k
d kd
e -d(k + 1)
g k3
k 1
d
a b c
+ +
2 3 5
i a2 + b2 - c2
l 2.3a - 3.2b
f
c k - d
f d2
i
3k - 5d
Chapter 2 linear algebra
31
eBook plus
3 If x = 3 and y = 4 , evaluate the following.
Digital doc
a x + y
b y - x
SkillSHEET 2.7
doc-5189
c xy
e x2y3
x
y
9x
y2
4 We2 Calculate the unknown variable in the following real-life mathematical formulas.
a 2 + b 2 , calculate c if a = 8 and b = 15.
a If c =
1
b If A = 2 bh, determine the value of A if b = 12 and h = 5.
c The perimeter, P, of a rectangle is given by P = 2L + 2W. Calculate the perimeter, P, of a

d
e
f
g
h
i
rectangle, given L = 1.6 and W = 2.4.

C
If T = , determine the value of T if C = 20.4 and L = 5.1.
L
n +1
If K =
, determine the value of K if n = 5.
n 1
9C
Given F =
+ 32, calculate F if C = 20.
5
If v = u + at, evaluate v if u = 16, a = 5, t = 6.
The area, A, of a circle is given by the formula A = p r2. Calculate the area of a circle,
correct to 1 decimal place, if r= 6.
1
If E = 2 mv2, calculate m if E = 40, v = 4.
A
, evaluate A to 1 decimal place if r = 14.1.
5 mC a If p = -5 and q = 4, then pq is equal to:

A 20
B 1
j
Given r =
D -20
C -1
5
-4
b If c2 = a2 + b2, and a = 6 and b = 8, then c is equal to:

A 28
B 100
D 14
E 44
c Given h = 6 and k = 7, then kh2 is equal to:
A 294
B 252
D 5776
E 85
C 10
C 1764
unDerstAnDing
6 Knowing the length of two sides of a right-angled triangle, the third side can be calculated
using Pythagoras theorem. If the two shorter sides have lengths of 1.5 cm and 3.6 cm, calculate
the length of the hypotenuse.
4
7 The volume of a sphere can be calculated using the formula 3 pr3.
What is the volume of a sphere with a radius of 2.5 cm? Give your
answer correct to 2 decimal places.
2.5 cm
8 A rectangular park is 200 m by 300 m. If Blake runs along the diagonal of the park, how far
will he run? Give your answer to the nearest metre.

32

Reasoning
9 WE3 Determine the value of the following expressions, given the integer values x = 1, y=-2
and z = -1. Comment on whether the Closure Law for integers holds true for each of the
expressions when these values are substituted.
a x + y
b y - z
c y z
d x z
e z - x
f x y
10 Find the value of the following expressions, given the natural number values x = 8, y=2 and
z = 6. Comment on whether the Closure Law for natural numbers holds true for each of the
expressions.
a x + y
b y - z
c y z
d x z
e z - x
f x y
11 For each of the following, complete the relationship to illustrate the stated law. Justify your
answer.
a (a + 2b) + 4c = _______________ Associative Law
b (x 3y) 5c = _______________ Associative Law
c 2p q _______________
Commutative Law
d 5d + q = _______________
Commutative Law
reflection
e 3z + 0 = _______________
Identity Law
f 2x _______ = _______________ Inverse Law
Why is knowledge of the
g (4x 3y) 5z _______________ Associative Law
Commulative Law useful?
h 3d - 4y _______________
Commutative Law
2B
Adding and subtracting algebraic

fractions
To add or subtract algebraic fractions, we perform the following steps.

1. Find the lowest common denominator (LCD) by finding the lowest common multiple
(LCM) of the denominators.
2. Rewrite each fraction as an equivalent fraction with this common denominator.
3. Express as a single fraction.
4. Simplify the numerator.
Worked Example 4
Simplify the following expressions.

2x x
a
-
2
3
x+1 x+ 4
+
4
6
Think
a
Write
a
2x x
3 2
Rewrite each fraction as an equivalent

fraction using the LCD. The LCM of 3 and
2 is 6.
Express as a single fraction.
4 x 3x
6
Simplify the numerator.
x
6
2x 2 x 3

3 2 2 3
4 x 3x
=
6
6
33
x +1 x + 4
+
6
4
Rewrite each fraction as an equivalent

fraction using the LCD. The LCM of 6 and
4 is 12, not 24. Note that 24 is a common
multiple but not the lowest common
multiple. If 24 is used as the common
denominator, then additional calculations
will need to be performed to arrive at the
final simplified answer.
Simplify the numerator by expanding

brackets and collecting like terms.
x +1 2 x + 4 3
+
6
2
4
3
2( x + 1) 3( x + 4)
=
+
12
12
2( x + 1) + 3( x + 4)
12
2 x + 2 + 3 x + 12
12
5 x + 14
=
12
If pronumerals appear in the denominator, we can treat these separately from their
coefficients. This is demonstrated in the following worked example.
Worked Example 5
Simplify
2
1
.
3x 4x
Think
Write
Rewrite each fraction as an equivalent fraction

using the LCD. The LCM of 3 and 4 is 12. The
LCM of x and x is x. So the LCD is 12x, not 12x2.
If you take care to ensure that you have found the
LCM at this step, then the subsequent mathematics
will be simpler.
83
12 x
5
12x
34
2
1
3x 4 x
2 4
1
3

3x 4 4 x 3
8
3
=
12 x 12 x
When there is an algebraic expression in the denominator of each fraction, we can obtain
a common denominator by writing the product of the denominators. For example, if x + 3
and 2x - 5 are in the denominator of each fraction, then a common denominator of the two
fractions will be (x + 3)(2x - 5).
Worked Example 6
Simplify
x + 1 2x 1
by writing it first as a single fraction.
+
x+3
x+2
Think
Write
x + 1 2x 1
+
x+3 x+2

using the LCD. The LCM of x + 3 and x + 2 is the
product (x + 3)(x + 2).
( x + 1) ( x + 2) (2 x 1) ( x + 3)
( x + 3) ( x + 2) ( x + 2) ( x + 3))
( x + 1)( x + 2) (2 x 1)( x + 3)
+
( x + 3)( x + 2) ( x + 3)( x + 2)
( x + 1)( x + 2) + (2 x 1)( x + 3)
( x + 3)( x + 2)
Simplify the numerator by expanding brackets and

collecting like terms.
Note: The denominator is generally kept in
factorised form. That is, it is not expanded.
( x 2 + 2 x + x + 2) + (2 x 2 + 6 x x 3)
( x + 3)( x + 2)
x 2 + 3x + 2 + 2 x 2 + 5x 3
( x + 3)( x + 2)
3x 2 + 8x 1
( x + 3)( x + 2)
Worked Example 7
Simplify
x+2
x1
by writing it first as a single fraction.
+
x 3 ( x 3)2
Think
1

using the LCD. The LCM of x - 3 and (x - 3)2 is
(x - 3)2 not (x - 3)3.
Write
x+2
x 1
+
x 3 ( x 3)2
=
=
=
x+2 x3
x 1
+
x 3 x 3 ( x 3)2
( x + 2)( x 3)
( x 3)
x2 x 6
( x 3)2
x 1
( x 3)2
x 1
( x 3)2
x2 x 6 + x 1
( x 3)2
x2 7
( x 3)2
35
remember
1. Algebraic fractions contain pronumerals that may represent particular numbers or

changing values.
2. To add or subtract algebraic fractions we perform the following steps.
(a) Find the lowest common denominator (LCD) by finding the lowest common
multiple (LCM) of the denominators.
(b) Rewrite each fraction as an equivalent fraction with this common denominator.
(c) Express as a single fraction.
(d) Simplify the numerator.
exerCise
2b
inDiViDuAl
PAthWAys
eBook plus
Activity 2-B-1
Introducing algebraic
fractions
doc-4963
Activity 2-B-2
Working with
algebraic fractions
doc-4964
Activity 2-B-3
Advanced algebraic
fractions
doc-4965
eBook plus
Digital doc
SkillSHEET 2.4
doc-5186
Adding and subtracting algebraic fractions

fluenCy
4 2
1 5
b
+
+
7 3
8 9
4
3
3 2
d
e
9 11
7 5
5x
4
3 2x
g
9
27
8
5
2 We4 Simplify the following expressions.
2y
y
y
y
a
3
4
8 5
8x 2 x
2w
w
d
e
+
9
3
14
28
12 y
y
10 x 2 x
g
h
+
+
5
7
5
15
x+2 x+6
2x 1 2x + 1
j
k
+
4
3
5
6
a
3 We5 Simplify the following.

eBook plus
Digital doc
SkillSHEET 2.8
doc-5190
2
+
4x
12
d
+
5x
2
g
100 x
a
1
8x
4
15 x
+
7
20 x
3
1
4 x 3x
1
1
e
+
6 x 8x
1
5
h
+
10 x
x
b
4 We6, 7 Simplify the following by writing as single fractions.
36
2
3x
+
( x + 4) ( x 2)
2x
5
+
( x + 5) ( x 1)
5
x
+
(2 x + 1) ( x 2)
2x
3
( x + 1) (2 x 7)
4x
3x
+
( x + 7) ( x 5)
x+2
x 1
+
x +1 x + 4
3
6
+
5 15
1 x
f
5 6
5 2
i
x 3
c
4x x
3 4
y
y
f
20 4
x +1 x + 3
i
+
5
2
3x + 1 5x + 2
l
+
2
3
c
5
1
+
3x 7 x
9
9
f
4 x 5x
4
3
i
3x 2 x
c
x + 8 2x + 1
x +1
x+2
x + 1 2x 5
i
x + 2 3x 1
4
3
+
k
2
x
+1
( x + 1)
2c
j
l
x+5
x 1
x+3 x2
2
3
x 1 1 x
3
1
x 1 ( x 1)2
reflection
Why can't we just add

the numerators and the
denominators of fractions:
a c a +c
+ =
?
b d b +d
Multiplying and dividing algebraic

fractions
When multiplying algebraic fractions, first cancel any common factors if possible, then
multiply the numerators together and finally multiply the denominators together. Simplify the
expression further if necessary.
2 x 4 xy 2 x 4 xy
For example,
=
3y 7
3y
7
8x 2
(Cancel y from the numerator and denominator.)
21
When dividing algebraic fractions, change the division sign to a multiplication sign and write
the following fraction as its reciprocal (swap the numerator and the denominator).
8x 4 x 8x
5
For example,
=
(The process then follows that for multiplication.)
3
5
3
4x
=
10
3
(Cancel 4x from the numerator and denominator.)
Worked Example 8

5 y 6z
a
3x 7 y
b
2x
x+1
( x + 1)(2 x 3)
x
Think
a
Write
a
5y 6z
3x 7 y
Examine the fractions and see if you

can cancel any common factors in the
numerator and denominator. The y can
be cancelled in the denominator and the
numerator. Also the 3 in the denominator
can divide into the 6 in the numerator.
5 2z
x
7
Multiply the numerators, then multiply

the denominators.
10 z
7x
37
2x
x +1
( x + 1)(2 x 3)
x
Check for common factors in the numerator

and the denominator. (x + 1) and the x
are common in the numerator and the
denominator and can therefore be cancelled.
2
1
(2 x 3) 1

the denominators.
2
2x 3
Worked Example 9
Simplify the following expressions.

3 xy 4 x
a

2
9y
4
x7
( x + 1)(3 x 5) x + 1
Think
a
38
Write
a
3 xy 4 x
2
9y
Change the division sign to a

multiplication sign and write the
second fraction as its reciprocal.
3 xy 9 y
2
4x
Check for common factors in

the numerator and denominator
and cancel. The pronumeral x is
common to both the numerator and
denominator and can therefore be
cancelled.
3y 9 y
2
4

the denominators.
27 y 2
8
Change the division sign to a

multiplication sign and write the second
fraction as its reciprocal.
4
x +1
( x + 1)(3 x 5) x 7
Check for common factors in the

numerator and denominator and cancel.
(x + 1) is common to both the numerator
and denominator and can therefore be
cancelled.
4
1
3x 5 x 7

the denominators.
4
(3 x 5)( x 7)
4
x7
( x + 1)(3 x 5) x + 1
remember
1. When multiplying algebraic fractions, first cancel any common factors if possible,
then multiply the numerators together and finally multiply the denominators together.
Simplify the expression further if necessary.
2. When dividing algebraic fractions, change the division sign to a multiplication sign and
write the following fraction as its reciprocal (swap the numerator and the denominator).
The process then follows that for multiplication.
exerCise
2C
inDiViDuAl
PAthWAys
eBook plus
Activity 2-C-1
Learning operations
with algebraic
fractions
doc-4966
Activity 2-C-2
Operations with
algebraic fractions
doc-4967
multiplying and dividing algebraic fractions

fluenCy
1 We8a Simplify each of the following.
Activity 2-C-3
Advanced operations
with algebraic
fractions
doc-4968
eBook plus
eBook plus
eBook plus
Digital doc
5y
x
3x 8y
20 y 21z
7x
5y
y
x
3w 2 y
2x
x 1
( x 1)(3 x 2)
x
5x
4x + 7
( x 3)(4 x + 7)
x
9x
5x + 1
(5 x + 1)( x 6)
2x
( x + 4)
x +1
( x + 1)( x + 3) x + 4
2x
x 1
x + 1 ( x + 1)( x 1)
2
x ( x + 1)
x (2 x 3)
4
2x
3a
4(a + 3) 15 x
15c
21d
12(d 3)
6c
7 x 2 ( x 3)
3( x 3)( x + 1)
5 x ( x + 1) 14( x 3)2 ( x 1)
Digital doc
SkillSHEET 2.9
doc-5191
y 16
4 x
3w
7
f
14
x
x
9 z
i
3z
2y
2 We8b Simplify the following expressions.
Digital doc
SkillSHEET 2.5
doc-5187
x 12
4 y
x
25
e
10
2y
y
6z
h
3 x 7 y
x 20
y
5
x
9
d
2 2y
3 y 8z
g
4 x 7y
a
6x2
20( x 2)2
15( x 2)
16 x 4
3 We9a Simplify the following expressions.

a
3 5
x x
20 20
y
3y
3 xy 3 x
7
4y
8wx 3w
5
4y
SkillSHEET 2.10
doc-5192
2 9
x x
1
5
5w w
2 xy 5 x
h
5
y
k
2 xy 3 xy
5
5
4 12
x
x
7
3
2 x 5x
6 y 3x
i
9 4 xy
f
10 xy 20 x
7
14 y
39

4 We9b Simplify the following expressions.
a
9
x+3
( x 1)(3 x 7) x 1
1
x9
( x + 2)(2 x 5) 2 x 5
refleCtion
12( x 3)2
4( x 3)
c
( x + 5)( x 9) 7( x 9)
13
3( x + 1)
d
2
2
(
x
4)( x 1)
6( x 4) ( x 1)
eBook plus
Digital doc
WorkSHEET 2.1
doc-5193
Is
x +2
Explain.
the same as
Solve the following equations.

a a + 27 = 71
e = 0.87
40
Write the equation.
27 has been added to a to result in

71. The addition of 27 has to be
undone. Therefore, subtract 27 from
both sides of the equation to obtain
the solution.
Write the equation.
Express 3 14 as an improper fraction.
The pronumeral d has been divided

by 16 to result in 13 . Therefore
4
the division has to be undone
by multiplying both sides of the
equation by 16 to obtain d.
Write the equation.
The square root of e has been taken

to result in 0.87. Therefore, the
square root has to be undone by
squaring both sides of the equation
to obtain e.
d
1
= 34
16
d f2 =
think
x +2
x +2
x +2
Equations are algebraic sentences that can be solved to give a numerical solution.
An equation consists of two algebraic expressions joined by an equals sign.
Remember, to solve any equation we need to isolate the pronumeral we wish to find; that is,
we must undo all the operations that have been performed on the pronumeral.
WorkeD exAmPle 10
solving linear equations
2D
4
25
Write
a
a + 27 = 71
a + 27 - 27 = 71 - 27
a = 44
d
1
= 34
16
d 13
=
16 4
d
13
16 =
16
16
4
d = 52
e = 0.87
( e)
= 0.872
e = 0.7569
Write the equation.
The pronumeral f has been squared

4
to result in 25 . Therefore the
squaring has to be undone by taking
the square root of both sides of
the equation to obtain f. Note that
there are two possible solutions,
one positive and one negative, since
two negative numbers can also be
multiplied together to produce a
positive one.
4
25
f2=
4
25
f=
2
f = 5
Each of the equations in Worked example 10 was a one-step equation.

Remember that in two-step equations, the reverse order of operations must be applied; that
is, address addition and subtraction first, then multiplication and division, then exponents and
roots and, lastly, any bracketed numbers.
Worked Example 11
Solve the following.

a 5y - 6 = 79
Think
a
Write
Write the equation.
Add 6 to both sides of the equation.
Divide both sides of the equation

by 5 to obtain y.
Write the equation.
Multiply both sides of the equation

by 9.

by 4 to obtain x.
5y - 6 = 79
5y - 6 + 6 = 79 + 6

5y = 85
Express the improper fraction as a

mixed number fraction.
5 y 85
=
5
5
y = 17
4x
=5
9
4x
9=59
9

4x = 45

4x
=5
9
4 x 45
=
4
4
45
x=
4
1
x = 11 4
Equations where the pronumeral appears on both sides
In solving equations where the pronumeral appears on both sides add or subtract one of the
pronumeral terms so that it is eliminated from one side of the equation.
41
Worked Example 12
Solve the following equations.

a 5h + 13 = 2h - 2
c 2(x - 3) = 5(2x + 4)
b 14 - 4d = 27 - d
Think
a
42
Write
a 5h + 13 = 2h - 2
Write the equation.
Eliminate the pronumeral from the

right-hand side by subtracting 2h
from both sides of the equation.
Note that it is also possible to
instead subtract 5h from both sides,
leaving -3h on the right-hand side.
However, it simpler to work with
positive pronumerals.
Subtract 13 from both sides of the

equation.
3h = -15

by 3 and write your answer.
h = -5
Write the equation.
Create a single pronumeral term

by adding 4d to both sides of the
equation.

equation.
-13 = 3d

by 3.
Express the improper fraction as a

mixed number fraction.
-4 3 = d
Write your answer so that d is on

the left-hand side.
Write the equation.
Expand the brackets on both sides

of the equation.
2x - 6 = 10x + 20
Isolate the pronumeral on the righthand side by subtracting 2x from

both sides of the equation.
2x - 2x - 6 = 10x - 2x + 20

equation.

by 8.
Simplify and write your answer

with the pronumeral on the left.
3h + 13 = -2
b 14 - 4d = 27 - d
14 = 27 + 3d
13
=d
3
1
d = -4 3
c
2(x - 3) = 5(2x + 4)
-6 - 20 = 8x + 20 - 20
-26 = 8x
26
=x
8
x=
13
4
remember
1. Equations are algebraic sentences that can be solved to give a numerical solution.
2. Equations are solved by undoing any operation that has been performed on the
pronumeral.
3. When solving two-step equations, the reverse order of operations must be applied.
exerCise
2D
inDiViDuAl
PAthWAys
eBook plus
Activity 2-D-1
Simple puzzling
equations
doc-4969
Activity 2-D-2
Puzzling equations
doc-4970
Activity 2-D-3
Advanced puzzling
equations
doc-4971
solving linear equations

fluenCy
1 We10a Solve the following equations.
a a + 61 = 85
b k - 75 = 46
d r - 2.3 = 0.7
e h + 0.84 = 1.1
g t - 12 = -7
h q +
1
3
1
2
c g + 9.3 = 12.2
f i + 5 = 3
i
x - 2 = -2
2 We10b Solve the following equations.

a
f
=3
4
d 9v = 63
i
= -6
10
c 6z = -42
k 5
=
12 6
y
3
i
=58
4
e 6w = -32
m 7
=
19 8
3 We10c, d Solve the following equations.
g 4a = 1.7
t = 10
d f 2 = 1.44
g
g=
15
22
4 We11a Solve the following.

a 5a + 6 = 26
d 7f - 18 = 45
g 6s + 46 = 75
b y2 = 289
e
h=
h j2 =
4
7
f p2 =
196
961
b 6b + 8 = 44
e 8q + 17 = 26
h 5t - 28 = 21
5 Solve the following.
f
+ 6 = 16
4
r
c
+6=5
10
n
e
+ 5 = 8.5
8
q = 2.5
9
64
7
a2 = 2 9
c 8i - 9 = 15
f 10r - 21 = 33
i 8a + 88 = 28
g
+4=9
6
m
d
- 12 = -10
9
p
f
- 1.8 = 3.4
12

a 6(x + 8) = 56
c 5(m - 3) = 7
e 5(3n - 1) = 80
b 7( y - 4) = 35
d 3(2k + 5) = 24
f 6(2c + 7) = 58
7 We11b Solve the following.
3k
= 15
5
8u
d
= -3
11
a
9m
= 18
8
11x
e
=2
4
b
7p
= -8
10
4v
f
= 0.8
15
c
43
p
+ 2 = 7 is:
5
A p = 5
B p = 25
D p = 10
E p = 1
b If 5h + 8 = 53, then h is equal to:
1
A 5
B 12.2
8 MC a The solution to the equation
C p = 45
C 225
D 10
E 9
c The exact solution to the equation 14x = 75 is:
A x = 5.357 142 857
B x = 5.357 (to 3 decimal places)
D x = 5.4
E x = 5.5
9 Solve the following equations.

a -x = 5
d -7 - x = 4
v
=4
5
a 6 - 2x = 8
g
d -3 - 2g = 1
b 2 - d = 3
e -5h = 10
c 5 - p = -2
f -6t = -30
i
r
1
=
12 4
12
13
14
c 9 - 6l = -3
e -5 - 4t = -17
3e
= 14
5
4f
i
+1=8
7
8j
k
=9
h - 3 = 6
3
4
WE12a Solve the following equations.
a 6x + 5 = 5x + 7
b 7b + 9 = 6b + 14
c 11w + 17 = 6w + 27
d 8f - 2 = 7f + 5
e 10t - 11 = 5t + 4
f 12r - 16 = 3r + 5
g 12g - 19 = 3g - 31
h 7h + 5 = 2h - 6
i 5a - 2 = 3a - 2
WE12b Solve the following equations.
a 5 - 2x = 6 - x
b 10 - 3c = 8 - 2c
c 3r + 13 = 9r - 3
d k - 5 = 2k - 6
e 5y + 8 = 13y + 17
f 17 - 3g = 3 - g
g 14 - 5w = w + 8
h 4m + 7 = 8 - m
i 14 - 5p = 9 - 2p
WE12c Solve the following equations.
a 3(x + 5) = 2x
b 8(y + 3) = 3y
c 6(t - 5) = 4(t + 3)
d 10(u + 1) = 3(u - 3)
e 12(f - 10) = 4(f - 5)
f 2(4r + 3) = 3(2r + 7)
g 5(2d + 9) = 3(3d + 13)
h 5(h - 3) = 3(2h - 1)
i 2(4x + 1) = 5(3 - x)
MC a The solution to 8 - 4k = -2 is:
1
1
1
A k = 2 2
B k = -2 2
C k = 1 2
1
D k = -1 2
b The solution to
1
A n = 3 3
E k =
2
5
6n
+ 3 = -7 is:
5
D n = 8 3
B n = -3 3
A p =
2
5
E p =
4
5
1
3
B p = 2 5
C p = 4 3
C n =
E n = -8 3
c The solution to p - 6 = 8 - 4p is:
44
-4g = 3.2
b 10 - 3v = 7
g
11
C x = 514
D p =
2
3
reflection
Describe in one sentence what it

means to solve linear equations.
solving equations with algebraic

2e
eBook plus
Interactivity
Solving
euqations
int-2778
equations with multiple brackets

Many equations need to be simplified by expanding brackets and collecting like terms before
they are solved. Doing this reduces the equation to one of the basic types covered in the previous
exercise.
WorkeD exAmPle 13
Solve each of the following linear equations.

a 6(x + 1) - 4(x - 2) = 0
b 7(5 - x) = 3(x + 1) - 10
think
a
Write
a 6(x + 1) - 4(x - 2) = 0
Write the equation.
Expand all the brackets. (Be careful with the -4.)
Collect like terms.
Subtract 14 from both sides of the equation.
Divide both sides of the equation by 2 to find the

value of x.
Write the equation.
Expand all the brackets.
35 - 7x = 3x + 3 - 10
Collect like terms.
35 - 7x = 3x - 7
Create a single pronumeral term by adding 7x to

both sides of the equation.
35 = 10x - 7
42 = 10x
Divide both sides of the equation by 10 to solve

for x and simplify.
42
10
=x
21
5
=x
Express the improper fraction as a mixed number

fraction.
45 = x
Rewrite the equation so that x is on the left-hand

side.
6x + 6 - 4x + 8 = 0
2x + 14 = 0
2x = -14
x = -7
b 7(5 - x) = 3(x + 1) - 10
x = 45
equations involving algebraic fractions
To solve equations involving algebraic fractions, write every term in the equation as a fraction
with the same lowest common denominator.
Every term can then be multiplied by this common denominator. This has the effect of
eliminating the fraction from the equation.
45
Worked Example 14

x 3x 1
a
=
2
5
4
3
4
b
=1
2x
x
Think
a
46
Write
Write the equation.
The lowest common denominator of

2, 5, and 4 is 20. Write each term as an
equivalent fraction with a denominator
of 20.
Multiply both sides of the equation by 20.

This is the same as multiplying each term
by 20, which cancels out the 20 in the
denominator and effectively removes it.
x 3x 1
=
2 5 4
x 10 3 x 4
=
2 10 5 4
10 x 12 x
=
20
20
1 5
4 5
5
20
10 x 12 x
5
20 20 20 = 20 20
10 x
12 x
5
20 20 =
20
20
20
20
10x - 12x = 5
-2x = 5
Simplify the left-hand side of the equation

by collecting like terms.
Divide both sides of the equation by -2 to

solve for x.
x = -5
Express the improper fraction as a mixed

number fraction.
x = -2 12
Write the equation.
The lowest common denominator of 2x and

x is 2x. Write each term as an equivalent
fraction with a denominator of 2x.
Multiply each term by 2x. This effectively

removes the denominator.
3 = 2x - 8
11 = 2x
Divide both sides of the equation by 2 to

solve for x.
Express the improper fraction as a mixed

number.
Rewrite the equation so that x is on the lefthand side.
3
4
=1x
2x
3 1 2x 4 2
=

2x 1 2 x x 2
3 2x
8
=
2x 2 x 2 x
11
2
=x
52 = x
1
x = 52
Worked Example 15

4
1
5( x + 3)
3( x 1)
=
a

b
=4+
3
(
x
1
)
x
+1
6
5
Think
a
Write
5( x + 3)
3( x 1)
=4+
6
5
Write the equation.
The lowest common denominator of 5 and 6 is

30. Write each term as an equivalent fraction
with a common denominator of 30.
Multiply each term by 30. This effectively

removes the denominator.
25(x + 3) = 120 + 18(x - 1)
Expand the brackets and collect like terms.
25x + 75 = 120 + 18x - 18

25x + 75 = 102 + 18x
Subtract 18x from both sides of the equation.
Divide both sides of the equation by 7 to solve for x.
x=
Express the improper fraction as a mixed number.
x=
Write the equation.
The lowest common denominator of 3, x + 1 and

x - 1 is 3(x - 1)(x + 1). Write each term as an
equivalent fraction with a common denominator
of 3(x - 1)(x + 1).
Multiply each term by the common denominator.
4(x + 1) = 3(x - 1)
Expand the brackets.
4x + 4 = 3x - 3
Subtract 3x from both sides of the equation.
Subtract 4 from both sides of the equation to

solve for x.
25( x + 3) 120 18( x 1)

=
+
30
30
30
7x + 75 = 102

7x = 27
27
7
6
37
4
1
=
3( x 1) x + 1
4( x + 1)
3( x 1)
=
3( x 1)( x + 1) 3( x 1)( x + 1)
x + 4 = -3

x + 4 - 4 = -3 - 4
x = -7
remember
1. For equations involving brackets, expand the brackets and collect like terms. This will
reduce the equation to a more basic type.
2. For complicated algebraic fraction equations, the following steps may be used.
(a) Write each term in the equation as an equivalent fraction with the lowest common
denominator.
(b) Multiply each term by the common denominator. This has the effect of removing the
fraction from the equation.
(c) Continue to solve the equation using the same methods as for a basic algebraic equation.
47
exerCise
2e
inDiViDuAl
PAthWAys
eBook plus
Activity 2-E-1
Algebraic equations
with fractions
doc-4972
Activity 2-E-2
Harder algebraic
equations with
fractions
doc-4973
Activity 2-E-3
Tridy algebraic
equations with
fractions
doc-4974
solving equations with algebraic fractions and

multiple brackets
fluenCy
1 We13 Solve each of the following linear equations.
a 6(4x - 3) + 7(x + 1) = 9
b 9(3 - 2x) + 2(5x + 1) = 0
c 8(5 - 3x) - 4(2 + 3x) = 3
d 9(1 + x) - 8(x + 2) = 2x
e 6(4 + 3x) = 7(x - 1) + 1
f 10(4x + 2) = 3(8 - x) + 6
g 8(x + 4) + 2(x - 3) = 6(x + 1)
h 7.2(3x - 1) + 2.3(5 - x) = -34.3
i 6(2x - 3) - 2(6 - 3x) = 7(2x - 1)
j 9(2x - 5) + 5(6x + 1) = 100
k 5(2x - 1) - 3(6x + 1) = 8
l 7(2x + 7) - 5(2x + 1) = 2(4 - x)
2 Solve each of the following linear equations.
7x + 5
12 5 x
= 11
b
= -13
3
6
3x 2
8x + 3
c
= 5x
d
= 2x
5
4
2x 1 x 3
4x + 1 x + 2
e
f
=
=
5
4
3
4
6 x 2x 1
8 x 2x + 1
g
h
=
=
3
5
9
3
5x 3 1
i
- =0
2
8
x 4x 1
x x 3
a
b =
+
=
3 5 3
4 5 4
x 4x
3 x x 1
c
d
=2
+ =
4 7
5
8 4
2 x x 3
5x
2x
e
- =
f
-8=
3 6 4
8
3
2 x 3x
4 1 2
g
h
=
=
x 6 x
7 8 8
15
2
1 4 5
i
j + =
-4=
x
x
3 x x
2x 4
x
4 x 1 2x + 5
k
l
+6=
=0
5
2
2
3
3( x + 1)
5( x + 1)
2( x + 1) 3(2 x 5)
a
+
=4
b
+
=0
2
3
7
8
2(4 x + 3) 6( x 2) 1
8( x + 3) 3( x + 2)
c
d
=
=
5
2
2
5
4
a
48
e
g
eBook plus
Digital doc
WorkSHEET 2.2
doc-5194
i
k
5(7 x ) 2(2 x 1)
=
+1
2
7
5( x 2) 6(2 x 1) 1
=
3
5
3
1
3
8
+
=
x 1 x +1 x +1
1
3
1
- =
x 1 x x 1
f
h
j
l
2(6 x ) 9( x + 5) 1
=
+
3
6
3
9(2 x 1)
4( x 5)
=
7
3
3
5
5
+
=
x +1 x 4 x +1
4
5 1
- =
x
2x 1 x
refleCtion
Do the rules for the order of

operations apply to algebraic
functions? Explain.
49
Summary
Substitution
When the numerical values of pronumerals are known, they can be substituted them into an
algebraic expression and evaluated.
It is sometimes useful to place any substituted values in brackets when evaluating an
expression.
When dealing with numbers and pronumerals, particular rules must be obeyed.
(a) The Commutative Law holds true for addition and multiplication.
(b) The Associative Law holds true for addition and multiplication.
(c) The Identity Law states that, in general: x + 0 = x and x 1 = x.
1
(d) The Inverse Law states that, in general: x + -x = 0 and x = 1.
x
(e) The Closure Law states that, when an operation is performed on an element (or elements)
of a set, the result produced must also be an element of that set.
Adding and subtracting algebraic fractions
Algebraic fractions contain pronumerals that may represent particular numbers or changing
values.
To add or subtract algebraic fractions we perform the following steps.
(a) Find the lowest common denominator (LCD) by finding the lowest common multiple
(LCM) of the denominators.
(b) Rewrite each fraction as an equivalent fraction with this common denominator.
(c) Express as a single fraction.
(d) Simplify the numerator.
Multiplying and dividing algebraic fractions
When multiplying algebraic fractions, first cancel any common factors if possible, then
multiply the numerators together and finally multiply the denominators together. Simplify the
expression further if necessary.
When dividing algebraic fractions, change the division sign to a multiplication sign and
write the following fraction as its reciprocal (swap the numerator and the denominator). The
process then follows that for multiplication.
Solving linear equations
Equations are algebraic sentences that can be solved to give a numerical solution.
Equations are solved by undoing any operation that has been performed on the pronumeral.
When solving two-step equations, the reverse order of operations must be applied.
Solving equations with algebraic fractions and multiple brackets
50
For more complicated equations involving brackets, expand the brackets and collect like
terms. This will reduce the equation to a more basic type.
For complicated algebraic fraction equations, the following steps may be used.
(a) Write each term in the equation as an equivalent fraction with the lowest common
denominator.
(b) Multiply each term by the common denominator. This has the effect of removing the
fraction from the equation.
(c) Continue to solve the equation using the same methods as for a basic algebraic
equation.
MAPPING YOUR UNDERSTANDING
Homework
Book
Using terms from the summary, and other terms if you wish, construct a concept map that
illustrates your understanding of the key concepts covered in this chapter. Compare your
concept map with the one that you created in Whatdoyouknow? on page 27.
Have you completed the two Homeworksheets, the Richtask and two Codepuzzles in
your MathsQuest10HomeworkBook?
51
Chapter review
Fluency
10 Simplify the following.
1 Given E = 2 mv2 where m = 0.2 and v = 0.5, the
value of E is:
A 0.000625
C 0.005
E 0.0025
B 0.1
D 0.025
2 The expression -6d + 3r - 4d - r simplifies to:

A 2d + 2r
B -10d + 2r
C -10d - 4r
D 2d + 4r
E -8dr
3 The expression 5(2f + 3) + 6(4f - 7) simplifies to:
A 34f + 2
B 34f - 4
C 34f - 27
D 34f + 14
E 116f -14
4 The expression 7(b - 1) - (8 - b) simplifies to:
A 8b - 9
B 8b - 15
C 6b - 9
D 6b - 15
E 8b + 1
5 If 14p - 23 = 6p - 7 then p equals:
A -3
b -1
c 1
d 2
e 4
6 Simplify the following by collecting like terms.
a 3c - 5 + 4c - 8
b -3k + 12m - 4k - 9m
c -d + 3c - 8c - 4d
d 6y2 + 2y + y2 - 7y
1
7 If A = 2 bh, determine the value of A if b = 10 and
h = 7.
8 For each of the following, complete the relationship
to illustrate the stated law.

a (a + 3b) + 6c = _______
b 12a - 3b _______
c 7p _______ = _______
d (x 5y) 7z = _______
e 12p + 0 = _______
f (3p 5q) 7r _______
g 9d + 11e = _______
h 4a b _______
Associative Law
Commutative Law
Inverse Law
Associative Law
Identity Law
Associative Law
Commutative Law
Commutative Law
9 Find the value of the following expressions given
the natural number values x = 12, y = 8 and z = 4.

Comment on whether the Closure Law holds
for each of the expressions when the values are
substituted.
a x y
b z x
c y - x
52
5y y
x+4 x+2
b
+
3 2
5
2
x 1 2x 5
5
1
+
c
d
x+3
x+2
3x 5x
y 32
a
4
x
20 y 35z
b
7 x 16 y
x+6
5( x + 1)
c
( x + 1)( x + 3)
x+6
a
25 30
x
x
xy 10 x
e
y
5
2x
9x +1
f
( x + 8)( x 1) x + 8
d

a p - 20 = 68
b s - 0.56 = 2.45
r
= -5
7
f 2(x + 5) = -3
c 3b = 48
x = 12
y
g
- 3 = 12
4
i 5 - k = -7
h a2 = 36

a 42 - 7b = 14
b 12t - 11 = 4t + 5
c 2(4p - 3) = 2(3p - 5)
14 Solve each of the following linear equations.
a 5(x - 2) + 3(x + 2) = 0
b 7(5 - 2x) - 3(1 - 3x) = 1
c 5(x + 1) - 6(2x - 1) = 7(x + 2)
d 8(3x - 2) + (4x - 5) = 7x
e 7(2x - 5) - 4(x + 20) = x - 5
f 3(x + 1) + 6(x + 5) = 3x + 40
15 Solve each of the following equations.
x x 3
+ =
2 5 5
1
x x
=
c
21 7 6
2x 3 3 x + 3
e
=
2
5
5
2( x + 2) 3 5( x + 1)
= +
f
3
7
3
a
x x
=3
3 5
3 2 5
+ =
d
x 5 x
b

Problem solVing
1 A production is in town and many parents are
taking their children. An adult ticket costs $15

and a childs ticket costs $8. Every child must be
accompanied by an adult and each adult can have
no more than 4 children with them. It costs the
company $12 per adult and $3 per child to run the
production. There is a seating limit of 300 people
and all tickets are sold.
a Determine how much profit the company
makes on each adult ticket and on each childs
ticket.
b To maximise profit, the company should sell
as many childrens tickets as possible. Of
the 300 available seats, determine how many
should be allocated to children if there is a
maximum of 4 children per adult.
c Using your answer to part b, determine how
many adults would make up the remaining
seats.
d Construct an equation to represent the profit
that the company can make depending on the
number of children and adults attending the
production.
e Substitute your values to calculate the
maximum profit the company can make.
2 You are investigating prices for having business
cards printed for your new games store. A local

printing company charges a flat rate of $250 for the
materials used and $40 per hour for labour.
a If his the number of hours of labour required
to print the cards, construct an equation for the
cost of the cards, C.
b You have budgeted $1000 for the printing job.
How many hours of labour can you afford?
Give your answer to the nearest minute.
c The printer estimates that it can print 1000
cards per hour of labour. How many cards will
be printed with your current budget?
d An alternative to printing is photocopying. The
company charges 15 cents per side for the first
10 000 cards and then 10 cents per side for the
remaining cards. Which is the cheaper option
for 18 750 single-sided cards and by how
much?
eBook plus
Interactivities

int-2831
int-2829
Crossword Chapter 2
int-2830
53
eBook plus
ACtiVities
Chapter opener
Digital doc
Hungry brain activity Chapter 2 (doc-5182) (page27)

Are you ready?
(page28)
SkillSHEET 2.1 (doc-5183): Like terms
SkillSHEET 2.2 (doc-5184): Collecting like terms
SkillSHEET 2.3 (doc-5185): Finding the highest
common denominator
SkillSHEET 2.4 (doc-5186): Addition and
subtraction of fractions
SkillSHEET 2.5 (doc-5187): Multiplication of
fractions
SkillSHEET 2.6 (doc-5188): Division of fractions
Digital docs
2A Substitution
Digital docs
Activity 2-A-1 (doc-4960): Substitution (page31)

Activity 2-A-2 (doc-4961): Harder substitution
(page31)
Activity 2-A-3 (doc-4962): Tricky substitution
(page31)
SkillSHEET 2.7 (doc-5189): Order of operations
(page32)
2B Adding and subtracting algebraic fractions
(page36)
Activity 2-B-1 (doc-4963): Introducing algebraic
fractions
Activity 2-B-2 (doc-4964): Working with algebraic
fractions
Activity 2-B-3 (doc-4965): Advanced algebraic
fractions
SkillSHEET 2.4 (doc-5186): Addition and
subtraction of fractions
SkillSHEET 2.8 (doc-5190): Writing equivalent
algebraic fractions with the lowest common
denominator
Digital docs
2C Multiplying and dividing algebraic fractions

Digital docs
Activity 2-C-1 (doc-4966): Learning operations

with algebraic fractions (page39)
Activity 2-C-2 (doc-4967): Operations with
algebraic fractions (page39)
54
Activity 2-C-3 (doc-4968): Advanced operations

with algebraic fractions (page39)
SkillSHEET 2.5 (doc-5187): Multiplication of
fractions
SkillSHEET 2.9 (doc-5191): Simplification of
algebraic fractions (page39)
SkillSHEET 2.10 (doc-5192): Division of fractions
(page39)
WorkSHEET 2.1 (doc-5193): Algebraic fractions
(page40)
2D Solving linear equations
(page43)
Activity 2-D-1 (doc-4969): Simple puzzling
equations
Activity 2-D-2 (doc-4970): Puzzling equations
Activity 2-D-3 (doc-4971): Advanced puzzling
equations
Digital docs
2E Solving equations with algebraic fractions

and multiple brackets
Digital docs
Activity 2-E-1 (doc-4972): Algebraic equations with

fractions (page48)
Activity 2-E-2 (doc-4973): Harder algebraic
equations with fractions (page48)
Activity 2-E-3 (doc-4974): Tricky algebraic
equations with fractions (page48)
WorkSHEET 2.2 (doc-5194): Solving equations with
fractions (page49)
Interactivity
Solving equations (int-2778) (page45)

Chapter review
(page53)
Test Yourself Chapter 2 (int-2831): Take the end-ofchapter test to test your progress.
Word search Chapter 2 (int-2829): an interactive
word search involving words associated with this
chapter
Crossword Chapter 2 (int-2830): an interactive
crossword using the definitions associated with the
chapter
Interactivities

www.jacplus.com.au
number AnD AlgebrA lineAr AnD non-lineAr relAtionships
3a Sketching linear graphs

3B Determining linear equations
3C The distance between two points on a
straight line
3d The midpoint of a line segment
3E Parallel and perpendicular lines
WhAt Do you knoW ?
Coordinate
geometry
1 List what you know about linear graphs

and their equations. Create a concept
map to show your list.
linear graphs and their equations.
eBook plus
Digital doc

Chapter 3
doc-5195
opening Question
How can a knowledge of coordinate

geometry help us design structures like
this one?
Are you ready?
completingthematchingSkillSHEET.EitherclickontheSkillSHEETiconnexttothequestion
onyoureBookPLUSoraskyourteacherforacopy.
eBook plus
Digital doc
SkillSHEET 3.1
doc-5196
Measuring the rise and run

1 Statetheriseandtherunforeachofthefollowingstraightlinegraphs.
y
y
a
b
4
2
0
-2
eBook plus
Digital doc
2
2
Describing the gradient of a line

2 Statewhethereachlineinquestion1hasapositive,zero,negativeorundefinedgradient.
SkillSHEET 3.2
doc-5197
eBook plus
Digital doc
SkillSHEET 3.3
doc-5198
eBook plus
Digital doc
Plotting a line using a table of values

3 Drawupatableofvaluesandplotthegraphforeachofthefollowingrules.
a y=x+3
b y=x-2
c y=2x
Stating the y-intercept from a graph

4 Statethey-interceptforeachgraphshowninquestion1.
SkillSHEET 3.4
doc-5199
eBook plus
Digital doc
SkillSHEET 3.5
doc-5200
eBook plus
Digital doc
SkillSHEET 3.6
doc-5201
Solving linear equations that arise when finding x- and y-intercepts

5 Considertheequation3y+4x=12.
a Substitutex=0andsolvetofindthevalueofy.
b Substitutey=0andsolvetofindthevalueofx.
Using Pythagoras theorem
6 FindthelengthofsideAB.
a
B
b B
13 cm
8m
A
56
6m
12 cm
number AND algebra Linear and non-linear relationships
3A
Sketching linear graphs
A linear graph has an equation that can be written in the standard form y = mx + c, where m
is the gradient of the line, and c is the y-intercept.
An alternative form of the linear equation is ax + by = k, where a, b and k are constants.
The gradient (or slope) is a measure of the steepness of a graph.
If the gradient, m, of the line is positive, the graph will have an upward slope to the right.
If the gradient, m, of the line is negative, the graph will have a downward slope to the right.
The greater the magnitude of the gradient, the steeper the linear graph will be.
A linear graph is drawn on a Cartesian plane, with two axes (x and y) meeting at the
origin (0, 0).
The axes divide the plane into four regions, or quadrants.
A point is specified by its x- and y-coordinates.
A graph of the line y = 2x + 5 is shown in the figure at right.
y
y = 2x + 5
One method which can be used to draw a graph of an equation
10
is to simply plot the points on graph paper.
Quadrant 2
Quadrant 1
5
The points can be plotted manually, or a graphing calculator
can be used to plot the points.
-10
-5
Quadrant 3
10 x
-5
Quadrant 4
-10
Worked Example 1
Plot the linear graph defined by the rule y = 2x - 5 for the x-values -3, -2, -1, 0, 1, 2, 3.
Think
1
Create a table of values using the given

x-values.
Find the corresponding y-values by
substituting each x-value into the rule.
Plot the points on a Cartesian plane and rule a
straight line through them. Since the x-values
have been specified, the line should only be
drawn between the x-values of -3 and 3.
Write
-3
-2
-1
-3
-2
-1
-11
-9
-7
-5
-3
-1
y
2
1
0
-3 -2 -1
-1
(3, 1)
1 2 3x
(2, -1)
-2
-3
(1, -3)
-4
-5 (0, -5)
-6
(-1, -7) -7
-8
(-2, -9) -9
-10
y = 2x - 5
(-3, -11)
-11
-12
4
Label the graph.
Chapter 3 Coordinate geometry
57
A minimum of two points are necessary to plot a straight line.

Two methods can be used to plot a straight line:
Method 1: The x- and y-intercept method.
Method 2: The gradientintercept method.
Sketching a straight line using the x- and y-intercept

method
As the name implies, this method involves finding the x- and y-intercepts, then joining them
to sketch the straight line.
If the equation is in the form y = mx + c, the value of c gives the y-intercept.
Worked Example 2
Sketch graphs of the following linear equations by finding the x- and y-intercepts.
a 2x + y = 6
b y = -3x - 12
Think
a
Write/draw
a 2x + y = 6
Write the equation.
Find the x-intercept by substituting y=0.
x-intercept: when y = 0,
2x + 0 = 6
2x = 6
x=3
x-intercept is (3, 0).
Find the y-intercept by substituting x=0.
y-intercept: when x = 0,
2(0) + y = 6
y=6
y-intercept is (0, 6).
Rule a straight line passing through both

points that have been plotted.
y
2x + y = 6
(0, 6)
0 (3, 0)
58
Label the graph.
Write the equation.
Find the x-intercept by substituting y=0.

i Add 12 to both sides of the equation.
iiDivide both sides of the equation by -3.
-3x - 12 = 0
-3x = 12
x = -4
x-intercept is (-4, 0).
Find the y-intercept. The equation is in the

form y = mx + c, so compare this with our
equation to find the y-intercept, c.
c = -12
y-intercept is (0, -12).
b y = -3x - 12
Rule a straight line passing through both

points that have been plotted.
(-4, 0)
(0, -12) y = -3x - 12
Label the graph.
The gradientintercept method
This method is often used if the equation is in the form y = mx + c, where m represents the
gradient (slope) of the straight line, and c represents the y-intercept.
The steps below outline how to use the gradientintercept method to sketch a linear graph.
Step 1: Plot a point at the y-intercept.
rise
. (To write a whole number as a fraction, place
Step 2:Write the gradient in the form m =
run
it over a denominator of 1.)
Step 3:Starting from the y-intercept, move up the number of units suggested by the rise
(move down if the gradient is negative).
Step 4:Move to the right the number of units suggested by the run and plot the
second point.
Step 5: Rule a straight line through the two points.
Worked Example 3
2
Plot the graph of y = 5 x - 3 using the gradient-intercept method.

Think
Write/DRAW
2
Write the equation of the line.
y = 5x - 3
Identify the value of c (that is, the y-intercept) and

plot this point.
c = -3, so y-intercept: (0, -3).
Write the gradient, m, as a fraction. (In this case, it

is a fraction already.)
m=
rise
, interpret the numerator of the
run
fraction as the rise and the denominator as
the run.
Since m =
Starting from the y-intercept at -3, move 2 units up

and 5 units to the right to find the second point. We
have still not found the x-intercept.
2
5
So, rise = 2; run = 5.
y
x
0
-1 1 2 3 4 5 6 7 8
(5,
-1)
-2
-3 (0, -3)
-4
59
y = 5x - 3
To find the x-intercept, let y = 0.
0 = 5x - 3
2
3 = 5x
5
32 =x
x=
15
2
15
( 2 , 0) is the x-intercept.
7
Label the graph and draw a line through all the

points found.
(152 , 0)
x
0
-1 1 2 3 4 5 6 7 8
(5, -1)
-2
-3 (0, -3)
y = 25 x - 3
-4
Sketching linear graphs of the form y = mx
These graphs have the value of c = 0.

They pass through the origin (0, 0), providing only one point to plot.
This means that a second point must be determined by either:
choosing any x-value, then calculating the corresponding y-value
using the gradientintercept method.
Worked Example 4
Sketch the graph of y = 3x.

Think
Write/draw
Write the equation.
y = 3x
Find the x- and y-intercepts.

Note: By recognising the form of this linear
equation, y = mx you can simply state that the line
passes through the origin, (0, 0).
0 = 3x
x=0
y-intercept: when x = 0, y = 0
Both the x- and y-intercepts are at (0, 0).
Find another point to plot by finding the y-value

when x = 1.
When x = 1, y = 3 1
= 3
Another point on the line is (1, 3).
Plot the two points (0, 0) and (1, 3) and rule a

straight line through them.
y = 3x
3
(0, 0)
60
Label the graph.
(1, 3)
1
Sketching linear graphs of the form y = c and x = a
It is possible to have an equation for a straight line that contains only an x-term or only a
y-term.
These equations can be written in the form y = c or x = a, where c and a are both constants.
Lines of the form y = c are parallel to the x-axis, having a gradient of zero and a y-intercept
of c.
Lines of the form x = a are parallel to the y-axis, having an undefined (infinite) gradient and
no y-intercept (since they do not cross the y-axis).
Worked Example 5
Sketch graphs of the following linear equations.

a y = -3
b x = 4
Think
a
Write the equation.
The y-intercept is -3. As x does not appear

in the equation, the line is parallel to the
x-axis, such that all points on the line have
a y-coordinate equal to -3. That is, this
line is the set of points (x, -3) where x is
an element of the set of real numbers.
Sketch a horizontal line through (0, -3).
Write/draw
a y = -3
y-intercept = -3
y = -3
(0, -3)
Label the graph.
Write the equation.
The x-intercept is 4. As y does not appear

in the equation, the line is parallel to the
y-axis, such that all points on the line have
an x-coordinate equal to 4. That is, this
line is the set of points (4, y) where y is an
element of the set of real numbers.
Sketch a vertical line through (4, 0).
b x=4
x-intercept = 4
x=4
(4, 0)
Label the graph.
61
remember
1. TheCartesianplaneisagrid,consistingoftwoaxes(xandy),meetingattheorigin
(0,0).
2. Alocation(point)isspecifiedbyitsx-andy-coordinates.
3. Alineargraphconsistsofaninfinitesetofpointsthatcanbejoinedtoformastraight
line,buttosketchalineargraph,thecoordinatesofonlytwopointsareneeded.
4. Alinearruleorequationcanbeusedtoobtainthecoordinatesofpointsthatbelongto
itsgraph.
5. Linearequationsmaybewritteninseveraldifferentforms.Thetwomostcommon
formsarey=mx+candax+by=k.
6. Whenalinearequationisexpressedintheformy=mx+c,thenmrepresentsthe
gradient(slope)ofthestraightlineandcrepresentsthey-intercept.
7. Astraightlinewithapositivegradientslopesupwardtotherightandastraightline
withanegativegradientslopesdownwardtotheright.
8. Thex-andy-interceptmethodallowsustosketchthegraphofanylinearequationby
findingtwospecificpoints:thex-interceptandy-intercept.Anexceptionisthecaseof
linespassingthroughtheorigin.
9. Graphsofequationsintheformy=mxpassthroughtheorigin.Tofindthesecond
point,substituteachosenx-valueintotheequationtofindthecorrespondingy-value.
10. Graphsofequationsintheformy=chaveagradientofzeroandareparalleltothe
x-axis.
11. Graphsofequationsintheformx=ahaveanundefined(infinite)gradientandare
paralleltothey-axis.
exerCise
3A
inDiviDuAl
pAthWAys
eBook plus
Activity 3-A-1
Sketching linear
graphs
doc-4975
Activity 3-A-2
Graphs of linear
equations
doc-4976
Activity 3-A-3
More graphs of
linear equations
doc-4977
sketching linear graphs

FluenCy
1 We 1 Usingagraphingcalculator,generateatableofvaluesandthenplotthelineargraphs
definedbythefollowingrulesforthegivenrangeof x-values.
Rule
x-values
-5,-4,-3,-2,-1,0,1
a y=10x+25
-1,0,1,2,3,4
b y=5x-12
-6,-4,-2,0,2,4
c y=-0.5x+10
0,1,2,3,4,5
d y=100x-240
-3,-2,-1,0,1,2
e y=-5x+3
-3,-2,-1,0,1,2
f y=7-4x
2 Plotthelineargraphsdefinedbythefollowingrulesforthegivenrangeof x-values.
Rule
x-values
a y =-3x+2
x
-6
-4
-2
0
2
4
y
b y=-x+3
Digital doc
62
-3
-2
-1
-6
-4
-2
eBook plus
SkillSHEET 3.7
doc-5202
c y=-2x+3
x
y
eBook plus
Digital doc
SkillSHEET 3.5
doc-5200
3 We2 Sketchgraphsofthefollowinglinearequationsbyfindingthex-andy-intercepts.
a 5x-3y=10
b 5x+3y=10
c -5x+3y=10
d -5x-3y=10
e 2x-8y=20
f 4x+4y=40
g -x+6y=120
h -2x+8y=-20
i 10x +30y=-150
j 5x+30y=-150
k -9x+4y=36
l 6x-4y=-24
m y=2x-10
n y=-5x+20
1
o y= 2 x-4
4 We3 Sketchgraphsofthefollowinglinearequationsusingthegradient-interceptmethod.
a y =4x+1
b y =3x-7
c y =-2x+3
1
2
d y =-5x-4
e y = x-2
g y =0.6x+0.5
h y =8x
f y =- 27 x+3
i
y = x -7
5 We4 Sketchthegraphsofthefollowinglinearequations.
a y =2x
b y =5x
c y =-3x
2
e y = 3 x
d y = 2 x
5
f y = 2 x
6 We5 Sketchthegraphsofthefollowinglinearequations.
a y =10
b y =-10
c x =10
d x =-10
e y =100
f y =0
g x =0
h x =-100
i y=-12
eBook plus
Digital doc
SkillSHEET 3.8
doc-5203
7 Transposeeachoftheequationstostandardform(thatis,y=mx+c). Statethex-and
y-interceptforeach.
a 5(y+2)=4(x+3)
b 5(y-2)=4(x-3)
c 2(y+3)=3(x+2)
d 10(y-20)=40(x-2)
e 4(y+2)=-4(x+2)
f 2(y-2)=-(x+5)
g -5(y+1)=4(x-4)
h 8(y-5)=-4(x+3)
i 5(y+2.5)=2(x-3.5)
j 2.5(y-2)=-6.5(x-1)
unDerstAnDing
8 Findthex-andy-interceptsofthefollowinglines.
a -y=8-4x
b 6x-y+3=0
c 2y-10x=50
reFleCtion
What types of straight lines have

an x- and y-intercept of the same
value?
63
3B
Determining linear equations

The equation of a straight line can be determined if given:
two points through which the line passes
the gradient of the line and one other point through which the line passes.
The gradient of a straight line can be calculated from the coordinates of two points (x1, y1)
and (x2, y2) which lie on the line.
y
rise y2 y1
B
=
Gradient = m =
run x2 x1
(x2, y2)
The equation of the straight line can then be

found in the form y = mx + c, where c is the
y-intercept.
Once the gradient has been found, substitute
one pair of known x- and y-values into the standard
linear equation y = mx + c to determine the value
of c.
If the y-intercept has already been given, then this
is the value of c and no further calculation is
required.
rise = y2 - y1
A
(x1, y1)
x-intercept
y-intercept
Worked Example 6
Find the equation of the straight line shown in the graph.

y
6
Think
Write
There are two points given on the straight line:

the x-intercept (3, 0) and the y-intercept (0, 6).
Therefore, c is 6.
c=6
We can now find the gradient of the line by using the

rise y2 y1
=
, where (x1, y1) = (3, 0)
formula m =
run x2 x1
and (x2, y2) = (0, 6).
m=
rise
run
y y
= 2 1
x2 x1
60
03
6
=
3
= -2
The gradient m = -2.
=
64
Substitute m = -2, and c = 6 into y = mx + c to find

the equation.
y = mx + c
y = -2x + 6
run = x2 - x1
x
Worked Example 7
y
Find the equation of the straight line shown in the graph.
(2, 1)
0
Think
Write
There are two points given on the straight line: the

x- and y-intercept (0, 0) and another point (2, 1). The
y-intercept, c, is 0.
c=0
We can now find the gradient of the line by using the

rise y2 y1
, where (x1, y1) = (0, 0) and
=
formula m =
run x2 x1
(x2, y2) = (2, 1).
m=
rise
run
y y
= 2 1
x2 x1
1 0
20
1
=
2
1
The gradient m = 2 .
=
Substitute m = 12 and c = 0 into y = mx + c to determine

the equation.
y = mx + c
1
y = 2x + 0
y = 12 x
Worked Example 8
Find the equation of the straight line passing through (-2, 5) and (1, -1).
Think
Write
y = mx + c
y y
m= 2 1
x2 x1
Write the general equation of a straight line.
Write the formula for calculating the gradient of a line

between two points.
Let (x1, y1) and (x2, y2) be the two points (-2, 5) and
(1, -1) respectively. Substitute the values of the
pronumerals into the formula to calculate the gradient.
m=
Substitute the value of the gradient into the general rule.
y = -2x + c
Select either of the two points, say (1, -1), and substitute
its coordinates into y = -2x + c.
Point (1, -1):

-1 = -2 1 + c
Solve for c; that is, add 2 to both sides of the equation.
-1 = -2 + c
1=c
State the equation by substituting the value of c into

y = -2x + c.
The equation of the line is y = -2x + 1.
1 5
1 2
6
=
3
= -2
65
Finding the equation of a straight line using the gradient

and another point (pointgradient method)
Worked Example 9
Find the equation of the straight line with gradient of 2 and y-intercept of -5.
Think
Write
Write the known information. In this instance, the

other point is the y-intercept, which makes the
calculation of c straightforward.
Gradient = 2,
y-intercept = -5
State the values of m and c.
m = 2, c = -5
Substitute these values into y = mx + c to find the

equation.
y = mx + c
y = 2x - 5
Sometimes the gradient and another point which is not the y-intercept is given.
The value of c can then be found by substituting the coordinates of this point into
y = mx + c.
Worked Example 10
Find the equation of the straight line passing through the point (5, -1) with a gradient of 3.
Think
Write
Write the known information.
Gradient = 3, point (5, -1).
State the values of m, x and y.
m = 3, (x, y) = (5, -1)
Substitute these values into y = mx + c and solve to

find c.
y = mx + c
-1 = 3(5) + c
-1 = 15 + c
-16 = c
Substitute m = 3 and c = -16 into y = mx + c to

determine the equation.
The equation of the line is y = 3x - 16.
remember
y2 y1
rise
or m = x x .
run
2
1
2. An equation of a straight line can be found if you are given either:
(i) two points that lie on the line or
(ii) the gradient of the line and another point (the pointgradient method).
Note that alternative (i) can reduce to alternative (ii) since the gradient can be
calculated using the two given points.
3. The equation of a straight line can be found by substituting the values of the
gradient, m, into y = mx + c. The value of c can then be found by substituting the x- and
y-values of a given point into y = mx + c. If one of the points given is the y-intercept
then it is simply a matter of letting c = y-intercept.
1. The gradient of a straight line is equal to m =
66
exerCise
3b
inDiviDuAl
pAthWAys
eBook plus

FluenCy
1 We 6 Determinetheequationforeachofthestraightlinesshown.
y
a
b
c
y
Activity 3-B-1
-2 0
Activity 3-B-2
Linear equations
doc-4979
12
Determining linear
equations
doc-4978
Activity 3-B-3
More complex
linear equations
doc-4980
y
3
eBook plus
-4
Digital doc
SkillSHEET 3.1
doc-5196
-16
-6
-8
g
-5
5
7
-5
-15
2 We 7 Determinetheequationofeachofthestraightlinesshown.
y
a
b
y
(-4, 12) 12
6
(3, 6)
x
0 3
eBook plus
Digital doc
SkillSHEET 3.9
doc-5204
0
-2
-4
(-4, -2)
-4 0
(-8, 6)
-8
6
0
3 We 8 Findtheequationofthestraightlinethatpassesthrougheachpairofpoints.
a (1,4)and(3,6)
b (0,-1)and(3,5)
c (-1,4)and(3,2)
d (3,2)and(-1,0)
e (-4,6)and(2,-6)
f (-3,-5)and(-1,-7)
67

4 We 9 Findthelinearequationgiventheinformationineachcasebelow.
a Gradient=3,y-intercept=3
b Gradient=-3,y-intercept=4
c Gradient=-4,y-intercept=2
d Gradient=4,y-intercept=2
e Gradient=-1,y-intercept=-4
f Gradient=0.5,y-intercept=-4
g Gradient=5,y-intercept=2.5
h Gradient=-6,y-intercept=3
i Gradient=-2.5,y-intercept=1.5
j Gradient=3.5,y-intercept=6.5
5 We 10 Foreachofthefollowing,findtheequationofthestraightlinewiththegivengradient
andpassingthroughthegivenpoint.
a Gradient=5,point=(5,6)
b Gradient=-5,point=(5,6)
c Gradient=-4,point=(-2,7)
d Gradient=4,point=(8,-2)
e Gradient=3,point=(10,-5)
f Gradient=-3,point=(3,-3)
g Gradient=-2,point=(20,-10)
h Gradient=2,point=(2,-0.5)
i Gradient=0.5,point=(6,-16)
j Gradient=- 0.5,point=(5,3)
eBook plus
Digital doc
WorkSHEET 3.1
doc-5205
3C
reFleCtion
What problems might you encounter

when calculating the equation of a
line whose graph is actually parallel
to one of the axes?
the distance between two points on

a straight line
Distance between two points
ThedistancebetweentwopointscanbecalculatedusingPythagorastheorem.
ConsidertwopointsA(x1,y1)andB(x2,y2)ontheCartesianplaneasshown.
AC=x2-x1
y
BC=y2-y1
y2
ByPythagorastheorem:
AB2=AC2+BC2
=(x2-x1)2+(y2-y1)2
y1
B(x2, y2)
C
(x1, y1)
Hence AB = ( x2 x1 )2 + ( y 2 y1 )2
x1
x2
ThedistancebetweentwopointsA(x1,y1)andB(x2,y2)is:
AB = ( x2 x1 )2 + ( y 2 y1 )2
Thisdistanceformulacanbeusedtocalculatethedistancebetweenanytwopointsonthe
Cartesianplane.
WorkeD exAmple 11
y
Find the distance between the points A and B in the figure at right.
4
A
think
68
Write
FromthegraphfindpointsAandB.
A(-3,1)andB(3,4)
LetAhavecoordinates(x1,y1).
Let(x1,y1)=(-3,1)
-3
1
3
Let B have coordinates (x2, y2).
Let (x2, y2) = (3, 4)
Find the length AB by applying the formula

for the distance between two points.
AB = ( x2 x1 )2 + ( y2 y1 )2
= [3 (3)]2 + (4 1)2
= (6)2 + (3)2
= 36 + 9
= 45
=3 5
= 6.71 (correct to 2 decimal places)
Worked Example 12
Find the distance between the points P(-1, 5) and Q(3, -2).
Think
Write
Let P have coordinates (x1, y1).
Let (x1, y1) = (-1, 5)
Let Q have coordinates (x2, y2).
Let (x2, y2) = (3, -2)
Find the length PQ by applying the formula

for the distance between two points.
PQ = ( x2 x1 )2 + ( y2 y1 )2
= [3 (1)]2 + (2 5)2
= (4)2 + (7)2
= 16 + 49
= 65
= 8.06 (correct to 2 decimal places)
The distance formula is useful in proving geometric properties of polygons.
Worked Example 13
Prove that the points A(1, 1), B(3, -1) and C(-1, -3) are the vertices of an isosceles triangle.
Think
1
Plot the points.

Note: For triangle ABC to be isosceles,
two sides must have the same magnitude.
Write/draw
y
-1
C
Find the length AC.

A(1, 1) = (x2, y2)
C(-1, -3) = (x1, y1)
1
1
3
B
From the diagram, AC

appears to have the same
length as BC.
-3
AC = [1 (1)]2 + [1 (3)]2
= (2)2 + (4)2
= 20
69
FindthelengthBC.
B(3,-1)=(x2,y2)
C(-1,-3)=(x1,y1)
BC = [3 (1)]2 + [1 (3)]2
FindthelengthAB.
A(1,1)=(x1,y1)
B(3,-1)=(x2,y2)
AB = [3 (1)]2 + [1 (1)]2
Stateyourproof.
SinceAC=BC,triangleABCisanisoscelestriangle.
= (4)2 + (2)2
= 20
= (2)2 + (2)2
= 4+4
= 8
=2 2
remember
ThedistancebetweentwopointsA(x1,y1)andB(x2,y2)is:
AB = ( x2 x1 )2 + ( y2 y1 )2
exerCise
3C
inDiviDuAl
pAthWAys
eBook plus
Activity 3-C-1
Finding the distance

between two points
on a straight line
doc-4981
Activity 3-C-2
Calculations of
distance between
two points
doc-4982
Activity 3-C-3
Applications of
distance between
two points
doc-4983
the distance between two points

on a straight line
FluenCy
1 We11 Findthedistancebetweeneachpairofpoints
shownatright.
2 We12 Findthedistancebetweenthefollowingpairsof
points.
(2,5),(6,8)
(-1,2),(4,14)
(-1,3),(-7,-5)
(5,-1),(10,4)
(4,-5),(1,1)
(-3,1),(5,13)
(5,0),(-8,0)
(1,7),(1,-6)
(a,b),(2a,-b)
(-a,2b),(2a,-b)
a
b
c
d
e
f
g
h
i
j
O
6
B
5
4
P
3
C
2A
E H
N
L 1
-6 -5 -4-3-2-1 0 1 2 3 4 5 6 x
-1
F -2
M -3
I
J
D
-4
-5
-6
G
3 We13 ProvethatthepointsA(0,-3),B(-2,-1)andC(4,3)aretheverticesofan
isoscelestriangle.
unDerstAnDing
eBook plus
Digital doc
Spreadsheet 021
doc-5206
70
4 ThepointsP(2,-1),Q(-4,-1)andR(-1,3 3 1)arejoinedtoformatriangle.
ProvethattrianglePQRisequilateral.
5 ProvethatthetrianglewithverticesD(5,6),E(9,3)andF(5,3)isaright-angledtriangle.

6 The vertices of a quadrilateral are A(1, 4), B(-1, 8), C(1, 9) and D(3, 5).
a Find the lengths of the sides.
c What type of quadrilateral is it?
b Find the lengths of the diagonals.
Reasoning
7 MC If the distance between the points (3, b) and (-5, 2) is 10 units, then the value of b is:
a -8
B -4
C 4
d 0
E 2
8 MC A rhombus has vertices A(1, 6), B(6, 6), C(-2, 2) and D(x, y). The coordinates of D are:
a (2, -3)
B (2, 3)
C (-2, 3)
d (3, 2)
E (3, -2)
9 A rectangle has vertices A(1, 5), B(10.6, z), C(7.6, -6.2) and D(-2, 1). Find:
a the length of CD
reflection
b the length of AD
c the length of the diagonal AC
How could you use the distance
d the value of z.
formula to show that a series of
10 Show that the triangle ABC with coordinates
A(a, a), B(m, -a) and C(-a, m) is isosceles.
3D
points lay on the circumference of

a circle with centre C?
The midpoint of a line segment

Midpoint of a line segment
The midpoint of a line segment is the half-way point.

The x- and y-coordinates of the midpoint are half-way between those of the coordinates of the
end points.
Midpoint formula
y
Consider the line segment connecting the points
B(x2, y2)
A(x1, y1) and B(x2, y2).
(y2 - y)
Let P(x, y) be the midpoint of AB.
AC is parallel to PD.
P(x, y)
(x2 - x) D
PC is parallel to BD.
(y - y1)
AP is parallel to PB (collinear).
A
Hence triangle APC is similar to triangle PBD.
(x1, y1) (x - x1) C
But AP = PB (since P is the midpoint of AB).
x
Hence, triangle APC is congruent to triangle PBD.
Therefore x - x1 = x2 - x
2x = x1 + x2
x + x2
x= 1
2
y +y
Similarly it can be shown that y = 1 2 .
2
In general, the coordinates of the midpoint of a line segment joining y
(x2, y2)
the points (x1, y1) and (x2, y2) can be found by averaging the x-and
y-coordinates of the end points, respectively.
M
x_____,
y1 + y2
1 + x2 _____
The coordinates of the midpoint of the line segment joining
x +x y +y
(x1, y1) and (x2, y2) are: 1 2 , 1 2
2
2
(x1, y1)
x
71
Worked Example 14
Find the coordinates of the midpoint of the line segment joining (-2, 5) and (7, 1).
Think
1
Label the given points (x1, y1) and (x2, y2).
Find the x-coordinate of the midpoint.
Write
Let (x1, y1) = (-2, 5) and (x2, y2) = (7, 1)

x +x
x= 1 2
2
2 + 7
=
2
5
=2
1
Find the y-coordinate of the midpoint.
=22
y +y
y= 1 2
2
5+1
=
2
6
=2
=3
Give the coordinates of the midpoint.
Hence, the coordinates of the midpoint are (2 2 , 3).
Worked Example 15
The coordinates of the midpoint, M, of the line segment AB are (7, 2). If the coordinates of A are
(1, -4), find the coordinates of B.
Think
Label the start of the line segment (x1, y1)

and the midpoint (x, y).
Find the x-coordinate of the end point.
Find the y-coordinate of the end point.
Give the coordinates of the end point.
Check that the coordinates are feasible.
Write/DRAW
Let (x1, y1) = (1, -4) and (x, y) = (7, 2)

x1 + x2
2
1 + x2
7=
2
14 = 1 + x2
x2 = 13
y +y
y= 1 2
2
4 + y2
2=
2
4 = -4 + y2
y2 = 8
Hence, the coordinates of the point B are (13, 8).
x=
y
8
2
B (13, 8)
M (7, 2)
1
7
-4
A (1, -4)
72
13
remember
Thecoordinatesofthemidpointofthelinesegment
joining(x1,y1)and(x2,y2)are:
y
(x2, y2)
x1 + x2 y1 + y2
2 , 2
(x1, y1)
exerCise
3D
inDiviDuAl
pAthWAys
eBook plus
Activity 3-D-1
Finding the midpoint

of a line segment
doc-4984
Activity 3-D-2
Calculations
midpoint of a
segment
doc-4985
Activity 3-D-3
Applications
midpoint of a
segment
doc-4986
+ x _____
y +y
(x_____,
2
2 )
2
the midpoint of a line segment

FluenCy
1 We14 Usetheformulamethodtofindthecoordinatesofthemidpointoftheline
segmentjoiningthefollowingpairsofpoints.
a (-5,1),(-1,-8)
c (0,4),(-2,-2)
e (a,2b),(3a,-b)
b (4,2),(11,-2)
d (3,4),(-3,-1)
f (a+3b,b),(a-b,a-b)
2 We15 Thecoordinatesofthemidpoint,M,ofthelinesegmentABare(2,-3).Ifthe
coordinatesofAare(7,4),findthecoordinatesofB.
unDerstAnDing
3 Find:
a thecoordinatesofthecentreofasquarewithverticesA(0,0),B(2,4),C(6,2)and
D(4,-2)
b thesidelength
c thelengthofthediagonals.
eBook plus
Digital doc
Spreadsheet 075
doc-5207
4 mC Themidpointofthelinesegmentjoiningthepoints(-2,1)and(8,-3)is:
a (6,-2)
B (5,2)
C (6,2)
d (3,-1)
E (5,-2)
5 mC IfthemidpointofABis(-1,5)andthecoordinatesofBare(3,8),thenAhas
coordinates:
a (1,6.5)
d (4,3)
B (2,13)
E (7,11)
C (-5,2)
6 a TheverticesofatriangleareA(2,5),B(1,-3)andC(-4,3).Find:
i thecoordinatesofP,themidpointofAC
ii thecoordinatesofQ,themidpointofAB
iii thelengthofPQ
iv thelengthofBC.
b HenceshowthatBC=2PQ.
7 a AquadrilateralhasverticesA(6,2),B(4,-3),C(-4,-3)andD(-2,2).Find:
i themidpointofthediagonalAC
ii themidpointofthediagonalBD.
b Commentonyourfinding.
73

8 a ThepointsA(-5,3.5),B(1,0.5)andC(-6,-6)aretheverticesofatriangle.Find:
i themidpoint,P,ofAB
ii thelengthofPC
iii thelengthofAC
iv thelengthofBC.
b Describethetriangle.WhatcouldPCrepresent?
reAsoning
9 FindtheequationofthestraightlinethatpassesthroughthemidpointofA(-2,5)and
eBook plus
Digital doc
WorkSHEET 3.2
doc-5208
3e
B(-2,3),andhasagradientof-3.
10 Findtheequationofthestraightlinethat
passesthroughthemidpointofA(-1,-3)and
2
B(3,-5),andhasagradientof 3.
reFleCtion
If the midpoint of a line segment

is the origin, what are the possible
values of the x- and y-coordinates
of the end points?
parallel and perpendicular

lines
parallel lines
eBook plus
Interactivity
Parallel and
perpendicular
lines
Lineswhichhavethesamegradientareparallellines.
int-2779
WorkeD exAmple 16
Show that AB is parallel to CD given that A has coordinates (-1, -5), B has coordinates (5, 7), C has
coordinates (-3, 1) and D has coordinates (4, 15).
think
1
Write
FindthegradientofAB.
LetA(-1,-5)=(x1,y1)andB(5,7)=(x2,y2)
y y
Since m = 2 1
x2 x1
7 (5)
mAB =
5 (1)
12
= 6
=2
2
FindthegradientofCD.
LetC(-3,1)=(x1,y1)andD(4,15)=(x2,y2)
15 1
mCD =
4 (3)
=
14
7
=2
3
Comparethegradientstodetermine
iftheyareparallel.(Note:||means
isparallelto.)
74
Sinceparallellineshavethesamegradientand
mAB=mCD=2,thenAB||CD.
Collinearpointsarepointswhichalllieonthesamestraightline.
Worked Example 17
Show that the points A(2, 0), B(4, 1) and C(10, 4) are collinear.
Think
1
Write
Let A(2, 0) = (x1, y1)

and B(4, 1) = (x2, y2)
y y
Since
m= 2 1
x2 x1
1 0

mAB =
42
Find the gradient of AB.
1
2
Let B(4, 1) = (x1, y1)

and C(10, 4) = (x2, y2)
Find the gradient of BC.
Show that A, B and C are collinear.
mBC = 4 1
10 4
3
6
1
2
1
Since mAB = mBC = 2

then AB||BC
Since B is common to both line segments, A, B and C
must lie on the same straight line. That is, A, B and C
are collinear.
Perpendicular lines
There is a special relationship between the gradients of two perpendicular lines.

Consider the diagram shown below where the line segment AB is perpendicular to the line
segment BC, AC is parallel to the x-axis, and BD is the perpendicular height of the resulting
triangle ABC.
Let mAB = m1
y
B
a

=
b
a q

= tan(q)
a
Let mBC = m2
a C
A q
a
c
b

=
D
c
x

= -tan(a)
b

=
a
1

=
m1
Hence
or
m2 =
1
m1
m1m2 = -1
75
Hence, if two lines are perpendicular to each other, then the product of their gradients is -1.
Two lines are perpendicular if and only if:
m1m2 = -1
1
or m2 =
m1
Worked Example 18
Show that the lines y = -5x + 2 and 5y - x + 15 = 0 are perpendicular to one another.
Think
Write
y = -5x + 2
m1 = -5
Find the gradient of equation 1.

Hence
Find the gradient of equation 2.
5y - x + 15 = 0
Rewrite in the form y = mx + c

5y = x - 15
x

y= -3
5
m2 =
Hence
3
Test for perpendicularity. (The two lines

are perpendicular if the product of their
gradients is -1.)
1
5
1

m1m2 = -5 5

= -1
Hence, the two lines are perpendicular to each other.
Determining the equation of a straight line parallel or

perpendicular to another straight line
The gradient properties of parallel and perpendicular straight lines can be used to determine
the equations of other lines with particular attributes.
Worked Example 19
Find the equation of the straight line that passes through the point (3, -1) and is parallel to the
straight line with equation y = 2x + 1.
Think
Write
Write the general equation.
Find the gradient of the given line.

y = 2x + 1 has a gradient of 2
Hence m = 2
Substitute for m in the general equation.
so
Substitute the given point to find c.

76
y = mx + c
Substitute for c in the general equation.
y = 2x + c
(x, y) = (3, -1)
\ -1 = 2(3) + c
=6+c
c = -7

y = 2x - 7
or
2x - y - 7 = 0
Worked Example 20
Find the equation of the line that passes through the point (0, 3) and is perpendicular to a straight
line with a gradient of 5.
Think
Write
m=5
1
m1 = 5
Find the gradient of the perpendicular line.
Given

Substitute for m and (x1, y1) in the general equation.
Since y - y1 = m(x - x1)

and (x1, y1) = (0, 3)
1
then y - 3 = 5 (x - 0)
x
=
5
5(y - 3) = -x
5y - 15 = -x
x + 5y - 15 = 0
Horizontal and vertical lines
Recall the following.

Horizontal lines are parallel to the x-axis, have a gradient of zero, are expressed in the form
y = c and have no x-intercept.
Vertical lines are parallel to the y-axis, have an undefined (infinite) gradient, are expressed
in the form x = a and have no y-intercept.
Worked Example 21
Find the equation of:

a the vertical line that passes through the point (2, -3)
b the horizontal line that passes through the point (-2, 6).
Think
Write
a For a vertical line, there is no y-intercept so y does not
a x=2
b For a horizontal line, there is no x-intercept so x does not
b y=6
appear in the equation. The x-coordinate of the point is 2.

appear in the equation. The y-coordinate of the point is 6.
Worked Example 22
Find the equation of the perpendicular bisector of the line joining the points (0, -4) and (6, 5).
Think
1
Find the gradient of the line joining the given points

using the general equation.
Write/draw
Let (0, -4) = (x1, y1)

Let(6, 5) = (x2, y2)
y y1
m= 2
x2 x1
5 (4)
m=
60
9
=6
=
3
2
77
Find the gradient of the perpendicular line.
For lines to be perpendicular, m2 =

2
m1 = 3
3
1
m1
x1 + x2
2
0+6
=
2
=3
y + y2
y= 1
2
4 + 5
=
2
1
= 2
x=
Find the midpoint of the line joining the given

points.
Hence (3, 2 ) are the coordinates of the midpoint.

4
Substitute for m and (x1, y1) in the general

equation.
Since y - y1 = m(x - x1)

2
1
and (x1, y1) = (3, 2 ) and m1 = 3
Simplify by removing the fractions.
then y -
= 3 (x - 3)
(a) Multiply both sides by 3.
= -2(x - 3)
(b) Multiply both sides by 2.
= -2x + 6
6y - 3 = -4x + 12
4x + 6y - 15 = 0
1
2
1
3(y - 2 )
3
3y - 2
y
5
Note: The diagram at right shows the geometric situation.
(6, 5)
1
2 2
1
2
-4
6 x
-4
remember
1. The equation of a straight line may be expressed in the form:

y = mx + c
where m is the gradient of the line and c is the y-intercept, or
y - y1 = m(x - x1)
where m is the gradient and (x1, y1) is a point on the line.
2. The gradient can be calculated if two points, (x1, y1) and (x2, y2), are given by using
y y
m= 2 1
x2 x1
3. Parallel lines have the same gradient.
4. Collinear points lie on the same straight line.
Two lines are perpendicular if and only if:

m1m2 = -1
1
or
m2 = .
m1
The equation of a straight line can be determined by two methods:
78
5. They=mx+cmethod.
Thisrequiresthegradient,m,andagivenpointtobeknown,inordertoestablishthe
valueofc.
Ifthey-interceptisknown,thenthiscanbedirectlysubstitutedforc.
6. Alternativemethod:y-y1=m(x-x1)
Thisrequiresthegradient,m,andagivenpoint(x1,y1)tobeknown.
7. Thegeneralequationforaverticallineisgivenbyx=aandahorizontallineisgiven
byy=c.
exerCise
3e
inDiviDuAl
pAthWAys
eBook plus
Activity 3-E-1
Parallel and
perpendicular lines
doc-4987
Activity 3-E-2
More difficult
parallel and
perpendicular lines
doc-4988
Activity 3-E-3
Complex parallel and

perpendicular lines
doc-4989
parallel and perpendicular lines

FluenCy
1 We 16 FindifABisparalleltoCDgiventhefollowingcoordinates.
a
b
c
d
e
f
A(4,13),B(2,9),C(0,-10),D(15,0).
A(2,4),B(8,1),C(-6,-2),D(2,-6).
A(-3,-10),B(1,2),C(1,10),D(8,16).
A(1,-1),B(4,11),C(2,10),D(-1,-5).
A(1,0),B(2,5),C(3,15),D(7,35).
A(1,-6),B(-5,0),C(0,0),D(5,-4).
2 Whichpairsofthefollowingstraightlinesareparallel?
a 2x+y+1=0
c 2y-x=3
b y=3x-1
d y=4x+3
x
1
2
g 3y=x+4
e y =
f 6x-2y=0
h 2y=5-x
3 We 17 ShowthatthepointsA(0,-2),B(5,1)andC(-5,-5)arecollinear.
4 Showthatthelinethatpassesthroughthepoints(-4,9)and(0,3)alsopassesthrough
thepoint(6,-6).
5 We 18 Showthatthelinesy=6x-3andx+6y-6=0areperpendiculartooneanother.
eBook plus
Digital doc
Spreadsheet 085
doc-5209
6 DetermineifABisperpendiculartoCD,giventhefollowingcoordinates.
a A(1,6),B(3,8),C(4,-6),D(-3,1)
c A(1,3),B(4,18),C(-5,4),D(5,0)
e A(-4,9),B(2,-6),C(-5,8),D(10,14)
b A(2,12),B(-1,-9),C(0,2),D(7,1)
d A(1,-5),B(0,0),C(5,11),D(-10,8)
f A(4,4),B(-8,5),C(-6,2),D(3,11)
7 We 19 Findtheequationofthestraightlinethatpassesthroughthepoint(4,-1)andis
paralleltothestraightlinewithequationy=2x-5.
eBook plus
Digital doc
Spreadsheet 029
doc-5210
8 We 20 Findtheequationofthelinethatpassesthroughthepoint(-2,7)andisperpendicular
2
toalinewithagradientof 3.
9 Findtheequationsofthefollowingstraightlines.
a Gradient3andpassingthroughthepoint(1,5).
b Gradient-4andpassingthroughthepoint(2,1).
c Passingthroughthepoints(2,-1)and(4,2).
d Passingthroughthepoints(1,-3)and(6,-5).
e Passingthroughthepoint(5,-2)andparalleltox+5y+5=0.
f Passingthroughthepoint(1,6)andparalleltox-3y-2=0.
g Passingthroughthepoint(-1,-5)andperpendicularto3x+y+2=0.
79

10 Find the equation of the line which passes through the point (-2, 1) and is:
a parallel to the straight line with equation 2x - y - 3 = 0
b perpendicular to the straight line with equation 2x - y - 3 = 0.
11 Find the equation of the line that contains the point (1, 1) and is:
a parallel to the straight line with equation 3x - 5y = 0
b perpendicular to the straight line with equation 3x - 5y = 0.
12 WE21 Find the equation of:
a the vertical line that passes through the point (1, -8)
b the horizontal line that passes through the point (-5, -7).
13 MC a The vertical line passing through the point (3, -4) is given by:
A y = -4
B x = 3
C y = 3x - 4
D y = -4x + 3
E x = -4
b Which of the following points does the horizontal line given by the equation y=-5 pass
14
15
16
17
through?
A (-5, 4)
B (4, 5)
C (3, -5)
D (5, -4)
E (5, 5)
c Which of the following statements is true?
A Vertical lines have a gradient of zero.
B The y-coordinates of all points on a vertical line are the same.
C Horizontal lines have an undefined gradient.
D The x-coordinates of all points on a vertical line are the same.
E A horizontal line has the general equation x = a.
d Which of the following statements is false?
A Horizontal lines have a gradient of zero.
B The straight line joining the points (1, -1) and (-7, -1) is vertical.
C Vertical lines have an undefined gradient.
D The straight line joining the points (1, 1) and (-7, 1) is horizontal.
E A horizontal line has the general equation y = c.
The triangle ABC has vertices A(9, -2), B(3, 6) and C(1, 4).
a Find the midpoint, M, of BC.
b Find the gradient of BC.
c Show that AM is the perpendicular bisector of BC.
d Describe triangle ABC.
WE22 Find the equation of the perpendicular bisector of the line joining the points (1, 2)
and (-5, -4).
Find the equation of the perpendicular bisector of the line joining the points (-2, 9)
and (4, 0).
ABCD is a parallelogram. The coordinates of A, B and C are (4, 1), (1, -2) and (-2, 1)
respectively. Find:
a the equation of AD
b the equation of DC
c the coordinates of D.
understanding
18 In each of the following, show that ABCD is a parallelogram.
a A(2, 0), B(4, -3), C(2, -4), D(0, -1)
b A(2, 2), B(0, -2), C(-2, -3), D(0, 1)
c A(2.5, 3.5), B(10, -4), C(2.5, -2.5), D(-5, 5)
80

19 In each of the following, show that ABCD is a trapezium.
a A(0, 6), B(2, 2), C(0, -4), D(-5, -9)
b A(26, 32), B(18, 16), C(1, -1), D(-3, 3)
c A(2, 7), B(1, -1), C(-0.6, -2.6), D(-2, 3)
20 MC The line that passes through the points (0, -6) and (7, 8) also passes through:
A (4, 3)
D (1, -8)
B (5, 4)
E (1, 4)
C (-2, 10)
21 MC The point (-1, 5) lies on a line parallel to 4x + y + 5 = 0. Another point on the same line
as (-1, 5) is:
A (2, 9)
B (4, 2)
C (4, 0)
E (3, -11)
D (-2, 3)
22 Find the equation of the straight line given the following conditions:
a passes through the point (-1, 3) and parallel to y = -2x + 5
b passes through the point (4, -3) and parallel to 3y + 2x = -3.
23 Determine which pairs of the following straight lines are perpendicular.
a x + 3y - 5 = 0
d 2y = x + 1
g 2x + y = 6
b y = 4x - 7
e y = 3x + 2
h x + y = 0
c y = x
f x + 4y - 9 = 0
24 Find the equation of the straight line that cuts the x-axis at 3 and is perpendicular to the line
with equation 3y - 6x = 12.

25 Calculate the value of m for which lines with the following pairs of equations are perpendicular
to each other.
a 2y - 5x = 7 and 4y + 12 = mx
b 5x - 6y = -27 and 15 + mx = -3y
26 MC The gradient of the line perpendicular to the line with equation 3x - 6y = 2 is:
A 3
B -6
C 2
D
1
2
E -2
27 MC Triangle ABC has a right angle at B. The vertices are A(-2, 9), B(2, 8) and C(1, z). The
value of z is:
1
A 8 4
3
D 7 4
B 4
C 12
E -4
Reasoning
28 The map shows the proposed course for a yacht race.
Scale: 1 unit 1 km
Buoys have been positioned at A(1, 5), B(8, 8) and

11
10
C(12, 6), but the last buoys placement, D(10, w), is yet
9
Buoy B
to be finalised.
8
a How far is the first stage of the race, that is, from the
7
Buoy
6 A
start, O, to buoy A?
Buoy C
M
5
b The race marshall boat, M, is situated halfway
4
between buoys A and C. What are the coordinates of
E
3
Buoy D
2 H
the boat?
1
O
c Stage 4 of the race (from C to D) is perpendicular to
(Start) 1 2 3 4 5 6 7 8 9 10 11 12 x
stage 3 (from B to C). What is the gradient of CD?
d Find the linear equation that describes stage 4.
e Hence determine the exact position of buoy D.
2
f An emergency boat is to be placed at point E, 3 of the way from buoy A to buoy D. The
coordinates of E are (7, 3). How far is the emergency boat from the hospital, located at H,
2km North of the start?
81

29 Show that the following sets of points form the vertices of a right-angled triangle.
a A(1, -4), B(2, -3), C(4, -7)
b A(3, 13), B(1, 3), C(-4, 4)
c A(0, 5), B(9, 12), C(3, 14)
30 Prove that the quadrilateral ABCD is a rectangle when A is (2, 5), B(6, 1), C(3, -2) and
D(-1, 2).
31 Prove that the quadrilateral ABCD is a rhombus, given A(2, 3), B(3, 5), C(5, 6) and D(4, 4).
Hint: The diagonals of a rhombus intersect at right angles.

reflection
How could you use coordinate

geometry to design a logo for an
organisation?
82
Summary
Sketching linear graphs
The Cartesian plane is a grid, consisting of two axes (x and y), meeting at the origin (0, 0).
A location (point) is specified by its x- and y-coordinates.
A linear graph consists of an infinite set of points that can be joined to form a straight line,
but to sketch a linear graph, the coordinates of only two points are needed.
A linear rule or equation can be used to obtain the coordinates of points that belong to
its graph.
Linear equations may be written in several different forms. The two most common forms are
y = mx + c and ax + by = k.
When a linear equation is expressed in the form y = mx + c, then m represents the gradient
(slope) of the straight line and c represents the y-intercept.
A straight line with a positive gradient slopes upward to the right and a straight line with a
negative gradient slopes downward to the right.
The x- and y-intercept method allows us to sketch the graph of any linear equation by finding
two specific points: the x-intercept and y-intercept. An exception is the case of lines passing
through the origin.
Graphs of equations in the form y = mx pass through the origin. To find the second point,
substitute a chosen x-value into the equation to find the corresponding y-value.
Graphs of equations in the form y = c have a gradient of zero and are parallel to the
x-axis.
Graphs of equations in the form x = a have an undefined (infinite) gradient and are parallel to
the y-axis.
y2 y1
rise
or m = x x .
run
2
1
An equation of a straight line can be found if you are given either:
(i) two points that lie on the line or
(ii) the gradient of the line and another point (the pointgradient method).
Note that alternative (i) can reduce to alternative (ii) since the gradient can be calculated using
the two given points.
The equation of a straight line can be found by substituting the values of the gradient, m, into
y = mx + c. The value of c can then be found by substituting the x- and y-values of a given
point into y = mx + c. If one of the points given is the y-intercept then it is simply a matter of
letting c = y-intercept.
The gradient of a straight line is equal to m =
The distance between two points on a straight line
The distance between two points A(x1, y1) and B(x2, y2) is:
AB = ( x2 x1 )2 + ( y2 y1 )2
The midpoint of a line segment
The coordinates of the midpoint of the line segment

joining (x1, y1) and (x2, y2) are:

x1 + x2 y1 + y2
2 , 2
y
(x2, y2)
M
+ x _____
y +y
(x_____,
2
2 )
1
(x1, y1)
83

Parallelandperpendicularlines
Theequationofastraightlinemaybeexpressedintheform:
y=mx+c
wheremisthegradientofthelineandcisthey-intercept,or
y-y1=m(x-x1)
wheremisthegradientand(x1,y1)isapointontheline.
Thegradientcanbecalculatediftwopoints,(x1,y1)and(x2,y2),aregivenbyusing
y y
m= 2 1
x2 x1
Parallellineshavethesamegradient.
Collinearpointslieonthesamestraightline.
Twolinesareperpendicularifandonlyif:
m1m2=-1
1
or
m2= .
m1
Theequationofastraightlinecanbedeterminedbytwomethods:
They=mx+cmethod.
Thisrequiresthegradient,m,andagivenpointtobeknown,inordertoestablishthevalue
ofc.
Ifthey-interceptisknown,thenthiscanbedirectlysubstitutedforc.
Alternativemethod:y-y1=m(x-x1)
Thisrequiresthegradient,m,andagivenpoint(x1,y1)tobeknown.
Thegeneralequationforaverticallineisgivenbyx=aandahorizontallineisgiven
byy=c.
MaPPINGYOURUNdERSTaNdING
Homework
Book
84
Chapter review
Fluency
9 The equation of the line perpendicular to
1 The equation of the line drawn below is:

y
3
2 x
0
A 3x + 2y = 6
C 2x + 3y = 6
E 2x - 3y = -6
B 3x - 2y = 6
D 2x - 3y = 6
2 The equation of a linear graph with gradient -3 and
x-intercept of 4 is:
A y = -3x - 12
C y = -3x - 4
E y = 4x - 3
B y = -3x + 4
D y = -3x + 12
3 The equation of a linear graph which passes
through (2, -7) and (-2, -2) is:

B 5x + 4y + 18 = 0
d 5x - 4y - 18 = 0
A 4x - 5y + 18 = 0
c 5x + 4y - 18 = 0
e 4x + 5y + 18 = 0
4 The distance between the points (1, 5) and
(6, -7) is:

53
C 13
29
193
E 12
5 The midpoint of the line segment joining the points
(-4, 3) and (2, 7) is:
A (-1, 5)
B (-2, 10)
C (-6, 4)
D (-2, 4)
E (-1, 2)
6 If the midpoint of the line segment joining the
points A(3, 7) and B(x, y) has coordinates (6, 2),
then the coordinates of B are:
A (15, 3)
B (0, -6)
C (9, -3)
D (4.5, 4.5)
E (-9, 3)
7 If the points (-6, -11), (2, 1) and (x, 4) are
collinear, then the value of x is:
A 4
B 3.2
D
1
4
E 3
5
16
2x + y - 1 = 0 and passing through the point

(1, 4) is:
A 2x + y - 6 = 0
B 2x + y - 2 = 0
C x - 2y + 7 = 0
D x + 2y + 9 = 0
E x - 2y = 0
10 Produce a table of values, and sketch the graph of
the equation y = -5x + 15 for values of x between

-10 and +10.
11 Sketch the graph of the following linear equations,
labelling the x- and y-intercepts.

a y = 3x - 2
b y = -5x + 15
2
c y = 3 x + 1
7
5
d y = x - 3
12 Find the x- and y-intercepts of the following
straight lines.
a y = -7x + 6
3
8
4
x
7
b y = x - 5
c y =
- 43
d y = 0.5x + 2.8
13 Sketch graphs of the following linear equations by
finding the x- and y-intercepts.

a 2x - 3y = 6
b 3x + y = 0
c 5x + y = -3
d x + y + 3 = 0
14 Sketch the graph of each of the following.
1
2
a y = x
b y = -4x
c x = -2
d y = 7
15 Sketch the graph of the equation
3(y - 5) = 6(x +1).
16 Find the equations of the straight lines in the
following graphs.
a
8 The gradient of the line perpendicular to
3x - 4y + 7 = 0 is:
A
3
4
4
3
D 3
-2
B
4
C 3
E -4
y
-4
-4
85

c
2
0
28 Find the equation of the straight line joining the point
(2, 8)
0
- 43
17 Find the linear equation given the information in
each case below.

a gradient = 3, y-intercept = -4
b gradient = -2, y-intercept = -5
1
c gradient = , y-intercept = 5
2
d gradient = 0, y-intercept = 6
18 For each of the following, find the equation of the
straight line with the given gradient and passing

through the given point.
a gradient = 7, point (2, 1)
b gradient = -3, point (1, 1)
1
c gradient = , point (-2, 5)
2
3
5
d gradient = , point (1, -3)

19 Find the distance between the points (1, 3) and
(7, -2).
20 Prove that triangle ABC is isosceles given A(3, 1),
B(-3, 7) and C(-1, 3).

21 Show that the points A(1, 1), B(2, 3) and C(8, 0)
are the vertices of a right-angled triangle.

22 The midpoint of the line segment AB is (6, -4).
If B has coordinates (12, 10), find the coordinates

of A.
23 Show that the points A(3, 1), B(5, 2) and C(11, 5)
are collinear.
24 Show that the lines y = 2x - 4 and x + 2y - 10 = 0
are perpendicular to one another.

25 Find the equation of the straight line passing
through the point (6, -2) and parallel to the line

x + 2y - 1 = 0.
26 Find the equation of the line perpendicular to
3x - 2y + 6 = 0 and having the same y-intercept.
27 Find the equation of the perpendicular bisector of
the line joining the points (-2, 7) and (4,11).

86
(-2, 5) and the point of intersection of the straight

lines with equations y = 3x - 1 and y = 2x + 5.
29 Using the information given in the diagram.
a Find:
y

i the gradient of AD
B(4, 9)
9
ii the gradient of AB
iii the equation of BC
C
4 A
iv the equation of DC
O D
v the coordinates of C.
x
45 9
b Describe quadrilateral
ABCD.
30 In triangle ABC, A is (1, 5), B is (-2, -3) and C is
(8, -2).
a Find:

i the gradient of BC
ii the midpoint, P, of AB
iii the midpoint, Q, of AC.
b Hence show that:

i PQ is parallel to BC
ii PQ is half the length of BC.
problem solving
1 John has a part-time job working as a gardener and
is paid $13.50 per hour.

a Complete the following table of values relating
the amount of money received to the number of
hours worked.
Number
of hours
10
Pay ($)
b Find a linear equation relating the amount of
money received to the number of hours worked.

c Sketch the linear equation on a Cartesian plane
over a suitable domain.

d Using algebra, calculate the pay that John will
3
receive if he works for 6 4 hours.

2 A fun park charges a $12.50 entry fee and an
additional $2.50 per ride.
the total cost to the number of rides.
Number
of rides
10
Cost ($)
b Find a linear equation relating total cost to the
number of rides.

d Using algebra, calculate the cost for 7 rides.
sothatittravelsinastraightlineinorderto
displaceanopponentsguardballs.Inaparticular
$22.50perhour.
game,playerXhas2guardballsclosetothe
a Sketchagraphshowingthetotalcostfor
jack.Thecoordinatesofthejackare(0,0)andthe
between0and12hours.
4
b Statetheequationrelatingcosttotimerented.
coordinatesoftheguardballsareA(-1, 5 )and
c Predictthecostofhiringaboatfor12hours
1 57
B(- 2 , 40 ).PlayerYbowlsaballsothatittravels
and15minutes.
inastraightlinetowardthejack.Theballis
4 ABCDisaquadrilateralwithverticesA(4,9),
bowledfromthepositionS,withthecoordinates
B(7,4),C(1,2)andD(a,10).
(-30,24).
Giventhatthediagonalsareperpendiculartoeach
y
other,find:
a theequationofthediagonalAC
24
S(-30, 24)
b theequationofthediagonalBD
c thevalueofa.
5 Anarchitectdecidestodesignabuildingwitha
)
57
B(- 12 , 57
40
14-metre-squarebasesuchthattheexternalwalls
40
areinitiallyverticaltoaheightof50metres,but
tapersothattheirseparationis8metresatitspeak
4
A(-1, 45 )
heightof90metres.Aprofileofthebuildingis
5
shownwiththepoint(0,0)markedasareferenceat
1
-30
x
-1 -2
thecentreofthebase.
3 Thecostofhiringaboatis$160plus
y
C
(Not to scale)
a WillplayerYdisplaceoneoftheguardballs?
8m
Ifso,whichone?
b Duetobias,thedisplacedguardballis
B
90 m
50 m
0
14 m
a Writetheequationoftheverticalline
connectingAandB.
b WritethecoordinatesofBandC.
c Findthelengthofthetaperedsectionofwall
fromBtoC.
6 Inagameoflawnbowls,theobjectistobowla
biasedballsothatitgetsascloseaspossibleto
asmallerwhiteballcalledajack.Duringagame,
aplayerwillsometimesbowlaballquitequickly
knockedsothatitbeginstotravelinastraight
line(atrightanglestothepathfoundinparta).
Findtheequationofthelineoftheguardball.
c ShowthatguardballAisinitiallyheading
directlytowardguardballB.
d Givenitsinitialvelocity,guardballAcan
travelinastraightlinefor1metrebefore
itsbiasaffectsitpath.Calculateandexplain
whetherguardballAwillcollidewithguard
ballB.
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int-2834
int-2832
Crossword Chapter 3
int-2833
87
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ACtivities
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Digital doc
HungrybrainactivityChapter3(doc-5195)(page 55)
areyouready?
SkillSHEET3.1(doc-5196):Measuringtheriseand
therun
SkillSHEET3.2(doc-5197):Describingthegradient
ofaline
SkillSHEET3.3(doc-5198):Plottingalineusinga
tableofvalues
SkillSHEET3.4(doc-5199):Statingthey-intercept
fromagraph
SkillSHEET3.5(doc-5200):Solvinglinear
equationsthatarisewhenfindingx-andy-intercepts
SkillSHEET3.6(doc-5201):UsingPythagoras
theorem
3a Sketchinglineargraphs
Digital docs
Activity3-A-1(doc-4975):Sketchinglineargraphs
(page 62)
Activity3-A-2(doc-4976):Graphsoflinear
equations(page 62)
Activity3-A-3(doc-4977):Moregraphsoflinear
equations(page 62)
SkillSHEET3.7(doc-5202):Substitutionintoa
linearrule(page 62)
SkillSHEET3.5(doc-5200):Solvinglinear
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SkillSHEET3.8(doc-5203):Transposinglinear
equationstostandardform(page 63)
3B determininglinearequations
Digital docs
Activity3-B-1(doc-4978):Determininglinear
equations(page 67)
Activity3-B-2(doc-4979):Linearequations(page 67)
Activity3-B-3(doc-4980):Morecomplexlinear
equations(page 67)
therun(page 67)
SkillSHEET3.9(doc-5204):Findingthegradient
giventwopoints(page 67)
WorkSHEET3.1(doc-5205):Gradient(page 68)
3C Thedistancebetweentwopointsona
straightline
(page 70)
Activity3-C-1(doc-4981):Findingthedistance
betweentwopointsonastraightline
Digital docs
88
Activity3-C-2(doc-4982):Calculationofdistance
betweentwopoints
Activity3-C-3(doc-4983):Applicationsofdistance
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Spreadsheet021(doc-5206):Distancebetweentwo
points
3d Themidpointofalinesegment
Digital docs
Activity3-D-1(doc-4984):Findingthemidpointof
alinesegment(page 73)
Activity3-D-2(doc-4985):Calculations
midpointofasegment(page 73)
Activity3-D-3(doc-4986):Applications
midpointofasegment(page 73)
Spreadsheet075(doc-5207):Midpointofasegment
(page 73)
WorkSHEET3.2(doc-5208):Midpointofaline
segment(page 74)
3E Parallelandperpendicularlines
(page 79)
Activity3-E-1(doc-4987):Paralleland
perpendicularlines
Activity3-E-2(doc-4988):Moredifficultparallel
andperpendicularlines
Activity3-E-3(doc-4989):Complexparalleland
perpendicularlines
Spreadsheet085(doc-5209):Perpendicular
checker
Spreadsheet029(doc-5210):Equationofastraight
line
Digital docs
Interactivity
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(page 74)
Chapterreview
(page 87)
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Interactivities

www.jacplus.com.au
4
simultaneous
linear equations
and inequations
4a Graphical solution of simultaneous

linear equations
4b Solving simultaneous linear equations
using substitution
4c Solving simultaneous linear equations
using elimination
4d Problem solving using simultaneous
linear equations
4e Solving linear inequations
4F Sketching linear inequations
4G Solving simultaneous linear
inequations
WhAt Do you knoW ?
1 List what you know about linear
equations and linear inequations.
Create a concept map to show your list.
linear equations and linear inequations.
eBook plus
Digital doc

Chapter 4
doc-5211
opening Question
How could John decide which of the two

concreting companies he should use
Angelicos Concrete ($700 plus $20 per m2
of concrete) and Baux Cementing ($1200
plus $15 per m2 of concrete)?
Are you ready?
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SkillSHEET 4.1
doc-5212
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SkillSHEET 4.2
doc-5213
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SkillSHEET 4.3
doc-5214
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SkillSHEET 4.4
doc-5215
Substitution into a linear rule

1 Substitute-1forxineachofthefollowingequationstocalculatethevalueofy.
a y=4x-2
b y=3-x
c y=-2-5x

2 Foreachofthefollowingequations,substitute:
i x=0tofindthecorrespondingvalueofy
ii y=0tofindthecorrespondingvalueofx
a 2x+3y=6
b x-3y=9
c 4y=3x-6
Transposing linear equations to standard form
3 Writethefollowingequationsintheformy=mx+c.
a 2y+4x=8
b 8x-2y=10
Measuring the rise and the run

4 Findthegradientforeachofthefollowingstraightlines.
a
b
y
y
10
20
5
10
-10 -5 0
-5
5 10 x
-10
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SkillSHEET 4.5
doc-5216
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SkillSHEET 4.6
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SkillSHEET 4.7
doc-5218
90
-10 -5 0 5 10 x
-10
-20
c 2x+3y+5=0
y
10
5
-10 -5 0
-5
5 10 x
-10
Finding the gradient given two points

5 Findthegradientofthelinepassingthrougheachofthefollowingpairsofpoints.
a (1,2)and(3,7)
b (-1,-4)and(2,3)
c (6,-1)and(-2,1)
Graphing linear equations using the x- and y-intercept method

6 Grapheachlinewiththefollowingequationsusingthex-andy-interceptmethod.
a 5y-4x=20
b 4y- 2x=5
c 3y+4x=-12
Checking whether a given point makes the inequation a true statement

7 Foreachofthefollowing,usesubstitutiontocheckifthegivenpointmakestheinequalitya
truestatement.
a 3x-2y<12(5,1)
b y5x+1(-2,1)
c x-y> -8(2,-12)
4A
Graphical solution of simultaneous

linear equations
Simultaneous linear equations
Any two linear graphs will meet at a point, unless they are parallel.
At this point, the two equations simultaneously share the same x- and y-coordinates.
This point is referred to as the solution to the two simultaneous linear equations.
Simultaneous equations can be solved graphically or algebraically.
Graphical solution
This method involves drawing the graph of each equation on the same set of axes.
The intersection point is the simultaneous solution to the two equations.
An accurate solution depends on drawing an accurate graph.
Graph paper or graphing software can be used.
Worked Example 1
Use the graph of the given simultaneous equations below to

determine the point of intersection and, hence, the solution
of the simultaneous equations.

x + 2y = 4

y = 2x - 3
y
3
y = 2x - 3
2
1
-1 0
-1
x + 2y = 4
1
5 x
-2
-3
Think
Write
Write the equations and number them.
x + 2y = 4
y = 2x - 3
Locate the point of intersection of the two lines. This

gives the solution.
Point of intersection (2, 1)

Solution: x = 2 and y = 1
Check the solution by substituting x = 2 and y = 1

into the given equations. Comment on the results
obtained.
Check equation [1]:

LHS = x + 2y
RHS = 4
= 2 + 2(1)
=4
LHS = RHS
Check equation [2]:
LHS = y
RHS = 2x - 3

= 1
= 2(2) - 3

=4-3

=1
LHS = RHS
In both cases LHS = RHS, therefore the
solution set (2, 1) is correct.
[1]
[2]
Chapter 4 Simultaneous linear equations and inequations
91
It is always important to check the solution.
Worked Example 2
For the following simultaneous equations, use substitution to check if the given pair of coordinates,
(5, -2), is a solution.

3x - 2y = 19
[1]

4y + x = -3
[2]
Think
Write
Write the equations and number them.
3x - 2y = 19
4y + x = -3
Check by substituting x = 5 and y = -2 into

equation [1].
Check equation [1]:

LHS = 3x - 2y
= 3(5) - 2(-2)
= 15 + 4
= 19
LHS = RHS
Check by substituting x = 5 and y = -2 into

equation [2].
Check equation [2]:

LHS = 4y + x
RHS = -3
= 4(-2) + 5
= -8 + 5
= -3
LHS = RHS
In both cases, LHS = RHS. Therefore, the
solution set (5, -2) is correct.
[1]
[2]
RHS = 19
In order to obtain an accurate solution to a pair of simultaneous equations it is important to

draw an accurate graph. This is demonstrated in the example below.
Worked Example 3
Solve the following pair of simultaneous equations using a graphical method.

x + y = 6
2x + 4y = 20
Think
1
Write the equations, one under the other and

number them.
x + y = 6
2x + 4y = 20
Calculate the x- and y-intercepts for equation [1].

For the x-intercept, substitute y = 0 into equation [1].
Equation [1]
x+0=6
x=6
The x-intercept is at (6, 0).
0+y=6
y=6
The y-intercept is at (0, 6).
For the y-intercept, substitute x = 0 into equation [1].
92
Write/draw
[1]
[2]
Calculate the x- and y-intercepts for equation [2].

For the x-intercept, substitute y = 0 into equation [2].
Divide both sides by 2.
For the y-intercept, substitute x = 0 into equation [2].

4
Use graph paper to rule up a set of axes and label the

x-axis from 0 to 10 and the y-axis from 0 to 6.
Equation [2]
2x + 0 = 20
2x = 20
x = 10
0 + 4y = 20
4y = 20
y=5
y
6
5
4
3
2
1
(2, 4)
Plot the x- and y-intercepts for each equation.
Produce a graph of each equation by ruling a straight

line through its intercepts.
Label each graph.
Locate the point of intersection of the lines.
The point of intersection is (2, 4).
Check the solution by substituting x = 2 and y = 4

into each equation.
Check [1]: LHS = x + y

=2+4

=6
LHS = RHS
Check [2]: LHS = 2x + 4y

= 2(2) + 4(4)

= 4 + 16

= 20

LHS = RHS
10
State the solution.
x
0 1 2 3 4 5 6 7 8 910
-3-2-1
-1
-2
x+y=6
-3
RHS = 6
RHS = 20
In both cases, LHS = RHS. Therefore, the

solution set (2, 4) is correct.
The solution is x = 2, y = 4.
A CAS calculator can be used to obtain a graphical (as well as an algebraic) solution to
simultaneous linear equations.
Parallel lines
It is possible for two simultaneous linear equations to have no
solution.
This occurs when the graphs of the two equations do not
cross because they have the same gradient.
In other words, the two graphs are parallel.
Consider the following pair of simultaneous equations.
2x - y = 5
[1]
4x - 2y = 6 [2]
They can be graphed to show two parallel lines.
2x + 4y = 20
6
5
4
3
2
1
-1 -10
-2
-3
-4
-5
-6
y
4x - 2y = 6
x
1
2x - y = 5
93
Wecanconfirmthatthetwolinesareinfactparallelbyrearrangingeachequationintothe
formy=mx+candcheckingthegradientofeach.
2x-y=5
[1]

-y=5-2x

-y=-2x+5

y=2x-5
gradientm=2
4x-2y=6
[2]
-2y=6-4x
-2y=-4x+6
y=2x-3
gradientm=2
Itisalsopossiblefortwosimultaneouslinearequationstohavemanysolutions.Thisoccurs
whenthetwolinearequationsare,infactthesameequation,simplyexpressedinadifferent
form.Forexample,
y=2x-5
[1]
6x-3y=15
[2]
Simplifyingequation[2]bydividingby3gives2x-y=5.
Rearrangingitinthesameformasequation[1]givesy=2x-5.
Awordofcautionhere:Makesurethatthesignsareexactlythesameinbothequations.They
willnotrepresentthesameequationifthisisnotthecase.
remember
1. Whensolvingsimultaneousequationsgraphically,obtaininganaccuratesolution
dependsondrawingaccurategraphs.
2. Thesolutiontolinearsimultaneousequationsisthepointwheretheirgraphs
intersect.
3. Linesthathavethesamegradientareparallel.
4. Ifthegraphsofthetwosimultaneousequationsareparallellines,thenthesimultaneous
equationshavenosolution,astheyhavenopointofintersection.
exerCise
4A
inDiviDuAl
pAthWAys
eBook plus
Activity 4-A-1
Investigating graphs
of simultaneous
equations
doc-4990
Activity 4-A-2
Graphing
simultaneous
equations
doc-4991
94
graphical solution of simultaneous linear

equations
fluenCy
1 We1 Usethegraphsbelowofthegivensimultaneousequationstowritethepointof
intersectionand,hence,thesolutionofthesimultaneousequations.
a x+y=3
b x+y=2
x-y=1
3x-y=2

y
5
4
3
2
1
-3 -2-1 0
-1
-2
-3
x-y=1
1 2 3 4 5
x+y=3
6
5
4
3
2
1
-0.5 -10
-2
-3
-4
3x - y = 2
x
0.5
1.0
1.5
2.0
2.5
y+x=2

c y-x=4
inDiviDuAl
pAthWAys
d y+2x=3
3x+2y=8
eBook plus
3x + 2y = 8
Activity 4-A-3
Further graphing
of simultaneous
equations
doc-4992
2y+x=0
6
-3
y + 2x = 3
-1 0
-2
-2
2
-4
y-x=4
-1 0
-1
-4
-2
-6
-3
2y + x = 0

e y-3x=2
f 2y-4x=5
x-y=2
4y+2x=5
6
y - 3x = 2
-3
-2
-1
-1.0 -0.5
-2
4y + 2x = 5
0.5
1.0
1.5 2.0
-2
-4
-4
-6
2y - 4x = 5
x-y=2
x
-6
2 We2 Forthefollowingsimultaneousequations,usesubstitutiontocheckifthegivenpairof
coordinatesisasolution.
a (7,5)
3x+2y=31

2x+3y=28
c (9,1)
x+3y=12

5x-2y=43
e (4,-3)
y=3x-15

4x+7y=-5
g (4,-2)
2x+y=6

x-3y=8
i (-2,-5) 3x-2y=-4

2x-3y=11
eBook plus
Digital doc
SkillSHEET 4.6
doc-5217
b (3,7)
d
f
h
j

(2,5)

(6,-2)

(5,1)

(-3,-1)

y-x=4
2y+x=17
x+y=7
2x+3y=18
x-2y=2
3x+y=16
y-5x=-24
3y+4x=23
y-x=2
2y-3x=7
3 We3 Solveeachofthefollowingpairsofsimultaneousequationsusingagraphicalmethod.
a x+y=5
b x+2y=10
2x+y=8
c 2x+3y=6
2x-y=-10
e 6x+5y=12
5x+3y=10
3x+y=15
d x-3y=-8
2x+y=-2
f y+2x=6
2y+3x=9
g y=3x+10
h y=8
y=2x+8
i 4x-2y=-5
x+3y=4
k 3x+4y=27
x+2y=11
3x+y=17
j 3x+y=11
4x-y=3
l 3y+3x=8
3y+2x=6
Chapter 4 simultaneous linear equations and inequations
95

4 Solve each of the following pairs of simultaneous equations.
a y = 8 - x
b y = 3x + 10
y=x+2
d y = 3 + 4x
y = 1 + 3x
y = 2x + 8
e y = 16 - 3x
y = 11 - 2x
g y = 7
h y =
y = 2x + 15
c y = 2x - 3
x=5
f 3y + x = 0
2y = 3x - 22
2x
+2
3
y = 2x - 2
Understanding
5 Using technology, determine which of the following pairs of simultaneous equations have no
solutions. Confirm by finding the gradient of each line.

a y = 2x - 4
b 5x - 3y = 13
3y - 6x = 10
4x - 2y = 10
d y = 4x + 5
e 3y + 2x = 9
2y - 10x = 8
6x + 4y = 22
g 4y + 3x = 7
h 2y - x = 0
12y + 9x = 22
14y - 6x = 2
c x + 2y = 8
5x + 10y = 45
f y = 5 - 3x
3y = -9x + 18
Reasoning
6 Two straight lines intersect at the point (3, -4). One of the lines has a y-intercept of 8. The
second line is a mirror image of the first in the line x = 3. Determine the equation of the second
line. (Hint: Draw a graph of both lines)
7 At a well-known beach resort it is possible to hire a jet-ski by the hour in two different
locations. On the Northern beach the cost is $20 plus $12 per hour, while on the Southern
beach the cost is $8 plus $18 per hour. The jet-skis can be rented for up to 5 hours.
a Write the rules relating cost to the length of rental.
b On the same set of axes sketch a graph of
cost (y-axis) against length of rental (x-axis)
for 05 hours.
reflection
c For what rental times, if any, is the Northern beach
What do you think is the major
rental cheaper than the Southern beach rental? Use
error made when solving
your graph to justify your answer.
simultaneous equations
d For what length of rental time are the two rental
graphically?
schemes identical? Use the graph and your rules
to justify your answer.
4b

equations using substitution
There are two algebraic methods which can be used to solve simultaneous equations.
They are the substitution method and the elimination method.
Substitution method
96
This method is particularly useful when one (or both) of the equations is in a form where
one of the two variables is the subject.
This variable is then substituted into the other equation, producing a third equation with only
one variable.
This third equation can then be used to determine the value of the variable.
Worked Example 4
Solve the following simultaneous equations using the substitution method.

y = 2x - 1 and 3x + 4y = 29
Think
Write
Write the equations, one under the other and number

them.
y = 2x - 1
3x + 4y = 29
Substitute the expression (2x - 1) for y from

equation [1] into equation [2].
Substituting (2x - 1) into [2]:

3x + 4(2x - 1) = 29
Solve for x.
(i) Expand the brackets on the LHS of the
equation.
(ii) Collect like terms.
(iii) Add 4 to both sides of the equation.
(iv) Divide both sides by 11.
3x + 8x - 4 = 29
Substitute the value of x into any of the equations,

say [1], to find the value of y.
Substituting x = 3 into [1]:

y = 2(3) - 1
=6-1
=5
Write your answer.
Solution: x = 3, y = 5 or (3, 5)
Check the answer by substituting the point of

intersection into equation [2].
Check: Substitute into 3x + 4y = 29.

LHS = 3(3) + 4(5)
RHS = 29
= 9 + 20
= 29
As LHS = RHS, the solution is correct.
[1]
[2]
[3]
11x - 4 = 29
11x = 33
x=3
In some cases, both equations may be written with the same variable as the subject.
They can then be made equal to each other.
This produces a third equation with only one variable.
Worked Example 5
Solve the following pair of simultaneous equations using the substitution method.
y = 5x - 8 and y = -3x + 16
Think
Write
y = 5x - 8
y = -3x + 16

them.
Both equations are written with y as the subject, so

equate them.
5x - 8 = -3x + 16
Solve for x.
(i) Add 3x to both sides of the equation.
(ii) Add 8 to both sides of the equation.
(iii) Divide both sides of the equation by 8.
Substitute the value of x into either of the original

equations, say [1], and solve for y.
[1]
[2]
8x - 8 = 16
8x = 24
x=3

y = 5(3) - 8

= 15 - 8

=7
97

5
Writeyouranswer.
Solution:x=3,y=7or(3,7)
Checktheanswerbysubstitutingthepointof
intersectionintoequation[2].
Check:Substituteintoy=-3x+16.
LHS=y
=7
RHS=-3x+16
=-3(3)+16
=-9+16
=7
AsLHS=RHS,thesolutioniscorrect.
remember
Whenusingthesubstitutionmethodtosolvesimultaneousequations:
1. choosetheequationinwhichoneofthevariablesisthesubject
2. substitutethisexpressionforthevariableintotheotherequationandsolve
3. substitutethevalueyouhavefoundintotherearrangedequationtosolveforthe
othervariable
4. checkyoursolution.
exerCise
4b
inDiviDuAl
pAthWAys
eBook plus
Activity 4-B-1
Learning substitution
doc-4993
Activity 4-B-2
Practising
substitution
doc-4994
Activity 4-B-3
Tricky substitution
doc-4995
98
solving simultaneous linear equations using

substitution
fluenCy
1 We4 Solvethefollowingsimultaneousequationsusingthesubstitutionmethod.Checkyour
solutionsusingtechnology.
a x=-10+4y
b 3x+4y=2
3x+5y=21
x=7+5y
c 3x+y=7
d 3x+2y=33
x=-3-3y
y=41-5x
e y=3x-3
f 4x+y=9
-5x+3y=3
y=11-5x
g x=-5-2y
h x=-4-3y
5y+x=-11
-3x-4y=12
i x=7+4y
j x=14+4y
2x+y=-4
-2x+3y=-18
k 3x+2y=12
l y=2x+1
x=9-4y
-5x-4y=35
2 We5 Solvethefollowingpairsofsimultaneousequationsusingthesubstitutionmethod.
Checkyoursolutionsusingtechnology.
a y=2x-11andy=4x+1
b y=3x+8andy=7x- 12
c y=2x-10andy=-3x
d y=x-9andy=-5x
e y=-4x-3andy=x-8
f y=-2x-5andy=10x+1
g y=-x-2andy=x+1
h y=6x+2andy=-4x
i y=0.5xandy=0.8x+0.9

j y=0.3xandy=0.2x+0.1
2
4
7
7
3
1
y=-xandy=- 4 x- 4
k y=-xandy=- x+
l
unDerstAnDing
3 Asmallfarmhassheepandchickens.Therearetwice
asmanychickenassheep,andthereare104legs
betweenthesheepandthechickens.Howmany
chickensarethere?
4C
eBook plus
Interactivity
Simultaneous
equations
int-2780
refleCtion
When would you choose the

substitution method in solving
simultaneous equations?
solving simultaneous linear

equations using elimination
Eliminationisbestusedwhenthetwoequationsaregivenintheformax+by=k.
Themethodinvolvescombiningthetwoequationssothatoneofthevariablesiseliminated.
Additionorsubtractioncanbeusedtoreducethetwoequationswithtwovariablesinto
oneequationwithonlyonevariable.
WorkeD exAmple 6
Solve the following pair of simultaneous equations using the elimination method.
-2x - 3y = -9
2x + y = 7
think
Write
Writetheequations,oneundertheotherandnumber
them.
-2x-3y=-9
2x+y=7
Lookforanadditionorsubtractionthatwilleliminate
eitherxory.
Note:Addingequations[1]and[2]inorderwill
eliminatex.
[1]+[2]:
-2x-3y+(2x+y)=-9+7
-2x-3y+2x+y=-2
-2y=-2
Solveforybydividingbothsidesoftheequationby-2.
Substitutethevalueofyintoequation[2].
Note:y=1maybesubstitutedintoeitherequation.
Solveforx.
(i) Subtract1frombothsidesoftheequation.
(ii) Dividebothsidesoftheequationby2.
Answerthequestion.
Solution:x=3,y=1or(3,1)
Checktheanswerbysubstitutingthepointof
intersectionintoequation[1]sinceequation[2]was
usedtofindthevalueofx.
Check:Substituteinto-2x-3y=-9.
LHS=-2(3)-3(1)
=-6-3
=-9
RHS=-9
LHS=RHS,sothesolutioniscorrect.
[1]
[2]
y=1
Substitutingy=1into[2]:
2x+1=7
2x=6
x=3
Whentheliketermsdonothavethesamecoefficient,multiplyoneorbothequationsbya
constantsoastocreatethesamecoefficient.
99
Worked Example 7
x - 5y = -17 2x + 3y = 5
Think
Write

them.
x - 5y = -17
2x + 3y = 5
[1]
[2]
Look for a single multiplication that will create the

same coefficient of either x or y. Multiply equation [1]
by 2 and call the new equation [3].
[1] 2: 2x - 10y = -34
[3]
Subtract equation [2] from [3] in order to eliminate x.
[3] - [2]:
2x - 10y - (2x + 3y) = 34 - 5
2x - 10y - 2x - 3y = 39
-13y = -39
Solve for y by dividing both sides of the equation

by -13.
Substitute the value of y into equation [2].
Solve for x.
(i)Subtract 9 from both sides of the equation.
(ii) Divide both sides of the equation by 2.
y=3
Substituting y = 3 into [2]:
2x + 3(3) = 5
2x + 9 = 5
2x = -4
x = -2
Write your answer.
Solution: x = -2, y = 3 or (-2, 3)
Check the answer by substituting into equation [1].
Check: Substitute into x - 5y = -17.

LHS = (-2) - 5(3)
= -2 - 15
= -17
RHS = -17
LHS = RHS, so the solution is correct.
Note: In this example, equation [1] could have been multiplied by -2 (instead of by 2), then the
two equations added (instead of subtracted) to eliminate x.
Sometimes it is necessary to multiply both equations by a constant in order to achieve the
same coefficient for one of the variables.
Worked Example 8
6x + 5y = 3 5x + 4y = 2
Think
100
Write

them.
6x + 5y = 3
5x + 4y = 2
[1]
[2]
Decide which variable to eliminate, say y.

Multiply equation [1] by 4 and call the new equation [3].
Multiply equation [2] by 5 and call the new equation [4].
Eliminate y.
[1] 4: 24x + 20y = 12
[2] 5: 25x + 20y = 10
[3]
[4]
Subtractequation[3]from[4]inordertoeliminatey.
[4]-[3]:
25x+20y-(24x+20y)=10-12
25x+20y-24x-20y=-2
x=-2
Substitutethevalueofxintoequation[1].
Substitutingx=-2into[1]:
6(-2)+5y=3
-12+5y=3
Solvefory.
(i) Add12tobothsidesoftheequation
(ii) Dividebothsidesoftheequationby5.
5y=15
y=3
Writeyouranswer.
Solution:x=-2,y=3or(-2,3)
Checktheanswerbysubstitutingthesolutioninto
equation[2].
Check:Substituteinto5x+4y=2.
LHS=5(-2)+4(3)
=-10+12
=2
RHS=2
LHS=RHS,sothesolutioniscorrect.
Note:Equation[1]couldhavebeenmultipliedby-4(insteadofby4),thenthetwoequations
added(insteadofsubtracted)toeliminatey.
remember
1. Simultaneousequationsoftheformax+by=kcanbesolvedbytheelimination
methodbylookingforanadditionorsubtractionoftheequationsthatwilleliminate
oneofthevariables.
2. Forliketermswiththesamecoefficientbutoppositesigns,addtheequations.Forlike
termswiththesamecoefficientandthesamesign,subtracttheequations.
3. Ifthetermsdonothavethesamecoefficient,multiplyoneorbothequationsby
aconstanttocreatethesamecoefficient.Remembertomultiplybothsidesofthe
equationtokeepitbalanced.
4. Onceonevariablehasbeeneliminated,solvethesinglevariableequationformed.
Substitutethesolutionbackintooneoftheoriginalequationstofindthevalueofthe
variablethatwasoriginallyeliminated.
5. Checkyoursolutionbysubstitution.
exerCise
4C
inDiviDuAl
pAthWAys
eBook plus
Activity 4-C-1
Elimination practice
doc-4996
solving simultaneous linear equations using

elimination
fluenCy
1 We 6 Solvethefollowingpairsofsimultaneousequationsbyaddingequationstoeliminate
eitherxory.
b 5x+4y=2
c -2x+y=10
-x+4y=1
5x-4y=-22
2x+3y=14
2 Solvethefollowingpairsofequationsbysubtractingequationstoeliminateeitherxory.
a 3x+2y=13
b 2x-5y=-11
c -3x-y=8
5x+2y=23
2x+y=7
-3x+4y=13
a x+2y=5
101
inDiviDuAl
pAthWAys
eBook plus
3 Solveeachofthefollowingequationsusingtheeliminationmethod.
a x+2y=12
b 3x+2y=-23
c
Activity 4-C-2
Lets eliminate
doc-4997
Activity 4-C-3
More elimination
doc-4998
e
g
i
3x-2y=12
6x+5y=-13
-2x+5y=-29
x-4y=27
3x-4y=17
-5x+3y=3
-5x+y=-4
4x-3y-1=0
4x+7y-11=0
5x+2y=-29
d 6x-5y=-43
6x-y=-23
f -4x+y=-10
4x-3y=14
h 5x-5y=1
2x-5y=-5
4 We7 Solvethefollowingpairsofsimultaneousequations.
a x+2y=4
b 3x+2y=19
3x-4y=2
6x-5y=-7
c -2x+3y=3
d 6x+y=9
g
i
k
5x-6y=-3
x+3y=14
3x+y=10
-6x+5y=-14
-2x+y=-6
-3x+2y=6
x+4y=-9
2x+3y=9
4x+y=-7
h
j
l
-3x+2y=3
5x+y=27
4x+3y=26
2x+5y=14
3x+y=-5
3x-5y=7
x+y=-11
-x+5y=7
5x+5y=19
5 We8 Solvethefollowingpairsofsimultaneousequations.
a 2x+3y=16
b 5x-3y=6
c
e
g
i
k

3x+2y=19
3x+2y=6
4x+3y=10
2x-3y=14
3x-5y=21
-4x+5y=-9
2x+3y=21
2x-2y=-4
5x+4y=17
x y
+ =2
2 3
x y
+ =4
4 3
d
f
h
j
l

3x-2y=3
2x+7y=3
3x+2y=13
-3x+7y=-2
4x+2y=14
2x+5y=-6
3x+2y=2
2x-3y=6
4x-5y=9
x y 3
+ =
3 2 2
x y
1
+ =
2 5
2
6 Solvethefollowingsimultaneousequationsusinganappropriatemethod.Checkyouranswer
usingtechnology.
a 7x+3y=16
y=4x-1
c -3x+2y=19
4x+5y=13
e -4x+5y=-7
x=23-3y
102
b 2x+y=8
4x+3y=16
d -3x+7y=9
4x-3y=7
f y=-x
1
2
y= - 5 x - 5

reAsoning
7 Ann,BethandCelinewantedtoweighthemselvesonacoinweighingmachine.Theproblem
wastheyonlyhadenoughmoneyforoneweighing.Theydecidedtoweighthemselvesin
pairs,onesteppingoffasanothersteppedon.
AnnandBethweighed119kg
refleCtion
BethandCelineweighed112kg
How does eliminating
CelineandAnnweighed115kg
one variable help to solve
Howmuchdideachofthegirlsweigh?
simultaneous equations?
eBook plus
Digital doc
WorkSHEET 4.1
doc-5220
4D
problem solving using simultaneous

linear equations
Manywordproblemscanbesolvedusingsimultaneouslinearequations.
Followthesesteps.
Definetheunknownquantitiesusingappropriatepronumerals.
Usetheinformationgivenintheproblemtoformtwoequationsintermsofthese
pronumerals.
Solvetheseequationsusinganappropriatemethod.
Writethesolutioninwords.
Checkthesolution.
WorkeD exAmple 9
Ashley received better results for his Maths test than for his English test. If the sum of the two
marks is 164 and the difference is 22, calculate the mark he received for each subject.
think
Write
Definethetwovariables.
Letx=themathsmark.
Lety=theEnglishmark.
Formulatetwoequationsfromtheinformationgivenand
numberthem.
Note:Summeanstoaddanddifferencemeanstosubtract.
x+y=164
x-y=22
Usetheeliminationmethodbyaddingequations[1]and
[2]toeliminatey.
[1]+[2]: 2x=186
Solveforxbydividingbothsidesoftheequationby2.
Substitutethevalueofxintoequation[1].
Solveforybysubtracting93frombothsidesofthe
equation.
Answerthequestion.
Solution:
Mathsmark(x)=93
Englishmark(y)=71
Checktheanswerbysubstitutingx=93andy=71into
equation[1].
Check:Substituteintox+y=164.
LHS=93+71
RHS=164
=164
AsLHS=RHS,thesolutioniscorrect.
[1]
[2]
x=93
Substitutingx=93into[1]:
x+y=164
93+y=164
y=71
103
Worked Example 10
To finish a project, Genevieve buys a total of 25 nuts and bolts from a hardware store. If each nut
costs 12 cents, each bolt costs 25 cents and the total purchase price is $4.30, how many nuts and how
many bolts does Genevieve buy?
Think
Write
Define the two variables.
Let x = the number of nuts.

Let y = the number of bolts.
Formulate two equations from the information given and

number them.
Note: The total number of nuts and bolts is 25. Each nut
cost 12 cents, each bolt cost 25 cents and the total cost is
430 cents ($4.30).
x + y = 25
12x + 25y = 430
Solve simultaneously using the substitution method

since equation [1] is easy to rearrange.
Rearrange equation [1] to make x the subject by

subtracting y from both sides of equation [1].
Rearrange equation [1]:

x + y = 25
x = 25 - y
Substitute the expression (25 - y) for x into

equation [2].
Substituting (25 - y) into [2]:

12(25 - y) + 25y = 430
Solve for y.
300 - 12y + 25y = 430

300 + 13y = 430
13y + 300 = 430
13y = 130
y = 10
Substitute the value of y into the rearranged equation

x = 25 - y from step 4.
Substituting y = 10 into x = 25 - y:
x = 25 - 10
x = 15
Answer the question.
Solution:
The number of nuts (x) = 15.
The number of bolts (y) = 10.
Check the answer by substituting x = 15 and y = 10 into

equation [1].
Check: Substitute into x + y = 25.

LHS = 15 + 10 RHS = 25
= 25
As LHS = RHS, the solution is correct.
[1]
[2]
remember
1. To solve worded problems, read the question carefully and define the two variables
using appropriate pronumerals.
2. Formulate two equations from the information given and number them.
3. Use either the elimination method or the substitution method to solve the two equations
simultaneously.
4. Check your answer by substituting the values obtained for each variable into the
original equations.
104
exerCise
4D
inDiviDuAl
pAthWAys
eBook plus
Activity 4-D-1
Problem solving
doc-4999
problem solving using simultaneous linear

equations
fluenCy
1 We 9 RickreceivedbetterresultsforhisMathstestthanforhisEnglishtest.Ifthesumofhis
twomarksis163andthedifferenceis31,findthemarkforeachsubject.
2 We 10 Rachaelbuyssomenutsandboltstofinishaproject.Shedoesnotbuythesamenumber
ofnutsandbolts,butbuys30itemsintotal.Ifeachnutcosts10cents,eachboltcosts20cents
andthetotalpurchasepriceis$4.20,howmanynutsandhowmanyboltsdoesshebuy?
Activity 4-D-2
Harder problem
solving
doc-5000
Activity 4-D-3
Tricky problem
solving
doc-5001
unDerstAnDing
3 Findtwonumberswhosedifferenceis5andwhosesumis11.
4 Thedifferencebetweentwonumbersis2.Ifthreetimesthelargernumberminusdoublethe
smallernumberis13,findthetwonumbers.
5 Onenumberis9lessthanthreetimesasecondnumber.Ifthefirstnumberplustwicethe
secondnumberis16,findthetwonumbers.
6 Arectangularhousehasaperimeterof40metresandthelengthis4metresmorethanthe
width.Whatarethedimensionsofthehouse?
7 Mikehas5lemonsand3orangesinhisshoppingbasket.Thecostofthefruitis$3.50.Voula,
with2lemonsand4oranges,pays$2.10forherfruit.Howmuchdoeseachtypeoffruitcost?
8 Asurveyormeasuringthedimensionsofablockoflandfindsthatthelengthoftheblockis
threetimesthewidth.Iftheperimeteris160metres,whatarethedimensionsoftheblock?
9 Juliehas$3.10inchangeinherpocket.Ifshehasonly50centand20centpiecesandthetotal
numberofcoinsis11,howmanycoinsofeachtypedoesshehave?
10 MrYangssonhasatotaloftwenty-one$1and$2coinsinhismoneybox.Whenhecountshis
money,hefindsthatitstotalvalueis$30.Howmanycoinsofeachtypedoeshehave?
11 IfthreeMagnumsandtwoPaddlepopscost$8.70andthedifferenceinpricebetweena
MagnumandaPaddlepopis90cents,howmuchdoeseachtypeofice-creamcost?
12 IfoneRedskinand4Goldenroughscost$1.65,whereas2Redskinsand3Goldenroughscost
$1.55,howmuchdoeseachtypeofsweetcost?
reAsoning
13 Acateringfirmworksoutitspricingbasedonafixedcost
foroverheadsandachargeperperson.Itisknownthataparty
for20peoplecosts$557,whereasapartyfor35peoplecosts
$909.50.Usethisinformationtoworkoutthefixedcostandthe
costperpersonchargedbythecompany.
14 ThedifferencebetweenSallysPEmarkandSciencemarkis
12,andthesumofthemarksis154.IfthePEmarkisthehigher
mark,whatdidSallygetforeachsubject?
105

15 MozzascheesesuppliessellssixMozzarellacheesesandeightSwisscheesestoMungasdeli
for$83.60,andfourMozzarellacheesesandfourSwisscheesestoMinasdelifor$48.How
muchdoeseachtypeofcheesecost?
16 Iftheperimeterofthetriangleinthediagramis12cmandthelengthoftherectangleis1cm
morethanthewidth,findthevalueofxandy.
2x cm
y cm
x cm
m
5c
(y + 3) cm
17 MrandMrsWaughwanttouseacatererforabirthdaypartyfortheirtwinsons.Themanager
eBook plus
Digital doc
WorkSHEET 4.2
doc-5221
4e
saysthecostforafamilyoffourwouldbe$160.However,thesonswanttoinvite8friends,
making12peopleinall.Thecostforthiswouldbe$360.Ifthetotalcostineachcaseismadeup
ofthesamecostperpersonandthesamefixedcost,findthecostperpersonandthefixedcost.
18 JoelneedstobuysomeblankDVDsandzipdisksto
backupalargeamountofdatathathasbeengenerated
refleCtion
byanaccountingfirm.Hebuys6DVDsand3zipdisks
How do you decide which
for$96.Helaterrealisesthesearenotsufficientandso
method to use when solving
buysanother5DVDsand4zipdisksfor$140.How
word problems using
muchdideachDVDandeachzipdiskcost?(Assume
simultaneous linear equations?
thesamerateperitemwaschargedforeachvisit.)
solving linear inequations
Anequationisastatementofequalitysuchasx=2;aninequationisastatementof
inequalitysuchasx<2(xislessthan2).
Thesolutiontoalinearequationisasinglepointonanumberline,butthesolutiontoan
inequationisaportionofthenumberline.Thatis,thesolutiontotheinequationhasmany
values.
Thefollowingtableshowsfourtypesofsimpleinequationsandtheircorresponding
representationonanumberline.
Notethatanopencircleplacedoverthe2indicatesthat2isnotincluded;thatis,2doesnot
satisfytheinequalitystatement.Aclosedorsolidcircleindicatesthat2isincluded;thatis,it
doessatisfytheinequalitystatement.
Mathematical
statement
106
English
statement
x>2
xisgreaterthan2
x2
xisgreaterthanorequalto2
x<2
xislessthan2
x2
xislessthanorequalto2
Number line
diagram
0
8 10 x
-10 -8 -6 -4 -2 0
8 10
-10 -8 -6 -4 -2 0
8 10
-10 -8 -6 -4 -2 0
8 10
-10 -8 -6 -4 -2
The basic technique for solving inequations is to:

1. imagine that in place of the inequality sign, there is an equals sign
2. solve the inequation as if it were a linear equation, except that in place of the equals sign
keep the original inequality sign unless the special case outlined below applies.
Worked Example 11
Solve each of the following linear inequations.

a x + 3 4
b 4x - 1 < -2
c 6x - 7 3x + 5
Think
a
Write
a
Write the inequation.
Obtain x by subtracting 3 from both sides of

the inequation. Keep the inequality sign the
same throughout.
Add 1 to both sides of the inequation.
Obtain x by dividing both sides of the

inequation by 4.
Combine the pronumeral terms by subtracting

3x from both sides of the inequation.
Add 7 to both sides of the inequation.
Obtain x by dividing both sides of the

inequation by 3.
x+34
x+3-34-3
x1
4x - 1 < -2
4x - 1 + 1 < -2 + 1
4x < -1
1
4x
<
4
4
1
x<
4
6x - 7 3x + 5
6x - 7 - 3x 3x + 5 - 3x
3x - 7 5
3x - 7 + 7 5 + 7
3x 12
3 x 12
3
3
x4
The special case multiplying or dividing both sides

of the inequation by a negative number
Consider the inequation 6 > 5 (6 is greater than 5).

If we multiply both sides of the inequation by -1 we get:
-6 > -5, which is not correct.
In fact -6 < -5. Applying this to inequations generally, when we multiply or divide an
inequation by a negative number, the direction of the inequality sign must change.
When multiplying or dividing by a negative number, change the direction of the inequality
sign; that is, change: < to >

> to <

to

to
107
WorkeD exAmple 12
Solve each of the following linear inequations.

a -3m + 5 < -7
b 5(x - 2) 7(x + 3)
think
a
Write
Writetheinequation.
Subtract5frombothsidesoftheinequation.
(Nochangetotheinequalitysign.)
Obtainmbydividingbothsidesofthe
inequationby-3.Reversetheinequalitysign,
sinceyouaredividingbyanegativenumber.
Writetheinequation.
Expandbothbrackets.
Combinethepronumeraltermsbysubtracting
7xfrombothsidesoftheinequation.
Add10tobothsidesoftheinequation.
Obtainxbydividingbothsidesofthe
inequationby-2.Sinceweneedtodivideby
anegativenumber,reversethedirectionofthe
inequalitysign.
-3m+5<-7
-3m+5-5<-7-5
-3m<-12
3m 12
>
3
3
m>4
b
5(x-2)7(x+3)
5x-107x+21
5x-10-7x7x+21-7x
-2x-1021
-2x-10+1021+10
-2x31
2 x 31
2
2
31

x
2

x-15 2
remember
1. Thesolutiontoaninequationisaportionofthenumberline.(Thatis,therearean
infinitenumberofsolutionstoanygiveninequation.)
2. Whensolvinganinequation,imagineanequalssigninplaceoftheinequalitysignand
solveasifitwasalinearequation.Remembertokeepwritingtheoriginalinequality
signbetweenthetwosidesofeachstep.
3. Specialcase:ifintheprocessofthesolutionyouneedtomultiplyordividebothsides
oftheinequationbyanegativenumber,reversetheinequalitysign.Thatis,change
<to>,>to<,toandto.
exerCise
4e
inDiviDuAl
pAthWAys
eBook plus
Activity 4-E-1
Puzzling inequations 1
doc-5002
Activity 4-E-2
doc-5003
108
solving linear inequations

fluenCy
1 We11a Solveeachofthefollowinginequations.
a x+1>3
b a+2>1
d m-13
e p+4<5
g m-54
h a-25
j 5+m7
k 6+q2
y-34
x+2<9
x-4>-1
5+a>-3
2 Solveeachofthefollowinginequations.Checkyoursolutionsbysubstitution.
a 3m>9
b 5p10
c 2a<8
d 4x20
e 5p>-25
f 3x-21
c
f
i
l
g 2m-1
inDiviDuAl
pAthWAys
Activity 4-E-3
doc-5004
eBook plus
x
a
k -2
<4
2
7
We11b Solveeachofthefollowinginequations.
a 2m+3<12
b 3x+413
d 4n-17
e 2b-6<4
g 10m+4-6
h 2a+5-5
j 6c+71
k 4p-2>-10
We11c Solveeachofthefollowinginequations.
a 2m+1>m+4
b 2a-3a-1
d 3a+4a- 2
e 5x-2>40-2x
g 7b+5<2b+25
h 2(a+4)>a+13
j 5(2m-3)3m+6
k 3(5b+2)-10+4b
Solveeachofthefollowinginequations.
x2
x +1
-4
a
b
4
2
5
2x + 3
3x 1
>6
2
d
e
4
7
We12 Solveeachofthefollowinginequations.
a -2m>4
b -5p15
d -p-32
e 10-y13
g 1-6p>1
h 2-10a0
j -4(a+9)8
k -15-3(2+b)
m k+5<2k-3
n 3(x-4)<5(x+5)
mC Whensolvingtheinequation-2x>-7weneedto:
a changethesignto
b changethesignto<
d changethesignto
e keepthesignunchanged
5 m
2 x
2
a
b
>1
3
4
3 8a
4 3m
d
e
<-1
0
2
2
a 3k>6
b -a-7<-2
d x+4>9
e 10-y3
7p
1 x
g
h
-2
2
3
3
j 5a-2<4a+7
k 6p+27p-1
j
eBook plus
Digital doc
SkillSHEET 4.7
doc-5218
h 4b>-2
m
>6
3
m
l
5
5
i
c
f
i
l
5p-9>11
8y-2>14
3b+2<-11
3a-7-28
c
f
i
l
5a-3<a-7
7x-511-x
3(m-1)<m+1
5(3m+1)2(m+9)
x+7
<-1
3
5x + 9
<0
f
6
c
c
f
i
l
o
-2a-10
14-x<7
2(3-x)<12
2x-3>5x+6
7(a+4)4(2a-3)
c changethesignto=
3 x
<-4
5
2m + 6
f
3
10
c
c 5-3m0
f 5+3d<-1
4 2m
>0
5
l 2(3x+1)>2x-16
i
unDerstAnDing
eBook plus
Digital doc
SkillSHEET 4.8
doc-5219
10 Writelinearinequationsforthefollowingstatements,usingxtorepresenttheunknown.
(Donotattempttosolvetheequations.)
a Theproductof5andacertainnumberisgreaterthan10.
b Whenthreeissubtractedfromacertainnumbertheresultislessthanorequalto5.
c Thesumofsevenandthreetimesacertainnumberislessthan42.
11 Giventhepositivenumbersa,b,canddandthevariablex,thereisthefollowingrelationship:
-c<ax+b<-d.
a Findthepossiblerangeofvaluesofxifa=2,b=3,c=10andd=1
b Rewritethisrelationshipintermsofxonly(xbyitselfbetweenthe<signs).
109

REASONING
12 Two speed boats are racing along a section of Lake Quikalong. The speed limit along this
section of the lake is 50 km/h. Ross is travelling 6 km/h faster than Steven and together they
are travelling at a speed greater than 100 km/h.
a Write an inequation and solve it to describe all possible speeds that Steven could be
travelling at.
b At Steves lowest possible speed, is he over the speed limit?
c The water police issue a warning to Ross for exceeding the speed limit on the lake. Show
that the police were justified in issuing a warning to Ross.
13 At the beginning of this chapter we looked at the decision about which of two companies John
should use when pouring different volumes of concrete. Angelicos Concrete charges $700 plus
$20 per cubic metre of concrete. Baux Cementing charges $1200 plus $15 per cubic metre of
concrete.
a Write an algebraic equation for the cost of using Angelicos Concrete.
b Write an algebraic equation for the cost of using Baux Cementing.
c Write an inequation that, when solved, will tell
you the volume of concrete for which it is cheaper
reflection
to use Angelicos Concrete.
d For what volume of concrete will it be cheaper to
What is similar and different
when solving linear inequations
use Baux Cementing?
to linear equations?
e For what volume of concrete will the cost be the
same (if any)?
4f
Sketching linear inequations
110
Linear inequations replace the equality sign with an inequality sign, namely, >, , < and .
The graph of linear inequations is a half plane and it is related to the graph of the
corresponding linear equation in that the line forms the boundary between the two half
planes.
Consider the linear inequation y x + 2. There are many points (x, y) that satisfy this
inequation.
All the points that lie on the line y = x + 2 satisfy this
y (2, 5)
inequation, as well as many other points on the Cartesian
plane for which the y-coordinate is greater than two more
than the x-coordinate.
(0, 2)
For example, (2, 5), (2, 6), (-4, 0) are some points that
(-4, 0)
satisfy this inequation.
x
The graph of an inequation is a half plane; in this
(-2, 0)
example, it is the region of the Cartesian plane above
the line.
The region that is required has been shaded, but
sometimes it is helpful to shade the region that isnt
required.
Now consider the inequation y < x + 2. All the coordinates
y
that have a y-coordinate less than 2 more than their
(2, 5)
x-coordinate will satisfy this inequation.
Some solution points would be (2, 1), (3, 2) and (4, 2).
To sketch the graph of this inequation we need to shade
(0, 2)
(-4, 0)
a region of the Cartesian plane that is below the line.
x
In this example the points that lie on the line are not
(-2, 0)
part of the solution to the inequation, so the line is dotted,
indicating that it is not included in the solution.
Summary
1 If the inequation is of the form of y > mx + c, then the region above the line is shaded
and the line is dotted, indicating that the points that lie on the line are not part of the
solution.
y
m>0
Required region
m<0
Required region
2 If the inequation is of the form of y mx + c, then the region above the line is shaded
and the line is solid, indicating that the points that lie on the line are part of the
solution.
y
m>0
Required region
m<0
Required region
3 If the inequation is of the form of y < mx + c, then the region below the line is shaded
and the line is dotted, indicating that the points that lie on the line are not part of the
solution.
y
m>0
Required region
m<0
Required region
111

4 If the inequation is of the form of y mx + c, then the region below the line is shaded and the
line is solid, indicating that the points that lie on the line are part of the solution.
y
m>0
m<0
Required region
Required region
Worked Example 13
Sketch the half plane given by each of the following inequations.

a y x + 2
b y < 3x - 1
Think
a
Write
a yx+2
Sketch the linear equation, showing

the x- and y-intercepts.
y=x+2
Let y = 0, x = -2.
To find the x-intercepts, let y = 0.
Therefore (-2, 0) is the x-intercept.
To find the y-intercept, let x = 0.
The y-intercept can be read from the equation,

y-intercept is (0, 2).
Sketch the line labelling the x- and

y-intercepts.
y
(0, 2)
(-2, 0)
112
Since the inequation is of the form

y mx + c, then the region above the
line is shaded and the line is solid.
The region of the plane where the
points always have the y-coordinate
greater than or equal to the
x-coordinate plus two will be above
the line. Therefore the region that is
required is above the line. Shade this
region.
y
(0, 2)
(-2, 0)
Required region

b
b y<3x-1
Writetheinequation.
Sketchthelinearequation,showing
thex-andy-intercepts.
y=3x-1
Tofindthex-intercepts,lety=0.
Lety=0,x= 3 .
Tofindthey-intercept,letx=0.
Sketchthelinelabellingthex-and
y-intercepts.Sincetheinequalityisof
theform<thenthislineshouldbea
brokenline.
Therefore( 1,0)isthex-intercept.
3
They-interceptcanbereadfromtheequation.
They-interceptis(0,-1).
y
y = 3x -1
(13, 0)
(0, -1)
Sincetheinequationisoftheform
y< mx+ c,thentheregionbelowthe
lineisshadedandthelineisdotted.
y < 3x - 1
(13, 0)
(0, -1)
Required region
remember
1. Inequationsinvolvetheinequalitysign> (greaterthan), (greaterthanandequalto),

< (lessthan)and(lessthanandequalto).
2. Thegraphofalinearinequationisahalfplane.
3. Abrokenlineisusedfor>or<signs,andasolidlineisusedforandsigns.
4. Iftheinequationisoftheformymx+cory>mx+c,thentheregionabovetheline
istherequiredregion.
5. Iftheinequationisoftheformymx+cory<mx+c,thentheregionbelowtheline
istherequiredregion.
exerCise
4f
inDiviDuAl
pAthWAys
eBook plus
Activity 4-F-1
Understanding linear
inequations
doc-5005
sketching linear inequations

fluenCy
1 We13 Sketchthehalfplanegivenbyeachofthefollowinginequations.
a yx+1
b y<x-6
c y>-x-2
d y<3-x
e y>x-2
f y<4
g x -5
h yx-7
i y -2
j y<x+7
k x<6
l y3x
113
inDiviDuAl
pAthWAys
eBook plus
2 Verifyyoursolutionstoquestion1usingtechnology.
3 mC a Theshadedregionsatisfyingtheinequationy>2x-1is:
y
y
a
b
(12, 0)
Activity 4-F-2
Graphing linear
inequations
doc-5006
(0, -1)
(12, 0)
(0, -1)
(12, 0)
(0, -1)
Activity 4-F-3
Interpreting linear
inequation graphs
doc-5007
e
(12, 0)
(0, -1)
y
(- 21 , 0)
(0, -1)
b Theshadedregionsatisfyingtheinequationyx+4is:
y
a
b
(0, 4)
(-4, 0)
(-4, 0)
(0, 4)
(-4, 0)
(0, 4)
(0, 4)
(-4, 0)
y
(0, 4)
(4, 0)
x
c Theregionsatisfyingtheinequationy<-3xis:
y
a
b
y
(1, 3)
(0, 0)
x
(1, -3)
114
(0, 0)

y
(-1, 3)
(0, 3)
x
(0, 0)
(-1, 0)
(-1, 0)
(0, 1)
x
understanding
4
y
10
9
8
7
6
5
4
3
2
1
0
a Find the equation of the line l shown in the
diagram at left.
b Write down three inequations which define the
region R.
R
1 2 3 4 5 6 7 8 9 10
5 Happy Yaps Dog Kennels charges $35 per day for large dogs (dogs over 20 kg) and $20 per
day for small dogs (less than 20 kg). On any day, Happy Yaps Kennels can only accommodate
a maximum of 30 dogs.
a If l represent the number of large dogs and s represents the number of small dogs. Write
down an inequation, in terms of l and s, that represents the total number of dogs at Happy
Yaps.
b Another inequation can be written as s 12. In the context of this problem, write down
what this inequation represents.
c The inequation l 15 represents the number of large dogs that Happy Yaps can
accommodate on any day. This inequation is shown as a bold line on the graph below,
clearly shade in the area that is not within the region for this inequation.
l
30
15
12
30
d Explore the maximum number of small and large dogs Happy Yaps Kennels can
accommodate to receive the maximum amount in fees.

115

Reasoning
6 a Given the following graph, state the inequation it describes.
b Prove, by choosing a point on the graph, that the inequation
is correct.
2
reflection
-4
-2
-2
How are the graphs for linear

equations and inequations
similar and different?
-4
Region required
4G

inequations
The graph of a linear inequation represents a region of the Cartesian plane and not simply a line.
This means that two linear inequations will have two regions as graphs.
If these regions intersect, they have an infinite number of points in common.
It is easier to solve simultaneous inequations graphically rather than algebraically.
The process involves drawing each half plane on a Cartesian plane, shading the regions that
are required for each inequation.
The region that is shaded by both inequations is the solution to the simultaneous inequations.
Worked Example 14
Use a graphical technique to solve the following simultaneous inequations.

y x + 1
2x - y > 4
Think
116
Write/draw
Write the inequations, one under the other and number

them.
y x + 1
2x - y > 4
Find the x- and y-intercepts for the boundary equation of

inequation [1].
For [1], the boundary is y = x + 1.

0=x+1
x+1=0
x = -1
The x-intercept is at (-1, 0).
y=0+1
y=1
Rule a pair of coordinate axes and choose a suitable

scale to allow all the intercepts to be marked.
For inequation [1] (), sketch a solid line through both

intercepts.
Label the inequation.
For inequation [1] test the point (0, 0) to see if a TRUE

or FALSE statement is generated.
Test point: (0, 0)

Is 0 0 + 1?
Is 0 1? FALSE
[1]
[2]
As the statement is FALSE, the opposite side of the line

is required. Shade the region required.
Note: Since the equation is in the form y x + 1, we
would expect the required region to be above the line.
yx+
14
12
10
8
6
4
12
8 6 4 220
4
6
8
Region
required 10
Find the x- and y-intercepts for the boundary equation to

inequation [2].
For inequation [2] (>), sketch a broken line through both

intercepts.
10
Label the inequation.
11
For inequation [2] test the point (0, 0) to see if a TRUE

or FALSE statement is generated.
12
As the statement is FALSE, the opposite side of the line is

required. Shade the region required (below the dotted line).
13
Indicate the solution region on the graph.

This is the overlapping of the two shaded regions.
For [2], the boundary is 2x - y = 4.

2x - 0 = 4
2x = 4
x=2
2(0) - y = 4
-y = 4
y = -4
The y-intercept is at (0, -4).
Test point: (0, 0)

Is 2(0) - 0 > 4? FALSE
y-x+
Check your solution by substituting a point from the

solution region, say (7, 9), into each of the original
inequations.
l
So
io
ut
14
12
10
8
6
4
12
-8 -6 -4 -2-20
-4
-6
-8
-10
14
2 4 6 8 10 12
2 4 6 8 10 12
2x - y > 4
Region
required
Check: Substituting (7, 9) into [1]:

yx+1
97+1
9 8 is true.
Substituting (7, 9) into [2]:
2x - y > 4
2(7) - 9 > 4
14 - 9 > 4
5 > 4 is true.
The solution region is correct.
117
remember
1. ThegraphofalinearinequationrepresentsaregionoftheCartesianplane.
2. Agraphicaltechniquecanbeusedtosolvesimultaneousinequations.
3. Thegraphoftwosimultaneousinequationsconsistsoftheintersectionoftworegions
andthereforehasaninfinitenumberofsolutions.
4. Itisusualtoshadethewantedregiononthegraphofaninequation.
exerCise
4g
inDiviDuAl
pAthWAys
eBook plus
Activity 4-G-1
Introducing
simultaneous linear
inequations
doc-5008
Activity 4-G-2
Practising
simultaneous linear
inequations
doc-5009
solving simultaneous linear inequations

fluenCy
Note:Questions1and2revisetheskillsusedwhenworkingwithinequations.
1 Foreachofthefollowing,usesubstitutiontocheckifthegivenpairofcoordinatesmakesthe
inequationtrueorfalse.
a (2,4)
x+3y>13
b (-3,2)
y-2x<7
c (0,5)
y5x+4
d (1,-4)
5x+y<6
e (7,1)
2x+5y19
f (2,3)
2x-y>6
g (-2,-3) 2x-3y>3
h (-5,-4) y>7+2x
i (3,0)
y-3x
j (0,4)
y+2x>4
2 Usethegraphsoftheequationsgivenbelowtosketchthegraphofthegiveninequations.
(Remembertoshadetheregionrequired.)
a x+y>3
b x+2y6
3
Activity 4-G-3
Further simultaneous
linear inequations
doc-5010
x+y=3
1
-1 0
-1
x + 2y = 6
x
1
-2 0
-1
-2
-2
-3

c 3x-2y>12
y
6
-3

d 4x+y-8
12
10
8
6
4
2
4
2
-1 0
-2
x
1
-4
-6

e yx+4
6
-4
-2
118
10
x
1
4x + y = -8
2
0
0
-1
-2
-4
-6
-8
-10
-12
3
1
x
2
-2
-2

f y<3-3x
y=x+4
-6
-3
3x - 2y = 12
-4
-4
-3 -2 -1 0
-1
y = 3 - 3x
x
1

g y - 3x < 9
h 2x + y 8
y
12
10
8
6
4
2
6
y - 3x = 9 3
-9 -6 -3 0
-3
-6
2x + y = 8
x
-2 -20
-4
-6
-4
3 MC For each of the following pairs of simultaneous inequations, choose the graph which
gives the correct solution. (Remember the required region is shaded.)

a y > x + 3
x+y4
a
6
5
4
3
2
1
6
5
4
3
2
1
6
5
4
3
2
1
x
2
-2
Region required
y
Region required
-1
Region required
-1
Region required
6
5
4
3
2
1
x
1
-2
-2
-1
Region required
-1
-2
6
5
4
3
2
1
-1
-2
4
b x 5
2y + x > 2
a
Region required
Region required
1
-1 0
-1
x
1
4 5
1
-1 0
-1
-2
-2
-3
-3
x
1
4 5
119

c
-1 0
-1
-1 0
-1
3 4 5
3 4 5
-2
-2
-3
3
-3
Region required
Region required
Region required
2
1
-1 0
-1
4 5
-2
-3
c y 3 - x
2x + 3y 6
a
1
1
Region required
Region required
-1 0
-1
1
-1 0
-1
-2
-2
-3
-3
y
Region required
2
1
x
1
-2
-3
120
-3
Region required
-1 0
-1
-2
-3
-1 0
-1
-2
Region required
-1 0
-1
x
1

d x - y < 3
x - 2y 4
a
1
1
-2
-3
-3
Region required
Region required
-1 0
-1
1 0
-1
-2
-2
-3
-3
-1 0
-1
-2
Region required
-1 0
-1
Region required
Region required
2
1
-1 0
-1
-2
-3
understanding
4 WE14 Use a graphical technique to solve the following simultaneous inequations.
a x + y < 3
b 3x + 2y > 12
c 2y > x - 2
2x - y 4
d y > 2x + 4
y < 4 - 2x
g x + 2y 10
3x + y > 15
j y - x > 4
2x + 3y 6
m x + y > 7
2x - 3y 18
5 a

b
x + 5y 10
e y - 2x 5
x+y>4
h y > 2x - 3
x<5
k y + 2x > 3
y < 2x
n y > 4
y 2x
y<3-x
f y < 8
3x + y > 17
i 3y - 2x < 6
y 2x - 2
l y - 2x 9
x+y4
Sketch the half plane represented by the region:

i y x + 2
ii y 4 - 2x.
Show the region where both the inequations y x + 2 and y 4 - 2x hold true.
6 Show the region where the inequations 2x + y < 0 and x - 2y > 0 simultaneously hold true.
121

7 Natsukoisstartingtoplanamonthlybudgetbyclassifyingexpendituressuchasrentandother
eBook plus
Digital doc
WorkSHEET 4.3
doc-5222
122
expenses(r)andsavings(x).Hertotalnetincomeis$2000permonth.Shecanspendnomore
than30percentofherincomeonrent.
a WriteaninequationtoexpresstheconstraintthatNatsukocanspendnomorethan
$2000permonth.
b Writeaninequationtoexpressthe30percentrentandotherexpenseslimitation.
c Doanyotherinequationsapplytothissituation?Explain.
d Sketchagraphoftheregionthatappliesforallyourinequations.
e Statethreepossiblesolutionsofallocatingrentandotherexpenses/savings.
8 Monicawantstotakeaminimumof450unitsofvitaminCand300unitsofvitaminEper
day.EachbrandAtabletprovides100unitsofvitaminCand50unitsofvitaminE,whileeach
brandBtabletprovides75unitsofvitaminCand75unitsofvitaminE.
a Writeaninequationwhichindicatesthecombinationneededofeachbrandofvitamin
tablettomeetthedailyrequirementofvitaminC.
(Hint:Leta=thenumberofbrandAtabletsandb=thenumberofbrandBtablets.)
b Writeaninequationwhichindicatesthecombinationneededofeachbrandofvitamin
tablettomeetthedailyrequirementofvitaminE.
c Graphthetwoinequationsandindicatetheregionwhichprovidesasolutiontoboththe
vitaminCandvitaminErequirements.
d RecommendtoMonicatwodifferentvitaminplansthatfittherestrictions.
9 Mariaismakingsomehigh-energysweetsusingpeanutsandchocolatechips.Shewanted
tomakeamaximumof400gofthesweets,butwantedthemtocontainatleast180gof
carbohydrates.
a Letthemassofpeanutsbepandthemassofchocolatechipsbec.Writeaninequationto
representtheconstraintthatthetotalmassmustbeatmost400g.
b OnaCartesianplane,sketchtheregiondefinedbytheinequationobtainedinparta.
(Hint:Consideronlythepositiveaxesasthevaluesofbothpandcmustbepositive.)
c Thepeanutsprovide30%oftheirmassincarbohydratesandthechocolatechipsprovide
60%oftheirmassincarbohydrates.Writeaninequationthatrepresentstheconstraintthat
themassofcarbohydratesmustbeatleast180g.
d OnaCartesianplane,sketchtheregiondefinedbytheinequationobtainedinpartc .
e OnaCartesianplane,showtheregionwheretheinequationssketchedinpartsbandd
bothholdtrue.
f Theregionobtainedinparteshowsallpossible
refleCtion
massesofpeanutsandchocolatechipsthatmeet
Mariasrequirements.Listfivesetsofpossible
How do the solutions from a
massesofpeanutsandchocolatechipsthatwould
system of equations differ from
a system of inequations?
meetherrequirements.
Summary
Graphical solution of simultaneous linear equations
When solving simultaneous equations graphically, obtaining an accurate solution depends on

drawing accurate graphs.
The solution to linear simultaneous equations is the point where their graphs intersect.
Lines that have the same gradient are parallel.
If the graphs of the two simultaneous equations are parallel lines, then the simultaneous
equations have no solution, as they have no point of intersection.
Solving simultaneous linear equations using substitution
When using the substitution method to solve simultaneous equations:

choose the equation in which one of the variables is the subject
substitute this expression for the variable into the other equation and solve
substitute the value you have found into the rearranged equation to solve for the other
variable
check your solution.
Solving simultaneous linear equations using elimination
Simultaneous equations of the form ax + by = k can be solved by the elimination method

by looking for an addition or subtraction of the equations that will eliminate one of the
variables.
For like terms with the same coefficient but opposite signs, add the equations. For like terms
with the same coefficient and the same sign, subtract the equations.
If the terms do not have the same coefficient, multiply one or both equations by a constant
to create the same coefficient. Remember to multiply both sides of the equation to keep it
balanced.
Once one variable has been eliminated, solve the single variable equation formed. Substitute
the solution back into one of the original equations to find the value of the variable that was
originally eliminated.
Check your solution by substitution.
Problem solving using simultaneous linear equations
To solve worded problems, read the question carefully and define the two variables using
appropriate pronumerals.
Formulate two equations from the information given and number them.
Use either the elimination method or the substitution method to solve the two equations
simultaneously.
Check your answer by substituting the values obtained for each variable into the original
equations.
Solving linear inequations
The solution to an inequation is a portion of the number line. (That is, there are an infinite
number of solutions to any given inequation.)
When solving an inequation, imagine an equals sign in place of the inequality sign and solve
as if it was a linear equation. Remember to keep writing the original inequality sign between
the two sides of each step unless the special case applies.
Special case: if in the process of the solution you need to multiply or divide both sides of the
inequation by a negative number, reverse the inequality sign. That is, change < to >, > to <,
to and to .
123

Sketching linear inequations
Inequationsinvolvetheinequalitysign>(greaterthan),(greaterthanandequalto),
<(lessthan)and(lessthanandequalto).
Thegraphofalinearinequationisahalfplane.
Abrokenlineisusedfor>or<signs,andasolidlineisusedforandsigns.
Iftheinequationisoftheformymx+cory>mx+c,thentheregionabovethelineisthe
requiredregion.
Iftheinequationisoftheformymx+cory<mx+c,thentheregionbelowthelineisthe
requiredregion.
Solving simultaneous linear inequations
ThegraphofalinearinequationrepresentsaregionoftheCartesianplane.
Agraphicaltechniquecanbeusedtosolvesimultaneousinequations.
Thegraphoftwosimultaneousinequationsconsistsoftheintersectionoftworegionsand
thereforehasaninfinitenumberofsolutions.
Itisusualtoshadethewantedregiononthegraphofaninequation.
MaPPING YOUR UNdeRSTaNdING
Homework
book
124
conceptmapwiththeonethatyoucreatedinWhatdoyouknow?onpage89.
HaveyoucompletedthetwoHomeworksheets,theRichtaskandtwoCodepuzzlesin
yourMathsQuest10HomeworkBook?
Chapter review
Fluency
7 During a walk-a-thon, Sarah receives $4 plus
$3 per kilometre. The graph which best represents

Sarah walking up to 5 kilometres is:
1 The equation of the line drawn below is:

y
2 x
0
A 3x + 2y = 6
C 2x + 3y = 6
E 2x - 3y = -6
B 3x - 2y = 6
D 2x - 3y = 6
2 The equation of a linear graph with gradient -3 and
x-intercept of 4 is:
A y = -3x - 12
C y = -3x - 4
E y = 4x - 3
B y = -3x + 4
D y = -3x + 12
(2, -7) and (-2, -2) is:

4x - 5y + 18 = 0
5x + 4y + 18 = 0
5x + 4y - 18 = 0
5x - 4y - 18 = 0
4x + 5y + 18 = 0
A
B
c
d
e
4 The inequation that is represented by the region

D
y
2
2
Region required
A y 2 - x
C y 2 - x
E y 2x
5 The equation of a linear graph which passes
through the origin with gradient -3 is:

A y = -3
B x = -3
C y = -3x
D y = 3 - 3x
E y = 3x - 3
$
24
20
16
12
8
4
0
6 An online music shop charges $5 postage for
2 CDs and $11 for 5 CDs. The equation that best

represents this, if C is the cost and n is the number
of CDs, is:
A C = 5n + 11
B C = 6n + 5
C C = n + 2
D C = 5n + 1
E C = 2n + 1
d (km)
(5, 24)
1 2 3 4 5
d (km)
(5, 19)
1 2 3 4 5
$
18
15
12
9
6
3
0
b y x - 2
D y x - 2
1 2 3 4 5
$
24
20
16
12
8
4
0
shown below is:
(5, 18)
$
24
20
16
12
8
4
0
3 The equation of a linear graph which passes through
$
18
15
12
9
6
3
d (km)
(5, 19)
1 2 3 4 5
d (km)
(5, 18)
1 2 3 4 5 d (km)
8 Which of the following pairs of coordinates is the
solution to the given simultaneous equations?

2x + 3y = 18
5x - y = 11
A (6, 2)
B (3, -4)
C (3, 9)
D (3, 4)
E (5, 11)
125

9 The graphical solution to the following pair of
simultaneous equations is:

y = 5 - 2x
y = 3x - 10
y
10
8
6 5
4
2
0
-6 -5 -4 -3 -2 -1
-2
-4
-6
-8
-10
-3 3 2 1
2
labelling the x- and y-intercepts.
a y = 3x - 2
b y = -5x + 15
1
1
22 33
1 2 3 4 5x
(3, -1)
c y = - 3 x + 1
7
d y = 5 x - 3
12 Find the x- and y-intercepts of the following
straight lines.
4
c y = 7 x -
1 2 3 4 5x
1
-3 3
finding the x- and y-intercepts.

a 2x - 3y = 6
b 3x + y = 0
c 5x + y = -3
d x + y + 3 = 0
14 Sketch the graph of each of the following.
b y = -4x
c x = -2
d y = 7
15 Sketch the graph of the equation
3(y - 5) = 6(x + 1).
16 Find the equations of the straight lines having the
following graphs.
a
-2
b
y
-4
0
-4
1 2 3 4 5x
1
-2 2 -4 -5
-6
-8
-10
E none of the above

126
d y = 0.5x + 2.8
y
10
8
6
4
2
0
-6 -5 -4 -3 -2 -1
-2
3
4
13 Sketch graphs of the following linear equations by
(3, 1)
x
0
-6 -5 -4 -3 -2 -1
-2 1 2 3 4 5
1
1
-4
2 33
-6 -5 2
-8
-10
(-3, -1)
b y = x - 5
a y = 2 x
y
10
8
6
4
2
3
8
a y = -7x + 6
-6
-8
-10
the equation y = -5x + 15 for values of x between

-10 and +10.
11 Sketch the graph of the following linear equations,
y
10
8
6
5
4
2
0
-6 -5 -4 -3 -2 -1
-2
(-3, -1)
-4
10 Produce a table of values, and sketch the graph of
2
0

d
simultaneous equations, to write the point of

intersection of the graphs and, hence, the solution
of the simultaneous equations.
y
a x + 3y = 6
3
y = 2x - 5
2
21 Use the graphs below, showing the given
(2, 8)
-4 -2 0
-2
-4
-6
0
- 43
b 3x + 2y = 12
f
2y = 3x
-2 -10
-2
-3
-4
-5
17 Find the linear equation given the information in
each case below.

a gradient = 3, y-intercept = -4
b gradient = -2, y-intercept = -5
1
c gradient = 2 , y-intercept = 5
d gradient = 0, y-intercept = 6
18 For each of the following, find the equation of the
straight line with the given gradient and passing

through the given point.
a gradient = 7, point (2, 1)
b gradient = -3, point (1, 1)
1
c gradient = 2 , point (-2, 5)
coordinates is a solution to the given simultaneous

equations.
a (7, 1)
x - 2y = 5

5y + 2x = 18
b (4, 3)
y=7-x

5y - 2x = 7
23 Solve each of the following pairs of simultaneous
equations using a graphical method.

a 4y - 2x = 8
b y = 2x - 2
x + 2y = 0
x - 4y = 8
c 2x + 5y = 20
y=2
24 Solve the following simultaneous equations using
19 Find the equation of the straight line that passes
through each pair of points.

a (1, 7) and (3, 5)
b (8, 0) and (6, 3)
c (-1, 5) and (4, 7)
following inequations.
a y x + 1
b y 2x + 10
c y > 3x - 12
d y < 5x
e x 7
1
f y 2 x + 1
g 2x + y 9
h 4x - 3y 48
i y > -12
22 Use substitution to check if the given pair of
d gradient = 5, point (1, -3)
20 Sketch the half plane given by each of the
y
6
5
4
3
2
1
the substitution method.

a y = 3x + 1
b
x + 2y = 16
c 2x + 5y = 6
d
3
y = 2x + 5
e y = 3x - 11
y = 5x + 17
y = 2x + 7
3y - 4x = 11
y = -x
y = 8x + 21
f y = 4x - 17
y = 6x - 22
the elimination method.

a 3x + y = 17
b
7x - y = 33
c 3x - 7y = -2
d
-2x - 7y = 13
e 5x + 2y = 6
f
4x + 3y = 2
4x + 3y = 1
-4x + y = 11
4y - 3x = 9
y + 3x = 6
x - 4y = -4
4x - 2y = 12
127

an appropriate method.
a 3x + 2y = 6
b 6x - 4y = -6
3y + 5x = 9
7x + 3y = -30
c 6x + 2y = 14
x = -3 + 5y
equations and solve.

a Find two numbers whose difference is
5 and whose sum is 23.
b A rectangular house has a total perimeter of
34 metres and the width is 5 metres less than
the length. What are the dimensions of the
house?
c If two Chupa Chups and three Wizz Fizzes cost
$2.55, but five Chupa Chups and seven Wizz
Fizzes cost $6.10, find the price of each type of
lolly.
27 Solve the following simultaneous inequations.

a y x + 4
b 2y - 3x 12
y3
y + 3x > 0
c 5x + y < 10
x + 2y < 11
5 Laurie buys milk and bread for his family on the
problem solving
1 John has a part-time job working as a gardener and
is paid $13.50 per hour.

the amount of money received to the number of
hours worked.
Number
of hours
10
Pay ($)
b Find a linear equation relating the amount
of money received to the number of hours

worked.
d Using algebra, calculate the pay that John will
3
receive if he works for 6 4 hours.
2 A fun park charges a $12.50 entry fee and an
additional $2.50 per ride.

the total cost to the number of rides.
Number
of rides
10
Cost ($)
b Find a linear equation relating total cost to the
number of rides.

d Using algebra, calculate the cost of entry and
7 rides.
3 The cost of hiring a boat is $160 plus
$22.50 per hour.

a Sketch a graph showing the total cost for 0 to
12 hours.
b State the equation relating cost to time rented.
c Predict the cost of hiring a boat for 12 hours
and 15 minutes.
128
4 Write the following as a pair of simultaneous
way home from school each day, paying with a

$10 note. If he buys three cartons of milk and two
loaves of bread, he receives 5 cents in change. If
he buys two cartons of milk and one loaf of bread,
he receives $4.15 in change. How much does each
item cost?
6 A paddock contains some cockatoos (2-legged)
and kangaroos (4-legged). The total number of

animals is 21 and they have 68 legs in total. Using
simultaneous equations, determine how many
cockatoos and kangaroos there are in the paddock.
7 At a fun park, the cost of a rollercoaster ride and
a Ferris wheel ride is $10. The cost of a Gravitron

ride and a Ferris wheel ride is $12. The cost of a
Rollercoaster ride and a Gravitron ride is $14. What
is the cost of each ride?
8 There are two sections to a concert hall. Seats in the
Dress circle are arranged in rows of 40 and cost

$140 each. Seats in the Bleachers are arranged in
rows of 70 and cost $60 each. There are 10 more
rows in the Dress circle than in the Bleachers
and the capacity of the hall is 7000.
a If d represent the number of rows in the Dress
circle and b represents the number of rows in
the Bleachers then write an equation in terms
of these two variables based on the fact that
there are 10 more rows in the Dress circle
than in the Bleachers.
b Write an equation in terms of these two
variables based on the fact that the capacity of
the hall is 7000 seats.
c Solve the two equations from a and b
simultaneously using the method of your choice
to find the number of rows in each section.
d Now that you have the number of rows in each
section, calculate the number of seats in each
section.
e Hence, calculate the total receipts for a concert
where all tickets are sold.

9 Johniscomparingtwocarrentalcompanies,
10 Frederikahas$24000savedforaholidayanda
GoldenAceRentalCompanyandSilverDiamond
newstereo.Hertravelexpensesare$5400andher
RentalCompany.GoldenAceRentalCompany
dailyexpensesare$260.
chargesaatrateof$38perdayand$0.20per
a Writedownanequationforthecostofher
kilometre.TheSilverDiamondRentalCompany
holidayifshestaysforddays.
chargesaatrateof$30perdayplus$0.32per
UponherreturnfromholidaysFrederikawants
kilometre.
topurchaseanewstereosystemthatwillcost
a Writeanalgebraicequationforthecostof
her$2500.
rentingacarforthreedaysfromtheGolden
b Howmanydayscanshespendonherholiday
AceRentalCompanyintermsofthenumberof
ifshewishestopurchaseanewstereouponher
kilometrestravelled,k.
return?
b Writeanalgebraicequationforthecostof
11 Mickthepainterhasfixedcosts(e.g.insurance,
rentingacarforthreedaysfromtheSilver
equipment,etc)of$3400peryear.Hisrunningcost
DiamondRentalCompanyintermsofthe
totraveltojobsisbasedon$0.75perkilometre.
numberofkilometrestravelled,k.
LastyearMickhadcoststhatwerelessthan
c HowmanykilometreswouldJohnhaveto
$16000.
travelsothatthecostofhiringfromeach
a Writeaninequalitytoshowthisinformation
companyforthreedaysisthesame?
andsolveittofindhowmanykilometresMick
d Writeaninequationthat,whensolved,willtell
travelledfortheyear.
youthenumberofkilometresforwhichitis
b Explaintheinformationyouhavefound.
cheapertouseGoldenAceRentalCompany
whenrentingforthreedays.
eBook plus
e Forwhatnumberofkilometreswillitbe
Interactivities
cheapertouseSilverDiamondRental
Companyforthreedayshire?
int-2837
int-2835
Crossword Chapter 4
int-2836
129
eBook plus
ACtivities
chapter opener
Digital doc
HungrybrainactivityChapter4(doc-5211)(page89)
are you ready?
Digital docs
(page90)
SkillSHEET4.1(doc-5212):Substitutionintoalinearrule
SkillSHEET4.2(doc-5213):Solvinglinearequations
thatarisewhenfindingx-and
y-intercepts
SkillSHEET4.3(doc-5214):Transposinglinear
equationstostandardform
therun
SkillSHEET4.5(doc-5216):Findingthegradientgiven
twopoints
SkillSHEET4.6(doc-5217):Graphinglinearequations
usingthex-andy-interceptmethod
SkillSHEET4.7(doc-5218):Checkingwhether
agivenpointmakestheinequationatruestatement
4a Graphical solution of simultaneous linear
equations
Activity4-A-1(doc-4990):Investigatinggraphsof
simultaneousequations(page94)
Activity4-A-2(doc-4991):Graphingsimultaneous
equations(page94)
Activity4-A-3(doc-4992):Furthergraphingof
simultaneousequations(page95)
SkillSHEET4.6(doc-5217):Graphinglinearequations
usingthex-andy-interceptmethod(page95)
4b Solving simultaneous linear equations
using substitution
(page98)
Activity4-B-1(doc-4993):Learningsubstitution
Activity4-B-2(doc-4994):Practisingsubstitution
Activity4-B-3(doc-4995):Trickysubstitution
4c Solving simultaneous linear equations
using elimination
Digital docs
Activity4-C-1(doc-4996):Eliminationpractice
(page101)
Activity4-C-2(doc-4997):Letseliminate(page102)
Activity4-C-3(doc-4998):Moreelimination(page102)
WorkSHEET4.1(doc-5220):Simultaneousequations
I(page103)
Interactivity
Simultaneouslinearequations(int-2780)(page99)
4d Problem solving using simultaneous linear
equations
Digital docs
Activity4-D-1(doc-4999):Problemsolving
(page105)
130
4e Solving linear inequations

Digital docs
Activity4-E-1(doc-5002):Puzzlinginequations1
(page108)
(page108)
(page109)
SkillSHEET4.7(doc-5218):Checkingwhethera
givenpointmakestheinequationatruestatement
(page109)
SkillSHEET4.8(doc-5219):Writingequationsfrom
wordedstatements(page109)
4F Sketching linear inequations
Digital docs
Digital docs
Digital docs
Activity4-D-2(doc-5000):Harderproblemsolving
(page105)
Activity4-D-3(doc-5001):Trickyproblemsolving
(page105)
WorkSHEET4.2(doc-5221):Simultaneous
equationsII(page106)
Activity4-F-1(doc-5005):Understandinglinear
inequations(page113)
Activity4-F-2(doc-5006):Graphinglinear
inequations(page114)
Activity4-F-3(doc-5007):Interpretinglinear
inequationgraphs(page114)
4G Solving simultaneous linear inequations
Digital docs
Activity4-G-1(doc-5008):Introducing
simultaneouslinearinequations(page118)
Activity4-G-2(doc-5009):Practisingsimultaneous
linearinequations(page118)
Activity4-G-3(doc-5010):Furthersimultaneous
linearinequations(page118)
WorkSHEET4.3(doc-5222):Simultaneous
equationsIII(page122)
chapter review
(page129)
chapter
chapter
Interactivities

www.jacplus.com.au
measuremenT anD geomeTry PyThagoras anD TrigonomeTry
5
Trigonometry I
5A Pythagoras theorem
5B Pythagoras theorem in three
dimensions
5C Trigonometric ratios
5D Using trigonometry to calculate side
lengths
5E Using trigonometry to calculate angle
size
5F Angles of elevation and depression
5G Bearings and compass directions
5H Applications
WhaT Do you knoW ?
1 List what you know about trigonometry.
trigonometry.
eBook plus
Digital doc

Chapter 5
doc-5223
oPening QuesTion
How can Raylene find her way to the

finish line of the orienteering course?
are you ready?
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Digital doc
SkillSHEET 5.1
doc-5224
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Digital doc
SkillSHEET 5.2
doc-5225
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Digital doc
SkillSHEET 5.3
doc-5226
Rounding to a given number of decimal places

1 Round the following numbers to 3 decimal places.
a 0.6845
b 1.3996
c 0.7487
Rounding the size of an angle to the nearest minute and second

2 Round the following angles:
i to the nearest minute
ii to the nearest second.
a 153240.5
b 631532.4
c 271015.8
Labelling the sides of a right-angled triangle
3 Label the sides of the following right-angled triangles using the letters H (for hypotenuse),
O (for opposite) and A (for adjacent) with respect to angle q.

a
q
q
eBook plus
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SkillSHEET 5.5
doc-5227
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Digital doc
SkillSHEET 5.6
doc-5228
Rearranging formulas
4 Rearrange each of the following formulas to make x the subject.
a tan 15 =
x
30
4.2
x
x
= 5.3
tan 64
Drawing a diagram from given directions

5 Draw a diagram for each of the following situations.
a Kates bushwalking route took her from A to B, a distance of 5 km at a bearing of 25T
then to C, a further distance of 7.5 km at a bearing of 120T.

b A ship steamed S20E for a distance of 180 km, then the ship travelled N60W for a
further 70 km.
132
b tan 28 =
maths Quest 10 for the australian Curriculum
measurement AND geometry Pythagoras and trigonometry
5A
Pythagoras theorem
Similar right-angled triangles
In the two similar right-angled triangles shown below, the angles are the same and the
corresponding sides are in the same ratio.
D
6 cm
3 cm
10 cm
5 cm
4 cm
8 cm
The corresponding sides are in the same ratio.

AB AC BC
=
=
.
DE DF EF
To write this using the side lengths of the triangles gives:
AB 3 1
= =
DE 6 2
AC 5 1
=
=
DF 10 2
BC 4 1
= =
EF 8 2
This means that for right-angled triangles, when the angles are fixed, the ratios of the sides in
the triangle are constant.
We can examine this idea further by completing the following activity.
Using a protractor and ruler, draw an angle of 70, measuring horizontal distances of 3 cm,
7 cm and 10 cm as demonstrated in the diagram below.
c
b
a
70
3 cm
7 cm
10 cm
Note: Diagram not drawn to scale.
Measure the perpendicular heights a, b and c.

a 8.24 cm b 19.23 cm c 27.47 cm
Chapter 5 Trigonometry I
133
To test if the theory that for right-angled triangles, when the angles are fixed, the ratios of the
sides in the triangle are constant is correct, calculate the ratios of the side lengths.
a 8.24
2.75
3
3
b 19.23
2.75
7
7
c 27.47
2.75
10
10
The ratios are the same because the triangles are similar.
This important concept forms the basis of trigonometry.
Review of Pythagoras theorem
Pythagoras theorem states that in any right-angled triangle, the

square of the hypotenuse is equal to the sum of the squares of the
other two sides. The rule is written as c2 = a2 + b2 where a and b
are the two shorter sides and c is the hypotenuse.
The hypotenuse is the longest side of a right-angled triangle and is
always the side that is opposite the right angle.
Pythagoras theorem gives us a way of finding the length of
the third side in a triangle, if we know the lengths of the two other
sides.
b
x
4
7
Finding the hypotenuse
To calculate the length of the hypotenuse when given the length of the two shorter sides,
substitute the known values into the formula c2 = a2 + b2.
Worked Example 1
For the triangle at right, calculate the length of the hypotenuse, x,

correct to 1 decimal place.
4
7
Think
1
Write/draw
Copy the diagram and label the sides a, b and c.

Remember to label the hypotenuse as c.
c=x
a=4
b=7
3
Substitute the values of a, b and c into this rule

and simplify.
Calculate x by taking the square root of 65.

Round the answer correct to 1 decimal place.
x = 65
x = 8.1
a2
x2
134
Write Pythagoras theorem.
c2
b2
= + 72
= 16 + 49
= 65
42
Finding a shorter side

Sometimes a question will give you the length of the hypotenuse and ask you to find one of
theshorter sides. In such examples, we need to rearrange Pythagoras formula. Given that
c2 = a2 + b2, we can rewrite this as:

a2 = c2 - b2
or
b2 = c2 - a2.
Worked Example 2
Calculate the length, correct to 1 decimal place, of the unmarked side of

the triangle at right.
14 cm
8 cm
Think
1
Write/draw

Remember to label the hypotenuse as c; it does
not matter which side is a and which side is b.
a
c = 14
b=8

and simplify.
Find a by taking the square root of 132. Round to

1 decimal place.
c2 = a2 + b2
142 = a2 + 82
196 = a2 + 64
a2 = 196 - 64
= 132
a = 132
= 11.5cm
In many cases we are able to use Pythagoras theorem to solve practical problems.
First model the problem by drawing a diagram, then use Pythagoras theorem to solve the
right-angled triangle. Use the result to give a worded answer.
Worked Example 3
A ladder that is 4.5m long leans up against a vertical wall. The foot of the ladder is 1.2m from the
wall. How far up the wall does the ladder reach? Give your answer correct to 1 decimal place.
Think
1
Write/draw
Draw a diagram and label the sides a, b and c.

Remember to label the hypotenuse as c.
c = 4.5 m
b = 1.2 m
135
c2 = a2 + b2

and simplify.
4.52 = a2 + 1.22
20.25 = a2 + 1.44
a2 = 20.25 - 1.44
= 18.81
Find a by taking the square root of 18.81.

Round to 1 decimal place and include the unit of
measurement (m).
Answer the question in a sentence.
a = 18.81
= 4.3m
The ladder will reach a height of 4.3m up
the wall.
Sometimes the unknown length involves more than one side.

In these cases, substitute into Pythagoras theorem, then solve the following equation for
the unknown.
Worked Example 4
Calculate the value of the pronumeral, correct to 2 decimal places,

in the triangle at right.
3x
78
2x
Think
1
Write/draw
b = 3x
c = 78
a = 2x
136
c2 = a2 + b2
Substitute the values of a, b and c into this rule and simplify.
782 = (3x)2 + (2x)2

6084 = 9x2 + 4x2
6084 = 13x2
Rearrange the equation so that the pronumeral is on the

left-hand side of the equation.
13x2 = 6084
Divide both sides of the equation by 13.
Find x by taking the square root. Round the answer correct to

2 decimal places.
13 x 2 6084
=
13
13
x2 = 468
x = 468
= 21.63
rememBer
1. The hypotenuse is the longest side of the triangle and is opposite the right angle.
2. On your diagram, check whether you are finding the length of the hypotenuse or one of
the shorter sides.
3. The length of a side can be found if we are given the length of the other sides by using
the formula c2 = a2 + b2.
4. When using Pythagoras theorem, always check the units given for each measurement.
5. If necessary, convert all measurements to the same units before using the rule.
6. Worded problems can be solved by drawing a diagram and using Pythagoras theorem
to solve the problem.
7. Worded problems should be answered in a sentence.
exerCise
5a
inDiViDual
PaThWays
eBook plus
Activity 5-A-1
Pythagoras theorem
FluenCy
1 We1 For each of the following triangles, calculate the length of the hypotenuse, giving
answers correct to 2 decimal places.

4.7
Review of
Pythagoras theorem
doc-5011
804
6.3
Activity 5-A-2
27.1
Practising
Pythagoras theorem
doc-5012
Activity 5-A-3
More of Pythagoras
theorem
doc-5013
19.3
562
0.9
152
7.4
87
10.3
eBook plus
2.7
Digital doc
SkillSHEET 5.1
doc-5224
2 We2 Find the value of the pronumeral, correct to 2 decimal places.

a
b
s
c
1.98
30.1
47.2
8.4
2.56
17.52
t
0.28
v
0.67
2870
1920
468
x
114
137

3 WE3 The diagonal of the rectangular sign at right is
4
34cm. If the height of this sign is 25cm, find the width.

A right-angled triangle has a base of 4cm and a height
of 12cm. Calculate the length of the hypotenuse to
2decimal places.
Calculate the lengths of the diagonals (to 2 decimal
places) of squares that have side lengths of:
a 10cm
b 17cm
c 3.2cm.
The diagonal of a rectangle is 120cm. One side has a
length of 70cm. Determine:
a the length of the other side
b the perimeter of the rectangle
c the area of the rectangle.
WE4 Find the value of the pronumeral, correct to 2 decimal places for each of the following.
a
b
25
3x
2x
3x
4x
18
x
30
6x
understanding
8 An isosceles triangle has a base of 30cm and a height of 10cm. Calculate the length of the two
equal sides.
9 An equilateral triangle has sides of length 20cm. Find the height of the triangle.
10 A right-angled triangle has a height of 17.2cm, and a base that is half the height. Calculate the
length of the hypotenuse, correct to 2 decimal places.

11 The road sign shown below is in the form of an equilateral triangle. Find the height of the sign
and, hence, find its area.
76 cm
12 A flagpole, 12m high, is supported by three wires, attached from the top of the pole to the
ground. Each wire is pegged into the ground 5m from the pole. How much wire is needed to
support the pole?
13 Bens dog Macca has wandered onto a frozen pond, and is too frightened to walk back. Ben
estimates that the dog is 3.5m from the edge of the pond. He finds a plank, 4m long, and
thinks he can use it to rescue Macca. The pond is surrounded by a bank that is 1m high. Ben
uses the plank to make a ramp for Macca to walk up. Will he be able to rescue his dog?
14 Sarah goes canoeing in a large lake. She paddles 2.1km to the
3.8 km
north, then 3.8km to the west. Use the triangle at right to find out
how far she must then paddle to get back to her starting point in
2.1 km
the shortest possible way.
Starting point
138

15 A baseball diamond is a square of side length 27m. When a runner on first base tries to steal
second base, the catcher has to throw the ball from home base to second base. How far is that
throw?
Second base
27 m
First
base
Home base
Catcher
16 Penny, a carpenter, is building a roof for a new house. The roof has
17
18
19
20
21
22
a gable end in the form of an isosceles triangle, with a base of 6m

andsloping sides of 7.5m. She decides to put 5 evenly spaced vertical
7.5 m
7.5 m
strips of wood as decoration on the gable as shown at right. How many
metres of this decorative wood does she need?
Calculate the length, in mm, of the hypotenuse of a right-angled
6m
triangle, if the two shorter sides are 5cm and 12cm.
The hypotenuse and one other side of a right-angled triangle are given for each case below.
Find the length of the third side in the units specified. Give your answers correct to 2 decimal
places.
a Sides 46cm and 25cm, third side in mm
b Sides 843mm and 1047mm, third side in cm
c Sides 4500m and 3850m, third side inkm
d Sides 20.3cm and 123mm, third side in cm
e Sides 6420mm and 8.4m, third side in cm
f Sides 0.358km and 2640m, third side in m
g Sides 491mm and 10.8cm, third side in mm
h Sides 379000m and 82700m, third side inkm
A rectangle measures 35mm by 4.2cm. Calculate the length of its diagonal in millimetres to
2decimal places.
A rectangular envelope has a length of 21cm and a diagonal measuring 35cm. Calculate:
a the width of the envelope
b the area of the envelope.
A sheet of A4 paper measures 210mm by 297mm. Calculate the length of the diagonal in
centimetres to 2 decimal places.
A right-angled triangle has a hypotenuse of 47.3cm and one other side of 30.8cm. Calculate
the area of the triangle.
139

23 A swimming pool is 50m by 25m. Peter is bored by his usual training routine, and decides
24
25
26
27
28
to swim the diagonal of the pool. How many diagonals must he swim to complete his normal
distance of 1200m? Give your answer to 2 decimal places.
Sarah is making a gate that has to be 1200mm wide. It must be braced with a diagonal strut
made of a different type of timber. She has only 2m of this kind of timber available. What is
the maximum height of the gate that she can make?
A hiker walks 4.5km west, then 3.8km south. How far in metres is she from her starting point?
Give your answer to 2 decimal places.
A square has a diagonal of 10cm. What is the length of each side?
Wally is installing a watering system in his garden. The
pipe is to go all around the edge of the rectangular garden,
and have a branch diagonally across the garden. The
garden measures 5m by 7.2m. If the pipe costs $2.40 per
metre (or part thereof), what will be the total cost of the
pipe?
The size of a rectangular television screen is given by
the length of its diagonal. What is the size of the screen at
right to the nearest centimetre if its dimensions are 158cm
wide and 96cm deep?
Reasoning
29 During a recent earthquake, Helens large
bookshelf fell over. The bookshelf is x metres wide

and 2.5 metres high. The ceiling is 3 metres high.
Show that if the bookshelf is lying on its side next
to the wall and is able to be stood up directly, then x
is less than 1.658 metres
5B
The square root of a number

usually gives us both a positive
and negative answer. Why do we
only take the positive answer when
using Pythagoras theorem?
Pythagoras theorem in three

dimensions
Many real-life situations involve 3-dimensional (3-D) shapes: shapes with length, width and
height. Some common 3-D shapes used in this section include boxes, pyramids and rightangled wedges.
Box
140
reflection
Pyramid
Right-angled wedge
The important thing about 3-D shapes is that in a diagram, right angles may not look like right
angles, so it is important to redraw sections of the diagram in two dimensions, where the right
angles can be seen accurately.
Worked Example 5
Determine the length AG in this box.
B
6 cm
5 cm
10 cm
H
Think
1
Write/draw
A
Draw the diagram in three dimensions.
B
6 cm
5 cm
H
2
Draw in two dimensions, a right-angled triangle

that contains AG and label the sides. Only 1 side
is known, so we need to find another right-angled
triangle to use.
Draw EFGH in two dimensions and show the
diagonal EG. Label the side EG as x. We have
two of the three side lengths so we can calculate
the unknown.
10 cm
6
E
10
Use Pythagoras theorem to calculate EG.
c2 = a2 + b2
x2 = 52 + 102
= 25 + 100
= 125
x = 125
= 11.18cm
Place this information on triangle AEG. Label the

side AG as y. Now we have two of the three side
lengths.
A
6
E
Use Pythagoras theorem to find AG.
11.18
c2 = a2 + b2
y2 = 62 + ( 125 )2
= 36 + 125
= 161
y = 161
= 12.69
The length of AG is 12.69cm.
141
Worked Example 6
A piece of cheese in the shape of a right-angled wedge sits on a table. It has a rectangular base
measuring 14cm by 8cm, and is 4cm high at the thickest point. An ant crawls diagonally across the
sloping face. How far, to the nearest millimetre, does the ant walk?
Think
1
Draw a diagram in three dimensions and label the

vertices. Mark BD, the path taken by the ant, with
a dotted line.
Write/draw
B
E
A
14 cm
C
4 cm
F
8 cm
x
2
Draw in two dimensions a right-angled triangle

that contains BD, and label the sides. Only one
side is known, so we need to find another rightangled triangle to use.
B
4
D
E
3
Draw EFDA in two dimensions, and show the

diagonal ED. Label the side ED as x.
Use Pythagoras theorem to calculate ED.
Place this information on triangle BED.

Label the side BD as y.
14
c2 = a2 + b2
x2 = 82 + 142
= 64 + 196
= 260
x = 260
= 16.12cm
B
y
4
E
142
Solve this triangle for BD.
Check the answers units. We need to convert cm

to mm, so multiply by 10.
16.12
c2 = a2 + b2
2
y2 = 42 + ( 260 )
= 16 + 260
= 276
y = 276
= 16.61cm
= 166.1mm
The ant walks 166mm, correct to the nearest
millimetre.
rememBer
1. Pythagoras theorem can be used to solve problems in three dimensions.

2. Some common 3-D shapes include boxes, pyramids and right-angled wedges.
3. To solve problems in three dimensions it is helpful to draw sections of the original
shape in two dimensions.
exerCise
5B
inDiViDual
PaThWays
eBook plus
Activity 5-B-1
Pythagoras in
3-dimensions
doc-5014
Pythagoras theorem in three dimensions

Where appropriate in this exercise, give answers correct to 2 decimal places.
FluenCy
1 We5 Calculate the length, AG.
a
b
A
B
C
10
B
C
10.4
Activity 5-B-2
Pythagoras in
3-D figures
doc-5015
eBook plus
Digital doc
F
7.3
10
Activity 5-B-3
Investigating
triangles in
3-D figures
doc-5016
10
10
8.2
5
H
2 Calculate the length of CE in the wedge at right and, hence,
obtain AC.
SkillSHEET 5.4
doc-5229
D
3 If DC = 3.2 m, AC = 5.8 m, and CF = 4.5 m in the figure at right,
10
B
4
F
calculate the length of AD and BF.
F
D
4 Calculate the length of BD and, hence, the height of the pyramid
at right.
8
A
8
D
5 The pyramid ABCDE has a square base. The pyramid is 20 cm high.
Each sloping edge measures 30 cm. Calculate the length of the

sides of the base.
EM = 20 cm
A
D
B
M
C
143

6 The sloping side of a cone is 10 cm and the height is 8 cm.
What is the length of the radius of the base?

10 cm
8 cm
7 An ice-cream cone has a diameter across the top of 6 cm, and
sloping side of 13 cm. How deep is the cone?
8 We6 A piece of cheese in the shape of a right-angled wedge
sits on a table. It has a base measuring 20 mm by 10 mm, and is

4 mm high at the thickest point, as shown in the figure. A fly
crawls diagonally across the sloping face. How far, to the
nearest millimetre, does the fly walk?
E
A
20 mm
C
4 mm
F
D 10 mm
unDersTanDing
9 Jodie travels to Bolivia, taking with her a suitcase as shown in the photo. She buys a carved
walking stick 1.2 m long. Will she be able to fit it in her suitcase for the flight home?
30
cm
65 cm
90 cm
10 A desk tidy is shaped like a cylinder, height 18 cm and diameter
10 cm. Pencils that are 24 cm long rest inside. What lengths of the
pencils are above the top of the cylinder?
11 A 10-m high flagpole is in the corner of a rectangular park

10 m
that measures 240 m by 150 m.
A
240 m
a Calculate:
i the length of the diagonal of the park
150 m
ii the distance from A to the top of the pole
B
iii the distance from B to the top of the pole.
b A bird flies from the top of the pole to the centre of the park. How far does it fly?
144

12 A candlestick is in the shape of two cones, joined at the vertices
as shown. The smaller cone has a diameter and sloping side of 7 cm,
and the larger one has a diameter and sloping side of 10 cm. How tall
is the candlestick?
13 The total height of the shape below is 15 cm. Calculate the length of the sloping
side of the pyramid.

15 cm
6 cm
14 cm
14 cm
14 A sandcastle is in the shape of a truncated cone as shown. Calculate the length of the diameter
of the base.
20 cm
30 cm
eBook plus
32 cm
15 A tent is in the shape of a triangular prism, with a height of
120 cm
120 cm as shown at right. The width across the base of the door is
1 m and the tent is 2.3 m long.
Calculate the length of each sloping side, in metres. Then
calculate the area of fabric used in the construction of the sloping
rectangles which form the sides.
Digital doc
WorkSHEET 5.1
doc-5230
2.3 m
1m
reasoning
16 Stephano is renovating his apartment, which is at the end of two corridors. The corridors of the
apartment building are 2 m wide with 2 m high ceilings, and the first corridor is at right angles
to the second. Show that he can carry lengths of timber up to 6 m long to his apartment.
reFleCTion
The diagonal distance across a rectangle of

2
dimensions x by y is x + y . What would be

the rule to find the length of a diagonal across
a cuboid of dimensions x by y by z ? Use your
rule to check your answers to question 1.
5C
Trigonometric ratios
angles and the calculator
Last year you were shown that each angle has specific values for its sine, cosine and tangent.
These values are needed for practically every trigonometry problem and can be obtained with
the aid of a calculator.
145
Worked Example 7
Calculate the value of each of the following, correct to 4 decimal places, using a calculator.
a cos 6557
b tan 564530
Think
Write
a Write your answer to the correct number
of decimal places.
b Write your answer to the correct number
of decimal places.
a cos 6557 = 0.4075

b tan 564530 = 1.5257
Worked Example 8
Calculate the size of angle q, correct to the nearest degree, given sin q = 0.6583.
Think
Write
Write the given information.
sin q = 0.6583
To find the size of the angle, we need to undo

sine with its inverse, sin-1.
Ensure your calculator is in degrees mode.
q = sin-1 (0.6583)
Write your answer to the nearest degree.
q = 41
Sometimes, we need to be able to find an angle correct to either the nearest minute or nearest
second.
When we use an inverse trigonometric function, the angle is expressed in degrees as a
decimal. It should be converted to degrees, minutes and seconds (DMS).
Worked Example 9
Calculate the value of q:

a correct to the nearest minute, given that cos q = 0.2547
b correct to the nearest second, given that tan q = 2.364.
Think
a
146
Write the equation.
Write your answer, rounding to the

nearest minute. Remember there
are 60minutes in 1 degree and
60 seconds in 1 minute. Hence, for
the nearest minute, we round up at
30 or higher.
Write the equation.
Write your answer, rounding to the

nearest second.
Write
a cos q = 0.2547
cos-1 0.2547 = 7515
b tan q = 2.364
tan-1 2.364 = 67416
Review of SOHCAHTOA
We are able to find a side length in a right-angled triangle if we are given one other side
length and the size of one of the acute angles. These sides and angle are related using one of
the three trigonometric ratios.
The sine ratio
The sine ratio is defined as the ratio of the length of the side
opposite angle q (O) to the length of the hypotenuse (H). This is
O
written as sin q = .
H
The sine of an angle is not dependent on the size of the right-angled
triangle as all these triangles are similar in shape.
q
ot
en
yp
ot
en
us
e
H
yp
The cosine ratio

The cosine ratio is defined as the ratio of the length of the adjacent
side (A) to the length of the hypotenuse (H) and is written as
A
cos q = .
H
The cosine of an angle also does not depend on the size of the
right-angled triangle.
Opposite
us
e
q
Adjacent
Opposite
The tangent ratio

O
The tangent ratio is defined as tan q = , where O is the length of
A
the side opposite angle q and A is the length of the side adjacent to it.
Again, the tangent ratio does not depend on the size of the
right-angled triangle.
q
Adjacent
Having defined the three trigonometric ratios, we need to decide in each case which of the
three to use. We do this by labelling the sides relative to the angle we have been given. We
then select the ratio that contains both the side we are finding and the side we have been
given.
The three ratios can be remembered easily by using the mnemonic or abbreviation
SOH CAH TOA:
SOH stands for Sine, Opposite, Hypotenuse.
CAH stands for Cosine, Adjacent, Hypotenuse.
TOA stands for Tangent, Opposite, Adjacent.
Worked Example 10
For the triangle shown, write the expressions for the sine, cosine and tangent ratios of the given
angle.
c
a
q
b
147
Think
Write/draw
Label the diagram using the symbols O, A, H

with respect to the given angle (angle q).
c=H
a=O
q
b=A
2
From the diagram, identify the values of O

(opposite side), A (adjacent side) and H (the
hypotenuse).
O = a, A = b, H = c
Write the formula for each of the sine, cosine and

tangent ratios.
sin q =
Substitute the values of A, O and H into each

formula.
O
A
O
, cos q = , tan q =
H
H
A
a
b
a
sin q = , cos q = , tan q =
c
c
b
Worked Example 11
Write the trigonometric ratio which must be used in order to find the value of the pronumeral in
each of the following triangles. Set up a suitable equation.
a
b
18
15
50
b
Think
a
Label the sides of the triangle whose lengths

are given, using the appropriate symbols.
Write/draw
a
15 = H
6=O
148
O
H
We are given the lengths of the opposite side

(O) and the hypotenuse (H). Write the ratio
that contains both of these sides.
sin q =
Identify the values of the pronumerals.
O = 6, H = 15
Substitute the values of the pronumerals into

the ratio. (Since the given angle is denoted
with the letter b, replace q with b.)
sin b =
Label the sides of the triangle whose lengths

are either given, or need to be found, using the
appropriate symbols.
6 2
=
15 5
18 = A
50
x=O
O
A
The length of the adjacent side (A) is given

and the length of the opposite side (O) needs
to be found. Write the ratio that contains these
sides.
tan q =
Substitute the values of the pronumerals into

the ratio.
O = x, A = 18, q = 50
x
tan 50 =
18
rememBer
1. When using the calculator to find values of sine, cosine and tangent, make sure the
calculator is in Degree mode.
2. To find the size of an angle whose sine, cosine or tangent is given, perform an inverse
operation; that is, sin-1, cos-1 or tan-1.
3. Use the calculators conversion function to convert between decimal degrees and
degrees, minutes and seconds.
4. There are 60 minutes in 1 degree and 60 seconds in 1 minute.
5. The three trigonometric ratios, sine, cosine and tangent, are defined as:
O
A
O
sin q = , cos q = and tan q = ,
H
H
A
where H is the hypotenuse, O is the opposite side and A is the adjacent side.
6. The three ratios are abbreviated to the useful mnemonic SOH CAH TOA.
7. To determine which trigonometric ratio to use, follow these steps.
(a) Label the sides of the right-angled triangle that are either given, or need to be
found, using the symbols O, A, H with respect to the angle in question.
(b) Consider the sides that are involved and write the trigonometric ratio containing
both of these sides. (Use SOH CAH TOA to assist you.)
(c) Identify the values of the pronumerals in the ratio.
(d) Substitute the given values into the ratio.
exerCise
5C
inDiViDual
PaThWays
eBook plus
Activity 5-C-1
Review of
trigonometry
doc-5017
Activity 5-C-2
Using trigonometry
doc-5018
Activity 5-C-3
Applying
trigonometry
doc-5019
FluenCy
1 Calculate each of the following, correct to 4 decimal places.
a sin 30
b cos 45
d sin 57
e tan 83
c tan 25
f cos 44
2 We7 Calculate each of the following, correct to 4 decimal places.

a sin 4030
b cos 5357
c
d tan 12340
e sin 9232
f
g cos 354235
h tan 274250
i
j sin 235821
k cos 8542
l
m tan 420
n cos 845
o
tan 2734
sin 428
cos 1432523
sin 286
sin 36735
3 We8 Find the size of angle q, correct to the nearest degree, for each of the following.
a sin q = 0.763
b cos q = 0.912
c tan q = 1.351
d cos q = 0.321
e tan q = 12.86
f cos q = 0.756
149

4 We9a Find the size of the angle q in each of the following, correct to the nearest minute.
a sin q = 0.814
b sin q = 0.110
c tan q = 0.015
d cos q = 0.296
e tan q = 0.993
f sin q = 0.450
5 We9b Find the size of the angle q in each of the following, correct to the nearest second.
a tan q = 0.5
b cos q = 0.438
c sin q = 0.9047
d tan q = 1.1141
e cos q = 0.8
f tan q = 43.76
6 Find the value for each of the following, correct to 3 decimal places.
a 3.8 cos 42
b 118 sin 37
c 2.5 tan 83
eBook plus
Digital doc
SkillSHEET 5.3
doc-5226
2 cos 23
5 sin 18
55.7
i
cos 8921
3.2 cos 3452
l
0.8 sin 1248
220
cos 14
18.7
h
sin 352542
2.5 sin 278
k
10.4 cos 832
2
sin 45
12.8
g
tan 6032
3.8 tan 15144
j
4.5 sin 2545
d
7 We10 For each of the following triangles, write the expressions for ratios of each of the given
angles:
i sine
iii tangent
a
d
q
ii cosine
b
c
k
i
g
l
d
o
g
f
a
g
t
eBook plus
Digital doc
SkillSHEET 5.7
doc-5231
8 We11 Write the trigonometric ratio which must be used in order to find the value of the
pronumeral in each of the following triangles.

a
12
25
15
30
q
2.7
p
q
17
14.3
35
17.5
a
150
q
20
9.8
31
a
3.1
x
15
reasoning
9 Consider the right-angled triangle shown at right.
a Label each of the sides using the letters O, A, H with
b
c

d
e

f
g
h
eBook plus
Interactivity
Using
trigonometry
int-1146
using trigonometry to calculate

side lengths
Consider this right-angled triangle.

Labelling the sides with respect to the 42 angle, we can
see that the unknown side is opposite and we are given the
hypotenuse.
x
From the diagram at right, sin 42 = . Using a
24
calculator, we know that the sine ratio of a 42 angle is
approximately 0.6691. We can now solve this equation
to find the value of x.
We are therefore able to calculate a side length if we are
given the size of an angle and one other side.
24 m
42
Opposite
5D
respect to the 41 angle.

Measure the side lengths (to the nearest millimetre).
Determine the value of each trigonometric ratio. (Where
applicable, answers should be given correct to 2 decimal
places.)
i sin 41
41
ii cos 41
iii tan 41
What is the value of the unknown angle, a?
Determine the value of each of these trigonometric ratios, correct to 2 decimal places.
i sin a
ii cos a
iii tan a
(Hint: First relabel the sides of the triangle
with respect to angle a.)
reFleCTion
What do you notice about the relationship
between sin 41 and cos a?
How do we determine which of sin,
What do you notice about the relationship
cos or tan to use in a trigonometry
question?
between sin a and cos 41?
Make a general statement about the two angles.
Hy
po
24 tenus
m
e
42
Adjacent
151
The solution to the above problem is:

O
the sine ratio formula
sin q =
H
x
the result of substituting into the formula
sin 42 =
24
x = 24 sin 42
rearranging the formula to make x the subject
x 16.06m
the result of the calculation.
We need to apply this method using any of the three trigonometric ratios to find a side
length.
The steps used in solving the problem are as follows.
Step 1. Label the sides of the triangle, which are either given, or need to be found, with
respect to the given angle.
Step 2. Consider the sides involved and determine which of the trigonometric ratios is
required. (Use the mnemonic SOHCAHTOA to help you.)

(a)Use the sine ratio if the hypotenuse (H) and the opposite side (O) are
involved.

(b)Use the cosine ratio if the hypotenuse (H) and the adjacent side (A) are
involved.

(c)Use the tangent ratio if the opposite (O) and the adjacent (A) sides are
involved.
Step 3. Substitute the values of the pronumerals into the ratio.
Step 4. Solve the resultant equation for the unknown side length.
Worked Example 12
Find the value of the pronumeral for each of the following. Give answers correct to 3 decimal
places.
a
b
6 cm
32
0.346 cm
35
Think
a
Label the sides of the triangle, which are either

given, or need to be found.
Write/draw
a
6 cm
35
152
Identify the appropriate trigonometric ratio

touse.
Substitute O = a, H = 6, q = 35.
Make a the subject of the equation.
Calculate and round the answer, correct to

3decimal places.
sin q =
O
H
sin 35 =
a
6
6 sin 35 = a
a = 6 sin 35
a 3.441cm

b

b
H
32
0.346 cm

touse.
Substitute A = f, H = 0.346 and q = 32.
Make f the subject of the equation.

3 decimal places.
A
f
A
H
cos q =
f
0.346
0.346 cos 32 = f
cos 32 =
f = 0.346 cos 32
0.293cm
Worked Example 13
Find the value of the pronumeral in the triangle shown. Give the answer correct to 2 decimal places.
120 m
5
P
Think
1
Write/draw

Identify the appropriate trigonometric ratio to use.
tan q =
O
A
Substitute O = 120, A = P and q = 5.
tan 5 =
120
P
Make P the subject of the equation.

(i) Multiply both sides of the equation by P.
(ii) Divide both sides of the equation by tan 5.

2 decimal places.
O
120 m
H
P
P tan 5 = 120
120
P=
tan 5
P 1371.61m
remember
The trigonometric ratios can be used to find a side length in a right-angled triangle when
we are given one other side length and one of the acute angles.
153
exerCise
5D
inDiViDual
PaThWays
eBook plus
Activity 5-D-1
Calculating side
lengths using
trigonometry
doc-5020
using trigonometry to calculate side lengths

FluenCy
1 We12 Find the length of the unknown side in each of the following, correct to 3 decimal
places.
a
b
8
x
10 cm
Activity 5-D-2
Applying
trigonometry to
simple figures
doc-5021
25
31
14
60
Activity 5-D-3
Practical applications
of trigonometry
doc-5022
2 We13 Find the length of the unknown side in each of the following triangles, correct to
2 decimal places.
a
71
4.6 m
13
n
2.3 m
c
94 mm
68
t
3 Find the length of the unknown side in each of the following, correct to 2 decimal places.
b
85
2'4
14 m
5''
11.7 m
43.95 m
2'
1
8
4026'
80.9 cm
x
75.23 km
'
42 11.2 mm
154
2125'34"
34
625'
x

4 Find the value of the pronumeral in each of the following, correct to 2 decimal places.
a
23.7 m
3642'
y
43.9 cm
46
34
2
1
15.3 m
'
12.3 m
1312'
e
0.732 km
q
p
735'
6311'
47.385 km
understanding
5 Given that the angle q is 42 and the length of the hypotenuse is 8.95m in a right-angled
triangle, find the length of:

a the opposite side
b the adjacent side.
Give each answer correct to 1 decimal point.
6 A ladder rests against a wall. If the angle between the ladder and the ground is 35 and the foot
of the ladder is 1.5m from the wall, how high up the wall does the ladder reach?
Reasoning
7 Tran is going to construct an enclosed rectangular desktop that is at an incline of 15. The
diagonal length of the desktop is 50 cm. At one end, the desktop will be raised 8 cm. The
desktop will be made of wood. The diagram below represents this information.
Side view of the desktop
x
15
Top view of the desktop

8 cm
a Determine the values (in centimetres) of x, y
and z of the desktop. Write your answers

correct to 2 decimal places.
b Using your answer from part a determine the
minimum area of wood, in cm2, Tran needs
to construct his desktop. Write your answer
z
50 cm
reflection
How does solving a trigonometric

equation differ when we
are finding the length of the
hypotenuse side compared to
when finding the length of a
shorter side?
155
Using trigonometry to calculate

angle size
5E
To find the size of an angle using the trigonometric ratios, we need to be given the length of
any two sides.
Worked Example 14
For each of the following, find the size of the angle, q, correct to the nearest degree.
a

b
5m
5 cm
3.5 cm
q
11 m
q
Think
a
Label the sides of the triangle, which are

either given, or need to be found.
Write/draw
a
H
5 cm
3.5 cm

to use. We are given O and H, so choose the
sine ratio.
sin q =
Substitute O = 3.5 and H = 5 and evaluate

the expression.
sin q =
Make q the subject of the equation using

inverse sine.
Evaluate q and round the answer, correct to

the nearest degree.

O
H
3.5
5
= 0.7
q = sin-1 0.7
= 44.427004

q 44
O
5m
q
156

to use. We are given O and A, so choose the
tangent ratio.
tan q =
11 m
O
A
Substitute O = 5 and A = 11. As the value

of tan (q) is a simple fraction, we do not
need to evaluate the expression.

inverse tangent.
tan q = 11
5
q = tan-1 11
= 24.44395478
Evaluate q and round the answer, correct to

the nearest degree.
q 24
When asked for a more accurate measurement of an angle, we are able to use the calculator to
find an angle correct to the nearest minute or nearest second.
Worked Example 15
Find the size of angle q in each of the triangles shown below.

a

b
3.1 m
q
55 cm
7.2 m
q
42 cm
(Answer correct to
the nearest minute.)
(Answer correct to
the nearest second.)
Think
a

Write/draw
a
3.1 m A
q
O
7.2 m
O
A

to use.
tan q =
Substitute O = 7.2 and A = 3.1 and evaluate

the expression.
tan q =

inverse tangent.
q = tan-1 2.322580645
Evaluate q and write the calculator display.
q = 66.70543675
Use the calculator to convert the answer to

degrees, minutes and seconds and round the
answer to the nearest minute.
7.2
3.1
= 2.322580645
= 664219.572
q 6642
157

b

H
55 cm
q
42 cm A
2

to use.
cos q =
A
H
Substitute A = 42 and H = 55.
cos q =
42
55

inverse cosine.
q = cos-1
Evaluate q and write the calculator

display.
q = 40.214 171 02
Use the calculator to convert the

answer to degrees, minutes and seconds
and round the answer to the nearest
second.
= 401251.016
q 401251
42
55
rememBer
1. The trigonometric ratios can be used to find the size of the acute angles in a
right-angled triangle when we are given the length of two sides.
2. To find an angle size we need to use the inverse trigonometric functions.
3. Answers may be given correct to the nearest degree, minute or second, or as decimal
degrees.
exerCise
5e
inDiViDual
PaThWays
eBook plus
Activity 5-E-1
using trigonometry to calculate angle size

FluenCy
1 We14 Find the size of the angle, q, in each of the following. Give your answer correct to the
nearest degree.
5.2
Activity 5-E-2
Calculation angles
using trigonometry
doc-5024
158
Review of angle
calculations
doc-5023
4.8
4.7
q
3.2
q
3
inDiViDual
PaThWays
eBook plus
2 We15a Find the size of the angle marked with the pronumeral in each of the following. Give
your answer correct to the nearest minute.

b
7.2 m
12
Activity 5-E-3
17
Applying
trigonometry to
angle calculations
doc-5025
4m
10
12
3 We15b Find the size of the angle marked with the pronumeral in each of the following. Give
your answer correct to the nearest second.

a
5m
8
3m
q
eBook plus
Digital doc
SkillSHEET 5.8
doc-5232
2
c
2.7
a
3.5
4 Find the size of the angle marked with the pronumeral in each of the following, giving your
answer correct to the nearest degree.

a
b
a
13.5
89.4
15.3
c
77.3
106.4
d
43.7
18.7
92.7
b
12.36
13.85
7.3 cm
12.2 cm
18.56
9.8 cm
159
eBook plus
Digital doc
WorkSHEET 5.2
doc-5233
5 Find the size of each of the angles in the following, giving your answers correct to the nearest
minute.
b
0.798
5.7
2.3
56.3
y
0.342
27.2
unDersTanDing
6 a Calculate the length of the sides r, l and h. Write
your answers correct to 2 decimal places.

b Calculate the area of ABC, correct to the nearest
square centimetre.
c Calculate BCA.
A
h
D
l
20 cm
r
125
30 cm
reasoning
7 In the sport of air racing, small planes have to travel between two large towers (or pylons). The
gap between a pair of pylons is smaller than the wing-span of the plane, so the plane has to go
through on an angle with one wing above the other. The wing-span of a competition airplane
is 8 metres.
a Determine the angle, correct to 1 decimal place, that the plane has to tilt if the gap
between pylons is:

i 7 metres
ii 6 metres
b Because the plane has rolled away from the
horizontal as it travels between the pylons it loses

speed. If the planes speed is below 96 km/h it will
stall and possibly crash. For each degree of tilt
the speed of the plane is reduced by 0.98 km/h.
What is the minimum speed the plane must go
through each of the pylons in part a? Write your
answer correct to 2 decimal places.
160
iii 5 metres.
reFleCTion
How is finding the angle of a

right-angled triangle different to
finding a side length?
5F
eBook plus
eLesson
Height of a
satellite
angles of elevation and depression
eles-0173
Many people use trigonometry at work. It is particularly important in careers such as the
building trades, surveying, architecture, navigation and engineering. Trigonometric ratios
have a variety of applications, some of which will be discussed in this section.
Trigonometric ratios can be used to solve problems. When solving a problem, the following
steps can be of assistance.
1. Sketch a diagram to represent the situation described in the problem.
2. Label the sides of the right-angled triangle with respect to the angle involved.
3. Identify what is given and what needs to be found.
4. Select an appropriate trigonometric ratio and use it to find the unknown measurement.
5. Interpret your result by writing a worded answer.
When we need to look up or down in order to see a certain object, our line of vision (that is,
the straight line from the observers eye to the object) is inclined. The angle of inclination of
the line of vision to the horizontal when looking up is referred to as the angle of elevation,
and when looking down it is referred to as the angle of depression.
The angle of elevation is measured up from the horizontal line to the line of vision.
Angle of
elevation
Horizontal
The angle of depression is measured down from the horizontal line to the line of vision.
Horizontal
q
Angle of
depression
For any two objects, A and B, the angle of elevation of B, as seen from A, is equal to the angle
of depression of A as seen from B.
Angle of depression q
of A from B
Angle of elevation
of B from A
A
161
Worked Example 16
From an observer, the angle of elevation of the top of a tree is 50. If the observer is 8 metres from
the tree, find the height of the tree.
Think
1
Write/draw
Sketch a diagram and label the sides of the triangle with

respect to the given angle. Let the height of the tree be h.
h
O
50
8m
Identify the appropriate trigonometric ratio. We are

given A and need to find O, so choose the tangent ratio.
tan q =
O
A
Substitute O = h, A = 8 and q = 50.
tan 50 =
h
8
Rearrange to make h the subject.
Calculate and round the answer to 2 decimal places.
Give a worded answer.
The height of the tree is 9.53m.
h = 8 tan 50
9.53
remember
1. To solve a problem involving trigonometric ratios, follow these steps:

(a) Draw a diagram to represent the situation.
(b)Label the diagram with respect to the angle involved (either given or that needs to
be found).
(c) Identify what is given and what needs to be found.
(d)Select an appropriate trigonometric ratio and use it to find the unknown side orangle.
(e) Interpret the result by writing a worded answer.
2. The angle of elevation is measured up and the angle of depression is measured down
from the horizontal line to the line of vision.
Horizontal
q
Angle of
elevation
Horizontal
3. For any two objects, A and B, the angle of elevation

of B, as seen from A, is equal to the angle of
depression of A as seen from B.
of A from B
162
Angle of
depression
Angle of elevation
of B from A
exerCise
5F
inDiViDual
PaThWays
eBook plus
Activity 5-F-1
Identifying elevation
and depression
doc-5026
Activity 5-F-2
Calculating elevation
and depression
doc-5027
Activity 5-F-3
Applications of
elevation and
depression
doc-5028
eBook plus
Digital doc
SkillSHEET 5.6
doc-5228

FluenCy
1 We16 The angle of elevation from an observer to the top of a tree is 5422. If the tree is
known to be 12.19 m high, how far is the observer from it?

2 From the top of a cliff 112 m high, the angle of depression to a boat is 915. How far is the
boat from the foot of the cliff?

3 A person on a ship observes a lighthouse on the cliff, which is 830 metres away from the ship.
The angle of elevation of the top of the lighthouse is 12.
a How far above sea level is the top of the lighthouse?
b If the height of the lighthouse is 24 m, how high is the cliff?
4 At a certain time of the day a post, 4 m tall, casts a shadow of 1.8 m. What is the angle of
elevation of the sun at that time?
5 An observer, who is standing 47 m from a building, measures the angle of elevation of the top
of the building as 17. If the observers eye is 167 cm from the ground, what is the height of the
building?
unDersTanDing
6 A surveyor needs to determine the height of a building. She measures the angle of elevation of
the top of the building from two points, 38 m apart. The surveyors eye level is 180 cm above
the ground.
h
4712
'
355
0'
38 m
180 cm
a Find two expressions for the height of the building, h, in terms of x using the two
angles.
b Solve for x by equating the two expressions obtained in a.
c Find the height of the building.
7 The height of another building needs to be determined but cannot be found directly. The
surveyor decides to measure the angle of elevation of the top of the building from different
sites, which are 75 m apart. The surveyors eye level is 189 cm above the ground.
h
4335
'
321
8'
75 m
189 cm
a Find two expressions for the height of the building, h, in terms of x using the two
angles.
b Solve for x.
163

8 A lookout tower has been erected on top of a cliff. At a distance of 5.8km from the foot of the
cliff, the angle of elevation to the base of the tower is 15.7 and to the observation deck at the
top of the tower is 16 respectively as shown in the figure below. How high from the top of the
cliff is the observation deck?
16
15.7
5.8 km
9 Elena and Sonja were on a camping trip to the
Angle of depression
1.3 km
Grampians, where they spent their first day
20
hiking. They first walked 1.5km along a path
1.5 km
150 m
inclined at an angle of 10 to the horizontal.
10
Then they had to follow another path, which
1.4 km
was at an angle of 20 to the horizontal. They
walked along this path for 1.3km, which brought them to the edge of the cliff. Here Elena
spotted a large gum tree 1.4km away. If the gum tree is 150m high, what is the angle of
depression from the top of the cliff to the top of the gum tree?
10 a Find the height of a telegraph
pole in the photograph at right if

the angle of elevation to the top
of the pole is 8 from a point at
the ground level 60m from the
base of the pole.
b Find the height of the light pole
in the figure below.
43.3

60 m
60 m
11 From a point on top of a cliff, two boats are observed.
If the angles of depression are 58 and 32 and the cliff

is 46m above sea level, how far apart are the boats?
32
58
46 m
164

12 Joseph is asked to obtain an estimate of the height
eBook plus
Digital doc
WorkSHEET 5.3
doc-5234
of his house using any mathematical technique. He

decides to use an inclinometer and basic
trigonometry. Using the inclinometer, Joseph
determines the angle of elevation, q, from his eye
level to the top of his house to be 42. The point
h
from which Joseph measures the angle of elevation
is 15 m away from his house and the distance from
Josephs eyes to the ground is 1.76 m.
a Fill in the given information on the diagram
provided (substitute values for the pronumerals).
b Determine the height of Josephs house.
13 The competitors of a cross-country run are nearing
the finish line. From a lookout 100 m above the track,
the angles of depression to the two leaders, Nathan and
Rachel, are 40 and 62 respectively. How far apart are
the two competitors?
14 A 2.05 m tall man, standing in front of a street light
3.08 m high, casts a 1.5 m shadow.
a What is the angle of elevation from the ground to
the source of light?
b How far is the man from the bottom of the light
pole?
x
q
d
40
62
100 m
3.08 m
2.05 m
1.5 m
reasoning
15 The angle of elevation of a hot air balloon changes
reFleCTion
from 27 at 7.00 am to 61 at 7.03 am, according to an
observer who is 300 m away from the take-off point.
What is the difference between
an angle of elevation and an
a Assuming a constant speed, calculate that speed
angle of depression?
(in m/s and km/h) at which the balloon is rising,
b The balloon then falls 120 metres. What is the
angle of elevation now? Write your answer correct to 1 decimal place.
5g
Bearings and compass directions
A bearing can be expressed as either a true bearing or a compass direction.
Compass directions
Compass (conventional) bearings are directions measured from the northsouth line in
either a clockwise or anticlockwise direction.
To identify the compass direction of an object we need to state:
1. whether the angle is measured from north (N) or south (S)
2. the size of the angle and
3. whether the angle is measured in the direction of west (W) or east (E).
165
For example, the compass direction of S20E means the direction is 20 from south towards
east, while the compass direction N40W means the direction that is 40 from north towards
west.
N
N40W
40
20
S20E
True bearings
True bearings are measured from north in a clockwise direction. They are always expressed
in 3 digits.
The diagrams below show the bearings of 025 true and 250 true respectively. (These true
bearings are more commonly written as 025T and 250T.)
N
025 true
25
250
250T
S
Worked Example 17
A boat travels a distance of 5km from P to Q in a direction of 035T.

a How far east of P is Q?
b How far north of P is Q?
c What is the true bearing of P from Q?
Draw a diagram to represent the situation. Label the

hypotenuse and the opposite and adjacent sides.
Write/draw
a
O
x
5k
m
Think
Ay
35
P
2
166
To determine how far Q is east of P, we need to

find the value of x. We are given the length of the
hypotenuse (H) and need to find the length of the
opposite side (O). Choose the sine ratio.
sin q =
O
H
Q
H
Substitute O = x, H = 5 and q = 35.
Make x the subject of the equation.
Evaluate and round the answer, correct to

2 decimal places.
Write the answer in words.
To determine how far Q is north of P, we need to

find the value of y. This can be done in several ways,
namely: using the cosine ratio, the tangent ratio, or
Pythagoras theorem. Lets use the cosine ratio.
Substitute P = y, H = 5 and q = 35.
Make y the subject of the equation.
Evaluate and round the answer, correct to

2 decimal places.
To find the bearing of P from Q, we need to draw the

compass directions through Q and then measure the
angle in the clockwise direction from the north line
through Q to the line PQ. Show the required angle
on the diagram.
sin 35 =
x
5
x = 5 sin 35
= 2.87
Point Q is 2.87km east of P.
b
cos q =
A
H
cos 35 =
y
5
y = 5 cos 35
= 4.10
Point B is 4.10km north of A.
c
N
Q
a
35
P
Study the diagram. The angle that represents the true

bearing is the sum of 180 (from north to south) and
the angle, labelled a. Now the north lines through P
and Q are parallel and so the line PQ is a transversal.
Therefore angle 35 and angle a are equal (being
alternate angles). Calculate the true bearing.
True bearing = 180 + a

a = 35
True bearing = 180 + 35
= 215
The bearing of P from Q is 215T.
Sometimes a person or an object (for example, a ship) changes direction during their journey.
(This can even happen more than once.) In situations like this we are usually interested in the
total distance the object has moved and its final bearing from the starting point.
The following worked example shows how to deal with such situations.
Worked Example 18
A boy walks 2km on a true bearing of 090 and then 3km on a true bearing of 130.
aHow far east of the starting point is the boy at the completion of his walk? (Answer correct to
1decimal place.)
bHow far south of the starting point is the boy at the completion of his walk? (Answer correct to
1decimal place.)
cWhat is the bearing of the boy (from the starting point), in degrees and minutes, at the completion
of his walk?
167
Think
Write/draw
Draw a diagram of the boys journey.
N
130
2 km
3 km
The first leg of the journey is due east so we

find the eastern component of the second
leg. Construct a triangle about the second
leg of the journey. We can calculate one
of the missing angles by using the rule of
supplementary angles: 180 - 130 = 50.
N
130
2 km
Ay
50 H
3 km
x
O
We need to find the eastern component of

the journey, x, which is the opposite side and
have been given the hypotenuse. Choose the
sine ratio.
Evaluate and round correct to 1 decimal

place.
Add to this the 2km east that was walked in

the first leg of the journey and give a worded
answer.
In the first part of the journey the boy

has not moved south at all. Thus the
distance that he moved south of the starting
point is the southern component of the second
leg, labelled y. (See the diagram in part a.)
To find y we can use Pythagoras theorem,

as we know the lengths of two out of
three sides in the right-angled triangle.
Note that the hypotenuse, c, is 3 and one
of the sides is 2.3, as found in part a.
Round the answer correct to 1 decimal
place.
Note: Alternatively, the cosine ratio could
have been used.
168
sin q =
O
H
x
3
x = 3 sin 50
sin 50 =
= 2.3km
Total distance east = 2 + 2.3
= 4.3km
The boy walked a total of 4.3km east of the
starting point.
b Distance south = ykm
a2 = c2 - b2
y2 = 32 - 2.32
= 9 - 5.29
= 3.71
y = 3.71
= 1.9km
y
3
y = 3 cos 50
= 1.9km
cos 50 =
The boy walked a total of 1.9km south of the

starting point.

c
Draw a diagram of the journey and write

in the distances found in parts a and b. The
bearing of the boy from the starting point is
represented by the angle a (that is, the angle
measured in a clockwise direction from
north to the line joining the starting and the
finishing points of the journey).
N
130
2 km
q
3 km
A 1.9 km
4.3 km
O
The size of angle a cannot be found directly.

Find the size of the supplementary angle
labelled q.
We have the lengths of the opposite side

and the adjacent side, so choose the tangent
ratio.
tan q =
Substitute O = 4.3 and A = 1.9 and evaluate.
tan q =
Make q the subject of the equation using the

inverse tangent function.
q = tan-1 2.263157895
Evaluate and round to the nearest minute.
Find the angle a.
a = 180 - 6610
= 11350
The bearing of the boy from his starting point

is 11350 T.
O
A
4.3
1.9
= 2.263157895
= 66.16125982
= 66940.535
= 6610
remember
1. To identify the compass direction of an object we need to state (in this order):
(a) whether the angle is measured from north (N) or south (S)
(b) the size of the angle and
(c) whether the angle is measured in the direction of west (W) or east (E).
2. True bearings are measured from north in a clockwise direction and expressed as
3digits and with a T.
3. When solving problems involving bearings or compass directions, always draw a clear
diagram prior to attempting the problem.
Exercise
5G

fluency
1
Change each of the following compass directions to true bearings.

a N20E
d S28E
b N20W
e N34E
c S35W
f S42W
169
inDiViDual
PaThWays
eBook plus
Activity 5-G-1
Bearings
doc-5029
2 Change each of the following true bearings to compass directions.

a 049T
d 330T
b 132T
e 086T
c 267T
f 234T
3 Describe the following paths using true bearings.

a
Activity 5-G-2
3k
Calculations
involving bearings
doc-5030
35
W
Activity 5-G-3
22
2.5
km
Applications
involving bearings
doc-5031
S
c
N
35 2.5 km
4 km
35
m
8k
S
N
12
km
65
N
50
m
7k
50
0m
40
30
0m
N
50
4 Show each of the following by drawing the paths.

a A ship travels 040T for 40 km and then 100T for 30 km.
b A plane flies for 230 km in a direction 135T and a further 140 km in a direction 240T.
c A bushwalker travels in a direction 260T for 0.8 km, then changes direction to 120T for
1.3 km, and finally travels in a direction of 32 for 2.1 km.

d A boat travels N40W for 8 km, then changes direction to S30W for 5 km and then
S50E for 7 km.

e A plane travels N20E for 320 km, N70E for 180 km and S30E for 220 km.
5 We17 a You are planning a trip on your yacht. If you travel 20 km from A to B on a bearing
of 042T:
i how far east of A is B?
ii how far north of A is B?
iii what is the bearing of A from B?
b In the next part of the journey you decide to travel 80 km from B to C on a bearing of
130T.
i Show the journey to be travelled using a diagram.
ii How far south of B is C?
iii How far east of B is C?
iv What is the bearing of B from C?
170
In the next part of the journey you decide to travel 45km from C to D on a bearing of 210T.
Show the journey to be travelled using a diagram.
How far south of C is D?
How far west of C is D?
What is the bearing of C from D?
6 If a farmhouse is situated 220m N35E from a shed, what is the true bearing of the shed from
the house?
c

i
ii
iii
iv
Understanding
7 A pair of hikers travel 0.7km on a true bearing of 240 and then 1.3km on a true bearing of
300. How far west have they travelled from their starting point?
8 WE18 A boat travels 6km on a true bearing of 120 and then 4km on a true bearing of 080.
a How far east is the boat from the starting point on the completion of its journey?
b How far south is the boat from the starting point on the completion of its journey?
c What is the bearing of the boat from the starting point on the completion of its journey?
9 A plane flies on a true bearing of 320 for 450km. It then flies on a true bearing of 350 for
130km and finally on a true bearing of 050 for 330km. How far north of its starting point is
the plane?
10 Find the final bearing for each of the following.
Express your answer in true bearings, correct to the
nearest minute.
a A boat travels due east for 4km and then travels
N20E for 3km. What is the final bearing of the
boat from the starting point?
b A bushwalker travels due north for 3km, then
due east for 8km. What is the final bearing of the
bushwalker from the starting point?
c A car travels due south for 80km, then travels due west for 50km, and finally due south
for a further 30km. What is the final bearing of the car from the starting point?
Reasoning
11 A yacht is sailing around islands in the Pacific
Ocean. The sailor sees a mountain range on

an island that is on a bearing of 330T. The
29
yacht sails at a rate of 5 km/h for 30 minutes
N
N
x
due West, such that the mountain range is
30
now on a bearing of 050T. From this new
50
a
position, the sailor determines that the angle
q
of elevation to the highest point on the
d km
330
mountain range is 29, as shown in the
Note:
Diagram
is
not
drawn
to
scale.
diagram at right.
a Determine the exact values of the angles labelled q and a.
b Determine the distance d, in kilometres, the yacht sailed on a bearing of due West before
another bearing of the mountain range was taken.
c Using any suitable method, determine the value
of x, in kilometres. Write your answer correct to
3 decimal places.
reflection
d Using the value of x from part b determine the
What is the difference between
value of y, the height above sea level of highest
true bearings and compass
point on the mountain range, in kilometres. Write
directions?
your answer correct to 2 decimal places.
171
applications
5h
eBook plus
Interactivity
Applying
trigonometry
to drafting
problems
int-2781
Many people use trigonometry at work.

It is particularly important in careers such
as the building trades, surveying,
architecture and engineering.
Trigonometric ratios can be used to find
angles of elevation and depression, as well
as to calculate distances which we could
not otherwise easily measure.
When solving a problem, remember the
following steps.
1. Sketch a diagram to represent the
situation described in the problem.
2. Label the sides of the right-angled
triangle with respect to the angle
involved.
3. Identify what is given and what needs to
be found.
4. Select an appropriate trigonometric
ratio and use it to find the unknown
measurement.
5. Interpret your result by writing a
worded answer.
WorkeD examPle 19
A ladder of length 3 m makes an angle of 32 with the wall.

a How far is the foot of the ladder from the wall?
b How far up the wall does the ladder reach?
c What angle does the ladder make with the ground?
Think
WriTe/DraW
Sketch a diagram and label the sides of the

right-angled triangle with respect to the given
angle.
(wall)
32
y
3m
H
a
172
We need to find the distance of the foot of the

ladder from the wall (O) and are given the
length of the ladder (H). Choose the sine ratio.
Evaluate and round the answer to

2 decimal places.
x
O
a sin q =
O
H
sin 32 =
x
3
x = 3 sin 32
1.59 m
The foot of the ladder is 1.59 m from the wall.
b cos q =
A
H
We need to find the height the ladder

reaches up the wall (A) and are given the
hypotenuse (H). Choose the cosine ratio.
Substitute A = y, H = 3 and q = 32.
Make y the subject of the equation.
y = 3 cos 32
Evaluate and round the answer to

2 decimal places.
y 2.54 m
To find the angle that the ladder makes

with the ground, we could use any of the
trigonometric ratios, as the lengths of
all three sides are known. However, it is
quicker to use the angle sum of a triangle.
cos 32 =
y
3
The ladder reaches 2.54 m up the wall.

c a + 90 + 32 = 180
a + 122 = 180
a = 180 - 122
a = 58
The ladder makes a 58 angle with the

ground.
rememBer
To solve a problem involving trigonometric ratios, follow these steps:

(b) Label the diagram with respect to the angle involved (either given or that needs to be
found).
(d) Select an appropriate trigonometric ratio and use it to find the unknown side
or angle.
exerCise
5h
inDiViDual
PaThWays
eBook plus
Activity 5-H-1
Trigonometry
applications 1
doc-5032
Activity 5-H-2
Trigonometry
applications 2
doc-5033
applications
FluenCy
1 We19 A 3 m-long ladder is placed against a wall so that it reaches 1.8 m up the wall.
a What angle does the ladder make with the ground?
b What angle does the ladder make with the wall?
c How far from the wall is the foot of the ladder?
2 Jamie decides to build a wooden pencil box. He wants his ruler to be able to lie across
the bottom of the box, so he allows 32 cm along the diagonal. The width of the box is to
be 8 cm.
32 cm
q
Activity 5-H-3
Trigonometry
applications 3
doc-5034
8 cm
Calculate:
a the size of angle q
b the length of the box.
173

3 A carpenter wants to make a roof pitched at 2930, as shown in the diagram. How long should
he cut the beam, PR?
2930'
10.6 m
4 The sloping sides of a gable roof are each 7.2m long. They rise to a height of 2.4m in the
centre. What angle do the sloping sides make with the horizontal?
5 The mast of a boat is 7.7m high. A guy wire from the top of the mast is fixed to the deck 4m
from the base of the mast. Determine the angle the wire makes with the horizontal.
understanding
6 A desk top of length 1.2m and width 0.5m rises to 10cm.
0.5 m
F
10 cm
1.2 m
Calculate:
a DBF
b CBE.
7 A cuboid has a square end.
H
G
X
C
O
45 cm
A 25 cm B
a If the length of the cuboid is 45cm and its height and width are 25cm each, calculate:

i the length of BD ii the length of BG
iii the length of BE
iv the length of BH
v FBG vi EBH.
174
If the midpoint of FG is X and the centre of the rectangle ABFE is O calculate:

i the length OF
ii the length FX
iii FOX
iv the length OX.
8 In a right square-based pyramid, the length of the side of the base is 12cm and the height is
26cm.
26 cm
12 cm
Determine:
a the angle the triangular face makes with the base
b the angle the sloping edge makes with the base
c the length of the sloping edge.
9 In a right square-based pyramid, the length of the side of the square base is 5.7cm.
68
5.7 cm
If the angle between the triangular face and the base is 68, determine:
a the height of the pyramid
b the angle the sloping edge makes with the base
c the length of the sloping edge.
10 In a right square-based pyramid, the height is 47cm. If the angle between a triangular face and
the base is 73, calculate:

a the length of the side of the square base
b the length of the diagonal of the base
c the angle the sloping edge makes with the base.
11 The height of a vertical cone is 24.5cm.
4837'10"
24.5 cm
If the angle at the apex is 483710, determine:

a the length of the slant edge of the cone
b the radius of the cone.
175

Reasoning
12 Aldo the carpenter is lost in a rainforest. He comes across a large river and he knows that he
can not swim across it. Aldo intends to build a bridge across the river. He draws some plans to
calculate the distance across the river as shown in the diagram below.
72
Tree
River
4.5 cm
88
a Aldo used a scale of 1 cm to represent 20 m. Find the real-life distance represented by
4.5 cm in Aldos plans.

b Use the diagram below to write an equation for h in terms of d and the two angles.
h
J1
J2
d-x
x
d
c Use your equation from b to find the distance across the river, correct to the nearest
metre.
reflection
What are some real-life

applications of trigonometry?
176
Summary
Pythagoras theorem
The hypotenuse is the longest side of the triangle and is opposite the right angle.
On your diagram, check whether you are finding the length of the hypotenuse or one of the
shorter sides.
The length of a side can be found if we are given the length of the other sides by using the
formula c2 = a2 + b2.
When using Pythagoras theorem, always check the units given for each measurement.
If necessary, convert all measurements to the same units before using the rule.
Worded problems can be solved by drawing a diagram and using Pythagoras theorem to
solve the problem.
Worded problems should be answered in a sentence.
Pythagoras theorem in three dimensions
Pythagoras theorem can be used to solve problems in three dimensions.

Some common 3-D shapes include boxes, pyramids and right-angled wedges.
To solve problems in three dimensions it is helpful to draw sections of the original shape in
two dimensions.
When using the calculator to find values of sine, cosine and tangent, make sure the calculator
is in Degree mode.
To find the size of an angle whose sine, cosine or tangent is given, perform an inverse
operation; that is, sin-1, cos-1 or tan-1.
Use the calculators conversion function to convert between decimal degrees and degrees,
minutes and seconds.
There are 60 minutes in 1 degree and 60 seconds in 1 minute.
The three trigonometric ratios, sine, cosine and tangent, are defined as:
O
A
O

sin q = , cos q = and tan q = ,
H
H
A
where H is the hypotenuse, O is the opposite side and A is the adjacent side.
The three ratios are abbreviated to the useful mnemonic SOHCAHTOA.
To determine which trigonometric ratio to use, follow these steps.
(a) Label the sides of the right-angled triangle that are either given, or need to be found,
using the symbols O, A, H with respect to the angle in question.
(b) Consider the sides that are involved and write the trigonometric ratio containing both of
these sides. (Use SOHCAHTOA to assist you.)
(c) Identify the values of the pronumerals in the ratio.
(d) Substitute the given values into the ratio.
Using trigonometry to calculate side lengths
The trigonometric ratios can be used to find a side length in a right-angled triangle when we
are given other side length and one of the acute angles.
Using trigonometry to calculate angle size
The trigonometric ratios can be used to find the size of the acute angles in a right-angled
triangle when we are given the length of two sides.
To find an angle size we need to use the inverse trigonometric functions.
Answers may be given correct to the nearest degree, minute or second, or as decimal
degrees.
177

Angles of elevation and depression
The angle of elevation is measured up and the angle of depression is measured down from the
horizontal line to the line of vision.
Horizontal
q
Angle of
depression
Angle of
elevation
Horizontal
For any two objects, A and B, the angle of elevation of B, as seen from A, is equal to the angle
of depression of A as seen from B.
of A from B
Angle of elevation
of B from A
A
To identify the compass direction of an object we need to state (in this order):
(a) whether the angle is measured from north (N) or south (S)
(b) the size of the angle
(c) whether the angle is measured in the direction of west (W) or east (E).
True bearings are measured from north in a clockwise direction and expressed as 3 digits and
with a T.
When solving problems involving bearings or compass directions, always draw a clear
diagram prior to attempting the problem.
Applications
To solve a problem involving trigonometric ratios, follow these steps:

(b) Label the diagram with respect to the angle involved (either given or that needs to be
found).
(d) Select an appropriate trigonometric ratio and use it to find the unknown side or angle.
Homework
Book
178
concept map with the one that you created in What do you know? on page 131.
Have you completed the two Homework sheets, the Rich task and two Code puzzles in
your Maths Quest 10 Homework Book?
Chapter review
Fluency
7 Which of the following statements is correct?

A sin 55 = cos 55
B sin 45 = cos 35
C cos 15 = sin 85
D sin 30 = sin 60
E sin 42 = cos 48
1 The most accurate measure
for the length of the third

side in the triangle at right
is:
A 4.83m
B 23.3cm
C 3.94m
D 2330mm
E 4826mm
5.6 m
2840 mm
8 Which of the following can be used to find the
value of x in the diagram below?
2 What is the value of x in
28.7
this figure?
a 5.4
5
b 7.5
c 10.1
d 10.3
e 4
3 What is the closest length
of AG of the cube at
right?
D
A 10
B 30
C 20
D 14
E 17
35
7
B
C
10
F
10
10
A 28.7 sin 35
B 28.7 cos 35
C 28.7 tan 35
D
28.7
sin 35
28.7
cos 35
9 Which of the following expressions can be used to
find the value of a in the triangle shown?
4 If sin 38 = 0.6157, which of the following will
also give this result?

sin 218
sin 322
sin 578
sin 682
sin 142
5 The angle 1185234 is also equal to:
52
A 118.5234
B 118
A
B
C
D
E
75
34
C 118.861
E 118.786
A 35 sin 75
D 118.876
6 Which trigonometric ratio for the triangle shown at
right is incorrect?
b
A sin a =
c
a
B sin a =
c
a
C cos a =
c
b
D tan a =
a
a
E tan q =
b
35
C sin-1
75
35
35
B sin-1 75
35
D cos-1 75
75
E cos-1 35
10 If a school is 320m S42W from the police station,

a
a
b
c
what is the true bearing of the police station from

the school?
A 042T
B 048T
C 222T
D 228T
E 312T
179

11 Calculate x, correct to 2 decimal places.
a
ProBlem solVing
1 A surveyor needs to determine the height of a
building. She measures the angle of elevation

of the top of the building from two points, 64 m
apart. The surveyors eye level is 195 cm above the
ground.
x
123.1 cm
48.7 cm
b
117 mm
82 mm
12 Calculate the value of the pronumeral, correct to
2 decimal places.
13.4 cm
x
13 Calculate the height of this pyramid.
10 mm
8 mm
8 mm
14 A person standing 23 m away from a tree observes
15
16
17
18
180
the top of the tree at an angle of elevation of 35.

If the person is 1.5 m tall, what is the height of
the tree?
A man of height 1.8 m stands at the window of
a tall building. He observes his young daughter in
the playground below. If the angle of depression
from the man to the girl is 47 and the floor on
which the man stands is 27 m above the ground,
how far from the bottom of the building is the
child?
A plane flies 780 km in a direction of 185T.
How far west has it travelled from the starting
point?
A hiker travels 3.2 km on a bearing of 250T
and then 1.8 km on a bearing of 320T. How
far west has she travelled from the starting
point?
If a 4 m ladder is placed against a wall and the foot
of the ladder is 2.6 m from the wall, what angle
does the ladder make with the wall?
h
4748
'
362
4'
64 m
195 cm
a Find the expressions for the height of the
building, h, in terms of x using the two

angles.
b Solve for x by equating the two expressions
obtained in part a.
2 The height of a right square-based pyramid is
13 cm. If the angle the face makes with the base is
67, find:
a the length of the edge of the square base
b the length of the diagonal of the base
c the angle the slanted edge makes with the
base.

3 A boat sails on a compass direction of E12S for
10 km then changes direction to S27E for another

20 km. The boat then decides to return to its
starting point.
A
12
10 km
27
20 km
C
a How far, correct to 2 decimal places, is the boat
4 A car is travelling northwards on an elevated
expressway 6 m above ground at a speed of

72 km/h. At noon another car passes under the
expressway, at ground level, travelling west, at a
speed of 90 km/h.
a How far apart, in metres, are the two cars
40 seconds after noon?
b At this time the first car stops, while the second
car keeps going. At what time will they be
3.5 km apart? Write your answer correct to the
nearest tenth of a second.
5 Two towers face each other separated by a distance,
d, of 20 metres. As seen from the top of the first
tower, the angle of depression of the second towers
base is 59 and that of the top is 31. What is the
height, in metres correct to 2 decimal places, of
each of the towers?
from its starting point?

b On what bearing should the boat travel to
return to its starting point? Write the angle

correct to the nearest degree.
eBook plus
Interactivities

int-2840
int-2838
Crossword Chapter 5
int-2839
181
eBook plus
aCTiViTies
Chapter opener
Digital doc
Hungry brain activity Chapter 5 (doc-5223) (page 131)

Are you ready?
Digital docs
(page 132)
SkillSHEET 5.1 (doc-5224): Rounding to a given

number of decimal places
SkillSHEET 5.2 (doc-5225): Rounding the size of an
angle to the nearest minute and second
SkillSHEET 5.3 (doc-5226): Labelling the sides of a
right-angled triangle
SkillSHEET 5.5 (doc-5227): Rearranging formulas
SkillSHEET 5.6 (doc-5228): Drawing a diagram from
given directions
5A Pythagoras Theorem
Digital docs
(page 137)
Activity 5-A-1 (doc-5011): Review of Pythagoras

theorem
Activity 5-A-2 (doc-5012): Practising Pythagoras
theorem
Activity 5-A-3 (doc-5013): More of Pythagoras
theorem
SkillSHEET 5.1 (doc-5224): Rounding to a given
5B Pythagoras theorem in three dimensions
Digital docs
Activity 5-B-1 (doc-5014): Pythagoras in 3-dimensions

(page 143)
Activity 5-B-2 (doc-5015): Pythagoras in 3-D figures
(page 143)
Activity 5-B-3 (doc-5016): Investigating triangles in
3-D figures (page 143)
SkillSHEET 5.4 (doc-5229): Drawing 3-D shapes
(page 143)
WorkSHEET 5.1 (doc-5230): Pythagoras theorem
(page 145)
5C Trigonometric ratios
Digital docs
Activity 5-C-1 (doc-5017): Review of trigonometry

(page 149)
Activity 5-C-2 (doc-5018): Using trigonometry
(page 149)
Activity 5-C-3 (doc-5019): Applying trigonometry
(page 149)
SkillSHEET 5.3 (doc-5226): Labelling the sides of a
right-angled triangle (page 150)
SkillSHEET 5.7 (doc-5231): Selecting an appropriate
trigonometric ratio based on the given information
(page 150)
5D Using trigonometry to calculate side lengths
Interactivity
Using trigonometry (int-1146) (page 151)

Digital docs
(page 154)
Activity 5-D-1 (doc-5020): Calculating side lengths

using trigonometry
Activity 5-D-2 (doc-5021): Applying trigonometry to
simple figures
182
Activity 5-D-3 (doc-5022): Practical applications of

trigonometry
5E Using trigonometry to calculate angle size
Digital docs
Activity 5-E-1 (doc-5023): Review of angle

calculations (page 158)
Activity 5-E-2 (doc-5024): Calculating angles using
trigonometry (page 158)
Activity 5-E-3 (doc-5025): Applying trigonometry to
angle calculations (page 159)
SkillSHEET 5.8 (doc-5232): Rounding angles to the
nearest degree (page 159)
WorkSHEET 5.2 (doc-5233): Using trigonometry
(page 160)
5F Angles of elevation and depression
eLesson
Height of a satellite (eles-0173) (page 161)

Digital docs
Activity 5-F-1 (doc-5026): Identifying elevation and

depression (page 163)
Activity 5-F-2 (doc-5027): Calculating elevation and
depression (page 163)
Activity 5-F-3 (doc-5028): Applications of elevation
and depression (page 163)
SkillSHEET 5.6 (doc-5228): Drawing a diagram from
given directions (page 163)
WorkSHEET 5.3 (doc-5234): Elevation and depression
(page 165)
5G Bearings and compass directions
Digital docs
(page 170)
Activity 5-G-1 (doc-5029): Bearings

Activity 5-G-2 (doc-5030): Calculations involving
bearings
Activity 5-G-3 (doc-5031): Applications involving
bearings
5H Applications
Interactivity
(page 172)
Digital docs
(page 173)
Applying trigonometry to drafting problems (int-2781)

Activity 5-H-1 (doc-5032): Trigonometry calculations 1
Chapter review
Interactivities
(page 181)
Test Yourself Chapter 5 (int-2840): Take the end-ofchapter test to test your progress
Word search Chapter 5 (int-2838): an interactive word
search involving words associated with this chapter
Crossword Chapter 5 (int-2839): an interactive crossword
using the definitions associated with the chapter
www.jacplus.com.au
measurement anD geometry using units of measurement
6
surface area
and volume
6a Area
6b Total surface area
6c Volume
What Do you knoW ?
1 List what you know about measurement.
Create a sunshine wheel to show your list.
3 As a class, create a large sunshine
wheel that shows your classs knowledge
of measurement.
eBook plus
Digital doc

Chapter 6
doc-5235
opening Question
How can you determine the most efficient

size of a cylindrical water tank of a
particular volume?
are you ready?
eBook plus
Digital doc
SkillSHEET 6.1
doc-5236
eBook plus
Digital doc
SkillSHEET 6.2
doc-5237
Conversion of area units

1 Convert each of the following to the units given in brackets. Write the answer using scientific
notation (standard form).

a 3.6 m2 (mm2)
b 20 000 cm2 (km2)
Using a formula to find the area of a common shape

2 Find the area of each of the following plane figures.
a
Digital doc
SkillSHEET 6.3
doc-5238
8 cm
3m
3 cm
8m
eBook plus
c 5.2 ha (m2)
2.5 cm
12 cm
Total surface area of cubes and rectangular prisms

3 Find the total surface area of each of the following prisms.
a
b
10 cm
5 cm
10 cm
3m
10 cm
2 cm
8 cm
eBook plus
Digital doc
SkillSHEET 6.4
doc-5239
eBook plus
Digital doc
Conversion of volume units

4 Convert each of the following to the units given in brackets. Give the answers in scientific
notation (standard form).

a 3.4 m3 (cm3)
b 250 000 mm3 (m3)
Volume of cubes and rectangular prisms

5 Find the volume of each of the prisms in question 3.
SkillSHEET 6.5
doc-5240
184
c 6.5 cm3 (mm3)
6a
area
eBook plus
Digital doc
SkillSHEET 6.1
doc-5236
The area of a figure is the amount of surface or at space within the boundaries of the figure.
The units used for area are mm2, cm2, m2, km2 or ha (hectares), depending upon the size of
the figure.
l ha = 10 000 (or 104) m2
There are many real-life situations that require an understanding of the area concept. Some
are, the area to be painted, the oor area of a room or house, and how much land one has,
how many tiles are needed for a wall.
It is important that you are familiar with converting units of area. This can be revised by
completing SkillSHEET 6.1.
using area formulas
The area of many plane figures can be found by using a formula. The table below shows the
formula for the area of some common shapes.
Shape
Formula
A = l 2, where l is a side length.
1. Square
l
2. Rectangle
A = lw, where l is the length and w is the

width.
l
w
A = 2 bh, where b is the base length and h the

height.
3. Triangle
h
b
a
4. Trapezium
h
A = 2 (a + b)h, where a and b are lengths of

parallel sides and h the height.
A = p r2, where r is the radius.
5. Circle
r
A = bh, where b is the base length and h the

height.
6. Parallelogram
h
b
(continued)
Chapter 6 surface area and volume
185
Shape
Formula
p r2, where q is the sector angle

360
in degrees and r is the radius.
A=
7. Sector
A=
8. Rhombus
1
2
xy, where x and y are diagonals.
9. Ellipse
A = p ab, where a andbare the lengths

of the semi-major and semi-minor axes
respectively.
b
a
Measurements must be in the same unit of length before substituting into an area formula.
alternative way to nd the area of a triangle

eBook plus
eLesson
Herons
formula
eles-0177
If the lengths of all three sides of a triangle are known, its area,
A, can be found by using Herons formula:
A = s( s a )( s b )( s c ) where a, b and c are the lengths of
a+b+c
the three sides and s is the semi-perimeter or s =
.
2
WorkeD example 1
Find the areas of the following plane figures, correct to 2 decimal places.
a
b
3 cm
5 cm
2 cm
15 cm
5 cm
40
6 cm
think
a
186
Write
The shape is a triangle with three side

lengths given, but not the height. In this
case Herons formula is used.
Identify the values of a, b and c.
Calculate the value of s, the

semi-perimeter of the triangle.
A = s(s a)(s b)(s c)
a = 3, b = 5, c = 6
a+b+c
s=
2
3+ 5+6
=
2
14
=
2
=7
measurement AND geometry Using units of measurement
A = 7(7 3)(7 5)(7 6)
Substitute the values of a, b, c and s into

Herons formula and evaluate, correct to
2 decimal places.
= 7 4 2 1
= 56
= 7.48cm2
b A = pab
The shape shown is an ellipse. Write the

appropriate area formula.
Identify the values of a and b (the semimajor and semi-minor axes).
a = 5, b = 2
Substitute the values of a and b into the

formula and evaluate, correct to 2decimal
places.
A=p52
= 31.42cm2
The shape shown is a sector. Write the

formula for finding the area of a sector.
Write the value of q and r.
q = 40, r = 15
Substitute and evaluate the expression,

A=
A=
pr2
360
40
p 152
360
= 78.54cm2
Areas of composite figures
A composite figure is a figure made up of a combination of simple figures.

The area of a composite figure can be calculated by:
calculating the sum of the areas of the simple figures that make up the composite figure
calculating the area of a larger shape and then subtracting the extra area involved.
Worked Example 2
Find the area of each of the following composite shapes.

C

AB = 8 cm
EC = 6 cm
FD = 2 cm
Think
B
9 cm
D
2 cm
b A
E
5 cm
H
10 cm
F
G
Write
a Area ACBD = Area ABC + Area ABD
ACBD is a quadrilateral that can be split

into two triangles: ABC and ABD.
Write the formula for the area of a triangle

containing base and height.
Atriangle = 2 bh
Identify the values of b and h for ABC.
ABC: b = AB = 8, h = EC = 6
Chapter 6 Surface area and volume
187
1
2
1
2
Substitute the values of the pronumerals

into the formula and, hence, calculate the
area of ABC.
Area of ABC =
Identify the values of b and h for ABD.
ABD: b = AB = 8, h = FD = 2
Calculate the area of ABD.
Area of ABD =
AB EC
86
= 24cm2
1
2
1
2
AB FD
82
= 8cm2
Add the areas of the two triangles together

to find the area of the quadrilateral ACBD.
Area of ACBD = 24cm2 + 8cm2

= 32cm2
One way to find the area of the shape

shown is to find the total area of the
rectangle ABGH and then subtract the area
of the smaller rectangle DEFC.
b Area = Area ABGH - Area DEFC
Write the formula for the area of a

rectangle.
Arectangle = l w
Identify the values of the pronumerals for

the rectangle ABGH.
Rectangle ABGH: l = 9 + 2 + 9
= 20
w = 10

into the formula to find the area of the
rectangle ABGH.
Area of ABGH = 20 10
= 200cm2
Identify the values of the pronumerals for

the rectangle DEFC.
Rectangle DEFC: l = 5, w = 2

into the formula to find the area of the
rectangle DEFC.
Area of DEFC = 5 2
= 10cm2
Subtract the area of the rectangle DEFC

from the area of the rectangle ABGH to
find the area of the given shape.
Area = 200 - 10
= 190cm2
remember
1. Area is a measure of the amount of surface within the boundaries of a figure.

2. The units for measuring area are mm2, cm2, m2 and km2.
3. Land area is usually measured in hectares (ha) where 1 ha = 10000 (or 104) m2.
4. Areas can be calculated by using formulas that are specific to the given plane figure.
5. Areas of composite figures can be calculated by adding the areas of the simple figures
making the composite figure or by calculating the area of an extended figure and
subtracting the extra area covered.
188
exerCise
6a
inDiViDual
pathWays
eBook plus
Activity 6-A-1
Review of area
doc-5035
area
Where appropriate, give answers correct to 2 decimal places.
fluenCy
1 Find the areas of the following shapes.
a
b
4 cm
Activity 6-A-2
4 cm
Area problems
doc-5036
15 cm
12 cm
Activity 6-A-3
Tricky area problems

doc-5037
10 cm
eBook plus
12 cm
Digital doc
SkillSHEET 6.2
doc-5237
8 cm
15 cm
13 mm
8 mm
18 cm
7 mm
i
15 cm
6m
10 cm
7m
18 cm
2 Express the area in questions 1e and 1g in terms of p.

3 We 1a Use Herons formula to find the area of the following triangles.
a
b
3 cm
8 cm
5 cm
16 cm
6 cm
12 cm
189

4 WE1b Find the area of the following ellipses. Answer correct to 1 decimal place.
9 mm
12 mm
4 mm
5 mm
5 WE1c Find the area of the following shapes, i stating the answer exactly; that is in terms of
p and ii correct to 2 decimal places.
a
30
70
6 mm
18 cm
12 cm
345
6 MC A figure has an area of about 64cm2. Which of the following cannot possibly represent
the figure?
a A triangle with base length 16cm and height 8cm
b A circle with radius 4.51cm
c A rectangle with dimensions 16cm and 4cm
d A square with side length 8cm
e A rhombus with diagonals 16cm and 4cm
7 MC The area of the quadrilateral shown below right is to be calculated.
Which of the following lists all the lengths
required to calculate the area?
a AB, BC, CD and AD
b AB, BE, AC and CD
B
c BC, BE, AD and CD
d AC, BE and FD
e AC, CD and AB
C
F
E
D
A
8 WE2 Find the area of the following composite shapes.
a
20 cm
15 cm
190
40 m
28 m

c
8 cm
2 cm
3 cm
4 cm
3.8 m
2.1 m
f
28 cm
18 cm
5 cm
12 cm
9 Find the shaded area in each of the following.
a
16 m
8m
2m
2m
r = 7 cm
3 cm
8m
3m
40
8m
5m
15 m
5m
2m
7.5 m
13 m 7 m
5m
191

understanding
10 A sheet of cardboard is 1.6m by 0.8m. The following shapes are cut from the cardboard:
a circular piece with radius 12cm

a rectangular piece 20cm by 15cm
2 triangular pieces with base 30cm and height 10cm
a triangular piece with side length 12cm, 10cm and 8cm.
What is the area of the remaining piece of cardboard?
11 A rectangular block of land, 12m by 8m, is surrounded by a concrete path 0.5m wide. Find
the area of the path.
12 Concrete slabs 1m by 0.5m are used to cover a footpath 20m by 1.5m. How many slabs are
needed?
13 A city council builds a 0.5m wide concrete path around the garden as shown below.
12 m
5m
8m
3m
Find the cost of the job if the workman charges $40.00 per m2.
14 A game of tennis can be played with 4 people using the whole court or it can be played with
2 people using the singles court, which excludes the edge on either side, as shown in the
diagram.
1.8 m
8.23 m
6.40 m
10.97 m
11.89 m
a
b
c
d
e
f
What is the total area of the whole tennis court?

What is the area of the singles court?
What area can one person use when playing doubles?
What area can one person use when playing singles?
What percentage of the total tennis court area is used by one person for singles?
How far is the ball served before it bounces if it follows the path indicated in the
diagram? That is, calculate x.
15 Ron the excavator operator has 100 metres of barricade mesh and needs to enclose an area to
work in safely. He chooses to make a rectangular region with dimensions x and y.

a Write an equation that connects x, y and the perimeter.
b Write y in terms of x.
c Write an equation for the area of the region in terms of x.
d Fill in the table for different values of x.
x
10
Area
192
15
20
25
30
35
40
45
50
Can x have a value more than 50? Why?

Sketch a graph of area against x.
Determine the value of x that makes the area a maximum.
What is the value of y for maximum area?
What shape encloses the maximum area?
Calculate the maximum area.
Ron decides to choose to make a circular area with the barricade mesh.
k What is the radius of this circular region?
l What area is enclosed in this circular region?
m How much extra area does Ron now have compared to his rectangular region?
e
f
g
h
i
j
reasoning
16 Dan has purchased a country property with layout and dimensions
eBook plus
Digital doc
WorkSHEET 6.1
doc-5241
6b
eBook plus
Digital doc
SkillSHEET 6.3
doc-5238
as shown in the diagram.

a Show that the property has a total area of 987.5 ha.
b Dan wants to split the property in half (in terms of area)
1500 m
5000 m
by building a straight-lined fence either vertically or
2000 m
horizontally through the property. Assuming the cost of the
fencing is a fixed amount per linear metre, justify where the
1000 m
fence should be built (that is, how many metres from the
top left-hand corner and in which direction), to minimise
the cost.
17 In question 15, Ron the excavator operator could choose to enclose a rectangular or circular
area with 100 m of barricade mesh. In this case, the circular region resulted in a larger safe
work area.
a Show that for 150 m of barricade mesh, a circular
refleCtion
region again results in a larger safe work area as
opposed to a rectangular region.
How are perimeter and area
b Show that for n metres of barricade mesh, a circular
different but fundamentally
related?
region will result in a larger safe work area as
opposed to a rectangular region.
total surface area
The total surface area (TSA) of a solid is the sum of the areas of all the faces (outside
surfaces) of that solid. It can be found by calculating the area of the net of the solid.
tsa of rectangular prisms and cubes
The following formulas have been introduced in previous years.
Rectangular prism (cuboid):

w
TSA = 2(lh + lw + wh)

l
A special case of the rectangular prism is the cube where all sides are equal
(l = w = h).
Cube:
TSA = 6l2
l
To see a worked example and revise finding the total surface area of cubes and rectangular
prisms, complete the SkillSHEET shown.
193
tsa of spheres and cylinders
eBook plus
Sphere:
Interactivity
TSA-sphere
TSA = 4p r2
int-2782
Note: The mathematics required to obtain the rule for the total surface area of a sphere is beyond
the scope of Year 10.
Cylinder:
h
TSA = 2p r(r + h) or 2p r2 + 2prh

r
The formula for the TSA of the cylinder is found from the area of the net as shown.
TSA = pr 2 + pr 2 + 2prh
r
= 2pr 2 + 2prh
A = pr 2
= 2pr(r + h)
2p r
A = 2prh
r
A = pr 2
WorkeD example 3
Find the total surface area of the solids below, correct to 1 decimal place.
a
r = 7 cm
think
a
194
50 cm
1.5 m
Write
a TSA = 4pr2
Write the formula for the TSA of a sphere.
Identify the value for r.
Substitute and evaluate.
Write the formula for the TSA of a

cylinder.
Identify the values for r and h. Note that the

units will need to be the same.
r = 50 cm, h = 1.5 m
= 150 cm
TSA = 2 p 50 (50 + 150)

= 62 831.9 cm2
r=7
TSA = 4 p 72
= 615.8 cm2
b TSA = 2pr(r + h)
TSA of cones
The total surface area of a cone can be found by considering its net.
SA = Acircular base + Acurved surface,
= pr2 + Asector of radius, s
s
s
The sector is a fraction of the full circle of radius, s, with circumference, 2ps.
The sector has arc length, equivalent to the circumference of the base of the cone, 2pr.
The fraction of the full circle represented by the sector can be found by writing the arc length
as a fraction of the circumference of the full circle, 2 r = r .
2 s s
Area of a sector = fraction of the circle pr2
r

= s2
s

= prs
Therefore, SA = Acircular base + Acurved surface

= pr2 + prs
= pr(r + s)
Cone: TSA = pr(r + s) or pr2 + prs
Worked Example 4
Find the total surface area of the cone shown.
15 cm
12 cm
Think
Write
Write the formula for the TSA of a cone.
TSA = pr(r + s)
State the values of r and s.
r = 12, s = 15
TSA = p 12 (12 + 15)

= 1017.9cm2
TSA of other solids
TSA can be found by summing the areas of each face.

The areas of each face may need to be calculated separately.
Always consider top, bottom, front, back, left and right faces.
195
Worked Example 5
Find the total surface area of the square-based pyramid shown.

5 cm
6 cm
Think
Write/draw
There is no formula, so write the components

of the TSA. These are the square base and four
identical triangles.
TSA = Area of square base + Area of four

triangular faces
Find the area of the square base.
Area of base = l2, where l = 6

Area of base = 62
= 36cm2
The four side faces are isosceles triangles. Draw

one face and write the formula for finding its
area.
5 cm
3 cm
1
Area of a triangular face = 2 bh; b = 6

4
Find the height of the triangle using Pythagoras

theorem.
a2 = c2 - b2, where a = h, b = 3, c = 5
h2 = 52 - 32
h2 = 25 - 9
h2 = 16
h = 4cm
Calculate the area of the triangular face by

substituting b = 6 and h = 4.
Area of triangular face =
Calculate the TSA by adding the area of the

square base and the area of four triangular faces
together.
TSA = 36 + 4 12
= 36 + 48
= 84cm2
1
2
64
= 12cm2
Note that the area of a triangular face of the square-based pyramid in the previous
example could also be calculated using Herons formula, as the lengths of all three sides
were given.
TSA of composite solids
196
The TSA of a composite solid is calculated by summing the areas of the solids faces.
When two smaller solids are joined, the surfaces involved in the join will not be part of the
surface of the composite solid. For example, if a square-based pyramid is stacked on top of a
cube of the same base dimensions, the two faces in the join (one of the cubes faces and the
pyramids base) are inside and therefore not part of the surface of the solid.
Worked Example 6
Find the total surface area of the object shown.

6 cm
10 cm
10 cm
Think
Write/draw
The solid shown is made up of a cube and

a square pyramid. Only five faces of the
cube are on the surface. Likewise, only
triangular faces of the pyramid are on the
surface. Thus, the TSA of the solid consists
of five identical squares and four identical
triangles.
TSA = 5 area of a square

+ 4 area of a triangle
Find the area of the square face with the side

length 10cm.
Asquare = l2, where l = 10

A = 102
A = 100cm2
Draw a triangular face and work out its

height using Pythagoras theorem.
6 cm
5 cm
a2 = c2 - b2, where a = h, b = 5, c = 6
h2 = 62 - 52
h2 = 36 - 25
h2 = 11
h = 3.32cm
4
1
2
1
2
Find the area of the triangular face with the

base of 10cm and the height of 3.32cm.
Atriangle =
Find the TSA of the solid by adding the area

of 5 squares and 4 triangles together.
TSA = 5 100 + 4 16.6

= 500 + 66.4
= 566.4cm2
bh, where b = 10, h = 3.32
= 10 3.32
= 16.6cm2
Applications of surface area are commonly seen when calculating the amount of material
needed for building structures such as silos, tanks, swimming pools, or painting or tiling
surfaces.
197
Worked Example 7
The silo shown at right is to be built from

metal. The top portion of the silo is a cylinder
of diameter 4m and height 8m. The bottom
part of the silo is a cone of slant height 3m.
The silo has a circular opening of radius 30cm
on the top.
aWhat area of metal (to the nearest m2) is
required to build the silo?
bIf it costs $12.50 per m2 to cover the surface
with an anti-rust material, how much will it
cost to cover the silo completely?
Think
a
198
8m
4m
3m
Write
The surface area of the silo consists of

the circle (the top face), the curved part
of the cylinder and the curved part of the
cone. The circular opening is cut out from
the top face and thus its area must be
subtracted.
a TSA = area of a large circle
- area of a small circle

+ area of curved section of a cylinder
+ area of curved section of a cone
To find the area of the top face, subtract

the area of the small circle from the area
of the larger circle. Let R = radius of
small circle.
Area of top face = Alarge circle - Asmall circle

= pr2 - pR2
4
where r = 2 = 2m and R = 30cm = 0.3m.
Area of top face = p 22 - p 0.32
= 12.28m2
The middle part of the silo is the curved

part of a cylinder. Find its area. (Note that
in the formula TSAcylinder = 2pr2 + 2prh,
the curved part is represented by 2prh.)
Area of curved section of cylinder = 2prh

where r = 2, h = 8.
Area of curved section of cylinder

=2p28

= 100.53m2
The bottom part of the silo is the curved

section of a cone. Find its area. (Note that
in the formula TSAcone = pr2 + prs, the
curved part is given by prs.)
Area of curved section of cone = prs

where r = 2, s = 3.
Area of curved section of cone = p 2 3
= 18.85m2
Find the total surface area of the silo

by finding the sum of the surface areas
calculated above.
TSA = 12.28 + 100.53 + 18.85

= 131.66m2
Write the worded answer. (Remember

that we were asked to give the answer to
the nearest square metre.)
The area of metal required is 132m2.
To find the total cost, multiply the total surface

area of the silo by the cost of an anti-rust material
per m2 ($12.50).
b Cost = 132 $12.50
= $1650.00
remember
1. The total surface area (TSA) of a figure is the sum of the areas of all its outside
faces.
2. TSA of a cube with the length of the edge, l, is given by the formula TSA = 6l 2
3. TSA of a rectangular prism with dimensions l, w and h is TSA = 2(lw + lh + wh)
4. TSA of a closed cylinder of radius, r, and height, h, is TSA = 2prh + 2pr 2
5. TSA of a sphere of radius, r, is TSA = 4pr 2
6. TSA of a closed cone with radius, r, and slant height, s, is TSA = prs + pr 2
7. TSA of a pyramid = area of base + area of triangular faces
8. TSA of a composite shape can be found by calculating the areas of individual faces that
are on the surface and then adding them together
exerCise
6b
inDiViDual
pathWays
eBook plus
Activity 6-B-1
total surface area

fluenCy
Note: Where appropriate, give the answers correct to 1 decimal place.

1 Find the total surface areas of the solids shown.
b
Introducing
surface area
doc-5038
Activity 6-B-2
Surface
area problems
doc-5039
Activity 6-B-3
Tricky surface
area problems
doc-5040
10 cm
c
8 cm
d
12 cm
2m
1.5 m
15 cm
3m
20 cm
eBook plus
Digital doc
SkillSHEET 6.3
doc-5238
2 We3 Find the total surface area of the solids shown below.
a
b
21 cm
r=3m
30 cm
0.5 m
12 cm
2.1 m
199

3 WE4 Find the total surface area of the cones below.
a
b
8 cm
20 cm
12 cm
14 cm
4 WE5 Find the total surface area of the solids below.

a
b
12 cm
2.5 m
15 cm
c
1.5 m
d
9.1 cm
8 cm
14 cm
6 cm
7.2 cm
5.1 cm
10 cm
7 cm
5 Find the surface areas of the following.

a A cube of side length 1.5m
b A rectangular prism 6m 4m 2.1m
c A cylinder of radius 30cm and height 45cm, open at one end
d A sphere of radius 28mm
e An open cone of radius 4cm and slant height 10cm
f A square pyramid of base length 20cm and slant edge 30cm
6 WE6 Find the total surface area of the objects shown.
a
10 cm
8 cm
5 cm
12 cm
5 cm
20 cm
20 cm
35 cm
12 cm
d
2 cm
2.5 c
5 cm
3 cm
3 cm
200

e
5 cm
3.5 cm
20 cm
10 cm
12 cm
15 cm
7 MC A cube has a total surface area of 384cm2. The length of the edge of the cube is:
a 9cm
b 8cm
c 7cm
d 6cm
e 5cm
understanding
8 Open cones are made from nets cut from a large sheet of paper 1.2m 1.0m. If a cone has
a radius of 6cm and a slant height of 10cm, how many cones can be made from the sheet?
(Assume there is 5% wastage of paper.)
9 A steel girder is to be painted. Calculate the area of the surface to be painted.
2 cm
2 cm
5 cm
20 cm
2 cm
120 cm
12 cm
10 WE7 The greenhouse shown below is to be built using shade cloth. It has a wooden door of
dimensions 1.2m 0.5m.

a Find the total area of shade cloth needed to complete
the greenhouse.
b Find the cost of the shade cloth at $6.50 per m2.
5m
2.5 m
3m
11 A cylinder is joined to a hemisphere to make a cake holder, as shown below. The surface of the
cake holder is to be chromed at 5.5 cents per cm2.

a Find the total surface area to be chromed.
b Find the cost of chroming the cake holder.
15 cm
10 cm
201

12 A soccer ball is made up of a number of hexagons sewn together
2 cm
on its surface. Each hexagon can be considered to have dimensions

as shown in the diagram.
y
a Calculate q o.
x
b Calculate the values of x and y exactly.
c Calculate the area of the trapezium in the diagram.
d Hence, determine the area of the hexagon.
e If the total surface area of the soccer ball is 192 3 cm2, how
q
many hexagons are on the surface of the soccer ball?
13 a Determine the exact total surface area of a sphere with radius 2 metres.
An inverted cone with side length 4 metres is placed on top of the sphere so that the
centre of its base is 0.5 metres above the centre of the sphere.
b Find the radius of the cone exactly.
c Find the area of the curved surface of the cone exactly.
d What are the exact dimensions of a box that could precisely fit the cone connected to
the sphere?
Complete the following question without the aid of a calculator.
14 The table shown below is to be varnished (including the base of each leg). The table top has a
thickness of 180 mm and the cross-sectional dimension of the legs is 50 mm by 50 mm.

80 cm
60 cm
70 cm
A friend completes the calculation as shown. Assume there are no simple calculating errors.
Analyse the working presented and justify if the TSA calculated is correct.
Table top
0.96
2 (0.8 0.6)
Legs
0.416
16 (0.52 0.05)
Table top edging
0.504
TSA
0.18 (2(0.8 + 0.6))

2
1.88 m
15 A shower recess with dimensions 1500 mm (back wall) by 900 mm (side wall) needs to have
eBook plus
Digital doc
WorkSHEET 6.2
doc-5242
202
the back and two side walls tiled to a height of 2 m.

a Calculate the area to be tiled in m2.
b Justify that 180 tiles (including those that need to be cut) of dimension 20 cm by 20 cm
will be required. Disregard the grout.
c Evaluate the cheapest option of tiling; $1.50/tile or $39.50/box, where a box covers 1 m2
or tiles of dimension 30 cm by 30 cm costing
$3.50/tile.
refleCtion
16 If the surface area of a sphere to a cylinder is in the
Why is calculating the total surface
ratio 4 : 3 and the sphere has a radius of 3a, show
area of a composite solid more
that if the radius of the cylinder is equal to its
height, then the radius of the cylinder is 3 3a .
2
difficult than for a simple solid such

as a rectangular prism or cylinder?
6C
eBook plus
Digital doc
SkillSHEET 6.4
doc-5239
Volume
Volume of prisms and other shapes
eBook plus
The volume of a 3-dimensional figure is the amount of space it takes up.

The units for volume are mm3, cm3 and m3.
To revise the technique of converting from one unit to another, complete SkillSHEET 6.4.
The volume of any solid with a uniform cross-sectional area is given by the formula: V = AH,
where A is the cross-sectional (or base) area and H is the height of the solid.
The height of a prism simply means the dimension perpendicular to a solids cross-sectional
base. This is often the physical height, depth or length.
Prisms are the most recognisable solids with uniform cross-sectional areas. A prism is a
solid shape with identical opposite ends joined by straight edges, forming a congruent
cross-section.
In some cases a special formula can be developed from the formula V = AH.
Volume = AH
= area of a square height
= l2 l
= l3
Cube
Interactivity
Maximising
the volume
of a cuboid
int-1150
Rectangular prism
h
Volume = AH
= area of a rectangle height
= lwh
w
l
Cylinder
r
h
Volume = AH
= area of a triangle height
1
= 2 bh H
Triangular prism
h
b
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Digital doc
SkillSHEET 6.5
doc-5240
Volume = AH
= area of a circle height
= p r 2h
To see a worked example and revise the volume of a cube and rectangular prism, complete
SkillSHEET 6.5.
203
Worked Example 8
Find the volumes of the following shapes.

a

14 cm
4 cm
20 cm
10 cm
Think
a
5 cm
Write
a V = pr2h
Write the formula for the volume of the

cylinder.
Identify the value of the pronumerals.
r = 14, h = 20
V = p 142 20
12 315.04cm3
Write the formula for the volume of a

triangular prism.

(Note h is the height of the triangle and H is
the depth of the prism.)
b = 4, h = 5, H = 10
V = 2 4 5 10
= 100cm3
V = 2 bh H
Worked Example 9
aWhat effect will doubling each of the side lengths of a cube have on its volume (in comparison
with the original shape)?
bWhat effect will halving the radius and doubling the height of a cylinder have on its volume
(in comparison with the original shape)?
Think
a
204
Write
a V = l3

cube.
Identify the value of the pronumeral.

Note: Doubling is the same as multiplying
by 2.
lnew = 2l
Vnew = (2l)3
Compare the answer obtained in step 3

with the volume of the original shape.
Write your answer.
= 8l3
Doubling each side length of a cube will
increase the volume by a factor of 8; that is,
the new volume will be 8 times as large as
the original volume.

b

cylinder.

Note: Halving is the same as dividing by 2.
b V = pr2h
r
rnew = , hnew = 2h
2
2
Vnew = p r 2h
2
=
=
Compare the answer obtained in step 3

with the volume of the original shape.
Write your answer.
r2
2h
24
r 2h
2
1
= 2 pr2h
Halving the radius and doubling the height
of a cylinder will decrease the volume by a
factor of 2; that is, the new volume will be
half as large as the original volume.
Volume of spheres
Volume of a sphere of radius, r, can be calculated using the formula: V = 3 pr3.
Worked Example 10
Find the volume of a sphere of radius 9cm. Answer correct to 1 decimal place.
Think
Write
4
Write the formula for the volume of a sphere.
V = 3 pr3
Identify the value of r.
r=9
V=
4
3
p 93
= 3053.6cm3
Volume of pyramids
Pyramids (including cones) are not prisms as the cross-section changes

from the base upwards.
It has been found that the volume of a pyramid is one-third the volume
of an equivalent prism with the same base area and height.
Volume of a pyramid = 3 AH
H
Area of base = A
base
205
Since a cone is a pyramid with a circular cross-section, the volume of

a cone is one-third the volume of a cylinder with the same base area and
height.
Volume of a cone = 3 AH
= 3 pr2h
h
r
Worked Example 11
Find the volume of each of the following solids.

a

b
12 cm
10 cm
8 cm
8 cm
Think
a
Write
1
a V = 3 pr2h
Write the formula for the volume of a cone.
Identify the values of r and h.
r = 8, h = 10
V = 3 p 82 10
= 670.21cm3
Write the formula for the volume of a

pyramid.
A = l2 where l = 8
A = 82
= 64cm2
Identify the value of H.
H = 12
V = 3 64 12
= 256cm3
b V=
1
3
AH
Volume of composite figures
206
A composite solid is made from smaller solids.

The volume of each smaller solid component can be calculated separately.
The volume of a composite solid is calculated by summing the volumes of each of the smaller
solid components.
Worked Example 12
Calculate the volume of the composite solid shown.
3m
1.5 m
Think
Write
The given solid is a composite figure, made up of a

cube and a square-based pyramid.
V = Volume of cube + Volume of pyramid
Find the volume of the cube.
Vcube = l3 where l = 3
Vcube = 33
= 27m3
Write the formula for finding the volume of a

square-based pyramid.
Vsquare-based pyramid = 3 AH
A = l2
= 32
= 9m2
Identify the value of H.
H = 1.5
Substitute and evaluate the volume of the pyramid.
Vsquare-based pyramid = 3 9 1.5

= 4.5m3
Find the total volume by adding the volume of the

cube and pyramid.
V = 27 + 4.5
= 31.5m3
Capacity
Capacity measures the amount of liquid that will fit in a 3-dimensional figure.
The units for capacity are: mL, L and kL.
Volume and capacity are fundamentally related:
1cm3 = 1mL
1000cm3 = 1L
1m3 = 1000L = 1kL
Worked Example 13
Find the capacity (in litres) of a rectangular

aquarium, which is 50cm long, 30cm wide and
40cm high.
207
think
Write
Write the formula for the volume of a rectangular

prism.
V = lwh
l = 50, w = 30, h = 40
V = 50 30 40
= 60 000 cm3
State the capacity of the container in millilitres, using

1 cm3 = 1 mL.
60 000 cm3 = 60 000 mL
Since 1 L = 1000 mL, to convert millilitres to litres

divide by 1000.
Give a worded answer.
= (60 000 1000) L

= 60 L
The capacity of the fish tank is 60 L.
remember
1. Volume of a 3-dimensional figure is the amount of space it takes up

2. Volume is measured in cubic units
3. Volume of a prism = AH, where A is the cross-sectional area (or base) and H is the
height of the prism
4. The height of a prism is the dimension perpendicular to the prisms cross-section.
4
5. Volume of a sphere = 3 pr3
1
6. Volume of a cone = 3 pr2h

1
7. Volume of a pyramid = 3 AH
8. Capacity of a 3-dimensional figure is the amount of liquid that will fit in that figure.
9. The relationship between the volume of a solid and the capacity (amount of liquid it
can hold) is: 1 cm3 = 1 mL, 1000 cm3 = 1 L.
10. 1 m3 = 1000 L = 1 kL
exerCise
6C
inDiViDual
pathWays
eBook plus
Volume
fluenCy
1 Find the volumes of the following prisms.
a
Activity 6-C-1
Review of volume
and capacity
doc-5041
Activity 6-C-2
Volume and capacity

problem
doc-5042
3 cm
c
4.2 m
d
12 cm
Activity 6-C-3
Tricky volume and

capacity problems
doc-5043
15 cm
4.2 cm
20 cm
7.5 cm
3 cm
208
eBook plus
2 Calculate the volume of each of these solids.

a
Digital doc
SkillSHEET 6.5
doc-5240
18 mm
15 cm
[Base area: 25 mm2]
[Base area: 24 cm2]
3 We8 Find the volume of each of the following. Give each answer correct to 1 decimal place
where appropriate.
a
14 cm
2.7 m
12 cm
1.5 m
10 cm
7 cm
12 mm
8 mm
6 mm
8 cm
4 We10 Find the volume of a sphere (correct to 1 decimal place) with a radius of:
a 1.2 m
b 15 cm
c 7 mm
d 50 cm.
5 We11a Find the volume of each of the following cones, correct to 1 decimal place.
a
b
20 mm
10 cm
22 mm
6 cm
6 We11b Find the volume of each of the following pyramids.
a
12 cm
42 cm
24 cm
10 cm
30 cm
c
12 cm
16 cm
18 c
209

7 WE12 Calculate the volume of each of the following composite solids correct to 2 decimal
places where appropriate.

a
8 cm
10 cm
5 cm
12 cm
5 cm
20 cm
20 cm
35 cm
12 cm
2 cm
2.5 c
5 cm
3 cm

3 cm

e
5 cm
3.5 cm
20 cm
10 cm
12 cm
15 cm
Understanding
8 WE9 a What effect will tripling each of the side lengths of a cube have on its volume

b What effect will halving each of the side lengths of a cube have on its volume

c What effect will doubling the radius and halving the height of a cylinder have
on its volume (in comparison with the original shape)?

d What effect will doubling the radius and dividing the height of a cylinder by 4 have on its
volume (in comparison with the original shape)?

e What effect will doubling the length, halving the width and tripling the height of a
rectangular prism have on its volume (in comparison with the original shape)?
9 MC A hemispherical bowl has a thickness of 2cm and an outer
2 cm
diameter of 25cm. If the bowl is filled with water to its full capacity,
the volume of the water will be:
a 1526.04cm3
b 1308.33cm3
c 3052.08cm3
25 cm
d 2616.66cm3
3
e 2424.52cm
210

10 Tennis balls of diameter 8cm are packed in a box 40cm 32cm 10cm,
as shown. What is unused space in the box?
11 WE13 A cylindrical water tank has a diameter of 1.5m and a height of 2.5m. What is the
capacity (in litres) of the tank?

12 A monument in the shape of a rectangular pyramid (base length of 10cm, base width of 6cm,
height of 8cm), a spherical glass ball (diameter of 17cm) and conical glassware (radius of
14cm, height of 10cm) are packed in a rectangular prism of dimensions 30cm by 25cm by
20cm. The extra space in the box is filled up by a packing material. What volume of packing
material is required?
13 A swimming pool is being constructed so that it is the
8m
upper part of an inverted square-based pyramid.
a Calculate H.
b Calculate the volume of the pool.
3m
c How many 6m3 bins will be required to take the dirt away?
4m
d How many litres of water are required to fill this pool?
H
e How deep is the pool when it is half-filled?
14 A soft drink manufacturer is looking to repackage cans of soft drink
to minimise the cost of packaging while keeping the volume constant.
Consider a can of soft drink with a capacity of 400mL.
a If the soft drink was packaged in a spherical can:
i find the radius of the sphere
ii find the total surface area of this can.
b If the soft drink was packaged in a cylindrical can with a radius of 3cm:
i find the height of the cylinder
c If the soft drink was packaged in a square-based pyramid with a base side length of 6cm:
i find the height of the pyramid
d Which can would you recommend the soft drink manufacturer use for its repackaging?
Why?
Reasoning
15 Marion has mixed together ingredients for a cake. The recipe requires a baking tin that is
cylindrical in shape with a diameter of 20cm and a height of 5cm.

Marion only has a tin as shown and a muffin tray consisting of 24 muffin cups.
Each of the muffin cups in the tray is a portion of a cone as shown in the diagram.
Should Marion use the tin or muffin tray? Explain.
8 cm
12 cm
4 cm
4 cm
10 cm
15 cm
8 cm
211

16 Nathaniel and Andrew are going to the snow for
survival camp. They plan to construct an igloo,

consisting of an entrance and hemispherical structure,
as shown. Nathaniel and Andrew are asked to redraw
their plans and increase the size of the liveable region
(hemispherical structure) so that the total volume
(including the entrance) is doubled. How can this be
achieved?
1.5 m
1m
1.5 m
17 Sam is having his 16th birthday party and wants to make an ice trough to keep drinks cold. He
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Digital doc
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doc-6753
has found a square piece of sheet metal with a side length of 2 metres. He cuts squares, of side
length x metres, from each corner then bends the sides of the remaining sheet.
When four squares of the appropriate side length are cut from the corners the capacity of
the trough can be maximised at 588 litres. Explain how Sam should proceed to maximise the
capacity of the trough.
18 The Hastings family house has a rectangular roof with dimensions 17 m 10 m providing
water to three water tanks, each with a radius of 1.25 m and a height of 2.1 m.
When rain falls it is measured in millimetres. This means that this is the depth to which the
water would fill if it were captured. Show that approximately 182 millimetres of rain must
fall on the roof to fill the tanks.
refleCtion
Volume is measured in cubic units.
How is this reflected in the volume
formula?
212
summary
area
Area is a measure of the amount of surface within the boundaries of a figure.

The units for measuring area are mm2, cm2, m2 and km2.
Land area is usually measured in hectares (ha) where 1 ha = 10 000 (or 104) m2.
Areas can be calculated by using formulas that are specific to the given plane figure.
Areas of composite figures can be calculated by adding the areas of the simple figures making
the composite figure or by calculating the area of an extended figure and subtracting the extra
area covered.
Total surface area
The total surface area (TSA) of a figure is the sum of the areas of all its outside faces.
TSA of a cube with the length of the edge, l, is given by the formula TSA = 6l 2
TSA of a rectangular prism with dimensions l, w and h is TSA = 2(lw + lh + wh)
TSA of a closed cylinder of radius, r, and height, h, is TSA = 2prh + 2p r 2
TSA of a sphere of radius, r, is TSA = 4pr 2
TSA of a closed cone with radius, r, and slant height, s, is TSA = prs + pr 2
TSA of a pyramid = area of base + area of triangular faces
TSA of a composite shape can be found by calculating the areas of individual faces that are
on the surface and then adding them together
Volume
Volume of a 3-dimensional figure is the amount of space it takes up

Volume is measured in cubic units
Volume of a prism = AH, where A is the cross-sectional area (or base) and H is the height of
the prism
The height of a prism is the dimension perpendicular to the prisms cross-section.
Volume of a sphere = 43 r 3
Volume of a cone = 13 r 2h
Volume of a pyramid = 13 AH
Capacity of a 3-dimensional figure is the amount that will fit in that figure
The relationship between the volume of a solid and the capacity
(amount of liquid it can hold) is: 1 cm3 = 1 mL, 1000 cm3 = 1 L.
1 m3 = 1000 L = 1 kL
Homework
book
213
Chapter review
Fluency
5 Find the areas of the following plane figures. All
1 If all measurements are in cm, the area of the figure
below is:
7
measurements are in cm.

a
3
14
A 16.49cm2
C 9.81cm2
E 30cm2
12
B 39.25cm2
D 23.56cm2
2 If all measurements are in
10
centimetres, the area of the

figure at right is:
A 50.73cm2
B 99.82cm2
C 80.18cm2
D 90cm2
E 119.45cm2
8
5
15
5
c
5
3
7
3 If all measurements are in centimetres, the shaded
area of the figure below is:
30
d
3
2
7
A 3.93cm2
C 388.77cm2
E 129.59cm2
B 11.52cm2
D 141.11cm2
e
10
4 The total surface area of the solid below is:
12
28 mm
40 mm
80 10
A 8444.6mm2
C 14146.5mm2
E 16609.5mm2
214
B 9221mm2
D 50271.1mm2

6 Find the areas of the following figures. All
8 Find the total surface area of each of the following
solids.
35 cm
15
50 cm
20
b
12
14 mm
10
20 mm
8
c
c
10
6
10
8 cm
5
20
7 Find the shaded area in each of the following. All

a
14 cm
12 cm
QO = 15 cm
SO = 8 cm
PR = 18 cm
18 cm
7 cm
P
10 cm
e
b
10 mm
10 mm
14 mm
12.5
4 mm
[closed at both ends]

f
12 cm
5
10 cm
10 cm
10 cm
215

9 Find the volume of each of the following.
11 cm
9 cm
h
7 cm
30 cm
b
7 cm
20 cm
8 cm
12 cm
42 cm
i
35 cm
12 mm
40 cm
problem solving
1 A rectangular block of land 4m 25m is
surrounded by a concrete path 1m wide.

a Calculate the area of the path.
b Calculate the cost of concreting at $45 per
3.7 m
square metre.
2 What effect will tripling the radius and dividing
the height of a cylinder by 6 have on its volume

1m
3 What effect will halving the length, tripling the
width and doubling the height of a rectangular

prism have on its volume (in comparison with the
original shape)?
10 cm
30 cm
12 cm
f
12 cm
10 cm
216
4 A cylinder of radius 14cm and height 20cm is
joined to a hemisphere of radius 14cm to form a

bread holder.
a Find the total surface area.
b Find the cost of chroming the bread holder on
the outside at $0.05 per cm2.
c What is the storage volume of the bread
holder?
d How much more space is in this new bread
holder than the one it is replacing, which had a
quarter circle end with a radius of 18cm and a
length of 35cm?

5 Bella Silos has two rows of silos for storing wheat.
Each row has 16 silos and all the silos are identical,
with a cylindrical base (height of 5 m, diameter
of 1.5 m) and conical top (diameter of 1.5 m, height
of 1.1 m).
a What is the slant height of the conical tops?
b What is the total surface area of all the silos?
c What will it cost to paint the silos if one litre
of paint covers 40 m2 at a bulk order price of
$28.95 per litre?
d How much wheat can be stored altogether in
these silos?
e Wheat is pumped from these silos into cartage
trucks with rectangular containers 2.4 m wide,

5 m long and 2.5 m high. How many truckloads
are necessary to empty all the silos?
f If wheat is pumped out of the silos at
2.5 m3/min, how long will it take to fill one
truck?
eBook plus
Interactivities

int-2843
int-2841
Crossword Chapter 6
int-2842
217
eBook plus
aCtiVities
chapter opener
Digital doc
Hungry brain activity Chapter 6 (doc-5235)

(page 183)
are you ready?
SkillSHEET 6.1 (doc-5236): Conversion of area units
SkillSHEET 6.2 (doc-5237): Using a formula to find
the area of a common shape
SkillSHEET 6.3 (doc-5238): Total surface area of
cubes and rectangular prisms
SkillSHEET 6.4 (doc-5239): Conversion of volume
units
SkillSHEET 6.5 (doc-5240): Volume of cubes and
rectangular prisms
6a area
Digital docs
Activity 6-A-1 (doc-5035): Review of area

(page 189)
Activity 6-A-2 (doc-5036): Area problems
(page 189)
Activity 6-A-3 (doc-5037): Tricky area problems
(page 189)
SkillSHEET 6.1 (doc-5236): Conversion of area units
(page 185)
SkillSHEET 6.2 (doc-5237): Using a formula to find
the area of a common shape (page 189)
WorkSHEET 6.1 (doc-5241): Area (page 193)
eLesson
Herons formula (eles-0177) (page 186)

6b Total surface area
Interactivity
TSA-sphere (int-2782) (page 194)

Digital docs
Activity 6-B-1 (doc-5038): Introducing surface area

(page 199)
218
Activity 6-B-2 (doc-5039): Surface area problems

(page 199)
Activity 6-B-3 (doc-5040): Tricky surface area
problems (page 199)
SkillSHEET 6.3 (doc-5238): Total surface area of
cubes and rectangular prisms (page 193, 199)
WorkSHEET 6.2 (doc-5242): Surface area (page 202)
6c Volume
Digital docs
Activity 6-C-1 (doc-5041): Review of volume and

capacity (page 208)
Activity 6-C-2 (doc-5042): Volume and capacity
problem (page 208)
Activity 6-C-3 (doc-5043): Tricky volume and
capacity problems (page 208)
SkillSHEET 6.4 (doc-5239): Conversion of volume
units (page 203)
SkillSHEET 6.5 (doc-5240): Volume of cubes and
rectangular prisms (page 203, 209)
WorkSHEET 6.3 (doc-6753): Volume (page 212)
Interactivity
Maximising the volume of a cuboid (int-1150)

(page 203)
chapter review
Interactivities (page 217)
Test Yourself Chapter 6 (int-2843): Take the end-ofchapter test to test your progress
chapter
chapter

www.jacplus.com.au
7A Expanding algebraic expressions

7B Factorising expressions with three terms
7C Factorising expressions with two or four
terms
7D Factorising by completing the square
7E Mixed factorisation
WhAt Do you knoW ?
Quadratic
expressions
1 List what you know about quadratic

expressions. Create a concept map to
show your list.
quadratic expressions.
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Chapter 7
doc-5243
oPening Question
What distance does the dolphin cover in

one leap?
Are you ready?
completingthematchingSkillSHEET.EithersearchfortheSkillSHEETinyour eBookPLUSor
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SkillSHEET 7.1
doc-5244
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SkillSHEET 7.2
doc-5245
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SkillSHEET 7.3
doc-5246
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SkillSHEET 7.4
doc-5247
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SkillSHEET 7.7
doc-5248
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Digital doc
SkillSHEET 7.8
doc-5249
220
Expanding brackets
1 Expandeachofthefollowing.
a 4(3x+5)
c -4x(3-2x)
b 5x(2x-3)
Expanding a pair of brackets

2 Expandeachofthefollowingexpressions.
a (x+2)(x-2)
b (2x-3)2
c (3x+2)(2x-5)
Factorising by taking out the highest common factor

3 Factoriseeachofthefollowingexpressions.
a 4x2+8x
b -15x2-9x
c 6x2-x
Factorising by taking out a common binomial factor

4 Factoriseeachofthefollowing.
a 3x(x+2)+4(x+2)
b 4x(x-1)-(x-1)
c -2x(x+3)-(x+3)
Simplifying algebraic fractions

5 Writeeachofthefollowingfractionsinsimplestform.
a
( x + 3)( x 2)
( x 2)
x+7
( x 3)( x + 7)
3 x ( x + 2)2 ( x + 3)
6 x( x + 3)2 ( x + 2)
Simplifying surds
a
24
b 3 12
c 4 243
7A
Expanding algebraic expressions

Binomial expansion
When an expression contains two sets of brackets, expansion is known as binomial

expansion.
Consider the expression (a + b)(c + d). Its expansion can be represented visually by this area
model.
a
+ b
c
+
ac
bc
ad
bd
This diagram visually shows that (a + b)(c + d) = ac + ad + bc + bd
factorised
expanded
form
form
Generally, binomial expressions contain only one variable, together with constants.
Expansion of the binomial expression (x + 3)(x + 2) can be shown visually by this area model.
x
x
x x = x2
3x
= 3x
2 x = 2x
32
=6
+
2
Expressed mathematically this is:

(x + 3)(x + 2) = x2 + 2x + 3x + 6
= x2 + 5x + 6
factorised
expanded
form
form
It is not necessary to draw this area model when expanding binomial expressions. The shortcut
is to simply multiply each term in the first bracket by each term in the second bracket.
Worked Example 1
Expand each of the following.

a (x + 3)(x + 2)
b (x - 7)(6 - x)
Think
a
Write
a (x + 3)(x + 2)
Multiply the terms in the second bracket by the first term

in the first bracket and then the second term in the first
bracket.
= x(x + 2) + 3(x + 2)
Remove the brackets by multiplying each term in the

brackets by the term outside the bracket.
= x2 + 2x + 3x + 6
Collect like terms.
= x2 + 5x + 6
Chapter 7 Quadratic expressions
221

b
b (x - 7)(6 - x)
Multiply the terms in the second bracket by the first term

in the first bracket and then the second term in the first
bracket. Notice that the minus sign stays with the second
term in the first bracket (-7).
= x(6 - x) - 7(6 - x)
Remove the brackets by multiplying each term in the brackets

by the term outside the bracket. Remember to change the sign
when the term outside the bracket is negative.
= 6x - x2 - 42 + 7x
Collect like terms.
= -x2 + 13x - 42
FOIL method
The word FOIL provides us with an acronym for the expansion of a binomial product.
First: multiply the first terms in each bracket together
Outer: multiply the two outer terms
Inner: multiply the two inner terms
I
(x + a)(x - b)
Last: multiply the last terms in each bracket together
L
(x + a)(x - b)
F
(x + a)(x - b)
O
(x + a)(x - b)
Worked Example 2
Use FOIL to expand (x + 2)(x - 5).

Think
Write
(x + 2)(x - 5)
Multiply the first term in each bracket, then the outer terms, the
inner terms and finally the last two terms.
= x x + x -5 + 2 x + 2 -5
= x2 - 5x + 2x - 10
Collect like terms.
= x2 - 3x - 10
If there is a term outside the pair of brackets, expand the brackets and then multiply each term
of the expansion by that term.
Worked Example 3
Expand 3(x + 8)(x + 2).

Think
222
Write
3(x + 8)(x + 2)
Use FOIL to expand the pair of brackets.
= 3(x2 + 2x + 8x + 16)
Collect like terms within the brackets.
= 3(x2 + 10x + 16)
Multiply each of the terms inside the brackets by the term

outside the brackets.
= 3x2 + 30x + 48
This method can be extended to include three or even more sets of brackets. In such
examples, expand two brackets first and then multiply the result by the third bracket.
Expanding expressions that are perfect squares
A special binomial expansion involves the expansion of a perfect square.

The expansion of (a + b)2 can be represented visually by this area model.
+
a a = a2
ab
= ab
a b = ab
bb
= b2
+
b
(a + b)2 = a2 + ab + ab + b2
= a2 + 2ab + b2
This result tells us that to expand a perfect square:

1. square the first term
2. multiply the two terms together and then double them
3. square the last term.
Similarly (a - b)2 = a2 - 2ab + b2. (Try this expansion for yourself.)
Any perfect square can also be expanded using FOIL; however, this method provides a
quicker alternative for performing such expansions.
(a + b)2 = a2 + 2ab + b2
or
(a - b)2 = a2 - 2ab + b2
Worked Example 4
Expand and simplify each of the following.

a (2x - 5)2
b -3(2x + 7)2
Think
a
Write
a (2x - 5)2
Expand using the rule

(a - b)2 = a2 - 2ab + b2.
Expand the brackets using the rule

(a + b)2 = a2 + 2ab + b2.
= -3[(2x)2 + 2 2x 7 + (7)2]
= -3(4x2 + 28x + 49)
Multiply every term inside the brackets

by the term outside the brackets.
= -12x2 - 84x - 147
= (2x)2 - 2 2x 5 + (5)2
= 4x2 - 20x + 25
b -3(2x + 7)2
Difference of two squares rule
This rule results from the expansion of an expression of the form (a + b)(a - b).
Note: The brackets can be in any order.
The two brackets contain the same terms, but one has the terms added and the other subtracted.
223
The area model for the difference of two squares rule shows a large square with a smaller
square removed from it.
Consider the larger square has a side length of a, while the smaller square has a side
length of b.
a
a
a
a2
- b
b2
a2 - b2
a-b
a-b
=
=
a-b
a-b
The final figure shows two rectangles with dimensions a by (a - b) and b by (a - b).
So, a(a - b) + b(a - b) = a2 - b2
To factorise, take out a common factor of (a - b) on the left-hand side.
(a - b)(a + b) = a2 - b2
Alternatively, the difference of two squares rule is usually written as (a + b)(a - b) = a2 - b2
Worked Example 5
Expand and simplify each of the following.

a (3x + 1)(3x - 1)
b 4(2x - 7)(2x + 7)
Think
a
Write
a (3x + 1)(3x - 1)
Expand using the rule (a + b)(a - b) =
Expand using the difference of two squares rule.
= 4[(2x)2 - (7)2]
= 4(4x2 - 49)
Multiply every term inside the brackets by the

term outside the brackets.
= 16x2 - 196
a2
b2.
= (3x)2 - (1)2
= 9x2 - 1
b 4(2x - 7)(2x + 7)
remember
1. When expanding an algebraic expression with:

(a) one bracket multiply each term inside the bracket by the term outside the bracket
(b) two brackets multiply the terms in order: First terms, Outer terms, Inner terms
and then Last terms (FOIL)
(c) a term outside the two brackets expand the pair of brackets first, then multiply
each term of the expanded expression by the term outside the brackets
(d) three brackets expand any two of the brackets and then multiply the expanded
expression by the third bracket.
2. Perfect squares rule: (a + b)2 = a2 + 2ab + b2 or (a - b)2 = a2 - 2ab + b2
3. Difference of two squares rule: (a + b)(a - b) = a2 - b2
224
exerCise
7A
inDiViDuAl
PAthWAys
eBook plus
Activity 7-A-1
Review of expansion
doc-5044
Activity 7-A-2
Expanding algebraic
expressions
doc-5045
Activity 7-A-3
Expanding more
complex algebraic
expressions
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Digital doc
SkillSHEET 7.1
doc-5244
expanding algebraic expressions

FluenCy
a 2(x+3)
d -(x+3)
g 3x(5x-2)
j 2x2(2x-3)
c
f
i
l
3(7-x)
2x(x-4)
2x(4x+1)
5x2(3x+4)
2 We1, 2 Expandeachofthefollowing.
a (x+3)(x-4)
b (x+1)(x-3)
d (x-1)(x-5)
e (2-x)(x+3)
g (2x-3)(x-7)
h (x-1)(3x+2)
j (3-2x)(7-x)
k (5-2x)(3+4x)
c
f
i
l
(x-7)(x+2)
(x-4)(x-2)
(3x-1)(2x-5)
(11-3x)(10+7x)
3 We3 Expandeachofthefollowing.
a 2(x+1)(x-3)
b 4(2x+1)(x-4)
d 2x(x-1)(x+1)
e 3x(x-5)(x+5)
g -2x(3-x)(x-3)
h -5x(2-x)(x-4)
c -2(x+1)(x-7)
f 6x(x-3)(x+3)
i 6x(x+5)(4-x)
a (x-1)(x+1)(x+2)
d (x-1)(x-2)(x-3)
c (x-5)(x+1)(x-1)
f (3x+1)(2x-1)(x-1)
b
e
h
k
4(x-5)
x(x+2)
5x(2-3x)
3x2(2x-1)
b (x-3)(x-1)(x+2)
e (2x-1)(x+1)(x-4)
5 Expandeachofthefollowingandsimplify.
a (x+2)(x-1)-2x
c (2x-3)(x+1)+(3x+1)(x-2)
e (x+1)(x-7)-(x+2)(x-3)
g (x-3)(x+1)+ 3x
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SkillSHEET 7.2
doc-5245
6 mC a (3x-1)(2x+4)expandsto:
A 6x2+10x-4
B
D 6x2-10x-4
E
b -2x(x-1)(x+3)expandsto:
A x2+2x-3
B
D -2x3+4x2-6x
E
b 3x-(2x-5)(x+2)
d (3-2x)(2x-1)+(4x-5)(x+4)
f (x-2)(x-5)-(x-1)(x-4)
h ( 2- 3x)( 3+2x)- 5x
5x2-24x+3
6x2-4
C 3x2+2x-4
-2x2-4x+6
-2x3-3
C -2x3-4x2+6x
7 mC Theexpression(x-1)(x-3)(x+2)isnotthesameas:
A (x3)(x1)(x+2)
B (x+3)(x1)(x2)
C (x1)(x+2)(x3)
D (x+2)(x1)(x3)
E (x3)(x+2)(x1)
8 We4a Expandandsimplifyeachofthefollowing.
a (x-1)2
b (x+2)2
2
d (4+x)
e (7-x)2
2
g (3x-1)
h (12x-3)2
2
j (2-3x)
k (5-4x)2
c
f
i
l
9 We4b Expandandsimplifyeachofthefollowing.
a 2(x-3)2
b 4(x-7)2
2
d -(2x+3)
e -(7x-1)2
2
g -3(2-9x)
h -5(3-11x)2
c 3(x+1)2
f 2(2x-3)2
i -4(2x+1)2
10 We5 Expandandsimplifyeachofthefollowing.
a (x+7)(x-7)
b (x+9)(x-9)
d (x-1)(x+1)
e (2x-3)(2x+3)
g (7-x)(7+x)
h (8+x)(8-x)
c (x-5)(x+5)
f (3x-1)(3x+1)
i (3-2x)(3+2x)
(x+5)2
(12-x)2
(5x+2)2
(1-5x)2
225

unDerstAnDing
11 Thelengthofthesideofarectangleis(x+1)cmandthewidthis(x-3)cm.
a Findanexpressionfortheareaoftherectangle.
b Simplifytheexpressionbyexpanding.
c Ifx=5cm,findthedimensionsoftherectangleand,hence,itsarea.
12 Chickensarekeptinasquareenclosurewithsidesmeasuringxm.Thenumberofchickensis
increasingandsothesizeoftheenclosureistohave1metreaddedtoonesideand2metresto
theadjacentside.
a Drawadiagramoftheoriginalenclosure.
b Addtothefirstdiagramordrawanotheronetoshowthenewenclosure.Markthelengths
oneachsideonyourdiagram.
c Findanexpressionfortheareaofthenewenclosure.
d Simplifytheexpressionbyremovingthebrackets.
e Iftheoriginalenclosurehadsidesof2metres,findtheareaoftheoriginalsquareand
thentheareaofthenewenclosure.
13 Ajewelleryboxhasasquarebasewithsidesmeasuring(x+2)cmandis5cmhigh.
a Writeanexpressionfortheareaofthebaseofthebox.
b Writeanexpressionforthevolumeofthebox.
(V=areaofbaseheight)
c Simplifytheexpressionbyexpandingthebrackets.
d Ifx=8cm,findthevolumeoftheboxincm3.
e Findtheareaofthelidoftheboxand,hence,findhowmany
1-cmsquaretilescouldbeinlaidinthelid.
14 Inredesigningtheircourtyard,LindaandFinnremovedasectionof
pavingasshowninthediagrambelow.
x
Section of
paving
removed
x+1
x+3
3x + 5
a Writedownanexpression,intermsofx,fortheareaofthesectionofpavingthatis
b
c

removed.Writeyouranswerinexpandedform.
Findtheareaofpavingthatremainsintermsofx.
Acircularfountainistobeplacedinthesectioncreatedfromremovingthepaving.
i Writedownthelargestpossibleradius,intermsofx,forthecircularfountain.
ii Iftheareaofthecircularfountainis1.77m2,determinethevalueofx.Writeyour
answertothenearestcentimetre.
reAsoning
15 Findthevaluesa,b,c,d andethatmakethefollowingidentitytrue.
4x2(x2)(x+3)+3=ax4+bx3+cx2+dx+ e
16 Atissueboxhasthesidelengthsshownatright.
a Writeanexpressioninfactorisedformforthe
volumeofthebox.
b Findthevolumewhenx is5cm.
c Whatisthevolumewhen x=1
226
(x - 3) cm
(x + 2) cm
(x - 1) cm
Is it possible for x to be zero? Justify your answer.

What is the smallest number x can be so that all the measurements are feasible?
Find the volume of the box when x is 4cm.
If the volume of the box is 120cm3, find the value
reflection
of x. (Hint: Try substituting values of x into the
expression until you find the correct one.)
Why does the Difference of Two
h Write the expression for volume in expanded form.
Squares rule have that name?
Use this to calculate the volume when x = 6cm.
d
e
f
g
7B
Factorising expressions with

three terms
An expression with three terms is called a trinomial.

Quadratic trinomials can be written in the form ax2 + bx + c where the highest power is a
squared term.
Factorising ax2 + bx + c when a = 1
+ 3
x
Factorising is the inverse of expanding, so the area model for
expanding a binomial can be considered in reverse.
3x
x2
x
Looking in reverse, it can be seen that
x2 + 3x + 2x + 6 = (x + 3)(x + 2).
+
This means that the factorised form of x2 + 5x + 6 is (x + 3)(x + 2).
2x
6
2
The technique is to find two factors of 6 which add to 5 (3 and 2).
Note that there are other factors of 6 (6 and 1, -3 and -2, -6 and
-1), but there is only one pair of factors which adds to 5.
Obviously, it is not necessary to draw an area model to factorise every trinomial.
The following method works for every possible trinomial (when a = 1) that can
be factorised.
Step 1. Place the trinomial in the correct order or standard form x2 + bx + c.
Step 2. Find all the factor pairs of c (the constant term).
Step 3. Identify the factor pair whose sum equals b.
Step 4. Express the trinomial x2 + bx + c in factor form; that is, (x + __)(x + __).
Remember to first check for and take out any common factors. As always, you can check your
answer by expanding the brackets to re-create the original expression.
Worked Example 6
Factorise each of the following.

a x2 - x - 20
b -2x2 + 16x - 14
Think
a
Write
a x2 - x - 20
Check for a common factor (none).
Identify the factors of x2 as x and

x and find the factors of the last
term (-20) which add to equal the
coefficient of the middle term (-1).
-20: 5 + -4 = 1, -5 + 4 = -1
Write the expression and its

factorised form.
x2 - x - 20 = (x - 5)(x + 4)
227

b
b -2x2 + 16x - 14
Check for a common factor. (-2

can be taken out.)
= -2(x2 - 8x + 7)
Identify the factors of x2 as x and

x and find the factors of the last
term (7) which add to equal the
coefficient of the middle term (-8).
7: 1 + 7 = 8, -1 + -7 = -8
Write the expression and its

factorised form.
-2(x2 - 8x + 7) = -2(x - 1)(x - 7)
Factorising ax2 + bx + c when a 1
If the coefficient of x2 is not 1, and there is not a common factor, we factorise the
expression by splitting up the x-term so that the expression can then be factorised by
grouping.
A quadratic trinomial of the form ax2 + bx + c is broken up into four terms by finding two
numbers that multiply to give ac and add to give b.
Alternatively, the cross-product method could be used. This is illustrated in the following
worked example.
Worked Example 7
Factorise 10x2 - x - 2 by:

a grouping
b the cross-product method
Think
a
a 10x2 - x - 2
Write the expression and check for a

common factor (none).
Find the factor pair of ac (-20) which

gives a sum of b (-1).
-20: 2 + -10 = -8, -4 + 5 = 1, 4 + -5 = -1
Rewrite the expression by breaking

the x-term into two terms using the
factor pair from step 2.
10x2 - x - 2
= 10x2 + 4x - 5x - 2
Factorise by grouping terms.
= 2x(5x + 2) - (5x + 2)
= (5x + 2)(2x - 1)
List the factor pairs of the first term

(10x2) and the last term (-2).
Note: There are four possible factor
pairs for the first term: x and 10x; 2x
and 5x; -x and -10x; -2x and -5x. In
some cases, all variations will have to
be tested to obtain the required middle
term.
228
Write
Calculate the sum of each crossproduct pair until you find the
combination that produces the middle
term from the original expression
(shown in red).
b 10x2 - x - 2
Factors of
Sum the
10x2
-2 cross-products
2x
5x
-2
1
2x
5x
Result
2x
5x
-2
1
2x - 10x = -8x
1
-2
2x
5x
1
-2
-4x + 5x = x
2x
5x
2
-1
2x
5x
2
-1
-2x + 10x = 8x
2x
5x
-1
2
2x
5x
-1
2
4x 5x = -x
10x2-x-2=(2x-1)(5x+2)
Expressthetrinomialinfactorform.
Note:Thefirstpairofbracketscontain
thefirstrowentriesandthesecondpair
ofbracketscontainthesecondrow
entriesthatproducethemiddleterm
fromtheoriginalexpression.
remember
1. Whenfactorisinganyexpression,lookforacommonfactorfirst.
2. Tofactoriseaquadratictrinomialwhenthecoefficientofx2is1(thatis,x2+bx+c):
(a) identifythefactorpairofcwhosesumisequaltob
(b)expressthetrinomialinfactorform,x2+bx+c=(x+__)(x+__).
3. Tofactoriseaquadratictrinomialwhenthecoefficientofx2isnot1(thatis,
ax2+bx+cwherea1):
(a) identifythefactorpairofacwhosesumisequaltob
(b)rewritetheexpressionbybreakingthex-termintotwotermsusingthefactorpair
fromthepreviousstep
(c) factorisetheresultingexpressionbygrouping.
Alternatively,thecross-productmethodcouldbeusedtosolveanyquadratictrinomial.
4. Allfactorisationscanbecheckedbyexpandingtore-createtheoriginalexpression.
exerCise
7b
inDiViDuAl
PAthWAys
eBook plus
Activity 7-B-1
Introducing quadratic
factorisation
doc-5050
Activity 7-B-2
Practising quadratic
factorisation
doc-5051
Activity 7-B-3
Tricky quadratic
factorisation
doc-5052
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SkillSHEET 7.5
doc-5250
Factorising expressions with three terms

FluenCy
1 We6a Factoriseeachofthefollowing.
a x2+3x+2
b x2+4x+3
d x2+8x+16
e x2-2x-3
g x2-11x-12
h x2-4x-12
2
j x +4x-5
k x2+6x-7
2
m x -4x+3
n x2-9x+20
c
f
i
l
o
x2+10x+16
x2-3x-4
x2+3x-4
x2+3x-10
x2+9x-70
2 We6b Factoriseeachofthefollowing.
a -2x2-20x-18
b -3x2-9x-6
2
d -x -11x-10
e -x2-7x-10
2
g -x -7x-12
h -x2-8x-12
2
j 3x +33x+30
k 5x2+105x+100
c
f
i
l
-x2-3x-2
-x2-13x-12
2x2+14x+20
5x2+45x+100
3 Factoriseeachofthefollowing.
a a2-6a-7
d m2+2m-15
g k2+22k+57
j v2-28v+75
c
f
i
l
b2+5b+4
c2+13c-48
g2-g-72
x2-19x+60
b
e
h
k
t2-6t+8
p2-13p-48
s2-16s-57
x2+14x-32
4 mC a Tofactorise-14x2-49x+21,thefirststepisto:
A findfactorsof14and21thatwilladdto-49
B takeout14asacommonfactor
C takeout-7asacommonfactor
D findfactorsof14and-49thatwilladdtomake21
E takeout-14asacommonfactor
229

b The expression 42x2 - 9x - 6 can be completely factorised to:
A (6x - 3)(7x + 2)
B 3(2x - 1)(7x + 2)
C (2x - 1)(21x + 6)
D 3(2x + 1)(7x - 2)
E 42(x - 3)(x + 2)
5 MC When factorised, (x + 2)2 (y + 3)2 equals:
A (x + y 2)(x + y + 2)
B (x y 1)(x + y 1)
D (x y + 1)(x + y + 5)
E (x + y 1)(x + y + 2)
C (x y 1)(x + y + 5)
6 Which method of factorising is the most appropriate for each of the following expressions?
a Factorising using common factors
b Factorising using the difference of two squares rule
c Factorising by grouping
d Factorising quadratic trinomials
i 5x2 + 3x 2
ii 25a2 b2
iii x2 + 6x + 9 y2
2
2
2
iv 16x 25x
v 4x 4y + x y
vi x2 + 14x - 32
7 WE7 Factorise each of the following using an appropriate method.
a 2x2 + 5x + 2
b 2x2 - 3x + 1
c
2
2
d 4x + 4x - 3
e 2x - 9x - 35
f
g 6x2 - 17x + 7
h 12x2 - 13x - 14
i
j 20x2 + 3x - 2
k 12x2 + 5x - 2
l
4x2 - 17x - 15
3x2 + 10x + 3
10x2 - 9x - 9
15x2 + x - 2
8 Factorise each of the following, remembering to look for a common factor first.
a 4x2 + 2x - 6
b 9x2 - 60x - 21
2
c 72x + 12x - 12
d -18x2 + 3x + 3
2
e -60x + 150x + 90
f 24ax2 + 18ax - 105a
2
g -8x + 22x - 12
h -10x2 + 31x + 14
2
i -24x + 35x - 4
j -12x2 - 2xy + 2y2
2
2
k -30x + 85xy + 70y
l -600x2 - 780xy - 252y2
Understanding
9 Consider the expression (x - 1)2 + 5(x - 1) - 6.
a Substitute w = x - 1 in this expression.
b Factorise the resulting quadratic.
c Replace w with x - 1 and simplify each factor. This is the factorised form of the original
expression.
10 Use the method outlined in question 9 to factorise each of the following expressions.
a (x + 1)2 + 3(x + 1) - 4
b (x + 2)2 + (x + 2) - 6
c (x - 3)2 + 4(x - 3) + 4
d (x + 3)2 + 8(x + 3) + 12
e (x - 7)2 - 7(x - 7) - 8
f (x - 5)2 - 3(x - 5) - 10
11 Factorise x2 + x - 0.75.
12 Students decide to make Valentines Day cards. The total area of
each card is equal to (x2 - 4x - 5) cm2.
a Factorise the expression to find the dimensions of the cards in
terms of x.
b Write down the length of the shorter side in terms of x.
c If the shorter sides of a card are 10cm in length and the
longer sides are 16cm in length, find the value of x.
d Find the area of the card proposed in part c.
Happy
e If the students want to make 3000 Valentines Day cards, how
Valentine's
much cardboard will be required? Give your answer in terms
Day
of x.
230

13 Theareaofarectangularplaygroundisgivenbythegeneralexpression(6x2+11x+3)m2
wherexisapositivewholenumber.
a Findthelengthandwidthoftheplaygroundintermsofx.
b Writeanexpressionfortheperimeteroftheplayground.
c Iftheperimeterofaparticularplaygroundis88metres,find x.
reAsoning
14 Cameronwantstobuildanin-groundendlesspool.Basicmodelshaveadepthof2metres
eBook plus
Digital doc
WorkSHEET 7.1
doc-5251
7C
andalengthtriplethewidth.Aspawillalsobeattachedtotheendofthepool.
a Thepoolneedstobetiled.Writeanexpressionforthesurfaceareaoftheemptypool
(thatis,theoorandwallsonly).
b Thespaneedsanadditional16m2oftiles.Writeanexpressionforthetotalareaoftiles
neededforboththepoolandthespa.
c Factorisethisexpression.
d Camerondecidestouse
tilesthataresellingata
discountprice,butthere
areonly280m2ofthetile
available.Findthemaximum
dimensionsofthepoolifthe
widthisinwholemetres.
e Whatareaoftilesisactually
neededtoconstructthe
pool?
f Whatvolumeofwatercanthe
poolhold?
15 Aquiltismadebyrepeatingthepatchatright.
b
y
y
Thelettersindicatethecoloursoffabricthatmakeupthepatch
yellow,blackandwhite.Theyellowandwhitepiecesaresquareand
b
b
w
theblackpiecesarerectangular.Manyofthesepatchesaresewn
togetherinrowsandcolumnstomakeapattern.Thefinishedquilt,
b
y
y
madefrom100patches,isasquarewithanareaof1.44m2.
Aninterestingfeatureiscreatedwhentheblocksaresewntogether:
eachcolourformsashape.Theshapeanditsareaareexactlythesame
foreachcolour.(Thefeatureappearsthroughoutthequilt,exceptattheedges.)
a Determinethesizeofeachyellow,blackandwhite
fabricpieceinapatch.
reFleCtion
b Howmuch(inm2)ofeachofthedifferentcolours
In your own words, describe
wouldbeneededtoconstructthequilt?(Ignore
how you would factorise a
seamallowances.)
quadratic trinomial.
c Sketchasectionofthefinishedproduct.
Factorising expressions with two

or four terms
Factorisingtotheinverseoroppositeofexpanding.
Thefactorisedformshowstheexpressionasaproductoffactors,whiletheexpandedform
showstheexpressionasasumordifferenceofterms.
Themoststraightforwardtypeoffactorisationiswhereacommonfactorisremovedfrom
theexpression.Oncethishasbeendone,weneedtoconsiderthenumberoftermsinthe
expressiontoseewhetherothertypesoffactorisationmaybepossibletofurthersimplify.
231
Factorising expressions of the type a2 - b2
Recall the area model for the difference of two squares rule.
When factorising an algebraic expression of the type a2 - b2, follow these steps.
1. Look for a common factor first. If there is one, factorise by taking it out.
2. Rewrite the expression showing the two squares and identifying the a and b parts of the
expression.
3. Factorise, using the rule a2 - b2 = (a + b)(a - b).
Worked Example 8

a 4x2 - 9
b 7x2 - 448
c x2 - 17
Think
a
Write
a 4x2 - 9
Check for a common factor and write as two

perfect squares.
= (2x)2 - 32
Factorise using a2 - b2 = (a + b)(a - b).
= (2x + 3)(2x - 3)
Check for a common factor and take it out.
= 7(x2 - 64)
Write the terms in the bracket as two perfect

squares.
= 7(x2 - 82)
= 7(x + 8)(x - 8)
Check for a common factor and write as two

perfect squares. In this case, a surd needs to be
used to rewrite 17 as a perfect square.
= x2 - ( 17 )2
= (x + 17 )(x - 17 )
b 7x2 - 448
x2 - 17
Factorising expressions with four terms
If there are four terms to be factorised, look for a common factor first.
Then group the terms in pairs and look for a common factor in each pair. It may be that a new
common factor emerges as a bracket (common binomial factor).
Worked Example 9

a x - 4y + mx - 4my
b x2 + 3x - y2 + 3y
Think
a
232
Write
Write the expression and look for a common

factor. (There isnt one.)
a x - 4y + mx - 4my
Group the terms so that those with common

factors are next to each other.
= (x - 4y) + (mx - 4my)
Take out a common factor from each group (it

may be 1).
= 1(x - 4y) + m(x - 4y)
Factorise by taking out a common binomial

factor. The factor (x - 4y) is common to both
groups.
= (x - 4y)(1 + m)
Write the expression and look for a common

factor.
b x2 + 3x - y2 + 3y
Group the terms so that those with common

factors are next to each other.
= (x2 - y2) + (3x + 3y)
Factorise each group.
= (x + y)(x - y) + 3(x + y)
Factorise by taking out a common binomial

factor. The factor (x + y) is common to both
groups.
= (x + y)(x - y + 3)
In Worked example 9, grouping occurred in pairs. This is known as grouping two and two.
Now we will look at grouping a different combination, known as grouping three and one.
Worked Example 10
Factorise the following expression: x2 + 12x + 36 - y2.

Think
Write
Write the expression and look for a common factor.
x2 + 12x + 36 - y2
Group the terms so that those that can be factorised

are next to each other.
= (x2 + 12x + 36) - y2
Factorise the quadratic trinomial.

This is the form of a perfect square.
= (x + 6)(x + 6) - y2
= (x + 6)2 - y2
Factorise the expression using

a2 - b2 = (a + b)(a - b).
= (x + 6 + y)(x + 6 - y)
remember
1. To factorise an expression with two terms:

(a) take out any common factors
(b) check whether the difference of two squares rule can be used.
2. To factorise an expression with four terms:
(b) check whether they can be grouped using the two and two method or the
three and one method.
233
exerCise
7C
inDiViDuAl
PAthWAys
eBook plus
Activity 7-C-1
Factorising
expressions with two
or four terms
doc-5047
Activity 7-C-2
More factorising
or four terms
doc-5048
Activity 7-C-3
Advanced factorising
or four terms
doc-5049
Factorising expressions with two or four terms

FluenCy
1 Factoriseeachofthefollowingbytakingoutacommonfactor.
a x2+3x
b x2-4x
2
d 4x +16x
e 9x2-3x
2
g 12x-3x
h 8x-12x2
c 3x2-6x
f 8x-8x2
i 8x2-11x
2 Factoriseeachofthefollowingbytakingoutacommonbinomialfactor.
a 3x(x-2)+2(x-2)
b 5(x+3)-2x(x+3)
c (x-1)2+6(x-1)
d (x+1)2-2(x+1)
e (x+4)(x-4)+2(x+4)
f 7(x-3)-(x+3)(x-3)
3 We8a Factoriseeachofthefollowing.
a x2-1
b x2-9
2
d x -100
e y2-k2
2
g 16a -49
h 25p2-36q2
c x2-25
f 4x2-9y2
i 1-100d 2
4 We8b Factoriseeachofthefollowing.
a 4x2-4
b 5x2-80
2
2
d 2b -8d
e 100x2-1600
2
g 4px -256p
h 36x2-16
c ax2-9a
f 3ax2-147a
i 108-3x2
5 mC a Ifthefactorisedexpressionis(x+7)(x-7),thentheoriginalexpressionmusthave
been:
A x2-7
D x2+49
eBook plus
Digital doc
been:
x2 3
A
4 5
x 3 x 3
thentheoriginalexpressionmusthave
+
4 5 4 5
Digital doc
SkillSHEET 7.4
doc-5247
x2 ( 3 )
C
4 ( )2
5
2
x2 9
B
16 25
x2 ( 3 )
E
16 ( )2
5
2
2
c Thefactorisedformof64x -9y is:
A (64x+9y)(64x-9y)
B (8x+3y)(8x-3y)
C (8x-3y)(8x-3y)
D (8x+3y)(8x+3y)
E (16x+3y)(16x-3y)
mC Whichofthefollowingexpressionswouldbefactorisedbygroupingtwoandtwo?
A x2a2+12a36
B x27x 10
2
C 2x 6xxy +3y
D (s5)225(s+3)2
E (r+5)(r+3)(r+5)
We8c Factoriseeachofthefollowing.
a x2-11
b x2-7
c x2-15
2
2
d 4x -13
e 9x -19
f 3x2-66
2
2
g 5x -15
h 2x -4
i 12x2-36
Factoriseeachofthefollowingexpressions.
a (x-1)2-4
b (x+1)2-25
c (x-2)2-9
d (x+3)2-16
e 49-(x+1)2
f 36-(x-4)2
g (x-1)2-(x-5)2
h 4(x+2)2-9(x-1)2
i 25(x-2)2-16(x+3)2
We9a Factoriseeachofthefollowing.
a x-2y+ax-2ay
b 2x+ax+2y+ay
c ax-ay+bx-by
d 4x+4y+xz+yz
e ef-2e+3f-6
f mn-7m+n-7
g 6rt-3st+6ru-3su
h 7mn-21n+35m-105
x2 9
D
4 25
234
C x2-49
b Ifthefactorisedexpressionis
SkillSHEET 7.3
doc-5246
eBook plus
B x2+7
E x2-14x+49

i 64 - 8j + 16k - 2jk
k 5x2 + 10x + x2y + 2xy
j
l
3a2 - a2b + 3ac - abc

2m2 - m2n + 2mn - mn2
10 Factorise each of the following.

a xy + 7x - 2y - 14
c pq + 5p - 3q - 15
e a2b - cd - bc + a2d
b mn + 2n - 3m - 6
d s2 + 3s - 4st - 12t
f xy - z - 5z2 + 5xyz
11 WE9b Factorise each of the following.

a a2 - b2 + 4a - 4b
c m2 - n2 + lm + ln
e 5p - 10pq + 1 - 4q2
b p2 - q2 - 3p + 3q
d 7x + 7y + x2 - y2
f 49g2 - 36h2 - 28g - 24h
12 WE10 Factorise each of the following.

a x2 + 14x + 49 - y2
c a2 - 22a + 121 - b2
e 25p2 - 40p + 16 - 9t2
b x2 + 20x + 100 - y2
d 9a2 + 12a + 4 - b2
f 36t2 - 12t + 1 - 5v
13 MC a In the expression 3(x - 2) + 4y(x - 2), the common binomial factor is:
A 3 + 4y
B 3 - 4y
C x
D -x + 2
E x - 2
b Which of the following terms is a perfect square?
A 9
B (x + 1)(x - 1)
C 3x2
2
D 5(a + b)
E 25x
c Which of the following expressions can be factorised using grouping?
A x2 - y2
B 1 + 4y - 2xy + 4x2
C 3a2 + 8a + 4
2
2
D x + x + y - y
E 2a + 4b - 6ab + 18
14 MC When factorised, 6(a + b) x(a + b) equals:
A 6 x(a + b)
B (6 x)(a + b)
D (6 + x)(a b)
E (6 + x)(a + b)
C 6(a + b x)
understanding
15 The area of a rectangle is (x2 - 25) cm2.
a Factorise the expression.
b Using the factors, find a possible length and width of the rectangle.
c If x = 7cm, find the dimensions of the rectangle.
d Hence, find the area of the rectangle.
e If x = 13cm, how much bigger would the area of this rectangle be?
Reasoning
16 A circular garden of diameter 2r m
is to have a gravel path laid around

it. The path is to be 1m wide.
a Find the radius of the garden.
b Find the radius of the circle that
includes both the garden and the
path.
c Find the area of the garden in terms
of r.
d Find the area of the garden and
path together in terms of r, using
the formula for the area of a circle.
e Write an equation to find the area of the path, then write your equation in fully factorised
form.
f If the radius of the garden is 5m, use the answer to part e to find the area of the path,
235

17 Arollofmaterialis(x+2)metreswide.Anniebuys(x+3)metresandBronwynbuys
5metres.
a Writeanexpression,intermsofx,fortheareaof
eachpieceofmaterial.
b IfAnniehasboughtmorematerialthanBronwyn,
writeanexpressionforhowmuchmoreshehasthan
Bronwyn.
c Factoriseandsimplifythisexpression.
d FindthewidthofthematerialifAnniehas5m2more
thanBronwyn.
e Howmuchmaterialdoeseachpersonhave?explain
youranswer.
reFleCtion
What do you always check for first when factorising?
7D
eBook plus
Interactivity
Completing
the square
int-2783
Factorising by completing the square

Aquadraticequationcanbewritteningeneralform:y=ax2+bx+candinturningpoint
form:y=a(xh)2+k.
Aprocesscalledcompletingthesquaremakesitpossibletochangefromthegeneralform
totheturningpointform.Thisprocessisusefulwhenaquadraticequationwillnotfactorise
easilyandtheturningpointandthex-interceptsarerequired.
Completingthesquarereliesontheknowledgeofperfectsquaresandthedifferenceoftwo
squares.Recall:
Perfectsquares:
Differenceoftwosquares:
(x+a)2=x2+2ax+a2
(x-a)2=x22ax+a2
x2a2=(x-a)(x+a)
x
Supposewewanttofactorisex2+4x+2.Therearenofactorsof2whichaddto
give4,sowecannotfactoriseusingthecross-productmethod.Instead,the
firsttwotermscanbeusedtobuildaperfectsquare.
Startwithasquare,x2,asshownatright.
x2
x2
2x
2x
Toshow4x,addtworectangles,eachwithanareaof2x.
Wenowhavetwosidesofasquarewithsidelength(x+2).
Twounitswithavalueof1areaddedtomakex2+4x+2.
Thereare2unitsmissing.
Thissquare,then,canbeexpressedas:x2+4x+2=(x+2)2-2
Thiscanthenbefactorisedusingsurdsandthedifferenceoftwo
squaresrule,with2expressedas( 2 )2 .
236
(x+2)2-2=(x+2)2-( 2 )2
=(x+2- 2)(x+2+ 2)
x2
2x
2x
The factors include surds. This means that the expression has been factorised over the Real
Number field. If the factors are not surds they have been factorised over the Rational Number
field.
To complete the square algebraically, we add the square of half the coefficient of x and, to
compensate for adding this number, we need to subtract the same number to keep the equation
equivalent. For example:
x2 + 6x + 1 = x2 + 6x + (3)2 + 1 - (3)2
= (x + 3)2 + 1 - 9
= (x + 3)2 - 8
Using the difference of two squares rule, this factorises to:

= (x + 3 - 8)(x + 3 + 8).
Odd coefficients of x are more difficult to deal with; Fractions or decimals will need to
be used.
Worked Example 11
Factorise each of the following by first completing the square.

a x2 - 8x + 5
b x2 + 5x + 1
c 2x2 + 8x - 3
Think
a
Write
a x2 - 8x + 5
Identify the coefficient of x, halve it and

square the result.
Add the result of step 2 to the expression,

placing it after the x-term. To balance the
expression, we need to subtract the same
amount as we have added.
= x2 - 8x + 16 + 5 - 16
Insert brackets around the first three terms to

group them and then simplify the remaining
terms.
= (x2 - 8x + 16) - 11
Factorise the first three terms to produce a

perfect square.
= (x - 4)2 - 11
Rewrite the expression as the difference of

two squares.
= (x - 4)2 - ( 11)2
Factorise using the difference of two squares

rule.
= (x - 4 + 11)(x - 4 - 11)

square the result.

1
2
8 = (-4)2 = 16
b x2 + 5x + 1
1
2
) =( )
5
2
= x 2 + 5x +
25
4
25
4
+1
25
4
237
Insert brackets around the first three terms

to group them and simplify the remaining
terms. (Convert them to equivalent
fractions.)
(
= (x

perfect square.
= x+ 2
)
)
25
= x 2 + 5 x + 25
+ 44 4
4
+ 5x +
25
4
( )
21
4
21
4

two squares.
2
5 21
=x+
2 2

rule.
5
21
5
21
= x+ +
x+
2
2
2
2
5 + 21
5 21
or x +
x+
2
2
2x2 + 8x 3
Factorise the expression.

square the result.

= 2 x 2 + 4 x + 4 32 4
Insert brackets around the first three terms

to group them and simplify the remaining
terms. (Convert them to equivalent
fractions.)
= 2 ( x 2 + 4 x + 4) 32 4

perfect square.

two squares.

rule. Leave the factor of 2 outside the
difference of two squares expression.
Rationalise the surd denominator.
= 2 x 2 + 4 x 32
1
2
= (2)2 = 4
(
)
= 2 ( ( x + 4 x + 4) )
= 2 ( ( x + 2) )
11
2
= 2 ( x + 2)2
= 2 ( x + 2)
11
2
( )
)((x + 2) + )
11
2
11
2
11
2
22
22
= 2 ( x + 2)
( x + 2) + 2
2
4 22
4 + 22
or 2 x +
x+
2
2
238
Remember that you can expand the brackets to check your answer.
If the coefficient of x2 1, factorise the expression before completing the square.
remember
1. Ifaquadratictrinomialcannotbefactorisedbyfindinganintegerfactorpair,then
factoriseusingthecompletingthesquaremethod:
(a) ifpossible,takeoutacommonfactorandwriteitoutsidethebrackets
(b)halvethevalueofthecoefficientofthex-termandsquaretheresult
(c) addthisnumbertotheexpression,writingitafterthex-term.Balancethe
expressionbyalsoinsertingthenecessarysubtraction.
(d)factorisethefirstthreetermsasaperfectsquareandthensimplifytheremaining
terms
(e) rewritetheexpressionasthedifferenceoftwosquares
(f) factoriseusingthedifferenceoftwosquaresrule.
2. Allfactorisationscanbecheckedbyexpandingtotheoriginalexpression.
exerCise
7D
inDiViDuAl
PAthWAys
eBook plus
Activity 7-D-1
Introducing
completing the
square
doc-5053
Activity 7-D-2
Practising
completing the
square
doc-5054
Activity 7-D-3
Completing the
square
doc-5055

FluenCy
1 Completethesquareforeachofthefollowingexpressions.
a x2+10x
b x2+6x
2
c x -4x
d x2+16x
2
e x -20x
f x2+8x
2
g x -14x
h x2+50x
2
i x -2x
2 We11a Factoriseeachofthefollowingbyfirstcompletingthesquare.
a x2-4x-7
b x2+2x-2
2
c x -10x+12
d x2+6x-10
2
e x +16x-1
f x2-14x+43
2
g x +8x+9
h x2-4x-13
2
i x -12x+25
3 We11b Factoriseeachofthefollowingbyfirstcompletingthesquare.
a x2-x-1
b x2-3x-3
2
c x +x-5
d x2+3x-1
2
e x +5x+2
f x2+5x-2
2
g x -7x-1
h x2-9x+13
2
i x -x-3
4 We11c Factoriseeachofthefollowingbyfirstlookingforacommonfactorandthen
completingthesquare.
a 2x2+4x-4
c 5x2+30x+5
e 5x2-30x+10
g 3x2+30x+39
i 6x2+36x-30
b
d
f
h
4x2-8x-20
3x2-12x-39
6x2+24x-6
2x2-8x-14
unDerstAnDing
5 Whichmethodoffactorisingisthemostappropriateforeachofthefollowingexpressions?
a Factorisingusingcommonfactors
b Factorisingusingthedifferenceoftwosquaresrule
c Factorisingbygrouping
239
Factorisingquadratictrinomials
Completingthesquare
i 3x28x3
ii 49m216n2
iii x2+8x+4y2
iv 7x228x
v 6a 6b+a2b2
vi x2+x5
vii (x3)2+3(x3)10
viii x27x1
6 mC a Tocompletethesquare,thetermwhichshouldbeaddedtox2+4xis:
A 16
B 4
D 2
C 4x
E 2x
b Tofactorisetheexpressionx2-3x+1,thetermthatmustbebothaddedand
subtractedis:
d
e

A 9
B 3
C 3x
7 mC Thefactorisedformofx26x+2is:
3
2
A (x+3- 7)(x+3+ 7)
B (x+3- 7 )(x-3+ 7 )
C (x-3- 7)(x-3- 7)
D (x-3- 7 )(x+3+ 7 )
9
4
E (x -3+ 7)(x-3- 7)
reAsoning
8 Asquaremeasuringxcminsidelengthhasacmaddedtoits
lengthandbcmaddedtoitswidth.Theresultingrectangle
hasanareaof(x2+6x+3)cm2.Findthevaluesofaandb,
correctto2decimalplaces.
7e
7e
inDiViDuAl
PAthWAys
eBook plus
Activity 7-E-1
Mixed factorisation
doc-5056
Activity 7-E-2
Harder mixed
factorisation
doc-5057
Activity 7-E-3
Advanced mixed
factorisation
doc-5058
240
Why is this method called

completing the square?
mixed factorisation
exerCise
reFleCtion
Thefollowingexercisewillhelpyoutopractiserecognisingtheappropriatemethodof
factorisingneededforagivenexpression.
mixed factorisation
FluenCy
Factoriseeachofthefollowingexpressionsinquestions145.
2 x2+4x+4-9y2
3 x2-36
4 x2-49
6 15x-20y
1 3x+9
5 5x2-9x-2
5x2-80
7 5c+de+dc+5e
10 x2+x-12
11 mn+1+m+n
9 -x2-6x-5
12 x2-7
13
16x2-4x
14
5x2+60x+100
16
x2-8x+16-y2
17
4x2+8
19
x2-5
20 10mn-5n+10m-5
21 x2+6x+5
23 x2-4
24 -5a+bc+ac-5b
22 x2-10x-11
15 18+9x-6y-3xy
18 fg+2h+2g+f h
25 xy-1+x-y
26
3x2+5x+2
27 7x2-28
28 -4x2-28x-24
29 2p-rs+pr-2s
30 3x2-27
31 -3u +tv+ut-3v
32
34 (x-1)2-4
35 (x+2)2-16
36 (2x+3)2-25
37 3(x+5)2-27
38 25-(x-2)2
39 4(3-x)2-16y2
40 (x+2y)2-(2x+y)2
41 (x+3)2-(x+1)2
42 (2x-3y)2-(x-y)2
43 (x+3)2+5(x+3)+4
44 (x-3)2+3(x-3)-10
45 2(x+1)2+5(x+1)+2
x2-11
33 12x2-7x+1
eBook plus
Digital doc
SkillSHEET 7.6
doc-5252
unDerstAnDing
46 Considerthefollowingproductofalgebraicfractions.
x 2 + 3 x 10
x2 4
x2 + 4x + 4
x2 2x 8
a Factorisetheexpressionineachnumeratoranddenominator.
b Cancelfactorscommontoboththenumeratorandthedenominator.
c Simplifytheexpressionasasinglefraction.
eBook plus
Digital doc
SkillSHEET 7.7
doc-5248
47 Usetheprocedureinquestion46tofactoriseandsimplifyeachofthefollowing.
a
c
eBook plus
Digital doc
WorkSHEET 7.2
doc-5254
x2 4x + 3
x 2 4 x 12
6 x 12
2
x 4
x 2 + 5x + 6
x2 9
3x + 6
x ( x 5)
x2 + 4x 5
x2 + x 2
x 2 + 10 x + 25
x2 + 4x + 4
4 ab + 8a
5ac + 5a
2
(c 3)
c 2c 3
m 2 + 4 m + 4 n2
2
4 m 4 m 15
2m 2 + 4 m 2mn
2
10 m + 15m
3 x 2 17 x + 10
6 x 2 + 5x 6
6x2 x 2
x2 1
x2 6x + 5
2x2 + x 1
2 x 2 + 3 x + 1 3 x 2 + 10 x 8
x2 7x + 6
x2 + x 2
p2 7 p
p2 49
x 2 x 12
x2 2x 8
p2 + p 6
p2 + 14 p + 49
d 2 6d + 9 25e 2
2
4 d 5d 6
reFleCtion
4 d 12 20 e
15d 10
When an expression is fully factorised,

what should it look like?
241
Summary
Expanding algebraic expressions
When expanding an algebraic expression with:

(a) one bracket multiply each term inside the bracket by the term outside the bracket
(b) two brackets multiply the terms in order: First terms, Outer terms, Inner terms and
then Last terms (FOIL)
(c) a term outside the two brackets expand the pair of brackets first, then multiply each
term of the expanded expression by the term outside the brackets
(d) three brackets expand any two of the brackets and then multiply the expanded
expression by the third bracket.
Perfect squares rule: (a + b)2 = a2 + 2ab + b2 or (a - b)2 = a2 - 2ab + b2
Difference of two squares rule: (a + b)(a - b) = a2 - b2
Factorising expressions with three terms
When factorising any expression, look for a common factor first.

To factorise a quadratic trinomial when the coefficient of x2 is 1 (that is, x2 + bx + c):
(a) identify the factor pair of c whose sum is equal to b
(b) express the trinomial in factor form, x2 + bx + c = (x + __)(x + __).
To factorise a quadratic trinomial when the coefficient of x2 is not 1 (that is, ax2 + bx + c
where a 1):
(a) identify the factor pair of ac whose sum is equal to b
(b) rewrite the expression by breaking the x-term into two terms using the factor pair from
the previous step
(c) factorise the resulting expression by grouping.
Alternatively, the cross-product method could be used to solve any quadratic trinomial.
All factorisations can be checked by expanding to re-create the original expression.
Factorising expressions with two or four terms
To factorise an expression with two terms:

(b) check whether the difference of two squares rule can be used.
To factorise an expression with four terms:
(b) check whether they can be grouped using the two and two method or the three and one
method.
242
If a quadratic trinomial cannot be factorised by finding an integer factor pair, then factorise
using the completing the square method:
(a) if possible, take out a common factor and write it outside the brackets
(b) halve the value of the coefficient of the x-term and square the result
(c) add this number to the expression, writing it after the x-term. Balance the expression by
also inserting the necessary subtraction.
(d) factorise the first three terms as a perfect square and then simplify the remaining terms
(e) rewrite the expression as the difference of two squares
(f) factorise using the difference of two squares rule.
All factorisations can be checked by expanding to the original expression.
Thismethodwillnotalwaysgiveadifferenceoftwosquares.Asumoftwosquareswill
sometimesbeobtained.Ifthecoefficientofx21,factorisetheexpressionbeforecompleting
thesquare.
Thismethodcanbeusedtoconvertanexpressionintoturningpointformtofindtheturning
pointofaquadraticgraph.
Homework
Book
243
Chapter review
Fluency
1 When expanded, -3x(x + 4)(5 - x) becomes:
A -3x3 - 3x2 27x
B -3x3 + 3x2 27x
C 3x3 + 3x2 60x
D -3x3 + 3x2 60x
3
2
E 3x - 3x 60x
2 When expanded, (3x + 7)2 becomes:
A 9x2 + 49
B 3x2 + 49
C 3x2 + 21x + 49
D 9x2 + 42x + 49
E 9x2 + 21x + 49
3 The factorised form of -3d2 - 9d + 30 is:
A -3(d - 5)(d - 2)
B -3(d + 5)(d - 6)
C -(3d + 5)(d - 2)
D -(3d + 5)(d - 6)
E -3(d + 5)(d - 2)
4 If the factorised expression is (2x 5)(2x + 5), then
the original expression must have been:

A 2x2 5
B 4x2 5
2
C 4x 25
D 4x2 20x + 25
2
E 2x + 25
5 To factorise -5x2 - 45x + 100, the first step is to:
A find factors of 5 and 100 that sum to -45
B take out 5 as a common factor
C take out -5 as a common factor
D find factors of 5 and -45 that will add to
make 100
E take out -5x as a common factor
6 To complete the square, the term which should be
added to x2 12x is:

A 36
B -12
D -6
E -6x
C -12x
7 Which of the following is equivalent to 5x2 20x 5?

A 5(x 2)2
B 5(x 2)2 3
2
C 5(x 2) 15
D 5(x 2)2 20
2
E 5(x 2) 25
(2x - 5)(x - 3)
(4x - 1)(3x - 5)
3(x - 4)(2x + 7)
(2x - 5)(x + 3)(x + 7)
(x + 5)(x + 7) + (2x - 5)(x - 6)
(x + 3)(5x - 1) - 2x
10 Expand and simplify each of the following.

a (x - 7)2
b (2 - x)2
2
c (3x + 1)
d -2(3x - 2)2
2
e -7(2x + 5)
f -10(4x - 5)2
g (x + 9)(x - 9)
h (3x - 1)(3x + 1)
i (5 + 2x)(5 - 2x)
a 2x2 - 8x
b -4x2 + 12x
c 3ax - 2ax2
d (x + 1)2 + (x + 1)
e 3(2x - 5) - (2x - 5)2
f (x - 4)(x + 2) - (x - 4)
a x2 - 16
b x2 - 25
2
c 2x - 72
d 3x2 - 27y2
2
2
e 4ax - 16ay
f (x - 4)2 - 9
13 Factorise each of the following by grouping.
a ax - ay + bx - by
b 7x + ay + ax + 7y
c xy + 2y + 5x + 10
d mn - q - 2q2 + 2mnq
2
e pq - 5r - r + 5pqr
f uv - u + 9v - 9
g a2 - b2 + 5a - 5b
h d2 - 4c2 - 3d + 6c
2
i 2 + 2m + 1 - m
14 Factorise each of the following by grouping.
a 4x2 + 12x + 9 - y2
b 49a2 - 28a + 4 - 4b2
c 64s2 - 16s + 1 - 3t
following is incorrect?
A The value of the constant is -15.
B The coefficient of the x term is 2.
C The coefficient of the x term is -8.
D The coefficient of the x2 term is 1.
E The expansion shows this to be a trinomial
expression.

a x2 + 10x + 9
b x2 - 11x + 18
2
c x - 4x - 21
d x2 + 3x - 28
2
e -x + 6x - 9
f 3x2 + 33x - 78
2
g -2x + 8x + 10
h -3x2 + 24x - 36
2
i 8x + 2x - 1
j 6x2 + x - 1
2
k 8x + 4x - 12
l 105x2 - 10x - 15
m -12x2 + 62x - 70
n -45x2 - 3x + 6
o -60x2 - 270x - 270
9 Expand each of the following and simplify where
16 Factorise each of the following by completing the
8 In the expanded form of (x 3)(x + 5), which of the
necessary.
a 3x(x - 4)
b -7x(3x + 1)
c (x - 7)(x + 1)
244
d
e
f
g
h
i
square.
a x2 + 6x + 1
c x2 + 4x - 2
e x2 + 7x - 1
b x2 - 10x - 3
d x2 - 5x + 2
f 2x2 + 18x - 2

17 Factoriseeachofthefollowingusingthemost
appropriatemethod.
a 3x2-12x
b x2+6x+2
c 4x2-25
d 2x2+9x+10
e 2ax+4x+3a+6
f -3x2-3x+18
18 Firstfactorisethensimplifyeachofthefollowing.
x+4
2 x 12
3 x + 6 7 x 42
b
a
5 x 30
x +1
4 x 24 6 x + 12
x2 4 x2 + 4x 5
c
x 2 + 5x x 2 2 x 8
Problem solVing
1 Alargestorageboxhasasquarebasewithsides
measuring(x+2)cmandis32cmhigh.
a Writeanexpressionfortheareaofthebaseof
thebox.
b Writeanexpressionforthevolumeofthebox
(V=areaofbaseheight).
c Simplifytheexpressionbyexpandingthe
brackets.
d Ifx=30cm,findthevolumeoftheboxincm3.
2 Asectionofgardenistohaveacircularpondof
radius2rwitha2mpatharounditsedge.
a Statethediameterofthepond.
b Statetheradiusofthepondandpath.
c Statetheareaofthepond.
d Statetheareaofthepondandpath.
e Writeanexpressiontofindtheareaofthepath
onlyandwriteitinfactorisedform.
f Iftheradiusofthepondis3metres,findthe
areaofthepath.
3 Inordertomakethemostofthespaceavailablefor
headlinesandstories,thefrontpageofanewspaper
isgivenanareaofx25x14cm2.
a Factorisetheexpressiontofindthedimensions
ofthepaperintermsofx.
b Writedownthelengthoftheshortersidein
termsof x.
c Iftheshortersideofthefrontpageis28cm,
findthevalueofx.
d Findtheareaofthisparticularpaper.
4 Hereisawell-knownpuzzle.
Leta=b=1
Step1:Writea=b.
a=b
Step2:Multiplyboth
a2 = ab
sidesbya.
Step3:Subtractb2
a2 - b2 = ab - b2
frombothsides.
Step4:Factorise.
(a+b)(a-b)=b(a-b)
Step5:Simplifyby
(a + b)=b
dividingby
(a - b).
Step6:Substitute
1+1=1
a = b =1.
Whereistheerror?
Showyourthinking.
eBook plus
Interactivities

int-2846
int-2844
Crossword Chapter 7
int-2845
245
eBook plus
ACtiVities
Chapter opener
Digital doc
Hungrybrainactivity(doc-5243)(page 219)
Are you ready?
(page 220)
SkillSHEET7.1(doc-5244):Expandingbrackets
SkillSHEET7.2(doc-5245):Expandingapairof
brackets
SkillSHEET7.3(doc-5246):Factorisingbytaking
outthehighestcommonfactor
outacommonbinomialfactor
SkillSHEET7.7(doc-5248):Simplifyingalgebraic
fractions
SkillSHEET7.8(doc-5249):Simplifyingsurds
Digital docs
7A Expanding algebraic expressions
(page 225)
Activity7-A-1(doc-5044):Reviewofexpansion
Activity7-A-2(doc-5045):Expandingalgebraic
expressions
Activity7-A-3(doc-5046):Expandingmore
complexalgebraicexpressions
SkillSHEET7.1(doc-5244):Expandingbrackets
SkillSHEET7.2(doc-5245):Expandingapairof
brackets
Digital docs
7B Factorising expressions with three terms

Digital docs
Activity7-B-1(doc-5050):Introducingquadratic
factorisation(page 229)
Activity7-B-2(doc-5051):Practisingquadratic
Activity7-B-3(doc-5052):Trickyquadratic
SkillSHEET7.5(doc-5250):Findingafactorpair
thataddstoagivennumber(page 229)
WorkSHEET7.1(doc-5251):Factorisingand
expanding(page 231)
7C Factorising expressions with two
or four terms
Activity7-C-1(doc-5047):Factorisingexpressions
withtwoorfourterms
Activity7-C-2(doc-5048):Morefactorising
expressionswithtwoorfourterms
246
Activity7-C-3(doc-5049):Advancedfactorising
expressionswithtwoorfourterms
outacommonbinomialfactor
7D Factorising by completing the square
Activity7-D-1(doc-5053):Introducingcompleting
thesquare
Activity7-D-2(doc-5054):Practisingcompleting
thesquare
Activity7-D-3(doc-5055):Completingthe
square
Interactivity
Completingthesquare(int-2783)(page 236)
7E Mixed factorisation
Digital docs
Activity7-E-1(doc-5056):Mixedfactorisation
(page 240)
Activity7-E-2(doc-5057):Hardermixed
Activity7-E-3(doc-5058):Advancedmixed
SkillSHEET7.6(doc-5252):Factorisingbygrouping
threeandone(page 241)
SkillSHEET7.7(doc-5248):Simplifyingalgebraic
fractions(page 241)
WorkSHEET7.2(doc-5254):Mixedfactorisation
(page 241)
Chapter review
TestYourselfChapter7(int-2846):Taketheend-ofchaptertesttotestyourprogress.
chapter
chapter

www.jacplus.com.au
8
Quadratic
equations
8a Solving quadratic equations

8B The quadratic formula
8c Solving quadratic equations by
inspecting graphs
8D Finding solutions to quadratic
equations by interpolation and using
the discriminant
8E Solving a quadratic equation and a
linear equation simultaneously
WhAt Do you knoW ?
1 List what you know about quadratic
equations. Create a concept map to
show your list.
quadratic equations.
eBook plus
Digital doc

Chapter 8
doc-5255
opening Question
How can you tell that these images

show shapes which are represented by
quadratic equations?
Are you ready?
eBook plus
Digital doc
SkillSHEET 8.1
doc-5256
eBook plus
Digital doc
SkillSHEET 8.2
doc-5257
eBook plus
Digital doc
SkillSHEET 8.3
doc-5258
eBook plus
Digital doc
SkillSHEET 8.4
doc-5259
eBook plus
Digital doc
SkillSHEET 8.5
doc-5260
Factorising by taking out the highest common factor

1 Factoriseeachofthefollowingexpressions.
a x2-3x
b 4x2+12x
Finding a factor pair that adds to a given number

2 Foreachofthefollowing,findafactorpairofthefirstnumberthataddstothesecondnumber.
a -6,1
b 6,-5
c -6,-1
Simplifying surds
a
b 2 50
24
c 3 288
Substituting into quadratic equations

4 Substitutethex-valueinbracketsintoeachofthefollowingquadraticequationstodetermine
they-value.
a y=x2-4x+3 (x=3)
b y=-3x2+2x-8 (x=2)
c y=-8x2-3x-12 (x=-2)
Equation of a vertical line
5 Writetheequationforeachofthelinesshownbelow.
y
y
a
b
-4 -3 -2 -1 0 1 2 3
248
c 36x2-12x
x
-2-1 0 1 2 3 4
x
-1 0 1 2 3 4 5
8A
Solving quadratic equations
The general form of a quadratic equation is ax2 + bx + c = 0.

To solve an equation means to find the value of the pronumeral(s) or variables, which when
substituted, will make the equation a true statement.
This is done by using the Null Factor Law.
If a b = 0 then a = 0 or b = 0 (or possibly both a and b equal 0).
Equations that are not in factor form need to be factorised before the Null Factor Law can
be applied.
Worked Example 1
Solve the equation (x - 7)(x + 11) = 0.

Think
Write
Write the equation and check that the right-hand

side equals zero.
(x - 7)(x + 11) = 0
The left-hand side is factorised so use the Null

Factor Law to find two linear equations.
x - 7 = 0 or x + 11 = 0
Solve for x.
x = 7
x = -11
Worked Example 2
Solve each of the following equations.

a x2 - 3x = 0
c x2 - 13x + 42 = 0
Think
a
b 3x2 - 27 = 0
d 36x2 - 21x = 2
Write
a x2 - 3x = 0
Write the equation. Check that the righthand side equals zero.
Factorise by taking out any common

factors (x).
x(x - 3) = 0
Use the Null Factor Law to write two

linear equations.
x = 0 or x - 3 = 0
Solve for x.
x = 0
b
x=3
3x2
- 27 = 0
Write the equation. Check that the righthand side equals zero.
Take out any common factors (3).
Look at the number of terms to factorise

and identify the appropriate method.
Factorise using the difference of two
squares rule.

3(x2 - 32) = 0
3(x + 3)(x - 3) = 0

linear equations.
x + 3 = 0 or x - 3 = 0
Solve for x.
x = -3
x=3
(Alternatively, x = 3)
3(x2 - 9) = 0
Chapter 8 Quadratic equations
249

c
x2 - 13x + 42 = 0
Write the equation. Check that the

right-hand side equals zero. Check for
any common factors (none).
Look at the number of terms to factorise

and identify the appropriate method.
Factorise by finding a factor pair of
42 that adds to -13.
42: -6 + -7 = -13
(x - 6)(x - 7) = 0

linear equations.
x - 6 = 0 or x - 7 = 0
Solve for x.
x = 6
36x2
x=7
- 21x = 2
Write the equation. Check that the righthand side equals zero. (It does not.)
Rearrange the equation so the right-hand

side of the equation equals zero. Check
for any common factors (none).
36x2 - 21x - 2 = 0
Recognise that the expression to factorise

is a quadratic trinomial. Identify a
factor pair of ac (-72) which adds to the
coefficient of x (-21).
-72: 3 + -24 = -21
Rewrite the expression by breaking the

x-term into two terms using the factor pair
from step 3.
36x2 - 24x + 3x - 2 = 0
Factorise the expression by grouping.
12x(3x - 2) + (3x - 2) = 0
(3x - 2)(12x + 1) = 0

linear equations.
3x - 2 = 0 or 12x + 1 = 0
3x = 2
12x = -1
Solve for x.
x = 3
x = -12
Solving quadratic equations by completing the square
If it is not possible to find an integer factor pair when factorising a quadratic trinomial,
the completing the square method can be used before applying the Null Factor Law to the
equation.
This method allows us to find irrational solutions. In other words, the solutions will be surds.
Worked Example 3
Find the solutions to the equation x2 + 2x - 4 = 0. Give exact answers.

Think
250
Write the equation. Check that the right-hand

side equals zero.

square the result.
Write
x2 + 2x - 4 = 0
( 2)
1
2
Addtheresultofstep2totheequation,placing
itafterthex-term.Tobalancetheequation,we
needtosubtractthesameamountaswehave
added.
Insertbracketsaroundthefirstthreetermsto
groupthemandthensimplifytheremaining
terms.
Factorisethefirstthreetermstoproducea
perfectsquare.
Expressasthedifferenceoftwosquaresand
thenfactorise.
x2 + 2x +
( 2) 4 ( 2) =0
2
1
2
1
2
x2+2x+(1)2-4(1)2=0
x2+2x+1-4-1=0
(x2+2x+1)-5=0
(x+1)2-5=0
(x+1)2-( 5)2=0
(x+1+ 5)(x+1- 5)=0
UsetheNullFactorLawtofindlinear
equations.
x+1+ 5=0orx+1- 5=0
Solveforx.Keeptheanswerinsurdformto
provideanexactanswer.
x=-1- 5 x=-1+ 5
(Alternatively,x=-1 5 .)
Therearemanyproblemsthatcanbemodelledbyaquadraticequation.Youshouldfirstform
thequadraticequationthatrepresentsthesituationbeforeattemptingtosolvesuchproblems.
Recallthatwordedproblemsshouldalwaysbeansweredwithasentence.
WorkeD exAmple 4
eBook plus
When two consecutive numbers are multiplied together, the result is 20.
Determine the numbers.
think
eLesson
Completing
the square
eles-0174
Write
Definethetermsbyusingapronumeralforone
ofthenumbersandadding1toittogivethe
secondnumber.
Writeanequationmultiplyingthenumbersto
givetheanswer.
Rearrangetheequationsothattheright-hand
sideequalszero.
Expandtoremovethebrackets.
Factorise.
(x+5)(x-4)=0
UsetheNullFactorLawtosolveforx.
x+5=0 or x-4=0
x=-5
x=4
Usetheanswertodeterminethesecond
number.
Ifx=-5,x+1=-4.
Ifx=4,x+1=5.
Answerthequestioninasentence.
Thenumbersare4and5or-5and-4.
Checkthesolutions.
Check:45=20 -5-4=20
Letthetwonumbersbexand(x+1).
x(x+1)=20
x(x+1)-20=0
x2+x-20=0
251
Worked Example 5
The height of a football after being kicked is determined by the formula h = -0.1d2 + 3d, where d is
the horizontal distance from the player.
a How far away is the ball from the player when it hits the ground?
b What horizontal distance does the ball cover when the height of the ball first reaches 20m?
Think
a
Write
a h = -0.1d2 + 3d
Write the formula.
The ball hits the ground when h = 0. Write

the formula with h = 0 on the
right-hand side.
-0.1d2 + 3d = 0
-0.1d2 + 3d = 0
d(-0.1d + 3) = 0
Use the Null Factor Law and then simplify

the expression.
d = 0 or -0.1d + 3 = 0

-0.1d = -3
3
d =
0.1

= 30
Interpret the solutions.
d = 0 is the origin of the kick.

d = 30 is the distance from the origin the ball
has travelled when it lands.
The ball is 30m from the player when it hits the

ground.
To find the height of the ball at 20 m,

substitute 20 for h.
Rearrange the expression.
0.1d2 3d + 20 = 0
Multiply both sides of the equation by 10

to remove the decimal from the coefficient.
d2 30d + 200 = 0
(d 20)(d 10) = 0
Apply the Null Factor Law.
d 20 = 0 or d 10 = 0
Solve.
d = 20
Interpret the solution. The first time the

ball reaches a height of 20m is the smaller
value of d. Answer in a sentence.
The ball first reaches a height of 20m after it

has travelled a distance of 10 m.
h = -0.1d2 + 3d
20 = -0.1d2 + 3d
d = 10
remember
1. The general form of a quadratic equation is ax2 + bx + c = 0.

2. To solve a quadratic equation:
(a) make sure the right-hand side of the equation equals zero
(b) take out any common factors
(c) factorise the left-hand side if applicable
(d) use the Null Factor Law to solve for x.
3. An exact answer is a surd or an answer that has not been rounded or approximated.
252
exerCise
8A
inDiViDuAl
pAthWAys
eBook plus
Activity 8-A-1
Solving simple
quadratics
doc-5059
Activity 8-A-2
Solving quadratic
equations
doc-5060
Activity 8-A-3
Solving more
complex quadratics
doc-5061
solving quadratic equations

fluenCy
1 We 1 Solveeachofthefollowingequations.
a (x+7)(x-9)=0
b (x-3)(x+2)=0
d x(x-3)=0
e x(x-1)=0
g 2x(x-3)=0
c (x-2)(x-3)=0
f x(x+5)=0
h 9x(x+2)=0
j -(x+1.2)(x+0.5)=0
k 2(x-0.1)(2x-1.5)=0
2 Solveeachofthefollowingequations.
a (2x-1)(x-1)=0
b (3x+2)(x+2)=0
d (7x+6)(2x-3)=0
e (5x-3)(3x-2)=0
g x(x-3)(2x-1)=0
h x(2x-1)(5x+2)=0
3 We 2a Solveeachofthefollowingequations.
a x2-2x=0
b x2+5x=0
2
d 3x =-2x
e 4x2-6x=0
g 4x2-2 7x=0
h 3x2+ 3x=0
4 We 2b Solveeachofthefollowingequations.
a x2-4=0
b x2-25=0
2
d 4x -196=0
e 9x2-16=0
g 9x2=4
j
1 2
x - 4 =0
36
9
(x- 2 )(x+ 2 )=0
(x+ 2)(x- 3)=0
c (4x-1)(x-7)=0
f (8x+5)(3x-2)=0
i x(x+3)(5x-2)=0
c x2=7x
f 6x2-2x=0
i 15x-12x2=0
c 3x2-12=0
f 4x2-25=0
1
h 36x2=9
x2- 25 =0
k x2-5=0
9x2-11=0
c
f
i
l
x2-6x-7=0
x2-3x-4=0
x2-8x+12=0
x2-7x+12=0
5 We 2c Solveeachofthefollowingequations.
a x2-x-6=0
b x2+6x+8=0
2
d x -8x+15=0
e x2-2x+1=0
2
g x -10x+25=0
h x2-3x-10=0
2
j x -4x-21=0
k x2-x-30=0
6 mC Thesolutionstotheequationx2+9x-10=0are:
a x=1andx=10
B x =1andx =-10
D x=-1andx=-10
E x=1andx=9
7 mC Thesolutionstotheequationx2100=0are:
a x=0andx=10
B x=0andx=-10
D x=0andx=100
E x=-100andx=100
8 We 2d Solveeachofthefollowingequations.
a 2x2-5x=3
b 3x2+x-2=0
2
d 6x -11x+3=0
e 14x2-11x=3
2
g 6x -7x=20
h 12x2+37x+28=0
2
j 6x -25x+24=0
k 30x2+7x-2=0
c x=-1andx=10
c x=-10andx=10
5x2+9x=2
12x2-7x+1=0
10x2-x=2
3x2-21x=-36
9 We 3 Findthesolutionsforeachofthefollowingequations.Giveexactanswers.
a x2-4x+2=0
b x2+2x-2=0
c x2+6x-1=0
2
2
d x -8x+4=0
e x -10x+1=0
f x2-2x-2=0
2
2
g x +2x-5=0
h x +4x-6=0
i x2+4x-11=0
10 Findthesolutionsforeachofthefollowingequations.Giveexactanswers.
a x2-3x+1=0
b x2+5x-1=0
c x2-7x+4=0
2
2
d x -5=x
e x -11x+1=0
f x2+x=1
g x2+3x-7=0
h x2-3=5x
i x2-9x+4=0
11 Solveeachofthefollowingequations,roundinganswersto2decimalplaces.
a 2x2+4x-6=0
b 3x2+12x-3=0
c 5x2-10x-15=0
2
2
d 4x -8x-8=0
e 2x -6x+2=0
f 3x2-9x-3=0
2
2
g 5x -15x-25=0
h 7x +7x-21=0
i 4x2+8x-2=0
c
f
i
l
253

unDerstAnDing
12 Arethererealsolutionstotheequationx2+4x+10=0?Givereasonsforyouranswer.
13 We 4 Whentwoconsecutivenumbersaremultiplied,theresultis72.Findthenumbers.
14 Whentwoconsecutiveevennumbersaremultiplied,theresultis48.Findthenumbers.
15 Whenanumberisaddedtoitssquaretheresultis90.Findthenumber.
16 Twiceanumberisaddedtothreetimesitssquare.Iftheresultis16,findthenumber.
17 Fivetimesanumberisaddedtotwotimesitssquare.Iftheresultis168,findthenumber.
18 We 5 Asoccerballiskicked.Theheight,h,inmetres,ofthesoccerball
tsecondsafteritiskickedcanberepresentedbytheequationh=-t(t-6).
Findhowlongittakesforthesoccerballtohitthegroundagain.
19 ThelengthofanAustralianagistwiceitswidthandthediagonallength
is45cm.
a Ifxcmisthewidthoftheag,findthelengthintermsofx.
b Drawadiagramoftheagmarkinginthediagonal.Markthelengthandthewidthin
termsofx.
c UsePythagorastheoremtowriteanequationrelatingthelengthsofthesidestothe
lengthofthediagonal.
d SolvetheequationtofindthedimensionsoftheAustralianag.Roundyouranswerto
thenearestcm.
20 Ifthelengthofapaddockis2mmorethanitswidthandtheareais48m2,findthelengthand
widthofthepaddock.
21 Solveforx.
a
x2 + 4x + 3
2
x + 4x + 4
x2 2x 3
x2 6x + 8
=
=
x2 + 2x + 1
x 2 + 5x + 6
x 2 + x 12
( x 2 16)( x 2)
( x 1)( x 2 + 2 x + 1)
2x2 + 6x + 4
3x 2 + 4 x + 1
3 x 2 + 15 x + 18
reAsoning
22 H
enriettaisapetrabbitwholivesinan
enclosurethatis2mwideand4m
long.Herhumanfamilyhasdecidedto
purchasesomemorerabbitstokeep
hercompanyandsothesizeofthe
enclosuremustbeincreased.
a DrawadiagramofHenriettas
enclosure,clearlymarkingthe
lengthsofthesides.
b Ifthelengthandwidthofthe
enclosureareincreasedbyxm,
findthenewdimensions.
c Ifthenewareaistobe24m2,
writeanequationrelatingthe
sidesandtheareaoftheenclosure
(Area=lengthwidth).
d Usetheequationtofindthevalueofxand,hence,thelengthofthesidesofthenew
enclosure.
254

23 Astudentisrequiredtocoveranareaof620cm2withmosaictiles.Thetilepatternistobe
eBook plus
Digital doc
WorkSHEET 8.1
doc-5261
8b
surroundedbyaborder2cmwidetocompletethedisplaypage.Thelengthofthedisplay
pageislcmanditswidthis4cmlessthanitslength.
a Findthewidthofthedisplaypageintermsofl.
b Findthewidthandlengthofthetilepatternintermsofl.
c Usingtheanswersfromb,writeanequationrelatingtheareaofthetilepatterntoits
dimensions.
d Usethecompletingthesquaremethodtosolvetheequationand,hence,findthelength,
lcm,ofthedisplaypage.Roundyouranswertothenearestcm.
e Findtheareaofthedisplaypage.Roundyouranswertothenearestcm2.
24 Thecostperhour,C(s),inthousandsofdollarsofrunningtwocruiseships,AnnabelandBetty,
travellingataspeedofsknotsisgivenbythefollowingrelationships.
CAnnabel(s)=0.3s2+4.2s+12andCBetty(s)=0.4s2+3.6s+8
a Determinethecostperhourforeachshipiftheyareboth
travellingat28knots.
b Findthespeedinknotsatwhichbothshipsmusttravel
refleCtion
forthemtohavethesamecost.
What does the Null
c Explainwhyonlyoneofthesolutionsobtainedinyour
Factor Law mean?
workingforpartbisvalid.
the quadratic formula
Themethodofsolvingquadraticequationsbycompletingthesquarecanbegeneralisedto
producewhatiscalledthequadratic formula.
Considersolvingthegeneralequationax2+bx+c=0.Wewillfirstfollowthestepsinvolved
incompletingthesquare.
b
c
x2 + x + = 0
a
a
1. Dividebothsidesoftheequationbya.
2
x2 +
2. Completethesquare.
b
c
b
b
x+ + =0
2a
2a
a
a
2
3. Factorisethefirstthreetermsasaperfectsquare.
b
b2
c
x
+
+ =0
2a
4a 2 a
4. Addthefinaltwoterms.
b
b 2 4 ac
=0
x + 2a
4a2
2
b 2 4 ac
b
x
+
=0
2a
2a
5. Writeasthedifferenceoftwosquares.
6. Factoriseusingthedifferenceoftwo
squaresrule.
7. Solvethetwolinearfactors.
x+
b
b 2 4 ac
b
b 2 4 ac
+
x+
x+
=0
2a
2a
2a
2a
b
b 2 4 ac
b
b 2 4 ac
+
= 0 or x +
=0
2a
2a
2a
2a
x=
b
b 2 4 ac
b
b 2 4 ac
x=
+
2a
2a
2a
2a
255
b b 2 4 ac
where a is the coefficient of x2, b is
2a
the coefficient of x and c is the constant or the term without an x.
This formula can be used to solve any quadratic equation.
The solution can be summarised as x =
Worked Example 6
Use the quadratic formula to solve each of the following equations.

a 3x2 + 4x + 1 = 0 (exact answer)
b -3x2 - 6x - 1 = 0 (round to 2 decimal places)
Think
a
Write
a 3x2 + 4x + 1 = 0
Write the equation.
Write the quadratic formula.
x=
State the values for a, b and c.
where a = 3, b = 4, c = 1
Substitute the values into the formula.
x=
Simplify and solve for x.
Write the equation.
Write the quadratic formula.
x=
State the values for a, b and c.
where a = -3, b = -6, c = -1
x=
Simplify the fraction.
Solve for x.
x -1.82or x -0.18
b b 2 4 ac
2a
4 (4)2 (4 3 1)
23
4 4
6
4 2
=
6
4 2
4 + 2
x=
or x =
6
6
1
x = -3
x = -1
=
b -3x2 - 6x - 1 = 0
b b 2 4 ac
2a
( 6) 36 4 3 1
2 3
6 24
6
62 6
=
6
3 6
=
3
3+ 6
3 6
x=
or
3
3
Note: When asked to give an answer in exact form,

you should simplify any surds as necessary.
256
If the value inside the square root sign is negative, then there are no solutions to the equation.
remember
Thequadraticformulax =
formax2+bx+c=0.
exerCise
8b
inDiViDuAl
pAthWAys
b b 2 4 ac
canbeusedtosolvequadraticequationsofthe
2a
the quadratic formula

fluenCy
Introducing the
quadratic formula
doc-5062
1 Statethevaluesfora,bandcineachofthefollowingequationsoftheformax2+bx+c=0.
a 3x2-4x+1=0
b 7x2-12x+2=0
2
c 8x -x-3=0
d x2-5x+7=0
2
e 5x -5x-1=0
f 4x2-9x-3=0
2
g 12x -29x+103=0
h 43x2-81x-24=0
i 6x2-15x+1=0
Activity 8-B-2
2 We 6a Usethequadraticformulatosolveeachofthefollowingequations.Giveexact
eBook plus
Activity 8-B-1
Practice using the

quadratic formula
doc-5063
Activity 8-B-3
Using the quadratic

formula
doc-5064
eBook plus
Digital doc
SkillSHEET 8.6
doc-5262
eBook plus
Digital doc
SkillSHEET 8.7
doc-5263
answers.
a x2+5x+1=0
b x2+3x-1=0
2
c x -5x+2=0
d x2-4x-9=0
2
e x +2x-11=0
f x2-7x+1=0
2
g x -9x+2=0
h x2-6x-3=0
2
i x +8x-15=0
j -x2+x+5=0
2
k -x +5x+2=0
l -x2-2x+7=0
We 6b Usethequadraticformulatosolveeachofthefollowingequations.Giveapproximate
answersroundedto2decimalplaces.
a 3x2-4x-3=0
b 4x2-x-7=0
2
c 2x +7x-5=0
d 7x2+x-2=0
2
e 5x -8x+1=0
f 2x2-13x+2=0
2
g -3x +2x+7=0
h -7x2+x+8=0
2
i -12x +x+9=0
j -6x2+4x+5=0
2
k -11x -x+1=0
l -4x2-x+7=0
2
m -2x +12x-1=0
n -5x2+x+3=0
2
0 -3x +5x+2=0
mC Thesolutionsoftheequation3x2-7x-2=0are:
a 1,2
B 1,-2
c -0.257,2.59
D -0.772,7.772
E -1.544,15.544
mC Intheexpansionof(6x5)(3x+4),thecoefficientofxis:
a 18
B -15
c 9
D 6
E -2
mC Intheexpandedformof(x2)(x+4),whichofthefollowingisincorrect?
a Thevalueoftheconstantis-8.
B Thecoefficientofthextermis-6.
c Thecoefficientofthextermis2.
D Thecoefficientofthex2termis1.
E Theexpansionshowsthistobeatrinomialexpression.
mC Anexactsolutiontotheequationx2+2x5=0is:
a -3.449
D
2 + 16
2
B -1+ 24
E
c -1+ 6
2 + 24
2
257

Understanding
8 Solve each of the following equations using any suitable method. Round to 3 decimal places
where appropriate.
a 2x2 - 7x + 3 = 0
d x2 - 3x + 1 = 0
g x2 - 5x + 8 = 0
j 3x2 + 3x - 6 = 0
m -x2 + 9x - 14 = 0
b
e
h
k
n
x2 - 5x = 0
x2 - 7x + 2 = 0
x2 - 7x - 8 = 0
2x2 + 11x - 21 = 0
-6x2 - x + 1 = 0
c
f
i
l
o
x2 - 2x - 3 = 0
x2 - 6x + 8 = 0
x2 + 2x - 9 = 0
7x2 - 2x + 1 = 0
-6x2 + x - 5 = 0
Reasoning
9 The surface area of a closed cylinder is given by the formula SA = 2r(r + h), where rcm is
the radius of the can and h cm is the height.

The height of a can of wood finish is 7cm and its surface area is 231cm2.
a Substitute values into the formula to form a quadratic equation using the pronumeral, r.
b Use the quadratic formula to solve the equation and, hence, find the radius of the can.
Round the answer to 1 decimal place.
c Calculate the area of the paper label on the can. Round the answer to the nearest square
centimetre.
x
10 To satisfy lighting requirements, a window must have an area
of 1500cm2.
30 cm
a Find an expression for the area of the window in terms of x.
b Write an equation so that the window satisfies the lighting
requirements.
x
c Use the quadratic formula to solve the equation and find x to the
nearest mm.
11 Two competitive neighbours build rectangular pools that cover the same area but are different
shapes. Pool A has a width of (x + 3) m and a length that it 3 m longer than its width. Pool B has
a length that is double the width of Pool A. The width of Pool B is 4 m shorter than its length.
a Find the exact dimensions of each pool if their areas are the same.
b Verify mathematically that the areas are the
same.
reflection
12 A block of land is in the shape of a rightWhat kind of answer will you get if
angled triangle with a perimeter of 150 m and a
the value inside the square root sign
hypotenuse of 65 m. Determine the lengths of the
in the quadratic formula is zero?
other two sides.
8c
Solving quadratic equations by

inspecting graphs
y
258
The graph of a quadratic equation is called a

parabola.
To solve quadratic equations graphically means
to find the values of x where y = 0 or where the
parabola intercepts the x-axis.
A quadratic equation written in standard form has
solutions when the graph of y = ax2+bx+c is
equal to zero.
In this section, we will find solutions (also
called roots or zeros) of quadratic equations by
inspecting their corresponding graphs.
y = ax2 + bx + c
(0, c)
0
x
Solutions/roots/zeros
to ax2 + bx + c = 0
Worked Example 7
Determine the solution (or roots) of each of the following quadratic equations by inspecting their
corresponding graphs. Round answers to 1 decimal place where appropriate.
a x2 + x - 2 = 0
b 2x2 - 4x - 5 = 0
Think
Write/Draw
a The graph of y = x2 + x - 2 is equal to zero
when y = 0. Look at the graph to find where

y = 0; that is, where it intersects the x-axis.
y
3
2
1
0
-3 -2 -1
-1
-2
-3
1 2 3x
y = x2 + x - 2
x2 + x - 2 = 0
From the graph, the solutions are
x = 1 and x = -2.
b The graph of y = 2x2 - 4x - 5 is equal to zero
when y = 0. Look at the graph to see where

y = 0; that is, where it intersects the x-axis.
By sight, we can only give estimates of the
solutions.
y
6
4
2
0
-3 -2 -1
-2
1 2 3x
-4
-6
-8
2x2 - 4x 5 = 0
From the graph, the solutions are
x -0.9 and x 2.9.
Some quadratic equations have only one solution. For example, the graph of x2 - 4x + 4 = 0
has the one solution of x = 2. That is, the graph of equation touches the x-axis only at x = 2.
y
y = x2 - 4x + 4
5
-2
x
y
There are also quadratic equations that have no real solutions.

For example, the graph of y=3x2 - 4x + 4 does not intersect
the x-axis and so 3x2 - 4x + 4 = 0 has no real solutions (that is,
no solutions that are real numbers).
10
5
-2
y = 3x2 - 4x + 4
x
0
2
259
Confirming solutions
It is possible to confirm the solutions obtained by sight. As we saw with linear equations, this
is achieved by substituting the solution or solutions into the original quadratic equation. If
both sides of the equation are equal, the solution is correct.
Worked Example 8
Confirm, by substitution, the solutions obtained in Worked example 7.

a x2 + x - 2 = 0; solutions: x = 1 and x = -2
b 2x2 - 4x - 5 = 0; solutions: x -0.9 and x 2.9
Think
a
Write
a
When x = 1,
x2 + x - 2 = 12 + 1 - 2
Write the left-hand side of the equation

and substitute x = 1 into the expression.
Simplify to check that the expression is

equal to zero.
Write the expression and substitute

x = -2.
When x = -2,
x2 + x - 2 = (-2)2 + -2 - 2

equal to zero.
Write the left-hand side of the equation

and substitute x = -0.9 into the
expression.
Simplify. As the x-values are only

estimates, the results should be
reasonably close to zero.

= 1.62 + 3.6 - 5

= -0.22
As -0.9 is only an estimate, the left-hand side
expression can be said to be close to zero.
Write the expression and substitute

x = 2.9 into the expression.
When x = 2.9,
2x2 - 4x - 5 = 2 (2.9)2 - 4 2.9 - 5

reasonably close to zero.

= 16.82 - 11.6 - 5

= -0.22
As 2.9 is only an estimate, the left-hand side
expression can be said to be close to zero.
= 0Solution is confirmed.
=4-2-2
= 0Solution is confirmed.
When x = -0.9,
2x2 - 4x - 5 = 2 (-0.9)2 - 4 -0.9 - 5
Worked Example 9
A golf ball hit along a fairway follows the path shown in the graph. The height, h metres after it has
1
travelled x metres horizontally, follows the rule h = -270 (x2 - 180x). Use the graph to find how far the
ball landed from the golfer.
h
30
1
2
h = -
270 (x - 180x)
20
10
0
260
90
180 x
think
Write
Onthegraph,thegroundisrepresentedbythex-axis
sincethisiswhere h =0.Thegolfballlandswhen
thegraphintersectsthex-axis.
Thegolfballlands180mfromthegolfer.
remember
1. Thesolution(s)(alsoknownasrootsorzeros)ofaquadraticequationcanbefoundby
inspectingthegraphoftheequation.Youmayneedtodrawthegraphoftheequation
firstusingacalculatororgraphingsoftware.
2. Therootofanygraphisthex-interceptorthex-coordinateofthepointwherethegraph
crossesthex-axis.
3. Therootsorinterceptsofthequadraticgraph y =ax2+bx+ c arethesolutionstothe
equationax2+bx+ c =0.
exerCise
8C
inDiViDuAl
pAthWAys
eBook plus
Activity 8-C-1
solving quadratic equations by inspecting graphs

fluenCy
1 We 7 Determinetherootsofeachofthefollowingquadraticequationsbyinspectingthe
correspondinggraphs.Roundanswersto1decimalplacewhereappropriate.
b x2-11x+10=0
a x2- x -6=0
Finding solutions to
quadratic equations
by inspecting graphs
doc-5065
Activity 8-C-2
Solving quadratic
equations by
inspecting graphs
doc-5066
Activity 8-C-3
Harder solutions to
quadratic equations
by inspecting graphs
doc-5067
12
8
4
-6 -4 -2 0 2 4 6 x
-4
2
-8 y = x - x - 6
c -x2+25=0
2 4 6 x
e x2-3x-4=0
y
2
15 y = x - 3x - 4
10
5

2 4 6 8 10 12 x
y = x2 - 11x + 10
d 2x2-8x+8=0
y
y = 2x2 - 8x + 8
20
10
y
y = -x2 + 25
30
20
10
-6 -4 -2 0
-10
-2 0
-8
-16
-24
-1 0 1 2 3 4 5 6 x
-10
-1 0
-10
1 2 3 4 5 x
f x2-3x-6=0
y
2
15 y = x - 3x - 6
10
5
-1 0 1 2 3 4 5 6 x
-10
261

g x2 + 15x - 250 = 0

y
h -x2 = 0
y
5
0
200
100
-30 -20 -10 0
-100
-200
-300
-400
y = x2 + 15x - 250
10
-5
2x2 + x - 3 = 0
-5
5 x
-5
-10
x2 + x - 3 = 0
-4 -2 0
y = -x2
2 4
-2 -1 0
y = x2 + x - 3
-5
1 2
y = 2x2 + x - 3
Understanding
2 WE8 Confirm, by substitution, the solutions obtained in question 1.
3 WE9 A golf ball hit along a fairway follows the path shown in the graph.
h
28
1
2
h = -
200 (x - 150x)
150 x
75
The height, h metres after it has travelled x metres horizontally, follows the rule
1
h = -200 (x2 - 150x). Use the graph to find how far the ball lands from the golfer.
4 A ball is thrown upwards from a building and follows the path shown in the graph until it lands
on the ground.
h
25
h = -x2 + 4x + 21
21
The ball is h metres above the ground when it is a horizontal distance of x metres from the
building. The path of the ball follows the rule h = -x2 + 4x + 21. Use the graph to find how
far from the building the ball lands.
262

reAsoning
5 a Useagraphicscalculatortosketchthetwofunctions
y=2x2-5x-3andy=-x23x.
refleCtion
b Usethecalculatortofindthesolutionto
What does the root of a

graph mean?
2x2-5x-3=-x2-3x,correctto2decimalplaces.
c Commentonyouranswerstopartsaandb.
8D
finding solutions to quadratic

equations by interpolation and using
the discriminant
interpolation
eBook plus
Interactivity
Solving by
interpolation
Considerthequadraticequationx2-3x6=0.
Usingagraphingcalculatororgraphingsoftwaretosketchthegraphoftheequation
y =x2-3x6,wecanseethereisasolutionbetween x =4and x =5.
y
20
int-1147
y = x2 - 3x - 6
10
-2 -1 0
-10
1 2 3 4 5 6
Thiscanbeconfirmedusingthefollowinglogic:
Step1. Thevalueof y =x2-3x-6when x =4canbeexpressedas
y(4)=42-34-6
=-2
Thevalueofy=x2-3x-6whenx=5canbeexpressedas
y(5)=52-35-6
=4
Sincethegraphmovesfrombelowthe x-axisat x =4,toabovethe x-axisat x =5,itis
reasonabletoassumethatthereisasolutionsomewherebetween x =4and x =5.
Step2. Chooseavaluebetween x =4and x =5;forexample,4.5.
y(4)=42-34-6
=-2
y(4.5)=4.52-34.5-6
=0.75
Sincethegraphmovesfrombelowthe x-axisat x =4,toabovethe x-axisat x =4.5,itis
reasonabletoassumethereisasolutionsomewherebetween x =4and x =4.5.
Step3. Repeatstep2,checkingthatyourequationsareapproachingzero.Thesolutionis
approximately x =4.372.
Repeattheprocesstofindtheotherroot,somewherebetween-2and0.
Notes
1. Thisprocesscanalsobedoneonaspreadsheet.
2. ACAScalculatorcanalsohelpyoutofindtheroots.Ratherthanusingthetracefunction,
tryusingthetablefunctionafterdrawingthegraph.Stepupinincrementsof0.1then0.01
topinpointthesolution.
263
Using the discriminant
b b 2 4 ac
gives the solutions to the general quadratic equation
2a
2
ax + bx + c = 0. By examining the expression under the square root sign, b2 - 4ac, we can
determine the number and type of solutions produced and, hence, the number of x-intercepts
to expect when the quadratic equation is graphed.
The expression b2 - 4ac is known as the discriminant and is denoted by the symbolD (delta).
The formula x =
Case 1: D < 0
If x2 + 2x + 3 = 0, then a = 1, b = 2 and c = 3.
x=
D = b2 - 4ac
= 22 - (4 1 3)
= -8
b b 2 4 ac
2a
2 8
2
If the discriminant is less than zero, there are no real solutions because the expression
under the square root sign is negative. It is not possible to find a real number that is the square
root of a negative number.
Hence, the graph of y = x2 + 2x + 3 will not intersect the x-axis; i.e., there will be no x-axis
intercepts.
Case 2: D = 0
If 4x2 + 12x + 9 = 0, then a = 4, b = 12 and c = 9.
D = b2 - 4ac
= 122 - (4 4 9)
= 144 - 144
=0
b b 2 4 ac
2a
12 0
=
24
x=
12
= -8
3
= -2
If the discriminant is equal to zero then the two solutions are the same. That is, if b2 - 4ac = 0,
b
b + 0
b 0
then x =
and x =
. This may be regarded as one rational solution that is equal to .
2a
2a
2a
One solution indicates that the quadratic trinomial is a perfect square that can be factorised
easily using the perfect squares rule; that is, 4x2 + 12x + 9 = (2x + 3)2.
Hence, the graph of y = 4x2 + 12x + 9 will touch the x-axis once.
Case 3: D > 0
If the discriminant is positive, there are two distinct solutions. We can determine more
information than this by checking whether the discriminant is also a perfect square.
(a) If 2x2 - 7x - 4 = 0, then a = 2, b = -7 and c = -4.
D = b2 - 4ac
= (-7)2 - (4 2 -4)
= 49 + 32
= 81
2
x = b b 4 ac
2a
7 81
22
79
=
4
1
x = 4 or x = -2
=
If the discriminant is positive and a perfect square, the quadratic trinomial will have
two rational solutions. This means the quadratic trinomial can be factorised easily; that is,
2x2 - 7x - 4 = (2x + 1)(x - 4).
264
(b) If x2 - 5x - 1 = 0 then a = 1, b = -5 and c = -1.

D = b2 - 4ac
= (-5)2 - (4 1 -1)
= 25 + 4
= 29
x =
b b 2 4 ac
2a
x = 5 29
2 1
5 29
2
If the discriminant is positive but not a perfect square, the factors are irrational and the
quadratic formula must be used to find the two irrational (surd) solutions.
Hence, the graphs of both equations shown in (a) and (b) will each have two x-intercepts.
The table below summarises the three cases.
x =
D > 0 (positive)
D < 0 (negative)
D = 0 (zero)
Not a perfect
square
Perfect square
Number of
solutions
No solutions
1 rational solution
2 rational solutions
Graph
Graph does not cross

or touch the x-axis
Graph touches the

x-axis
Graph crosses the x-axis twice
2 irrational (surd)
solutions
x
x
-b -a
Worked Example 10
By using the discriminant, determine whether the following equations have:

i two rational solutions
ii two irrational solutions
iii one rational solution (two equal solutions)
iv no real solutions.
a x2 - 9x - 10 = 0
b x2 - 2x - 14 = 0
2
c x - 2x + 14 = 0
d x2 + 14x = -49
Think
a
Write
a x2 - 9x - 10 = 0
Write the equation.
Identify the coefficients a, b and c.
a = 1, b = -9, c = -10
Find the discriminant.
D = b2 - 4ac
= (-9)2 - (4 1 -10)
= 121
Identify the number and type of solutions

when D > 0 and is a perfect square.
The equation has two rational solutions.
265

b
b x2 - 2x - 14 = 0
Write the equation.
a = 1, b = -2, c = -14
D = b2 - 4ac
= (-2)2 - 4 1 -14
= 60

when D > 0 but not a perfect square.
The equation has two irrational solutions.
Write the equation.
a = 1, b = -2, c = 14
D = b2 - 4ac
= (-2)2 - (4 1 14)
= -52

when D < 0.
The equation has no real solutions.
Write the equation, then rewrite it so the

right side equals zero.
x2 - 2x + 14 = 0
d x2 + 14x = -49
x2 + 14x + 49 = 0
a = 1, b = 14, c = 49
D = b2 - 4ac
= 142 - (4 1 49)
=0
Identify the number and types of solutions

when D = 0.
The equation has 1 rational solution.
Remember, the number of solutions of a quadratic equation is the same as the number of
x-intercepts obtained when the equation is graphed.
remember
1. Interpolation can be used to find approximate solutions to quadratic equations.

2. The discriminant of a quadratic equation is given by D = b2 - 4ac.
3. If D < 0, there are no real solutions to the equation.
4. If D = 0, there is only one rational solution (or two equal solutions) to the equation. The
equation can be factorised easily.
5. If D > 0, there are two distinct solutions to the equation.
(a) If the discriminant is a perfect square, the solutions are rational and the equation
can be factorised easily.
(b) If the discriminant is not a perfect square, the solutions are irrational and the
equation can be solved using the quadratic formula or the completing the square
method.
6. The number of solutions of a quadratic equation corresponds to the number of
x-intercepts obtained when the equation is graphed.
266
7. Thisinformationcanbesummarisedinthefollowingtable:
D > 0 (positive)
D < 0 (negative)
exerCise
8D
inDiViDuAl
pAthWAys
eBook plus
Activity 8-D-1
Finding solutions to
quadratic equations
by interpolation
doc-5068
Activity 8-D-2
Harder solutions to
quadratic equations
by interpolation
doc-5069
Activity 8-D-3
Difficult solutions to
quadratic equations
by interpolation
doc-5070
D = 0 (zero)
Perfect square
Not a perfect
square
Number of
solutions
Nosolutions
1rational
solution
2rational
solutions
Graph
Graphdoesnot
crossortouch
thex-axis
Graphtouches
thex-axis
Graphcrossesthex-axistwice
2irrational
(surd)solutions
finding solutions to quadratic equations

by interpolation and using the discriminant
fluenCy
1 Useagraphingcalculatororgraphingsoftwaretosketchthegraphofeachofthefollowing
equationsandthenusetheprocessofinterpolationtofindapproximatesolutions.
a x2+3x-7=0
b 3x2-2x-4=0
c 2x2+7x-10=0
2 Determinethediscriminantforeachofthefollowingequations.
a x2-3x+5
b 4x2-20x+25=0
c x2+9x-22=0
2
2
d 9x +12x+4
e x +3x-7=0
f 25x2-10x+1=0
2
2
g 3x -2x-4=0
h 2x -5x+4=0
i x2-10x+26=0
2
2
j 3x +5x-7=0
k 2x +7x-10=0
l x2-11x+30=0
3 We10 Byusingthediscriminant,determinewhethertheequationsinquestion2have:
i tworationalsolutions
ii twoirrationalsolutions
iii onerationalsolution(twoequalsolutions)
iv norealsolutions.
4 Withtheinformationgainedfromthediscriminant,usethemostefficientmethodtosolveeach
equationinquestion2.Whereappropriate,roundanswersto3decimalplaces.
unDerstAnDing
5 Considertheequation3x2+2x+7=0.
a Whatarethevaluesofa,bandc?
b Whatisthevalueofb2-4ac?
c Howmanyrealsolutions,andhencex-intercepts,arethereforthisequation?
6 Considertheequation-6x2+x+3=0.
a Whatarethevaluesofa,bandc?
b Whatisthevalueofb2-4ac?
c Howmanyrealsolutions,andhencex-intercepts,arethereforthisequation?
d Withtheinformationgainedfromthediscriminant,usethemostefficientmethodtosolve
theequation.Giveanexactanswer.
7 mC Thediscriminantoftheequationx2-4x-5=0is:
a 36
B 11
c 4
D 0
E -4
8 mC Whichofthefollowingquadraticequationshastwoirrationalsolutions?
a x2-8x+16=0
B 2x2-7x=0
c x2+8x+9=0
2
2
D x -4=0
E x -6x+15=0
267

9 mC Theequationx2=2x-3has:
a tworationalsolutions
c nosolutions
E onerationalandoneirrationalsolution
B exactlyonesolution
D twoirrationalsolutions
reAsoning
10 Findthevalueofk ifx2-2x - k=0hasonesolution.
11 Findthevaluesofmforwhichmx2-6x+5=0hasonesolution.
12 Findthevaluesofn whenx2-3x-n=0hastwosolutions.
13 Showthat3x2+px-2=0willhaverealsolutionsforallvaluesofp.
14 Thepathofadolphinasitleapsoutofthewatercanbemodelledbytheequation
h=-0.4d2+d,wherehisthedolphinsheightabovewateranddisthehorizontaldistance
fromitsstartingpoint.Bothhanddareinmetres.
a Howhighabovethewateristhedolphinwhenithastravelled2mhorizontallyfromits
startingpoint?
b Whathorizontaldistancehasthedolphincoveredwhenitfirstreachesaheightof25cm?
c Whathorizontaldistancehasthedolphincoveredwhenitnextreachesaheightof25cm?
Explainyouranswer.
d Whathorizontaldistancedoesthedolphincoverinoneleap?(Hint:Whatisthevalueof
hwhenthedolphinhascompleteditsleap?)
eBook plus
Digital doc
WorkSHEET 8.2
doc-5264
268
e Canthisdolphinreachaheightof:
i 0.5m
ii 1mduringaleap?
owcanyoudeterminethiswithoutactuallysolving
H
theequation?
f Findthegreatestheightthedolphinreachesduring
aleap.
refleCtion
What does the

discriminant tell us?
8e
solving a quadratic equation and a

Thereareoccasionswhenitisnecessarytofindtheintersectionspoints(ifany)ofaquadratic
andalinearequation.
Therearethreepossibleoutcomesinthissituation.
1. Thestraightlinecanintersecttwicewiththeparabola.
y
eBook plus
Interactivity
Simultaneous
quadratic
equations
int-2784
2. Thestraightlinecanbeatangenttotheparabola.In
thiscasethestraightlinetouchestheparabolaat
onepoint.
3. Thestraightlinemaynotintersectatallwith
theparabola.
Aquadraticequationcanbesolvedsimultaneouslywithalinearequationusingthe
substitutionmethod.
Thex2terminthequadraticequationmakesitimpracticaltousetheeliminationmethod.
Eachequationisbestwrittenwithyasthesubjectsothattheright-handsideofeachequation
canthenbesetequaltooneanother.
Theresultcanthenbesimplifiedtoproduceanewquadraticequation.
Thequadraticequationwillhavetwosolutionsifthestraightlinecutstheparabolatwice,
onesolutionifthestraightlineisatangenttotheparabola,andnosolutionifthelinedoes
notintersecttheparabola.
269
Worked Example 11
Solve the simultaneous equation pair y = x2 + 2x + 2 and y = 7 - 2x.

Think
Write
Write the equations, one under the other, and

number them.
y = x2 + 2x + 2
y = 7 - 2x
Both equations are written with y as the

subject, so equate them.
x2 + 2x + 2 = 7 - 2x
Move every term to the left-hand side to

create a new quadratic equation.
x2 + 4x - 5 = 0
Factorise and use the Null Factor Law to

solve the quadratic equation.
(x + 5)(x - 1) = 0

x + 5 = 0or x - 1 = 0

x = -5 or
x=1
Substitute each answer for x into equation [2]

to find the corresponding values of y.
Substituting x = -5 into [2]:

y = 7 - 2(-5)
y = 17
y = 7 - 2(1)
y=5
Solution: x = -5, y = 17 (-5, 17) or

x = 1, y = 5 (1, 5)
Check the answers by substituting the point

of intersection into equation [1].
Check: Substitute (-5, 17) into

y = x2 + 2x + 2

RHS = (-5)2 + 2(-5) + 2

= 25 - 10 + 2

= 17

= LHS
Substitute (1, 5) into y = x2 + 2x + 2

RHS = (1)2 + 2(1) + 2

=1+2+2

=5

= LHS
Both solutions are correct.
[1]
[2]
When there is only one solution to the simultaneous equation pair, the straight line is a
tangent to the parabola.
When this situation arises, the new quadratic equation formed will be a perfect square.
Worked Example 12
Solve the simultaneous equation pair y = x2 - 5x + 2 and y = x - 7.

Think
270
Write

number them.
y = x2 - 5x + 2 [1]
y = x - 7
[2]

x2 - 5x + 2 = x - 7
Move every term to the left-hand side to

create a new quadratic equation.
x2 - 6x + 9 = 0
Factorise and use the Null Factor Law to

solve the quadratic equation.
Substitute for x into equation [2] to find the

corresponding value of y.

y=3-7
= -4
Solution: x = 3, y = -4 (3, -4)
Check the answer by substituting the point

of intersection into equation [1].
Check: Substitute into y = x2 - 5x + 2

RHS = (3)2 -5(3) + 2

= 9 - 15 + 2

= -4

= LHS
The solution is correct.
(x - 3)2 = 0
x-3=0
x=3
When there is no intersection of the parabola and the straight line, the discriminant has a
value less than zero.
Worked Example 13
Show that the equations y = x2 + x + 4 and y = 2x - 1 have no solution when solved

simultaneously.
Think
Write

number them.
y = x2 + x + 4
y = 2x - 1

x2 + x + 4 = 2x - 1
Move every term to the left-hand side to create

a new quadratic equation.
x2 - x + 5 = 0
If the equations are to have no solution,

then D < 0.
D = b2 - 4ac
= (-1)2 - 4 1 5
= 1 - 20
= -19
<0
Draw a conclusion.
There is no solution to the pair of simultaneous

equations as the discriminant of the resulting
quadratic is less than 0.
[1]
[2]
remember
1. To solve a quadratic equation with a linear equation we use the substitution method.
2. Make y the subject of both the quadratic equation and the linear equation, and then
equate the right-hand side expressions formed. This will leave a new quadratic equation
to solve for x.
271

3. Ifthenewquadraticequationhastwosolutions,bothmustbesubstitutedbackintoone
oftheoriginalequationstofindthecorrespondingvaluesofy.
4. Insomecasestherewillonlybeonevalueofx.Thisoccurswhenthelinearequationis
atangenttotheparabola.
5. Insomecasestherewillbenosolutiontoastraightlineandaparabola.Ifthisisthe
case,thediscriminantoftheequationformedwhensolvingwillbelessthan0,thatis,
b2-4ac<0.
exerCise
8e
inDiViDuAl
pAthWAys
eBook plus
Activity 8-E-1
Introduction to
quadratic and linear
solutions
doc-5071
Activity 8-E-2
Practising quadratic
and linear solutions
doc-5072
Activity 8-E-3
Tricky quadratic and

linear solutions
doc-5073
solving a quadratic equation and a linear

equation simultaneously
1 We11 Solvethesimultaneousequationpairy=x2+4x+1andy=x+5.
2 Solveeachofthefollowingpairsofsimultaneousequations.
a y=x2+5x+16
b y=x2+x-7
y=4-2x
y=5x+5
c y=x2-7x+10
y=x-5
3 We12 Solvethesimultaneousequationpairy=x2-3x+6andy=x+2.
4 We13 Showthattheequationsy=x2-4x+7andy=2x-4havenosolutionwhensolved
simultaneously.
5 Solveeachofthefollowingpairsofsimultaneousequations.
a y=x2-x-2
b y=x2+4x-5
y=2x+8
y=x-7
d y=x2+6x+11
e y=x2
y=4-2x
y=4x-3
2
6 Solvethesimultaneouspairy=x +5x+7andy=1.
c y=x2-4x+10
y=4x-6
f y=x2-9x+12
y=2x+2
unDerstAnDing
7 a Findthepointofintersectionoftheparabolay=x2+5x-11withthelinex=1.
b Isthelineatangenttotheparabola?Ifnot,explainwhythereisstillonlyonesolution.
8 Theparabolasy=x2-4andy=4-x2intersectintwoplaces.Findthecoordinatesoftheir
pointsofintersection.
9 Foreachofthefollowingpairsofequations:
i solvesimultaneouslytofindthepointsofintersection
ii illustratethesolution(orlackofsolution)usingasketchgraph.
a y=x2+6x+5andy=11x-1
b y=x2+5x-6andy=8x-8
c y=x2+9x+14andy=3x+5
d y=x2-7x+10andy=-11x+6
e y=x2-2x-3andy=x-6
f y=x2+11x+28andy=10x+40
g y=x2+5x-36andy=15x-61
h y=x2-6x-16andy=-4x-17
i y=x2-2x-24andy=4x+3
j y=x2-7x+10andy=-4x+6
k y=-x2+4x+21andy=x+11
l y=-x2+14x-48andy=13x-54
m y=-x2+4x+12andy=9x+16
n y=x2+7x+12andy=20
o y=-x2-4x+5andy=-4x+9
p y=x2-4x+4andy=8x-32
272

10 An engineers plans for a proposed road through a
mountain are shown at right. At what heights above

sea level will the entrance and exit to the tunnel be,
given the equations of the mountain profile and road
path as shown on the plan?
y
y=-
x2
+5
2
y = x4 +2
Proposed road
Entrance
of tunnel
Sea level
Reasoning
11 A graphic designer draws a logo involving a parabola sitting
in a V shape on a set of axes as shown at right.

Find the equation of the parabola, given it is of the form y=kx2
and the points of intersection of the V with the parabola.
y
y=
kx 2
-1 0
-2
reflection
If a Cartesian plane showed two upright and two inverted

parabolas, how many intersection points would be possible?
273
Summary
The general form of a quadratic equation is ax2 + bx + c = 0.

To solve a quadratic equation:
(a) make sure the right-hand side of the equation equals zero
(b) take out any common factors
(c) factorise the left-hand side if applicable
(d) use the Null Factor Law to solve for x.
An exact answer is a surd or an answer that has not been rounded or approximated.
The quadratic formula
The quadratic formula x =

ax2 + bx + c = 0.
b b 2 4 ac
can be used to solve quadratic equations of the form
2a
Solving a quadratic equations by inspecting graphs
The solution(s) (also known as roots or zeros) of a quadratic equation can be found by
inspecting the graph of the equation. You may need to draw the graph of the equation first
using a CAS calculator or graphing software.
The root of any graph is the x-intercept or the x-coordinate of the point where the graph
crosses the x-axis.
The roots or intercepts of the quadratic graph y = ax2 + bx + c are the solutions to the equation
ax2 + bx + c = 0.
Finding solutions to quadratic equations by interpolation
The discriminant of a quadratic equation is given by D = b2 - 4ac.

If D < 0, there are no real solutions to the equation.
If D = 0, there is only one rational solution (or two equal solutions) to the equation. The
equation can be factorised easily.
If D > 0, there are two distinct solutions to the equation.
(a)If the discriminant is a perfect square, the solutions are rational and the equation can be
factorised easily.
(b)If the discriminant is not a perfect square, the solutions are irrational and the equation can
be solved using the quadratic formula or the completing the square method.
The number of solutions of a quadratic equation corresponds to the number of x-intercepts
obtained when the equation is graphed.
This information can be summarised in the following table:
D < 0 (negative)
Number of No solutions
solutions
Graph
D = 0 (zero)
1 rational
solution
D > 0 (positive)
Perfect square Not a perfect square
2 rational
solutions
2 irrational (surd)
solutions
Graph does not cross Graph touches Graph crosses the x-axis twice
or touch the x-axis
the x-axis
Solving a quadratic equation and a linear equation simultaneously
274
To solve a quadratic equation with a linear equation we use the substitution method.
Make y the subject of both the quadratic equation and the linear equation, and then equate the
right-hand side expressions formed. This will leave a new quadratic equation to solve for x.
Ifthenewquadraticequationhastwosolutions,bothmustbesubstitutedbackintooneofthe
originalequationstofindthecorrespondingvaluesofy.
Insomecasestherewillonlybeonevalueofx.Thisoccurswhenthelinearequationisa
tangenttotheparabola.
Insomecasestherewillbenosolutiontoastraightlineandaparabola.Ifthisisthecase,the
discriminantoftheequationformedwhensolvingwillbelessthan0,thatis,b2-4ac<0.
MaPPING YOUR UNDERSTaNDING
Homework
Book
275
Chapter review
Fluency
9 Ten times an integer is added to seven times its
1 MC The solutions to the equation
x2 + 10x - 11 = 0 are:
a x = 1 and x = 11
B x = 1 and x = -11
c x = -1 and x = 11
D x = -1 and x = -11
E x = 1 and x = 10
10 Solve each of the following by using the quadratic
formula, rounding answers to 3 decimal places.
a 4x2 - 2x - 3 = 0
b 7x2 + 4x - 1 = 0
c -8x2 - x + 2 = 0
2 MC The solutions to the equation -5x2 + x + 3 = 0
are:
a x = 1 and x =
B
c
D
E
x = -0.68 and x = 0.88

x = 3 and x = -5
x = 0.68 and x = -0.88
3
x = 1 and x = -5
- 11x + 30 = 0 are:
a 1
c 91
E -11
answers to 3 decimal places.
12 The graph of y = x2 - 4x - 21 is shown.

y
B 241
D 19
4 MC Which of the following quadratic equations
has two irrational solutions?

a x2 - 6x + 9 = 0
B 4x2 - 11x = 0
c x2 - 25 = 0
D x2 + 8x + 2 = 0
E x2 - 4x + 10 = 0
5 The area of a pool is (6x2 + 11x + 4) m2. Find
the length of the rectangular pool if its width is

(2x + 1)m
6 Solve each of the following quadratic equation by
first factorising the left-hand side of the equation.

x2 + 8x + 15 = 0
b x2 + 7x + 6 = 0
2
x + 11x + 24 = 0
d x2 + 4x - 12 = 0
2
x - 3x - 10 = 0
f x2 + 3x - 28 = 0
x2 - 4x + 3 = 0
h x2 - 11x + 30 = 0
x2 - 2x - 35 = 0
a
c
e
g
i
7 Solve each of the following quadratic equations.

a 2x2 + 16x + 24 = 0
b 3x2 + 9x + 6 = 0
2
c 4x + 10x - 6 = 0
d 5x2 + 25x - 70 = 0
2
e 2x - 7x - 4 = 0
f 6x2 - 8x - 8 = 0
2
g 2x - 6x + 4 = 0
h 6x2 - 25x + 25 = 0
2
i 2x + 13x - 7 = 0
8 Solve each of the following by completing the
square. Give an exact answer for each one.

b 3x2 + 6x - 15 = 0
a x2 + 8x - 1 = 0
c -4x2 - 3x + 1 = 0
276
11 Solve each of the following equations, rounding

a 18x2 - 2x - 7 = 0
b 29x2 - 105x - 24 = 0
c -5x2 + 2 = 0
3
5
3 MC The discriminant of the equation
x2
square. If the result is 152, what was the original

number?
y = x2 - 4x - 21
-4 -2 0
5
2 4 6
10
-21
(2, -25)
Use the graph to find the solutions to the quadratic

equation x2 - 4x - 21 = 0.
13 Determine the roots of the quadratic graph shown.
y = -2x2 - 4x + 6
y
10
5
-6 -4 -2 0
-5
2 4 6 x
-10
14 Identify whether each of the equations below has
no real solutions, one solution or two solutions.

State whether the solutions are rational or irrational.
a x2 + 11x + 9 = 0
b 3x2 + 2x - 5 = 0
2
c x - 3x + 4 = 0
15 Solve the following pairs of simultaneous
equations.
a y = x2 + 4x - 10
y = 6 - 2x
b y = x2 - 7x + 20
y = 3x - 5
c y = x2 + 7x + 11
y=x

problem solVing
1
2
Usethegraphtodetermine:
a howfarthediverlandedfromtheedgeofthe
Whenanumberisaddedtoitssquare,theresultis
pooland
56.Determinethenumber.
b howhighthedivingboardwasabovethewater.
Leroymeasurehisbedroomandfindsthatitslength
7 Letm andn bethesolutionstothequadratic
is3metresmorethanitswidth.Iftheareaofthe
2
equationx22 5x 2=0.Determinethevalue
bedroomis18m ,calculatethelengthandwidth
ofm2+n2.
oftheroom.
8 Whileitrequiresaminimumof2pointsto
Thesurfaceareaofacylinderisgivenbythe
determinethegraphofaline,itrequiresa
formulaSA=2p r(r+h),wherercmistheradius
minimumof3pointstodeterminetheshapeofa
ofthecylinderandhcmistheheight.
parabola.Thegeneralequationofaparabolais
Theheightofacanofsoftdrinkis10cmandits
y =ax2+bx +c,wherea,bandcaretheconstants
surfaceareais245cm2.
tobedetermined.
a Substitutevaluesintotheformulatoforma
a Determinetheequationoftheparabolathathas
quadraticequationusingthepronumeralr.
ay-interceptof(0,2),andpassesthoughthe
b Usethequadraticformulatosolvetheequation
points(1,5)and(2,16).
and,hence,findtheradiusofthecan.Round
b Determinetheequationofaparabolawhich
youranswerto1decimalplace.
goesthroughthepoints(0,0),(2,2)and(5,5).
c Calculatetheareaofthelabelonthecan.The
Showfullworkingtojustifyyouranswer.
labelcoverstheentirecurvedsurface.Round
theanswertothenearestsquarecentimetre.
9 Whentheradiusofacircleincreasesby6cm,its
areaincreasesby25%.Usethequadraticformula
Findthevaluesofdwhen2x2-5x-d=0hasone
tofindtheexactradiusoftheoriginalcircle.
solution.
5 Forwhatvaluesofkdoes
(k-1)x2-(k-1)x+2=0havetwodistinct
solutions?
6 Aplatformdiverfollowsapathdeterminedbythe
equationh=-0.5d2+2d+6,wherehrepresents
theheightofthediverabovethewaterandd
representsthedistancefromthedivingboard.Both
pronumeralsaremeasuredinmetres.
h
8
6
4
2
-4 -2-20
eBook plus
Interactivities

int-2849
int-2847
Crossword Chapter 8
int-2848
2 4 6 8 d
277
eBook plus
ACtiVities
chapter opener
Digital doc
are you ready?
(page 248)
SkillSHEET8.2(doc-5257):Findingafactorpair
thataddstoagivennumber
SkillSHEET8.4(doc-5259):Substitutinginto
quadraticequations
SkillSHEET8.5(doc-5260):Equationofavertical
line
Digital docs
8a Solving quadratic equations

eLesson
Completingthesquare(eles-0174)(page 251)
Digital docs
Activity8-A-1(doc-5059):Solvingsimple
quadratics(page 253)
Activity8-A-2(doc-5060):Solvingquadratic
equations(page 253)
Activity8-A-3(doc-5061):Solvingmorecomplex
quadratics(page 253)
WorkSHEET8.1(doc-5261):Solvingquadratic
equations(page 255)
8B The quadratic formula
(page 257)
Activity8-B-1(doc-5062):Introducingthequadratic
formula
Activity8-B-2(doc-5063):Practiceusingthe
quadraticformula
Activity8-B-3(doc-5064):Usingthequadratic
formula
SkillSHEET8.6(doc-5262):Substitutingintothe
quadraticformula
Digital docs
8c Solving quadratic equations by inspecting

graphs
Activity8-C-1(doc-5065):Findingsolutionsto
quadraticequationsbyinspectinggraphs
278
Activity8-C-2(doc-5066):Solvingquadratic
equationsbyinspectinggraphs
Activity8-C-3(doc-5067):Hardersolutionsto
quadraticequationsbyinspectinggraphs
8D Finding solutions to quadratic equations by
interpolation and using the discriminant
Interactivity
Solvingbyinterpolation(int-1147)(page 263)
Digital docs
Activity8-D-1(doc-5068):Findingsolutionsto
quadraticequationsbyinterpolation(page 267)
Activity8-D-2(doc-5069):Hardersolutionsto
Activity8-D-3(doc-5070):Difficultsolutionsto
WorkSHEET8.2(doc-5264):Usingthediscriminant
(page 268)
8E Solving a quadratic equation and a linear
equation simultaneously
Interactivity
Simultaneousquadraticequations(int-2784)
(page 269)
Activity8-E-1(doc-5071):Introductiontoquadratic
andlinearsolutions
Activity8-E-2(doc-5072):Practisingquadraticand
linearsolutions
Activity8-E-3(doc-5073):Trickyquadraticand
linearsolutions
chapter review
(page 277)
TestyourselfChapter8(int-2849):Taketheend-ofchaptertesttotestyourprogress
chapter
chapter
Interactivities

www.jacplus.com.au
9a Plotting parabolas
9b Sketching parabolas using the basic
graph of y = x 2
9c Sketching parabolas in turning point
form
9d Sketching parabolas of the form
y = ax 2 + bx + c
9e Exponential functions and their graphs
9F The hyperbola
9G The circle
WhAt Do you knoW ?
Functions
1 List what you know about functions.

functions.
eBook plus
Digital doc

Chapter 9
doc-5265
opening Question
The path of this thrown ball follows the

quadratic equation y = -0.45x2 + 2.2x + 1.5.
What is the maximum height reached by
the ball?
Are you ready?
completingthematchingSkillSHEET.EithersearchfortheSkillSHEETinyourebookPLUSor
eBook plus
Digital doc
SkillSHEET 9.1
doc-5266
eBook plus
Digital doc
SkillSHEET 9.2
doc-5267
Substitution into quadratic equations

1 Substitutethex-valueinbracketsintoeachofthefollowingquadraticequationstodetermine
they-value.
a y=x2-4x+3 (x=3)
b y= -3x2+2x-8 (x=2)
c y= -8x2-3x-12 (x= -2)
Equation of a vertical line
2 Writetheequationforeachofthelinesshownbelow.
a
b
y
y
-4 -3 -2-1 0 1 2 3
eBook plus
Digital doc
SkillSHEET 9.3
doc-5268
eBook plus
Digital doc
SkillSHEET 9.4
doc-5269
eBook plus
Digital doc
SkillSHEET 9.5
doc-5270
eBook plus
Digital doc
SkillSHEET 9.6
doc-5271
280
x
-2 -1 0 1 2 3 4
Completing the square

3 Completethesquareforeachofthefollowing.
a x2+2x+2
b x2- 3x+4
-1 0 1 2 3 4 5
c 2x2-4x+6
Solving quadratic equations using the quadratic formula

4 Solvethefollowingquadraticequationsusingthequadraticformula.Leaveyouranswerin
surdform.
a x2+x-1=0
b 2x2-4x+1=0
c -3x2-2x+2=0
Solving quadratic equations of the type ax 2 + bx + c = 0 where a = 1

5 Solvethefollowingquadraticequationsbyfactorising.
a x2+5x+6=0
b x2+x-2=0
c x2-4=0
Solving quadratic equations of the type ax 2 + bx + c = 0 where a 1

6 Solvethefollowingquadraticequationsbyfactorising.
a 2x2+5x+2=0
b 3x2-5x-2=0
c 6x2-13x+6=0
9A
Plotting parabolas
A parabola is the graphical form of a quadratic equation. Its shape is seen in many everyday
situations, some of which are parts of nature and some are made by humans.
If you look at these pictures, you will notice that:

1. the parabolas are symmetrical. For each one, a line could be drawn down the middle to
divide the parabola exactly in half. This line is called the axis of symmetry.
2. they have either a maximum turning point ( ) or a minimum turning point ( )
3. some are wider or narrower than others but they have basically the same shape.
If the equation of the parabola is given, a table of values can be produced by substituting
x-values into the equation to obtain the corresponding y-values. These x- and y-values provide
the coordinates for points which can be plotted and joined to form the shape of the graph.
When plotting graphs, use grid or graph paper for accuracy.
The graph of y = x2, shown below, has been produced in this manner. The axis of symmetry is
the y-axis, with the equation x = 0. The turning point is (0, 0).
-3
-2
-1
y = x2
10
8
6
4
2
-4 -3-2-1 0 1 2 3 4
-2 (0, 0)
The graph of y = x2 is the basic graph of a quadratic equation or parabola. It has a minimum
turning point at (0, 0). This parabola can be dilated (made wider or narrower), translated
(moved horizontally and/or vertically) and reflected (turned upside down), to form other
parabolas. How some of these transformations take place can be seen in the worked
examples that follow.
Worked Example 1
Plot the graph of each of the following equations. In each case, use the values of x shown as the
values in your table. State the equation of the axis of symmetry and the coordinates of the turning
point.
a y = 2x2 for -3 x 3
1
b y = x2 for -3 x 3
2
Chapter 9 Functions
281
Think
a
Write/draw
Write the equation.
Produce a table of values using x-values

from -3 to 3.
a y = 2x2
-3
-2
-1
18
18
Draw a set of clearly labelled axes, plot

the points and join them with a smooth
curve. The scale would be from 20 to -2
on the y-axis and -4 to 4 on the x-axis.
y
20
18
Label the graph.
14
16
12
y = 2x2
10
8
6
4
2
-4-3-2-10 1 2 3 4
-2
Write the equation of the line that divides

the parabola exactly in half.
The equation of the axis of symmetry is x = 0.
Write the coordinates of the turning point.
The turning point is (0, 0).
Write the equation.
Produce a table of values using x-values

from -3 to 3.

curve. The scale would be from 6 to -2
on the y-axis and -4 to 4 on the x-axis.
Label the graph.
y = 12 x 2
x
-3
-2
-1
4.5
0.5
0.5
4.5
y
6
5
y = 12 x2
4
3
2
1
-4 -3 -2 -1 0
-1
4 x
-2
282

Worked Example 2
Plot the graph of each of the following equations. In each case, use the values of x shown as the
values in your table. State the equation of the axis of symmetry, the coordinates of the turning point
and the y-intercept for each one.
a y = x2 + 2 for -3 x 3
b y = (x + 3)2 for -6 x 0
c y = -x2 for -3 x 3
Think
a
Write/draw
Write the equation.
Produce a table of values.

curve. The scale on the y-axis would be
from 0 to 12 and -4 to 4 on the x-axis.
a y = x2 + 2
x
y
-3
11
-2
6
-1
3
0
2
1
3
2
6
3
11
y
12
9
Label the graph.
y = x2 + 2
(0, 2)
-4 -2 0

Find the y-coordinate of the point where

the graph crosses the y-axis.
The y-intercept is 2.
Write the equation.
Produce a table of values.

curve. The scale on the y-axis would be
from 0 to 10 and -7 to 1 on the x-axis.
Label the graph.
b y = (x + 3)2
x
y
-6
9
-5
4
-4
1
-3
0
-2
1
-1
4
0
9
y
10
8
y = (x + 3)2
(0, 9)
(-3, 0)
4
2
-7-6-5-4-3-2-1 0 1

The equation of the axis of symmetry is x = -3.
The turning point is (-3, 0).
Find the y-coordinate of the point where

the graph crosses the y-axis.
Chapter 9 Functions
283

c
Writetheequation.
Produceatableofvalues.
Drawasetofclearlylabelledaxes,plot
thepointsandjointhemwithasmooth
curve.Thescaleonthey-axiswouldbe
from-10to1andfrom-4to4onthe
x-axis.
y=-x2
x
y
-3
-9
-2
-4
-1
-1
0
0
1
-1
2
-4
3
-9
y
-4 -2 0
Labelthegraph.
-9
y = -x2
Writetheequationofthelinethatdivides
theparabolaexactlyinhalf.
Theequationoftheaxisofsymmetryisx=0.
Writethecoordinatesoftheturningpoint.
Theturningpointis(0,0).
Findthey-coordinateofthepointwhere
thegraphcrossesthey-axis.
They-interceptis0.
remember
1. Produceatableofvaluesbysubstitutingeachintegervalueof x intotheequation.
2. Plotagraphbydrawingandlabellingasetofaxes,plottingthepointsfromthetable
andjoiningthepointstoformasmoothcurve.
3. Theaxisofsymmetryisthelinethatdividestheparabolaexactlyinhalf.
4. Theturningpointisthepointwherethegraphchangesdirectionorturns.
5. Theturningpointisamaximumifitisthehighestpointonthegraphandaminimumif
itisthelowestpointonthegraph.
6. Thex-interceptsarethex-coordinatesofthepointswherethegraphcrossesthex-axis.
7. They-interceptisthey-coordinateofthepointwherethegraphcrossesthey-axis.
exerCise
9A
inDiviDuAl
pAthWAys
eBook plus
Activity 9-A-1
Review of plotting
parabolas
doc-5074
Activity 9-A-2
Plotting parabolas
doc-5075
plotting parabolas
Youmaywishtouseagraphingcalculatorforthisexercise.
FluenCy
1 Plotthegraphof y =x2forvaluesof x between-3and3.Statetheequationoftheaxisof
symmetryandthecoordinatesoftheturningpoint.
2 We1 Plotthegraphofeachofthefollowingequations.Ineachcase,usethevaluesof
xshownasthevaluesinyourtable.Statetheequationoftheaxisofsymmetryandthe
coordinatesoftheturningpoint.
a y=3x2for-3x3
1
4
b y= x2for-3x3
3 Comparethegraphsyouhavedrawnforquestion2withthatofy=x2inquestion1.Explain
howplacinganumberinfrontofx2affectsthegraphobtained.
284
inDiviDuAl
pAthWAys
eBook plus
Activity 9-A-3
Trends in plotting
parabolas
doc-5076
eBook plus
Digital doc
SkillSHEET 9.1
doc-5266
eBook plus
Digital doc
SkillSHEET 9.2
doc-5267
4 We2a Plotthegraphofeachofthefollowingforvaluesof x between-3and3.Statethe
equationoftheaxisofsymmetry,thecoordinatesoftheturningpointandthey-interceptfor
eachone.
a y =x2+1
b y =x2+3
c y =x2-3
d y =x2-1
5 Comparethegraphsyouhavedrawnforquestion4withthatfor y =x2inquestion1.Explain
howaddingtoorsubtractingfromx2affectsthegraphobtained.
6 We2b Plotthegraphofeachofthefollowingequations.Ineachcase,usethevaluesof
x shownasthevaluesinyourtable.Statetheequationoftheaxisofsymmetry,thecoordinates
oftheturningpointandthey-interceptforeachone.
a y =(x+1)2
-5 x 3
b y =(x+2)2
-6 x 2
c y =(x-2)2
-1 x 5
d y =(x-1)2
-2 x 4
howaddingtoorsubtractingfrom x beforesquaringaffectsthegraphobtained.
8 We2c Plotthegraphofeachofthefollowingequations.Ineachcase,usethevaluesof
x shownasthevaluesinyourtable.Statetheequationoftheaxisofsymmetry,thecoordinates
oftheturningpointandthey-interceptforeachone.
a y =-x2+1
-3 x 3
b y =-(x-1)2
-2 x 4
c y =-(x+2)2
-5 x 1
d y =-x2-3
-3 x 3
howanegativesigninfrontofx2affectsthegraphobtained.Alsocomparethegraphsobtained
inquestion8withthoseinquestions4and6.Whichgraphshavethesameturningpoint?How
aretheydifferent?
unDerstAnDing
10 Plotthegraphofeachofthefollowing,andstate:
i theequationoftheaxisofsymmetry
ii thecoordinatesoftheturningpointandwhetheritisamaximumoraminimum
iii they-intercept.
a y =(x-5)2+1
0 x 6
b y =2(x+2)2-3
-5 x 1
c y =-(x-3)2+4
0 x 6
d y =-3(x-1)2+2
-2 x 4
e y =x2+4x-5
-6 x 2
f y =-x2-2x+15
-6 x 4
g y =-3x2-6x+24
-5 x 3
h y =(x-2)2+1
-2 x 4
11 Useyourgraphsfromquestion10 adtoanswerthefollowing.
a Explainhowyoucandeterminewhetheraparabolahasaminimumormaximumturning
pointbylookingonlyatitsequation.
b Explainhowyoucandeterminethecoordinatesoftheturningpointofaparabolaby
lookingonlyattheequation.
c Explainhowyoucanobtaintheequationoftheaxisofsymmetrybylookingonlyatthe
equationoftheparabola.
12 mC Forthegraphof y =(x-2)2+5,theturningpointis:
a (5,2)
b (2,-5)
d (-2,-5)
e (-2,5)
c (2,5)
Chapter 9 Functions
285

13 mC Forthegraphof y =3(x-1)2+12,theturningpointis:
a (3,12)
b (1,12)
d (-3,12)
e (-1,-12)
c (-1,12)
14 mC Forthegraphof y =(x+2)2-7,they-interceptis:
a -2
b -7
e 7
d -11
c -3
15 mC Whichofthefollowingistrueforthegraphof y =-(x-3)2+4?
a Turningpoint(3,4),y-intercept-5
b Turningpoint(3,4),y-intercept5
c Turningpoint(-3,4),y-intercept-5
d Turningpoint(-3,4),y-intercept5
e Turningpoint(3,-4),y-intercept13
reAsoning
16 Aballisthrownintotheair.Theheight,hmetres,
oftheballatanytime,tseconds,canbefoundby
usingtheequationh=-(t-4)2+16.
a Plotthegraphforvaluesoftbetween0and8.
b Usethegraphtofind:
i themaximumheightoftheball
ii howlongittakesfortheballtofallbackto
theground.
17 Fromacrouchingpositioninaditch,anarcherwants
tofireanarrowoverahorizontaltreebranch,whichis
15metresabovetheground.Theheight,inmetres(h),
ofthearrowtsecondsafterithasbeenfiredisgivenby
theequationh=-8t(t-3).
a Plotthegraphfort=0,1,1.5,2,3.
b Fromthegraphfind:
i themaximumheightthearrowreaches
ii whetherthearrowclearsthebranchandthe
distancebywhichitclearsorfallsshortofthe
branch
iii thetimeittakestoreachmaximumheight
iv howlongittakesforthearrowtohittheground.
18 Thereare0,1,2andinfinitepossiblepointsof
intersectionfortwoparabolas.
a Illustratetheseonseparategraphs.
b Explainwhyinfinitepointsofintersectionare
possible.Giveanexample.
c Howmanypointsofintersectionarepossiblefora
parabolaandastraightline?Illustratethese.
286
reFleCtion
What x-values can a parabola

have? What y-values can a
parabola have?
sketching parabolas using the basic

graph of y = x 2
9b
eBook plus
Interactivity
Dilation of
y = x2
int-1148
Identifyingthetypeoftransformationwhichhasoccurredtothegraphof y =x2allowsusto
sketchratherthanplotaparabola.Asketchgraphisnotdrawnongridorgraphpaperandthere
isnoscaleshownalongeachaxis.Itallowsustoseetherelationshipbetween x and y andthe
keyfeaturesofthegraphsuchasthecoordinatesoftheturningpointandthex-andy-intercepts.
y
Dilation
Comparethegraphof y =2x2withthatof y =x2.Thisgraphis

thinnerorclosertothey-axis.Asthecoefficientofx2increases,the
graphbecomesnarrowerandclosertothey-axis.
Theturningpointhasnotchangedunderthetransformationandis
still(0,0).Thisiscalledaninvariantpoint.
1
Comparethegraphof y = 4 x2withthatof y =x2.
Thegraphiswiderorclosertothex-axis.
Theturningpointhasnotchangedandisstill(0,0).
Asthecoefficientofx2decreases(butremainspositive),the
graphbecomeswiderorclosertothex-axis.
y = 2x2
y = x2
(0, 0)
y
y = x2
y = 14 x2
x
(0, 0)
WorkeD exAmple 3
State whether each of the following graphs is wider or narrower than the graph of y = x2 and state
the coordinates of the turning point of each one.
1
a y = x2
b y = 4x2
5
think
a
Write
1
a y= 5 x2
Writetheequation.
Lookatthecoefficientofx2anddecide
whetheritisgreaterthanorlessthan1.
Thedilationdoesntchangetheturningpoint.
Writetheequation.
Lookatthecoefficientofx2anddecide
whetheritisgreaterthanorlessthan1.
4>1,sothegraphisnarrowerthanthat
ofy=x2.
Thedilationdoesntchangetheturningpoint.
eBook plus
Interactivity
Vertical
translation of
y = x2 + c
1
<1,sothegraphiswiderthanthatofy=x2.
5
b y=4x2
vertical translation
y = x2 + 2
Comparethegraphof y =x2+2withthatof y =x2.

Thewholegraphhasbeenmovedortranslated2units
upwards.Theturningpointhasbecome(0,2).
y = x2
int-1192
(0, 2)
x
Chapter 9 Functions
287
Comparethegraphof y =x2-3withthatof y =x2.

Thewholegraphhasbeenmovedortranslated3units
downwards.Theturningpointhasbecome(0,-3).
y = x2
y = x2 - 3
x
(0, -3)
WorkeD exAmple 4
State the vertical translation and the coordinates of the turning point for the graphs of each of the
following equations.
a y = x2 + 5
b y = x2 - 4
think
a
Write
a y=x2+5
Writetheequation.
+5meansthegraphistranslatedupwards5units.
Verticaltranslationof5unitsup
Translatetheturningpointofy=x2,whichis
(0,0).Thex-coordinateoftheturningpoint
remains0,andthey-coordinatehas5addedtoit.
Theturningpointbecomes(0,5).
Writetheequation.
-4meansthegraphistranslateddownwards
4units.
Verticaltranslationof4unitsdown
Translatetheturningpointofy=x2whichis
(0,0).Thex-coordinateoftheturningpoint
remains0,andthey-coordinatehas4subtracted
fromit.
Theturningpointbecomes(0,-4).
b y=x2-4
Note: Therearenoinvariantpointsunderaverticaltranslation.
eBook plus
Interactivity
Horizontal
translation of
y = (x - h)2
horizontal translation
Comparethegraphof y =(x-2)2withthatof y =x2.

Thewholegraphhasbeenmovedortranslated2unitstothe
right.Theturningpointhasbecome(2,0).
int-1193
y
y = x2
y = (x - 2)2
(0, 4)
(2, 0)
Comparethegraphof y =(x+1)2withthatof y =x2.

Thewholegraphhasbeenmovedortranslated1unitleft.The
turningpointhasbecome(-1,0).
y = (x + 1)2
y = x2
(0, 1)
(-1, 0)
288
Worked Example 5
State the horizontal translation and the coordinates of the turning point for the graphs of each of the
following equations.
a y = (x - 3)2
b y = (x + 2)2
Think
a
Write
a y = (x - 3)2
Write the equation.
-3 means the graph is translated to the right

3 units.
Horizontal translation of 3 units to

the right
Translate the turning point of y = x2 which is

(0, 0). The y-coordinate of the turning point
remains 0, and the x-coordinate has 3 added to it.
The turning point becomes (3, 0).
Write the equation.
+2 means the graph is translated to the left 2 units.
Horizontal translation of 2 units to the left
Translate the turning point of y = which is

(0, 0). The y-coordinate of the turning point remains
0, and the x-coordinate has 2 subtracted from it.
The turning point becomes (-2, 0).
b y = (x + 2)2
x2
Note: There are no invariant points under a horizontal translation.
Reflection
Compare the graph of y = -x2 with that of y = x2.

In each case the axis of symmetry is the line x = 0 and the turning
point is (0, 0). The only difference between the equations is the
negative sign in y = -x2 and the difference between the graphs is
that y = x2 sits on the x-axis and y = -x2 hangs from the x-axis.
(One is a reflection or mirror image of the other.) y = x2 has a
minimum turning point and y = -x2 has a maximum turning point.
What is the invariant point?
Any quadratic graph where x2 is positive has a
shape and is said
to be upright. Conversely, if x2 is negative the graph has a
shape
and is said to be inverted.
y = x2
(0, 0)
y = -x2
Worked Example 6
For each of the following graphs, give the coordinates of the turning point and state whether it is a
maximum or a minimum.
a y = -(x - 7)2
b y = 5 - x2
Think
a
Write
a y = -(x - 7)2
Write the equation.
It is a horizontal translation of 7 units to the

right, so 7 units is added to the x-coordinate
of (0, 0).
The sign in front of the x2 term is negative, so it

is inverted.
Maximum turning point
Chapter 9 Functions
289

b
b y = 5 - x2
Write the equation.
Rewrite the equation so that the x2 term is first.
y = -x2 + 5
The vertical translation is 5 units up, so 5 units

is added to the y-coordinate of (0, 0).
The sign in front of the x2 term is negative, so

the graph is inverted.
Worked Example 7
For each of the following quadratic equations:

i state the appropriate dilation, reflection and translation of the graph of y = x2 needed to obtain
the graph
ii state the coordinates of the turning point
iii hence, sketch the graph.
a y = (x + 3)2
b y = -2x2
Think
a
Write/draw
a y = (x + 3)2
Write the quadratic equation.
Identify the transformation needed horizontal

translation only, no dilation or reflection.
i Horizontal translation of 3 units to
State the turning point.
ii The turning point is (-3, 0).
Sketch the graph of y = (x + 3)2. You may find it

helpful to lightly sketch the graph of y = x2 on the
same set of axes first.
iii
the left
y = (x + 3)2
y = x2
(-3, 0)
b
b y = -2x2
Write the quadratic equation.
Identify the transformations needed dilation

(2 in front of x2) and reflection (negative in front
of x2 term), no translation.
i Reflection so graph is inverted. As
The turning point remains the same as there is no

translation.
ii The turning point is (0, 0).
Sketch the graph of y = -2x2. You may find it

helpful to lightly sketch the graph of y = x2 on the
same set of axes first.
iii
2 > 1, the graph is narrower than that

of y = x2.
y = x2
(0, 0)
y = -2x2
290
remember
1. Ifthegraphof y =x2istranslatedkunitsvertically,theequationbecomesy =x2+k.

2. Ifthegraphof y =x2istranslatedhunitshorizontally,theequationbecomes
y =(x-h)2.
3. Ifthegraphof y =x2isdilatedbyfactora,thegraphbecomesnarrowerifa>1and
widerif0<a<1.
4. Ifthex2termispositive,thegraphisupright.Ifthereisanegativesigninfrontofthe
x2term,thegraphisinverted.
5. Invariantpointsarepointsthatdonotchangeunderatransformation.
exerCise
9b
inDiviDuAl
pAthWAys
eBook plus
Activity 9-B-1
Review of sketching
parabolas
doc-5077
Activity 9-B-2
Sketching basic
parabolas
doc-5078
Activity 9-B-3
Trends in sketching
basic parabolas
doc-5079
sketching parabolas using the basic

graph of y = x 2
FluenCy
1 We3 Statewhethereachofthefollowinggraphsiswiderornarrowerthanthegraphof y =x2
andstatethecoordinatesoftheturningpointofeachone.
1
a y =5x2
b y = 3 x2
c y =7x2
d y =10x2
2 2
e y = 5 x
f y =0.25x2
g y =1.3x2
h y = 3x2
2 We4 Statetheverticaltranslationandthecoordinatesoftheturningpointforthegraphsof
eachofthefollowingequations.
a y =x2+3
c y =x2-7
e y =x2-
1
2
b y =x2-1
d y =x2+
f
1
4
y =x2-0.14
g y =x2+2.37
h y =x2+
g y =(x+0.25)2
h y =(x+
3
3 We5 Statethehorizontaltranslationandthecoordinatesoftheturningpointforthegraphsof
eachofthefollowingequations.
a y =(x-1)2
b y =(x-2)2
2
c y =(x+10)
d y =(x+4)2
1
1 2
e y =(x- )
f y =(x+ 5 )2
2
3)2
4 We6 Foreachofthefollowinggraphsgivethecoordinatesoftheturningpointandstate
whetheritisamaximumoraminimum.
a y =-x2+1
b y =x2-3
2
c y =-(x+2)
d y =3x2
2
e y =4-x
f y =-2x2
2
g y =(x-5)
h y =1+x2
5 Ineachofthefollowingstatewhetherthegraphiswiderornarrowerthan y =x2andwhetherit
hasamaximumoraminimumturningpoint.
a y =3x2
b y =-3x2
1
1
5
c y = 2 x2
d y =- x2
e y =- x2
4
3
g y=
3x2
h y =-0.16x2
y =0.25x2
Chapter 9 Functions
291

unDerstAnDing
6 We7 Foreachofthefollowingquadraticequations:
i statetheappropriatedilation,reflectionandtranslationofthegraphof y =x2needed
toobtainthegraph
ii statethecoordinatesoftheturningpoint
iii hence,sketchthegraph.
a y =(x+1)2
b y =-3x2
c y =x2+1
d y = x2
e y =x2-3
1
3
y
k y =-x2-4
y =(x-4)2
h y =5x2
j y =-(x-6)2
l y =-(x+1)2
m y=2(x+1)2-4
n y= 2 (x-3)2+2
2
5
=-x2+2
g y =- x2
i
o y=- 3 (x+2)2+ 4
p y=- 4 (x-1)2- 2
reAsoning
Theshapeofthevasefollowsthecurve y =(x-10)2,where
y cmistheheightofthevaseand x cmisthedistanceofthevase
fromthewall.
a Howfaristhebaseofthevasefromthewall?
b Whatistheshortestdistancefromthetopofthevasetothe
wall?
c Ifthevaseismovedsothatthetopjusttouchesthewall,
findthenewdistancefromthewalltothebase.
d Findthenewequationthatfollowstheshapeofthevase.
eBook plus
Digital doc
WorkSHEET 9.1
doc-5272
Wall
7 Avase25cmtallispositionedonabenchnearawallasshown.
reFleCtion
Bench
What are the turning points of the

graphs y = x2 + k and y = (x - h)2?
9C
sketching parabolas in turning

point form
292
Sofar,tosketchquadraticgraphswehavelookedattransformingthegraphof y =x2by
dilation,reflectionortranslation.
Thesetransformationscanbecombinedintowhatiscalledtheturningpointformofa
quadraticequation: y =a(x-h)2+k.
Wecaneasilyfindsomeofthekeyfeaturesofaparabolafromtheturningpointformofa
quadraticequation.Theseinclude:
(i) theturningpoint(h,k)
(ii) whetherthegraphisuprightwithaminimumturningpoint(a>0)orthegraphis
invertedwithamaximumturningpoint(a<0)
(iii) whetheritiswider(|a| > 1),narrower(|a| < 1)orthesamewidth(|a| = 1)asthegraphof
y =x2.
Worked Example 8
For each of the following equations, state the coordinates of the turning point of the graph and
whether it is a maximum or a minimum.
a y = (x - 6)2 - 4 b y = -(x + 3)2 + 2
Think
a
Write
a y = (x - 6)2 - 4
Write the equation.
Identify the transformations horizontal

translation of 6 units to the right and a
vertical translation of 4 units down. State
the turning point.
The turning point is (6, -4).
As a is positive (a = 1), the graph is

upright with a minimum turning point.
Write the equation.
Minimum turning point
b y = -(x + 3)2 + 2
Identify the transformations horizontal

translation of 3 units to the left and a
vertical translation of 2 units up. State the
turning point.
The turning point is (-3, 2).
As a is negative (a = -1), the graph is

inverted with a maximum turning point.
Other key features such as the x- and y-intercepts can also be determined from the equation of
a parabola.
The point(s) where the graph cuts or touches the x-axis are called the x-intercept(s). At these
points, y = 0.
The point where the graph cuts the y-axis is called the y-intercept. At this point, x = 0.
Worked Example 9
Determine i the y-intercept and ii the x-intercepts (where they exist) for the parabolas with
equations:
a y = (x + 3)2 - 4 b y = 2(x - 1)2 c y = -(x + 2)2 - 1.
Think
a
Write
a y = (x + 3)2 - 4
Write the equation.
Find the y-intercept by substituting x = 0

into the equation.
i y-intercept: when x = 0,
Find the x-intercepts by substituting y = 0

into the equation and solving for x. Add 4
to both sides of the equation.
Take the square root of both sides of the
equation.
Solve for x.
ii x-intercepts: when y = 0,
y = (0 + 3)2 - 4
=9-4
=5
(x + 3)2 - 4 = 0
(x + 3)2 = 4
(x + 3) = +2 or -2
x = 2 - 3 orx = -2 - 3

x = -1 x = -5
The x-intercepts are -5 and -1.
Chapter 9 Functions
293
Write the equation.

into the equation.
b y = 2(x 1)2
y = 2(0 - 1)2
=21
=2
2(x 1)2 = 0
(x 1)2 = 0
x1=0
x=0+1
x=1
The x-intercept is 1.

into the equation and solving for x. Note
that there is only one solution for x and so
there is only one x-intercept. (The graph
touches the x-axis.)
Write the equation.

into the equation.

into the equation and solving for x.
We cannot take the square root of -1 to
obtain real solutions; therefore, there are
no x-intercepts.
y = -(x + 2)2 - 1
y = -(0 + 2)2 - 1
= -4 - 1
= -5
The y-intercept is -5.
-(x + 2)2 - 1 = 0
(x + 2)2 = -1
There are no real solutions, so there are no
x-intercepts.
Worked Example 10
For each of the following:

i write the coordinates of the turning point
ii state whether the graph has a maximum or a minimum turning point
iii state whether the graph is wider, narrower or the same width as the graph of y = x2
iv find the y-intercept
v find the x-intercepts
vi sketch the graph.
a y = (x - 2)2 + 3
b y = -2(x + 1)2 + 6
Think
a
y = (x - 2)2 + 3
Write the equation.
State the coordinates of the turning point

from the equation. Use (h, k) since the
equation is in the turning point form of
y = a(x - h)2 + k where a = 1, h = 2 and
k = 3.
i The turning point is (2, 3).
State the nature of the turning point by

considering the sign of a.
ii The graph has a minimum turning point as
Specify the width of the graph by

considering the magnitude of a.
iii The graph has the same width as y = x2 since
294
Write/Draw
the sign of a is positive.
a = 1.

into the equation.
iv y-intercept: when x = 0,
Find the x-intercepts by substituting

y = 0 into the equation and solving for x.
As we have to take the square root of a
negative number, we cannot solve for x.
v x-intercepts: when y = 0,
Sketch the graph, clearly showing the

turning point and the y-intercept.
vi
Label the graph.
y = (0 - 2)2 + 3
=4+3
=7
y-intercept is 7.
(x - 2)2 + 3 = 0
(x 2)2 = -3
There are no real solutions, and hence no
x-intercepts.
y
y = (x - 2)2 + 3
7
3
(2, 3)
1
2
3
4
5
b y = -2(x + 1)2 + 6
Write the equation.
i The turning point is (-1, 6).
State the coordinates of the turning point from
the equation. Use (h, k) since the equation is in
the turning point form of y = a(x - h)2 + k
where a = -2, h = -1 and k = 6.
State the nature of the turning point by

considering the sign of a.
ii The graph has a maximum turning point as
Specify the width of the graph by

considering the magnitude of a.
iii The graph is narrower than y = x2
Find the y-intercept by substituting

x = 0 into the equation.
iv y-intercept: when x = 0,
Find the x-intercepts by substituting

y = 0 into the equation and solving for x.
v x-intercepts: when y = 0,
Sketch the graph, clearly showing

the turning point and the x- and
y-intercepts.
the sign of a is negative.

since |a| > 1.
y = -2(0 + 1)2 + 6
= -2 1 + 6
=4
-2(x + 1)2 + 6 = 0
2(x + 1)2 = 6
(x + 1)2 = 3
x + 1 = 3or x + 1 = - 3

x = -1 + 3 x = -1 - 3
The x-intercepts are -1 - 3 and -1 + 3
(or approximately -2.73 and 0.73).
vi
y
(1, 6)
4
Label the graph.

1 3
1 + 3
y = 2(x + 1)2 + 6
Chapter 9 Functions
295
Unlessotherwisestated,exactvaluesfortheinterceptsshouldbeshownonsketchgraphs.
remember
1. Iftheequationofaparabolaisinturningpointform, y =a(x-h)2+k,thentheturning
pointis(h,k).
2. Ifaispositive,thegraphisuprightwithaminimumturningpoint.
3. Ifaisnegative,thegraphisinvertedwithamaximumturningpoint.
4. Ifthemagnitudeofaisgreaterthan1,thegraphisnarrowerthanthegraphof y =x2.
5. Ifthemagnitudeofaisbetween0and1,thegraphiswiderthanthegraphof y =x2.
6. Tofindthey-intercept,substitute x =0intotheequation.
7. Tofindthex-intercepts,substitute y =0intotheequationandsolveforx.
exerCise
9C
inDiviDuAl
pAthWAys
eBook plus
Activity 9-C-1
Reviewing turning
point form
doc-5080
Activity 9-C-2
Turning point form

doc-5081
Activity 9-C-3
Interpreting turning
point form trends
doc-5082
sketching parabolas in turning point form

FluenCy
1 We8 Foreachofthefollowingequations,statethecoordinatesoftheturningpointofthe
graphandwhetheritisamaximumoraminimum.
b y =(x+2)2-1
e y =-(x-5)2+3
c y =(x+1)2+1
f y =(x+2)2-6
g y =(x+ 2 )2-
a y =(x-1)2+2
d y =-(x-2)2+3
1
3
4
h y =(x- 3)2+
2
3
y =(x+0.3)2-0.4
2 Foreachofthefollowingstate:
i thecoordinatesoftheturningpoint
ii whetherthegraphhasamaximumoraminimumturningpoint
iii whetherthegraphiswider,narrowerorthesamewidthasthatof y =x2.
a y =2(x+3)2-5
b y =-(x-1)2+1
c y =-5(x+2)2-4
1
1
1
1
f y =0.2(x+ )2- 2
d y = (x-3)2+2
e y =- (x+1)2+7
4
3 Selecttheequationthatbestsuitseachofthefollowinggraphs.
i
ii
y
y
iii
3
1
0
-1 0
-3
iv
vi
3
0 1
-2
a y =(x-1)2-3
d y =-(x+2)2+3
296
0
-1
b y =-(x-2)2+3
e y =-x2+1
x
-3
c y =x2-1
f y =(x+1)2-3
1
3
4 MC a The translations required to change y = x2 into y = (x - 2 )2 + are:

1
2
1
,
2
1
,
3
a right , up
c right
e right
1
3
1
down 3
up
1
2
1
,
2
b left , down
d left
1
3
up 3
1
2
1
1
2
1
3
b For the graph 4 (x - )2 + , the effect of the
1
4
on the graph is:
no effect
to make the graph narrower
to make the graph wider
to invert the graph
1
e to translate the graph up of a unit
4
a
b
c
d
c Compared to the graph of y = x2, y = -2(x + 1)2 - 4 is:

a inverted and wider
b inverted and narrower
c upright and wider
d upright and narrower
e inverted and the same width
d A graph with minimum turning point (1, 5) and which is narrower than the graph of
y = x2 is:
a y = (x - 1)2 + 5
b y = (x + 1)2 + 5
c y = 2(x - 1)2 + 5
d y = 2(x + 1)2 + 5
1
2
1
2
e y = (x - 1)2 + 5
e Compared to the graph of y = x2, the graph of y = -3(x - 1)2 - 2 has the following
features.
Maximum TP at (-1, -2), narrower
Maximum TP at (1, -2), narrower
Maximum TP at (1, 2), wider
Minimum TP at (1, -2), narrower
Minimum TP at (-1, -2), wider
5 WE9 Determine i the y-intercept and ii the x-intercepts (where they exist) for the parabolas
with equations:
a y = (x + 1)2 - 4
b y = 3(x - 2)2
c y = -(x + 4)2 - 2
2
2
d y = (x - 2) - 9
e y = 2x + 4
f y = (x + 3)2 - 5
a
b
c
d
e
Understanding
6 WE10 For each of the following:

i write the coordinates of the turning point
ii state whether the graph has a maximum or a minimum turning point
iii state whether the graph is wider, narrower or the same width as the graph of y = x2
iv find the y-intercept
v find the x-intercepts
vi sketch the graph.
a y = (x - 4)2 + 2
b y = (x - 3)2 - 4
c y = (x + 1)2 + 2
2
2
d y = (x + 5) - 3
e y = -(x - 1) + 2
f y = -(x + 2)2 - 3
2
2
g y = -(x + 3) - 2
h y = 2(x - 1) + 3
i y = -3(x + 2)2 + 1
7 Consider the equation 2x2 - 3x - 8 = 0.
a Complete the square.
b Use the result to determine the exact solutions to the original equation.
c Determine the turning point of y = 2x2 - 3x - 8 and indicate its type.
Chapter 9 Functions
297

8 a Findtheequationofaquadraticwhichhasaturningpointof(-4,6)andhasanx-intercept
at(-1,0).
b Statetheotherx-intercept(ifany).
reAsoning
9 ThepriceofsharesinfledglingcompanyLolliesrusplungeddramaticallyoneafternoon,
followingthebreakoutofasmallfireonthepremises.However,MsSarahSayvaofLollies
Anonymousagreedtobackthecompany,andsharepricesbegantorise.
Sarahnotedatthecloseoftradethatafternoonthatthecompanyssharepricefollowed
thecurve:P=0.1(t-3)2+1where$Pisthepriceofsharesthoursafternoon.
a Sketchagraphoftherelationshipbetweentimeandsharepricetorepresentthe
situation.
b Whatwastheinitialshareprice?
c Whatwasthelowestpriceofsharesthatafternoon?
d Atwhattimewasthepriceatitslowest?
e WhatwasthefinalpriceofLolliesrussharesastradeclosedat5pm?
10 Rockyispractisingforafootballkickingcompetition.Afterbeingkicked,thepaththattheball
followscanbemodelledbythequadraticrelationship:
h=
1
(d 15)2 + 8,
30
wherehistheverticaldistancetheballreaches(inmetres),anddisthehorizontaldistance
(inmetres).
a Determinetheinitialverticalheightof
theball.
b Determinetheexactmaximumhorizontal
distancetheballtravels.
c Writedownboththemaximumheightand
thehorizontaldistancewhenthemaximum
heightisreached.
9D
eBook plus
Interactivity
Sketching
parabolas
int-2785
reFleCtion
Does a in the equation y = a(x - h)2 + k

have any impact on the turning point?
sketching parabolas of the form

y = ax 2 + bx + c
Thestandardformofaquadraticequationis y =ax2+bx+cwherea,bandcare
constants.
Asseenintheprevioussection,tosketchaparabolaweneedtoknow:
1.y-intercept
2.x-intercepts
3.thenatureoftheturningpoint;thatis,whetheritisamaximumoraminimum
turningpoint
4.thecoordinatesoftheturningpoint.
Finding the turning point of a parabola when the equation

is not in turning point form
1. Changing to turning point form
Asseenpreviously,whenanequationiswritteninturningpointformthecoordinatesofthe
turningpointcanbereadfromtheequation.Thatis,thecoordinatesoftheturningpointfor
y =a(x-h)2+kare(h,k).
Tochangetoturningpointformweusethecompletingthesquaremethod.
298
Worked Example 11
Change each of the following equations into turning point form and hence state the coordinates of
the turning point for each one.
a y = x2 + 6x + 2
b y = -2x2 + 7x - 3
Think
a
Write
Write the equation.
Complete the square:

(i)Halve the coefficient of x and square it.
(ii)Add this new term to the equation,
placing it after the x-term.
(iii)Balance the equation by subtracting the
same term from the right-hand side of the
equation.
Factorise the perfect square and simplify the

remaining terms.
State the coordinates of the turning point.
Write the equation.
Take out a common factor.

(i)Halve the coefficient of x and square it.
(ii)Add this new term to the equation,
placing it after the x-term.
(iii)Balance the equation by subtracting the
same term from the right-hand side of the
equation.
a y = x2 + 6x + 2
6
= x2 + 6x + 2 2 + 2
= x2 + 6x + (3)2 - (3)2 + 2
= (x2 + 6x + 9) - 9 + 2
= (x + 3)2 - 9 + 2
= (x + 3)2 - 7
The turning point is (-3, -7).
b y = -2x2 + 7x - 3
= -2 x 2 7 x +
2
= 2 x 2 72 x +
=
=
=
2
1
2
7 2
72 2 2 +
2
2 3
7
2 x 2 2 x + 47 47 + 2
2 7
49 3
49
8
2 x x + 16 16 + 2 8
2
2 7
2 x x + 49 49 + 24
2
16
16 16
2 x 7 25
2
16
Factorise the perfect square and simplify the

remaining terms.
Multiply the common factor by each term in

the square brackets so that the equation is in
turning point form.
= 2 x 47 +
25
8
The turning point is
7 25
,
4 8
or 13 , 31 .
4 8
Worked Example 12
Sketch the graph of y = 2x2 - 4x - 2 using the completing the square method to find the coordinates
of the turning point. Show all relevant points.
Think
Write/draw
Write the equation.
y = 2x2 - 4x - 2
Find the y-intercept by substituting x = 0.
y=0-0-2
= -2
The y-intercept is -2.
Chapter 9 Functions
299
Find the x-intercepts by substituting y = 0. Factors

cannot be easily found, so use the quadratic formula to
solve for x.
x-intercepts: when y = 0,
0 = 2x2 - 4x - 2
2x2 - 4x - 2 = 0
2(x2 - 2x - 1) = 0
x2 - 2x - 1 = 0
b b 2 4 ac
2a
where a = 1, b = -2, c = -1
x=
2 (2)2 4(1)(1)
2
2 8
x=
2
x=
22 2
2
The x-intercepts are 1 - 2 and 1 + 2
(approx. -0.41 and 2.41).
x=
Find the turning point by taking out a common factor

from the original equation.
y = 2x2 - 4x - 2
= 2(x2 - 2x - 1)

(i) Halve the coefficient of the x-term and square it.
(ii)Add this new term to the equation, placing it after
the x-term.
(iii)Balance the equation by subtracting the same term
from the right-hand side of the equation.
2 2
2 2
= 2 x 2 2 x + 2 2 1
= 2[(x2 - 2x + (-1)2) - (-1)2 - 1]

= 2[(x2 - 2x + 1) - 1- 1]
Factorise the perfect square and simplify the remaining

terms.
= 2[(x - 1)2 - 2]
Multiply the common factor by each term in the square

brackets so that the equation is in turning point form.
= 2(x - 1)2 - 4
State the nature of the turning point. As the sign of a is

positive, the parabola has a minimum turning point.
The parabola has a minimum turning point.
8
9
10
Sketch the graph.
( ) ( )
Turning point is (1, -4).
y
y = 2x2 - 4x - 2
11
Label the graph.

1- 2 0 1
-2
-4
1+ 2 x
(1, -4)
2. Using the x-intercepts to find the x-coordinate of the turning point

A parabola is symmetrical, so the x-intercepts are the same distance from the axis
of symmetry (the line which divides the graph exactly in half). This means that the
x-coordinate of the turning point is halfway between the x-intercepts.
300
In this graph, the x-intercepts are exactly 1 unit from the y-axis
which is the axis of symmetry. One way to find the x-coordinate
of the turning point is to calculate the average of the two
x-intercepts. In this case, 1 + 1 = 0 is the x-coordinate of the
y = x2 - 1
turning point. The y-coordinate of the turning point can then be

found by substituting the x-coordinate into the equation.
-1 0
-1
Worked Example 13
Sketch the graph of y = x2 - 10x + 21, using the x-intercepts to find the coordinates of the turning
point.
Think
Write/draw
Write the equation.
y = x2 - 10x + 21
Find the y-intercept by substituting x = 0.
y = 0 - 0 + 21
= 21
Find the x-intercepts by substituting y = 0.
x-intercepts: when y = 0,
x2 - 10x + 21 = 0
Factorise and solve for x by using the Null Factor Law.
Find the x-coordinate of the turning point by averaging

the x-intercepts, x1 + x 2 . (This is halfway between the
2
x-intercepts.)
(x - 7)(x - 3) = 0
x - 7 = 0 or x - 3 = 0

x = 7 x = 3
The x-intercepts are 3 and 7.
3+7
x-value of the turning point =
2
10
=
2
=5
Find the y-coordinate of the turning point by

substituting the x-coordinate into the equation and
solving for y.
When x = 5, y = 52 - 10(5) + 21

= -4
The turning point is (5, -4).
State the nature of the turning point. As the sign of a is

positive, the parabola has a minimum turning point.
Parabola has a minimum turning point.
Sketch the graph.
10
Label the graph.
y = x2 - 10x + 21
21
0
-4
3 5 7
(5, -4)
Chapter 9 Functions
301
remember
1. Iftheequationisintheform y =ax2+bx+c,thecoordinatesoftheturningpointcan
befoundby:
(a) usingthecompletingthesquaremethodtochangetheequationintoturningpointform
(b)findingthex-coordinateofthepointexactlyhalfwaybetweenthetwox-intercepts.
Thisisthex-coordinateoftheturningpoint.Thensubstitutethe x-valueintothe
equationtofindthey-coordinate.
b
.Thensubstitutethex-valueintotheequationtofindthey-coordinate.
(c) using x =
2a
2. Thegraphshouldalsoshowboththey-interceptandthex-interceptsoftheparabolaif
theyexist.
exerCise
9D
inDiviDuAl
pAthWAys
sketching parabolas of the form y = ax 2 + bx + c

FluenCy
1 We11 Changeeachofthefollowingequationsintoturningpointformandwritethe
eBook plus
Activity 9-D-1
Understanding
parabola sketching
doc-5083
Activity 9-D-2
Parabola sketching
doc-5084
Activity 9-D-3
Sketching tricky
parabolas
doc-5085
3
eBook plus
Digital doc
SkillSHEET 9.3
doc-5268
4
eBook plus
Digital doc
SkillSHEET 9.4
doc-5269
coordinatesoftheturningpointforeachone.
a y =x2+4x-2
b y =x2+12x-4
c y =x2-8x+6
2
2
d y =x -2x+12
e y =x +3x+1
f y =x2+ x-2
2
2
g y =x +7x+2
h y =2x +4x+8
i y =3x2-12x+6
We12 Sketchthegraphofeachofthefollowingusingthecompletingthesquaremethodto
findthecoordinatesoftheturningpoint.Showallrelevantpoints.
a y =x2+2x-5
b y =x2-4x+7
c y =x2+ 6x-3
d y =x2-5x+1
e y =-x2-5x+1
f y =-x2+ x-3
g y =3x2+3x-12
h y =-5x2+10x-35
2
i y =-7x -7x+49
We13 Sketchthegraphofeachofthefollowing,usingthex-interceptstofindthecoordinates
oftheturningpoint.
a y =x2+ x -12
b y =x2-12x+32
2
c y =x -8x-9
d y =-x2-6x-8
2
e y =-x -6x+27
f y =-x2+2x+35
2
g y =x +4x- 5
Sketchthegraphsofeachofthefollowing.
a y =2x2-17x-9
b y =3x2-23x+14
2
c y =5x +27x+10
d y =6x2+7x-3
2
e y =-2x +7x+4
f y =-2x2+11x+21
2
g y =-6x +5x+6
h y =-18x2+67x-14
2
i y =2x -7x+8
y
mC a Theequationthatbestsuitsthegraphshownis:
a y =x2+2x-24
b y =3x2+6x-72
c y =x2-2x-24
d y =3x2-6x-72
0
(-6, 0)
(4, 0) x
e y =2x2+4x-72
-72
302
eBook plus
Digital doc
b Theequation y =x2+5x-24isbestrepresentedby:
a
b
y
SkillSHEET 9.5
doc-5270
y
24
-3
eBook plus
Digital doc
-3 0
-24
SkillSHEET 9.6
doc-5271
y
24
-8
-8
-24
-8
-12
6 Matcheachofthefollowinggraphswiththeappropriateequation.
a
y
0
y
9
-2 0
6 x
-3
Chapter 9 Functions
303
5
0 1
-1
5
2
3
2
-1

iy = x2 - 6x + 5
iiiy = -x2 + 9
vy = 2x - 2x2
viiy = -x2 + 5x - 6
iiy = x2 - 1
ivy = 3x2 - 12x
viy = -x2 + 4x + 12
viiiy = -4x2 + 16x - 15
Understanding
7 a Find the equations for parabolas A and B in both turning point form and standard form.
b For the two parabolas, A and B, state the transformations on A to create B.
y
8
A
(3, 4)
4
2
-6
0
-4 -2
(-1, -1) -2
B
6x
-4
-6
8 Use a graphical method on your calculator to find the points of intersection of these parabolas,

y = x2 + 6x + 5
y = -x2 - 4x + 2
9 Use simultaneous equations to show that the parabola y = x2 + 6x + 5 and the straight line
y = 2x + 1 intersect at one point only.
a Find the coordinates of this point of intersection.
b Verify this by graphing the simultaneous equations on your calculator and finding the
point of intersection.
304

Reasoning
10 Consider the family of parabolas y = x2 + px + 5.
a Sketch, on the same set of axes, the parabolas for p = -4, -2, 2, 4.
b Discuss the effect of p on the graph.
11 The height, h metres, of a model rocket above the ground t seconds after launching is given by
the equation h = 4t(50 - t) for 0 t 50.

a Sketch the graph of the rockets flight.
b Determine the height of the rocket when it is launched.
c What is the greatest height the rocket reaches?
d After how long does the rocket reach the greatest height?
e How long is the rocket in the air?
12 A farmer decides to fence a new rectangular paddock with the greatest possible area, using an
existing fence for one side and 40 metres of fencing to make the other three sides. Let the area
of the paddock be defined as Am2.
a Write an equation using x and y to describe the area of the paddock.
b Write an equation relating x and y and the length of fencing
Existing fence
available.
c Rearrange the equation so that y is the subject.
d Substitute this value of y into the equation for the area.
xm
e Using the intercept method find the coordinates of the
New
paddock
turning point.
xm
f Sketch the graph.
ym
g Use the graph to find the maximum area of the paddock and
its dimensions.
13 A daring feat performed
in Acapulco, Mexico, is
for a person to dive from a
cliff into the ocean.
Starting from about
17 metres above the water,
the height, h (in metres),
of a diver t seconds after
he jumps can be
represented by the
equation
h = -4.9t2 + 1.5t + 17.
a Sketch a graph to
represent the divers
height after jumping.
b How long does it
take for the diver to
reach the water (to the
nearest second)?
c When does the diver reach his maximum height above the water? Give your answer
d What is the divers greatest height above
the water? Give your answer correct to the nearest cm.
14 A farmer has 300 metres of fencing with which to fence 3 sides of a rectangular paddock.
a Using the method described in question 8, find an equation relating the area and the width
of the paddock.
b Sketch the graph.
c Use the graph to find the greatest possible area for the paddock and its dimensions.
Chapter 9 Functions
305

15 InpreparationforanArcheryGamesopeningceremony,anarchershootsafieryarrowthat
followsaparabolicpathintoacauldron.Thecauldronis15metreshighwithitscentrea
distanceof10metresfromawall.
Thearcherreleasesthearrowatadistanceof34metreshorizontallyfromthewallas
representedbythediagrambelow.
P
Wall
Cauldron
15 m
10 m
34 m
Thiseventcanberepresentedonasetofaxesandthepathofthearrowcanbemodelledby
aquadraticequationoftheformy=ax2+bx+c.
a Giventhatifthecauldronwasnotintheway,thearrowwouldland2metresfromthe
wall.Showthatthepathofthearrowcanberepresentedbytheequation
5 2 45
85
y=
x + x .
64
16
16
b Useyourcalculatortographtheequation
reFleCtion
andhencefindtheexactcoordinates
Which feature is most clearly displayed in
wherethearrowreachesitsmaximum
an equation of the type y = ax 2 + bx + c:
height,P.
the x-intercept(s), the y-intercept or the
c Converttheequationinpartatoturning
turning point?
pointformtoshowthatyouranswertob
iscorrect.
eBook plus
Digital doc
WorkSHEET 9.2
doc-5273
9e
exponential functions and

their graphs
Relationshipsoftheform y =axarecalledexponential functionswithbasea,whereaisa

realnumbernotequalto1,and x istheindexpowerorexponent.
Thetermexponentialisused,astheindependentvariable x istheexponent(orindex).
WorkeD exAmple 14
Complete the table of values below and use it to plot the graph of y = 2x.
x
-4
-3
-2
-1
y
think
1
306
Substituteeachvalueof x intothefunction y =2xto

obtainthecorresponding y-value.
Ploteachpointgeneratedonasetofaxes.
Write/DrAW
-4 -3 -2 -1
1
16
16
1
8
1
4
1
2
Joinwithasmoothcurve.
y = 2x
18
16
14
12
10
8
6
4
2
-4 -3 -2 -1 0
1 2 3 4
Labelthegraph.
eBook plus
Interactivity
Exponential
graphs
int-1149
ThegraphinWorkedexample14hasseveralimportantfeatures.
Thegraphpassesthrough(0,1).Thatis,they-interceptis1.Thegraphofanyequationinthe
form y =axwillpassthroughthispoint.
Thegraphpassesthroughthepoint(1,2).Allgraphsoftheform y =axwillpassthroughthe
point(1,a).
y >0forallvaluesofx.Youwillnoticethatfornegativevaluesof x, thegraphgetsveryclose
tobutwillnevertouchthex-axis.Whenthisoccurs,thelinethatthegraphapproachesis
calledanasymptote.Theequationoftheasymptotefor y =axis y =0;i.e.thex-axis.
WorkeD exAmple 15
a Plot the graph of y = 3 2x for -3 x 3.
c Write the equation of the horizontal asymptote.
b State the y-intercept.
think
a
Write/DrAW
Prepareatableofvaluestaking x-values
from-3to3.Fillinthetablebysubstituting
eachvalueof x intothegivenequation.
Drawasetofaxesongraphpapertoplot
thepointsfromthetableandjointhemwith
asmoothcurve.
-3
-2
-1
3
8
3
4
1
12
12
24
24
22
20
18
16
14
12
10
8
6
4
2
-3 -2 -1 0
y
y = 3 2x
y=0
1 2 3
Labelthegraph.
Locatewherethecurvecutsthey-axis.
Alternatively,findthey-valuefor x =0inthetable.
b They-interceptis3.
Findanimaginarylinetowhichthecurvegets
closerandcloserbutdoesnotcross.Asitisa
horizontalasymptote,theequationwillbeofthe
form y =constant.
Theequationoftheasymptoteis y =0.
Chapter 9 Functions
307
Compare the graphs drawn in Worked examples 14 and 15. When 2x was multiplied by a
constant, the graph was dilated; that is, its width changed. Since the constant was a positive
number greater than 1, the graph became narrower. If the constant had been a fraction or
decimal between 0 and 1, the graph would have become wider.
The following worked example considers the effect of a negative exponent.
Worked Example 16
Plot the graph of y = 3-x for -3 x 3, clearly showing the y-intercept and the horizontal
asymptote.
Think
1
Write/draw
Draw up a table of values.
Substitute the values of x into the equation to

find the corresponding y-values.
Draw a set of axes, plot the points generated

from the table and join with a smooth curve.
-3
-2
-1
27
1
3
1
9
1
27
y
y = 3x
28
26
24
22
20
18
16
14
12
10
8
6
4
2
-3 -2 -1 0
y=1
1 2 3
y=0
x
Label the graph.
Further exponential graphs
Recall the dilation, reflection and translation rules for quadratic graphs. These rules also apply
to exponential graphs.
Adding to or subtracting from the basic function shifts the graph up or down the y-axis.
y = ax + k or y = ax - k
Adding to or subtracting from x shifts the graph left or right along the x-axis.
y = ax - h or y = ax + h
remember
1. Relationships of the form y = ax, where a 1 are called exponential functions with
base a.
2. To obtain the graph of an exponential function, construct a table of values first and then
plot the points from the table and join them with a smooth curve. Alternatively use a
graphics calculator, CAS calculator or graphing software.
3. An asymptote is a line which the graph approaches but never cuts or touches.
4. Multiplying by a constant dilates the basic graph that is, makes it narrower or wider.
5. If x is a negative number, the graph is reflected across the y-axis.
308
exerCise
9e
inDiviDuAl
pAthWAys
eBook plus
exponential functions and their graphs

Youmayuseagraphingcalculatororgraphingsoftwaretoassistyouinthisexercise.
FluenCy
1 a We14 Completethetablebelowandusethetabletoplotthegraphof y =10xfor
-2 x 2.
Activity 9-E-1
Exploring exponential
graphs
doc-5086
Activity 9-E-3
Tricky exponential
graphs
doc-5088
eBook plus
Digital doc
SkillSHEET 9.7
doc-5274
-3
-2
-1
Activity 9-E-2
Features of
exponential graphs
doc-5087
-4
b Whywoulditbedifficulttodrawthegraphfor-4 x 4?
2 Plotthegraphofeachofthefollowingexponentialfunctions.
a y =4x
b y =5x
c y =6x
3 Ontheonesetofaxes,drawthegraphsof y =2x, y =2-x,y =3x, y =3-x,y =4x andy =4-x.

4 Useyouranswertoquestion3todescribetheeffectofincreasingthevalueofaonthegraph
of y =ax.
5 We15 a Plotthegraphof y =23xfor-3 x 3.
b Statethey-intercept.
c Writetheequationofthehorizontalasymptote.
6 Completethefollowingtableofvaluesandthenplotthegraphofy =2x,y =32x,and
y = 152x onthesamesetofaxes.
-3
-2
-1
2x
32x
1
2x
5
7 Studythegraphsinquestion6andstatetheeffectthatthevalueofkhasongraphswith
8
9
10
11
equation y =kax.
We16 Plotthegraphof y =2-x for-3 x 3,clearlyshowingthey-interceptandthe
horizontalasymptote.
Ontheonesetofaxes,sketchthegraphsof y =3xandy =3-x.
Useyouranswertoquestion9todescribetheeffectofanegativeindexonthegraphof
y =ax.
a Completethetableofvaluesbelowandusethepointsgeneratedtosketchthegraphof
( ).
y =
1
2
-3
-2
-1
y
1
2
( ) and
b Bywriting withanegativeindex,showalgebraicallythatthefunctions y =
y =2-xareidentical.
12 Drawthegraphsof y =(1.2)x, y =(1.5)xand y =(1.8)x.
13 a Drawthegraphof y =10(1.3)x.
b Statethey-intercept.
c Writetheequationofthehorizontalasymptote.
1
2
Chapter 9 Functions
309

14 Use a calculator to draw the graphs of each of the following on the one set of axes.
a y = 3x
b y = 3x + 2
c y = 3x - 3
15 For the graphs drawn in question 14, state the equation of the horizontal asymptote.
16 Use your answers to questions 14 and 15 to state the effect that changing the value of c has on
the graph of y = 3x + c.
Understanding
17 Match each of the graphs (ad) with the correct equation below (iiv).
y
10
8
6
4
2 (1, 1.6)
-10
-5
y
20
16
12
8
4
-4
-2
y
12
10
8
6
4
2
10
x
-4
y
10
8
6
4
2
(1, 16)
-2
-4
(1, 12)
(1, 0.75)
-2
i y = 3 4x
ii y = 2 8x
iii y = 3 0.25x
iv y = 2 0.8x
18 MC The equation for the graph at right is:
A y = 2x
B y = 3x
C y = 2 3x
D y = 3 2x
-x
E y = 2
y
10
8
6
4
2
-4
-2
(1, 3)
19 MC The graph of y = -3 4x is best represented by:

A
y
x
0
(0, 1)
0
310
(0, -3)
(0, 3)
x
0
(0, -1)
x
(0, -1)
20 Onthesamesetofaxesdrawthegraphsof:
a y =4x
b y =4x + 1
c y =4x -3.
21 Useyouranswertoquestion20tostatetheeffectthatchangingthevalueofbhasonthegraph
ofy =4x - b.
22 Sketchgraphsofeachofthefollowingontheonesetofaxes,showingthey-interceptandthe
horizontalasymptote.(Rememberthatasketchgraphshowsthebasicshapeoftherelationship
anditskeyfeatures.Asketchgraphisnotdrawnbyplottingpointsfromatableofvalues.)
a y =2xand y =2x+4
b y =2xand y =2x-1
c y =2xand y =2x+4
d y =2xand y =2x-1
Checkyouranswerswithagraphingcalculatororgraphingsoftware.
reAsoning
23 Myung-Hyeinvests$1000at10%p.a.interestcompoundedannually.Thisinvestmentcanbe
representedbythefunctionA=1000(1.1)n,whereAistheamounttowhichtheinvestment
growsand n isthenumberofyearsoftheinvestment.
a Prepareatableofvaluesfor0 n 6.Substituteintegervaluesof n intotheequationand
useacalculatortodeterminecorrespondingvaluesofA.
b Plotthepointsgeneratedbythetable,clearlylabellingtheaxes.Jointhepointswitha
smoothcurve.
c Usethetableofvaluesorthegraphtofindthevalueoftheinvestmentafter3years.
24 Kevinbuysacarfor$40000.Thecardepreciatesattherateof15%p.a.Thevalue,$V,ofthe
carafter n yearscanbegivenbytheequationV=40000(0.85)n.
a Prepareatableofvaluesfor
0 n 5.Substituteinteger
valuesof n intotheequation
anduseacalculatortofind
correspondingvaluesofV.
Roundanswerstothenearest
wholenumberasrequired.
b Plotthepointsgeneratedbythetable,clearlylabellingtheaxes.Jointhepointswitha
smoothcurve.
c Describewhatishappeningtothevalueofthecaras n increases.
d Findthevalueofthecarafter5years.Givetheanswertothenearestdollar.
Chapter 9 Functions
311
25 The graph shows the growth rate of two different bacteria.

a Determine when each bacteria reaches a
population of 500000.
b Estimate the starting population of each bacteria.
c Which bacteria grows at a faster rate?
d When are the populations equal?
26 The rat population in Hamlin is very prolific; the rats
double their population every 2 days. An initial count
of rats in the town shows 2048 rats.
a What is the rat population 10 days after the initial
count?
b Predict the population after 100 days.
c Write an equation that enables you to predict the
rat population.
d Predict when the rat population will reach:
i 1 million
ii 10 million
iii 1 billion (1000 million).
9F
Bacteria population ( 1000)
1400
1200
1000
B A
800
600
400
200
0
50 100 150 200 250 300

Time (s)
reflection
What are two different

transformations that can be
done to exponential graphs?
The hyperbola
k
A hyperbola is a function of the form xy = k or y = .
x
Worked Example 17
1
Complete the table of values below and use it to plot the graph of y = .
x
x
-3
-2
-1
-2
1
2
y
Think
1
Write/draw
Substitute each x value into the function

1
y = to obtain the corresponding y value.
x
-3 -2 -1 - 2
- 3 - 2 -1 -2 Undefined
-3 -2 -1
312
1
2
1
2
1
3
Draw a set of axes and plot the points from

the table. Join them with a smooth curve.
2
1
0
y = 1x
1 2 3
-1
-2
The graph in Worked example 17 has several important features.

1. There is no function value (y value) when x = 0. At this point the hyperbola is undefined.
When this occurs, the line that the graph approaches (x = 0) is called a vertical asymptote.
2. As x becomes larger and larger, the graph gets very close to but will never touch the x-axis.
The same is true as x becomes smaller and smaller. The hyperbola also has a horizontal
asymptote at y = 0.
3. The hyperbola has two separate branches. It cannot be drawn without lifting your pen from
the page and is an example of a discontinuous graph.
k
1
As with exponential functions, graphs of the form y = are the same basic shape as y =
x
x
with y values dilated by a factor of k.
Worked Example 18
a Plot the graph of y =
4
for -2 x 2.
x
b Write down the equation of each asymptote.
Think
a
Write/draw
Prepare a table of values taking x

values from -2 to 2. Fill in the table by
substituting each x value into the given
equation to find the corresponding y value.
-2 -1 - 2
-2 -4 -8 Undefined
Consider any lines that the curve approaches but

does not cross.
1
2
Draw a set of axes and plot the points from

the table. Join them with a smooth curve.
-2 -1
8
4
0
y = 4x
x
1 2
-4
-8
b Vertical asymptote is x = 0.
Horizontal asymptote is y = 0.
Consider the effect of negative values of k.
Worked Example 19
Plot the graph of y =
3
for -3 x 3.
x
Think
1
Draw a table of values and substitute each

x value into the given equation to find the
corresponding y value.
Draw a set of axes and plot the points from the
table. Join them with a smooth curve.
Write/draw
1
x -3 -2 -1 - 2
2 1 2 3
y 1 1.5 3 6 Undefined -6 -3 -1.5 -1

y
6
3
-3 -2 -1 0
-3
y = 3
x
1 2 3
x
-6
Chapter 9 Functions
313
remember
k
1. Ahyperbolaisafunctionoftheformy = .
x
2. Toobtainthegraphofahyperbola,constructatableofvalues.Plotthepointsand
jointhemwithasmoothcurve.Alternatively,useagraphicscalculatororacomputer
graphingpackage.
3. Ahyperbolawilloftenhavebothahorizontalandaverticalasymptote.
exerCise
9F
inDiviDuAl
pAthWAys
the hyperbola
Youmayuseagraphicscalculatororcomputergraphingpackagetoassistyouinthisexercise.
FluenCy
eBook plus
Activity 9-F-1
1 We17 Completethetableofvaluesbelowanduseittoplotthegraphofy =
Hyperbola graphs
doc-5089
Exploring the
hyperbola
doc-5090
Activity 9-F-3
More hyperbola
graphs
doc-5091
-5
Activity 9-F-2
-4
-3
-2
-1
y
2 We18 a Plotthegraphofeachhyperbola.
b Writedowntheequationofeachasymptote.
100
x
2
3
4
Onthesamesetofaxes,drawthegraphsofy = , y = andy = .
x
x
x
Useyouranswertoquestion3todescribetheeffectofincreasingthevalueofkonthe
k
graphofy = .
x
10
We19 Plotthegraphofy =
for-5x5.
x
6
6
Onthesamesetofaxes,drawthegraphsofy = andy = .
x
x
k
Useyouranswertoquestion6todescribetheeffectofthenegativeiny = .
x
1
Completethetableofvaluesbelowandusethepointstoploty =
.Statetheequationof
x 1
theverticalasymptote.
i y=
3
4
5
6
7
8
ii y =
-3
-2
20
-1
iii y =
y
9 Plotthegraphofeachhyperbolaandlabeltheverticalasymptote.
1
x2
1
b y=
x3
1
c y=
x +1
a y=
314
10
.
x

Understanding
1
.
xa
11 Sketch each of the following, showing the position of the vertical asymptote.
4
a y =
x +1
2
b y =
x 1
5
reflection
c y =
x+2
How could you summarise the effect of the
12 Give an example of the equation of a
transformations dealt with in this exercise on
1
hyperbola that has a vertical asymptote of:
the shape of the basic hyperbola y = ?
a x = 3
x
b x = -10.
10 Use your answers to question 9 to describe the effect of a in y =
9G
The circle
A circle is the path traced out by a point at a constant distance (the radius) from a fixed point
(the centre).
Consider the circles shown below right. The first circle has its centre at the origin and radius r.
Let P (x, y) be a point on the circle.
y
By Pythagoras: x2 + y2 = r2.
P(x, y)
This relationship is true for all points, P, on the circle.
r
y
If the circle is translated h units to the right, parallel to the

x-axis, and k units upwards, parallel to the y-axis, then:
The equation of a circle, with centre (h, k) and radius r, is:
(x - h)2 + (y - k)2 = r2
The equation of a circle, with centre (0, 0) and radius r, is:

x2 + y2 = r2
y
y
k
P(x, y)
(y - k)
(x - h)
h
x x
Worked Example 20
Sketch the graph of 4x2 + 4y2 = 25, stating the centre and radius.
Think
1
Express the equation in standard form by dividing

both sides by 4.
Write/draw
x2 + y2 = r2
+ 4y2 = 25
4x2
x2 + y2 =
25
4
State the coordinates of the centre.
Centre (0, 0)
Find the length of the radius by taking the square

root of both sides. (Ignore the negative results.)
r2 =
25
4
r=
5
2
Radius = 2.5 units

Chapter 9 Functions
315
y
2.5
Sketch the graph.

-2.5
2.5
-2.5
Worked Example 21
Sketch the graph of (x - 2)2 + (y + 3)2 = 16, clearly showing the centre and radius.
Think
Write/draw
Express the equation in standard form.
(x - h)2 + (y - k)2 = r2
(x - 2)2 + (y + 3)2 = 16
Centre (2, -3)
State the length of the radius.
r2 = 16
r=4
Radius = 4 units
Sketch the graph.
y
1
-2
-3
6 x
-7
Worked Example 22
Sketch the graph of the circle x2 + 2x + y2 - 6y + 6 = 0.

Think
1
Express the equation in standard form by

completing the square on the x terms and again on
the y terms.

State the length of the radius.
Sketch the graph.
Write/draw
(x - h)2 + (y - k)2 = r2
+ 2x + y2 - 6y + 6 = 0
2
(x + 2x + 1) - 1 + (y2 - 6y + 9) - 9 + 6 = 0

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

(x + 1)2 + (y - 3)2 = 4
Centre (-1, 3)
r2 = 4
r=2
Radius = 2 units
x2
y
5
3
1
-3 -1 1
316
remember
Circlegraphs:
x2+y 2=r 2
(x-h)2+(y-k)2=r 2
exerCise
9g
inDiviDuAl
pAthWAys
eBook plus
Activity 9-G-1
Circle graphs
doc-5092
Activity 9-G-2
Exploring the circle

doc-5093
Activity 9-G-3
More circle graphs

doc-5094
centre(0,0)
centre(h,k)
radiusr
radiusr
the circle
FluenCy
1 We20 Sketchthegraphsofthefollowing,statingthecentreandradiusofeach.
a x2+y2=49
b x2+y2=42
c x2+y2=36
d x2+y2=81
e 2x2+2y2=50
f 9x2+9y2=100
2 We21 Sketchthegraphsofthefollowing,clearlyshowingthecentreandtheradius.
a (x-1)2+(y-2)2=52
b (x+2)2+(y+3)2=62
c (x+3)2+(y-1)2=49
d (x-4)2+(y+5)2=64
e x2+(y+3)2=4
f (x-5)2+y2=100
3 We22 Sketchthegraphsofthefollowingcircles.
a x2+4x+y2+8y+16= 0
b x2-10x+y2-2y+10= 0
c x2-14x+y2+6y+9= 0
d x2+8x+y2-12y-12= 0
e x2+y2-18y-19= 0
f 2x2-4x+2y2+8y-8= 0
unDerstAnDing
4 mC Thegraphof(x-2)2+(y+5)2=4is:
a
5
x
-2
d
y
c
2
-5
-5
Chapter 9 Functions
317

5 MC The centre and radius of the circle (x + 1)2 + (y - 3)2 = 4 is:
a (1, -3), 4
b (-1, 3), 2
c (3, -1), 4
d (1, -3), 2
y
6 Find the equation representing
the outer edge of the galaxy as

shown in the photo at right, using
the astronomical units provided.
reflection
How could you write equations representing

a set of concentric circles (circles with the
same centre, but different radii)?
318
Summary
Plotting parabolas
Produce a table of values by substituting each integer value of x into the equation.
Plot a graph by drawing and labelling a set of axes, plotting the points from the table and
joining the points to form a smooth curve.
The axis of symmetry is the line that divides the parabola exactly in half.
The turning point is the point where the graph changes direction or turns.
The turning point is a maximum if it is the highest point on the graph and a minimum if it is
the lowest point on the graph.
The x-intercepts are the x-coordinates of the points where the graph crosses the x-axis.
The y-intercept is the y-coordinate of the point where the graph crosses the y-axis.
Sketching parabolas using the basic graph of y = x2
If the graph of y = x2 is translated c units vertically, the equation becomes y = x2 + c.

If the graph of y = x2 is translated h units horizontally, the equation becomes y = (x h)2.
If the graph of y = x2 is dilated by factor a, the graph becomes narrower if a > 1 and wider if
0 < a < 1.
If the x2 term is positive, the graph is upright. If there is a negative sign in front of the x2 term,
the graph is inverted.
Invariant points are points that do not change under a transformation.
Sketching parabolas in turning point form
If the equation of a parabola is in turning point form, y = a(x - h)2 + k, then the turning point
is (h, k).
If a is positive, the graph is upright with a minimum turning point.
If a is negative, the graph is inverted with a maximum turning point.
If the magnitude of a is greater than 1, the graph is narrower than the graph of y = x2.
If the magnitude of a is between 0 and 1, the graph is wider than the graph of y = x2.
To find the y-intercept, substitute x = 0 into the equation.
To find the x-intercepts, substitute y = 0 into the equation and solve for x.
Sketching parabolas of the form y = ax2 + bx + c
If the equation is in the form y = ax2 + bx + c, the coordinates of the turning point can be
found by:
(a) using the completing the square method to change the equation into turning point form
(b) finding the x-coordinate of the point exactly halfway between the two x-intercepts. This is
the x-coordinate of the turning point. Then substitute the x-value into the equation to find
the y-coordinate.
b
. Then substitute the x-value into the equation to find the y-coordinate.
(c) using x =
2a
The graph should also show both the y-intercept and the x-intercepts of the parabola if they
exist.
Exponential functions and their graphs
Relationships of the form y = ax, where a 1 are called exponential functions with base a.
To obtain the graph of an exponential function, construct a table of values first and then plot
the points from the table and join them with a smooth curve. Alternatively use a graphics
calculator, CAS calculator or graphing software.
An asymptote is a line which the graph approaches but never cuts or touches.
Multiplying by a constant dilates the basic graph that is, makes it narrower or wider.
If x is a negative number, the graph is reflected across the y-axis.
Chapter 9 Functions
319

The hyperbola
k
Ahyperbolaisafunctionoftheformy = .
x
Toobtainthegraphofahyperbola,constructatableofvalues.Plotthepointsandjointhem
withasmoothcurve.Alternatively,useagraphicscalculatororacomputergraphingpackage.
Ahyperbolawilloftenhavebothahorizontalandaverticalasymptote.
The circle
Circlegraphs:
x2+y 2=r 2
(x-h)2+(y-k)2=r 2
centre(0,0)
centre(h,k)
radiusr
radiusr
Homework
book
320
Chapter review
y
10
Fluency
1 The turning point for the graph y = 3x2 4x + 9 is:
A
1 2
, 1
3 3
1 2
,
3 3
1 1
6 , 16
2
3 ,
2
, 2
3 6 3
5
-4
-2
4x
4x
4x
4x
-10
7 2
3
y
10
2 Which graph of the following equations has the
x-intercepts closest together?

A y = x2 + 3x + 2
B y = x2 + x - 2
C y = 2x2 + x - 15
D y = 4x2 + 27x - 7
E y = x2 - 2x - 8
3 Which graph of the equations below has the largest
y-intercept?
A y = 3(x - 2)2 + 9
B y = 5(x - 1)2 + 8
C y = 2(x - 1)2 + 19
D y = 2(x - 5)2 + 4
E y = 12(x - 1)2 + 10
4 The translation required to change y = x2 into
1
y = (x - 3)2 + 4 is:
A right 3, up
1
4
C left 3, down
D left 3, up
-2
-5
-10
y
10
5
-4
-2
1
0
-5
-10
y
10
5
3
1
4
1
4
-4
1
4
-2
0
-5
5 The graph of y = -3 2x is best represented by:
turning point for each of the following graphs.

a y = x2 - 8x + 1
b y = x2 + 4x - 5
5
3
0
-5
-10
-10
6 Use the completing the square method to find the
y
10
-2
-4
1
4
E right , up 3
5
3
B right 3, down
-4
0
-3
-5
4x
7 For the graph of the equation y = x2 + 8x + 7,
produce a table of values for the x-values between

-9 and 1, and then plot the graph. Show the
y-intercept and turning point. From your graph,
state the x-intercepts.
Chapter 9 Functions
321

8 For each of the following, find the coordinates of
the turning point and the x- and y-intercepts and

sketch the graph.
a y = (x - 3)2 + 1
b y = 2(x + 1)2 - 5
21 Find the equation of this circle.

y
6
9 For the equation y = -x2 - 2x + 15, sketch the
graph and determine the x- and y-intercepts and the

coordinates of the turning point.
10 For the exponential function y = 5x:

a complete the table of values below
x
-3
-2
-1
0
1
2
3
6 x
-6
1 Consider the quadratic equation: y = x2 - 4x + 7.

a Determine the equation of the quadratic which
just touches the one above at the turning point.

b Confirm your result graphically.
2 The height, h, in metres of a golf ball t seconds
11 Draw the graph of y = 10 3x for -4 x 4.

12 Draw the graph of y = 10-x for -4 x 4.
13 a On the same axes draw the graphs of y = (1.2)x
and y = (1.5)x.
b Use your answer to part a to explain the effect
of changing the value of a in the equation of
y= ax.
14 a On the one set of axes draw the graphs of

1
y = 2 3x, y = 5 3x and y = 2 3x.

b Use your answer to part a to explain the
effect of changing the value of k in the
equation y = kax.
15 a On the same set of axes sketch the graphs of
y = (2.5)x and y = (2.5)-x.

b Use your answer to part a to explain the effect
of a negative index on the equation y = ax.
16 Sketch each of the following.
4
x
problem solving
b plot the graph.
a y =
-6
b y =
after it is hit is given by the formula h = 4t - t2.

a Sketch the graph of the path of the ball.
b What is the maximum height the golf ball
reaches?
c How long does it take for the ball to reach the
maximum height?
d How long is it before the ball lands on the
ground after it has been hit?
3 A ball is thrown upwards from a building
and follows the path given by the formula
h = -x2 + 4x + 21. The ball is h metres above the
ground when it is a horizontal distance of x metres
from the building.
a Sketch the graph of the path of the ball.
b What is the maximum height the ball reaches?
c How far is the ball from the wall when it
reaches the maximum height?
d How far from the building does the ball land?
4 A soccer ball is kicked upwards in the air. The
height, h, in metres, t seconds after the kick is
modelled by the quadratic equation h = -5t2 + 20t.
2
x
3
x2
18 Give an example of an equation of a hyperbola that
has a vertical asymptote at x = -3.
17 Sketch y =
19 Sketch each of these circles. Clearly show the
centre and the radius.

a x2 + y2 = 16
b (x - 5)2 + (y + 3)2 = 64
20 Sketch the following circles. Remember to first
complete the square.

a x2 + 4x + y2 - 2y = 4
b x2 + 8x + y2 + 8y = 32
322
a Sketch the graph of this relationship.

b For how many seconds is the ball in the air?
c For how many seconds is the ball above a
height of 15 m? That is, solve the quadratic

inequation -5t2 + 20t > 15.
d For how many seconds is the ball above a
height of 20m?

5 Theheightofthewaterlevelinacaveisdetermined
bythetides.Atanytime,t,inhoursafter9am,
theheight,h(t),inmetres,canbemodelledbythe
functionh(t)=t2-12t+32,0t12.
a Whatvaluesoftisthemodelvalidfor?Write
youranswerinintervalnotation.
b Determinetheinitialheightofthewater.
c Berthahasdroppedherkeysontoaledge
whichis7metresfromthebottomofthecave.
Byusingagraphicscalculator,determinethe
timesinwhichshewouldbeabletoclimb
downtoretrieveherkeys.Writeyouranswers
correcttothenearestminute.
6 Agrassedareaisplantedinacourtyardthathas
awidthof5metresandlengthof7metres.The
perimeterofthegrassedareaisdescribedbythe
functionP=-x2+5x,wherePisthedistance,
inmetres,fromthehouseandxisthedistance,
inmetresfromthesidewall.Thediagrambelow
representsthisinformationonaCartesianplane.
7m
Wall
5m
House
a IntermsofP,writedownaninequalitythat
describestheregionwherethegrasshasbeen
planted.
b Determinethemaximumdistancethegrass
areawillbefromthehouse.
c Theownersofthehousehavedecidedthat
theywouldpreferthegrassedareatobein
amaximumdistanceof3.5metresfromthe
house.Theperimeterofthelawnfollowingthis
designcanbedescribedbytheequation
N(x)=ax2+bx+c
i Usingalgebra,showthatthisnew
designcanbedescribedbythefunction
N(x)=-0.48x(x-5)
ii DescribethetransformationthatmapsP(x)
toN(x)
d Iftheownersdecideonthefirstdesign,P(x),
thepercentageofareawithinthecourtyard
withoutgrassis40.5%.Byusinganymethod,
findtheapproximatepercentageofareaof
courtyardwithoutlawnwiththenewdesign,
N(x)
7 Astonearchbridgehasaspanof50metres.The
shapeofthecurveABcanbemodelledusinga
quadraticequation.
b(x)
4.5 m
A
(0, 0)
50 m
a TakingAastheorigin(0,0)andgiventhatthe
maximumheightofthearchabovethewater
levelis4.5metres,showusingalgebra,thatthe
shapeofthearchcanbemodelledusingthe
equationb(x)=0.0072x2+0.36x,whereb(x)
istheverticalheightofthebridge,inmetres,
andxisthehorizontaldistance,inmetres.
b Afloatingplatform20metreswideand
pmetreshighistowedunderthebridge.Given
thattheplatformneedstohaveaclearanceof
atleast30centimetresoneachside,explain
whythemaximumvalueofpislessthan
10.7centimetres.
eBook plus
Interactivities

int-2852
int-2850
Crossword Chapter 9
int-2851
Chapter 9 Functions
323
eBook plus
ACtivities
chapter opener
Digital doc
are you ready?
Digital docs
(page 280)
SkillSHEET9.1(doc-5266):Substitutionintoquadratic
equations
SkillSHEET9.2(doc-5267):Equationofaverticalline
SkillSHEET9.3(doc-5268):Completingthesquare
SkillSHEET9.4(doc-5269):Solvingquadratic
equationsusingthequadraticformula
equationsofthetypeax2+bx+c=0wherea=1
equationsofthetypeax2+bx+c=0wherea1
9a
Plotting parabolas
Digital docs
Activity9-A-1(doc-5074):Reviewofplotting
parabolas(page 284)
Activity9-A-2(doc-5075):Plottingparabolas(page 284)
Activity9-A-3(doc-5076):Trendsinplottingparabolas
(page 285)
SkillSHEET9.1(doc-5266):Substitutionintoquadratic
equations(page 285)
SkillSHEET9.2(doc-5267):Equationofaverticalline
(page 285)
9b
Sketching parabolas using the basic

graph of y = x 2
Interactivities
Dilationofy=x2(int-1148)(page 287)
Verticaltranslationofy=x2+c(int-1192)(page 287)
Horizontaltranslationofy=(x-h)2(int-1193)(page 288)
Digital docs
Activity9-B-1(doc-5077):Reviewofsketchingbasic
parabolas(page 291)
Activity9-B-2(doc-5078):Sketchingbasicparabolas
(page 291)
Activity9-B-3(doc-5079):Trendsinsketchingbasic
parabolas(page 291)
WorkSHEET9.1(doc-5272):Quadraticgraphs
(page 292)
9c
Sketching parabolas in turning point form
Digital docs
(page 296)
Activity9-C-1(doc-5080):Reviewingturningpoint
form
Activity9-C-2(doc-5081):Turningpointform
Activity9-C-3(doc-5082):Interpretingturningpoint
formtrends
9d
Sketching parabolas of the form

y = ax 2 + bx + c
Interactivity
Sketchingparabolas(int-2785)(page 298)
324
Digital docs
Activity9-D-1(doc-5083):Understandingparabola
sketching(page 302)
Activity9-D-2(doc-5084):Parabolasketching
(page 302)
Activity9-D-3(doc-5085):Sketchingtrickyparabolas
(page 302)
SkillSHEET9.3(doc-5268):Completingthesquare
(page 302)
equationsusingthequadraticformula(page 302)
equationsofthetypeax2+bx+c=0wherea=1
(page 303)
equationsofthetypeax2+bx+c=0wherea1
(page 303)
WorkSHEET9.2(doc-5273):y=ax2+bx+c
(page 306)
9e
exponential functions and their graphs
Interactivity
Exponentialgraphs(int-1149)(page 307)
Digital docs
(page 309)
Activity9-E-1(doc-5086):Exploringexponential
graphs
Activity9-E-2(doc-5087):Featuresofexponential
graphs
Activity9-E-3(doc-5088):Trickyexponential
graphs
SkillSHEET9.7(doc-5274):Substitutionintoindex
expressions
9F
The hyperbola
Digital docs
(page 314)
Activity9-F-1(doc-5089):Hyperbolagraphs
Activity9-F-2(doc-5090):Exploringthe
hyperbola
Activity9-F-3(doc-5091):Morehyperbolagraphs
9G
The circle
Digital docs
(page 317)
Activity9-G-1(doc-5092):Circlegraphs
Activity9-G-2(doc-5093):Exploringthecircle
Activity9-G-3(doc-5094):Morecirclegraphs
chapter review
Interactivities
(page 323)
chapter
chapter
www.jacplus.com.au
measurement anD geometry geometric reasoning
10
10a
10B
10C
10d
Congruence review
Similarity review
Congruence and proof
properties
10e Quadrilaterals and proof
What Do you knoW ?
Deductive
geometry
1 List what you know about geometry.

eBook plus
3 As a class, create a
large concept map
Digital doc
that shows your
classs knowledge
Chapter 10
of geometry.
doc-5275
opening Question
Can you predict the path of a ball after it

has been hit by the cue? Will the ball land
in a pocket?
are you ready?
completingthematchingSkillSHEET.EithersearchfortheSkillSHEETinyour eBookPLUSor
eBook plus
Digital doc
SkillSHEET 10.1
doc-5276
eBook plus
Digital doc
SkillSHEET 10.2
doc-5277
Naming angles, lines and figures

1 Forthetriangleshownatright,usecorrectmathematical
notationtoname:
a thetriangle
b theanglemarked
c thelineoppositetherightangle.
C
A
B
Corresponding sides and angles of congruent triangles

2 Thetwotrianglesbelowarecongruent.
A
Q
P
C
a
b
c
d
eBook plus
Digital doc
SkillSHEET 10.3
doc-5278
B
Triangle 1
Triangle 2
WhichsideinTriangle1correspondstosideQRinTriangle2?
WhichsideinTriangle2correspondstosideBCinTriangle1?
NametheangleinTriangle1thatcorrespondstoPQRinTriangle2.
NametheangleinTriangle2thatcorrespondstoABCinTriangle1.
Writing similarity statements

3 Forthepairofsimilartrianglesshownatright,writethesimilarity
statementandlisttheratiosofthecorrespondingsides.
D
B
eBook plus
Digital doc
SkillSHEET 10.4
doc-5279
326
Identifying quadrilaterals
4 Namethefollowingshapes.
a
maths Quest 10 for the australian curriculum
measurement AND geometry geometric reasoning
10A
Congruence review
Congruent figures have the same size and the same shape; that is, they are identical in all
respects. It can be said that congruent figures are similar figures with a scale factor of 1.
The symbol used for congruency is @.
For example, DABC in the diagram below is congruent to DPQR. This is written as
DABC @ DPQR.
C
Note that the vertices of the two triangles are written in corresponding order.
Of all the shapes that are being tested for congruency, we are particularly interested in
triangles. There are four tests designed to check whether triangles are congruent. Three
of these tests are for any type of triangle and one is specifically designed for right-angled
triangles. The tests are summarised in the table below.
Test
Diagram
Abbreviation
All three sides in one triangle are

equal in length to the corresponding
sides in the other triangle.
SSS
Two corresponding sides and the

included angle are the same in both
triangles.
SAS
Two corresponding angles and a pair

of corresponding sides are the same.
ASA
The hypotenuse and one pair of the

other corresponding sides in rightangled triangles are the same.
RHS
In each of the tests we need to show three equal measurements about a pair of triangles in
order to show they are congruent.
Chapter 10 Deductive geometry
327
Worked Example 1
Select a pair of congruent triangles from the diagram below, giving a reason for your answer.
A
18 cm
Q
50
15 cm
95
C
95
35
15 cm
Think
35
95
M
Write
In each triangle the length of the side opposite the

95 angle is given. If triangles are to be congruent,
the sides opposite the angles of equal size must be
equal in length. Draw your conclusion.
AC = PR = 15 cm, LN = 18 cm
Since LN AC and LN PR, DLMN is not
congruent to DABC and DPQR.
We have a pair of equal sides. For DABC and

DPQR to be congruent, 2 pairs of corresponding
angles must be shown to be equal.
DABC: A = 50, B = 95,

C = 180 - 50 - 95
= 35
B = Q
C = R
Triangles ABC and PQR have a pair of

corresponding sides equal in length and 2 pairs of
angles the same, so draw your conclusion.
DABC @ DPQR (ASA)
Note that in the above worked example the congruent triangles were identified by using the
ASA test, which implies that two angles and one pair of corresponding sides must be the
same.
Note that if two pairs of corresponding angles are equal, the third pair must also be equal.
Worked Example 2
Given that DABD @ DCBD, find the values of

the pronumerals in the figure at right.
A
Think
328
40
y
D
Write
In congruent triangles corresponding sides are

equal in length. Side AD (marked x) corresponds
to side DC, so state the value of x.
DABD @ DCBD
AD = CD, AD = x, CD = 3
So x = 3 cm.
Since triangles are congruent, corresponding

angles are equal. State the angles corresponding
to y and z and hence find the values of these
pronumerals.
A = C
A = 40, C = y
So y = 40.
BDA = BDC
BDA = z, BDC = 90
So z = 90.
3 cm
WorkeD example 3
Prove that DPQS is congruent to DRSQ.
think
Write
Studythediagramandstatewhichsides,and/or
anglesareequal.
QP=SR(given)
SPQ= SRQ=90(given)
QSiscommon.
Selecttheappropriatecongruencytest.(Inthis
caseitisRHSbecausethetriangleshaveanequal
side,arightangleandacommonhypotenuse.)
SoDPQS@DRSQ(RHS).
rememBer
1. Congruentfiguresareidenticalinallrespects;thatis,theyhavethesameshapeandthe
samesize.
2. Trianglesarecongruentifanyoneofthefollowingapplies:
(a) correspondingsidesarethesame(SSS)
(b)twocorrespondingsidesandtheincludedanglearethesame(SAS)
(c) twoanglesandapairofcorrespondingsidesarethesame(ASA)
(d)thehypotenuseandonepairoftheothercorrespondingsidesarethesameina
right-angledtriangle(RHS).
3. Thesymbolusedforcongruencyis@.
exercise
10a
inDiViDual
pathWays
eBook plus
Activity 10-A-1
Review of congruent
shapes
doc-5095
Activity 10-A-2
Practice with
congruent figures
doc-5096
congruence review
fluency
1 We1 Selectapairofcongruenttrianglesineachofthefollowing,givingareasonforyour
answer.Allsidelengthsareincm.
a
65
65
4
3
I
65
II
3
70
70
III
3
45
chapter 10 Deductive geometry
329
inDiViDual
pathWays
110
eBook plus
6 cm
40
6 cm
III
II
Activity 10-A-3
Tricky congruent
figures
doc-5097
110
110
40
6 cm
40
eBook plus
Digital doc
SkillSHEET 10.1
doc-5276
II
III
eBook plus
Digital doc
SkillSHEET 10.2
doc-5277
3.5
3.5
I
III
II
4.8
2.5
4.8
3.5
4.8
unDerstanDing
2 We2 Findthevalueofthepronumeralineachofthefollowingpairsofcongruenttriangles.
Allsidelengthsareincm.
b
a
4
80
30
85
z
x
7 30
330
y
x
40
n m

reasoning
eBook plus
3 We3 Provethateachofthefollowingpairsoftrianglesarecongruent.
b
a
P
P
Digital doc
SkillSHEET 10.5
doc-5280
R
e
S
4 mc Note:Theremaybemorethanonecorrectanswer.
Whichofthefollowingiscongruenttothetriangle
shownatright?
3 cm
5 cm
35
a
3 cm
5 cm
3 cm
35
35
d
3 cm
35
5 cm
3 cm
35
5 cm
5 cm
331

5 Prove that DABC @ DADC and hence find the values of the pronumerals in each of the
following.
b B
30 30
7 cm
70
A
B
30 y
65
y D
4 cm 40 40 z
C
6 Explain why the triangles
shown at right are not

necessarily congruent.
40
5 cm
5 cm
7 cm
40
7 cm
7 Explain why the triangles
8 cm
shown at right are not

congruent.
8 cm
30
30
70
70
8 Show that DABO @ DACO, if O is the centre of the circle.
reflection
How can you be certain that

two figures are congruent?
10B
O
C
Similarity review
Similar figures have identical shape but different size.

The corresponding angles in similar figures are equal in size and the corresponding sides are
in the same ratio, called a scale factor.
The sign used to denote similarity is ~ which is read as is similar to.
Similar figures can be obtained as a result of an enlargement or reduction.
If an enlargement (or a reduction) took place, the original figure can be called the object
and the enlarged (or reduced) figure called the image. It can also be said that the object
maps to the image.
For any two similar figures, the scale factor can be obtained using the following formula:
length of the image
length of the object
Note: The size of the scale factor indicates whether the original object has been enlarged or
reduced. That is, if the scale factor is greater than 1, an enlargement has occurred. If it is less
than 1, a reduction in size has occurred.
Scale factor =
332
Consider the pair of similar triangles below.

U
A
3
B
10
5
C
The following can be said about these triangles.

Triangle UVW is similar to triangle ABC or, using symbols, DUVW ~ DABC.
The corresponding angles of the two triangles are equal in size: CAB = WUV,
ABC = UVW and ACB = UWV.
UV VW UW
=
=
= 2;
The corresponding sides of the two triangles are in the same ratio.
AB BC AC
that is, DUVW has each of its sides twice as long as the corresponding sides in DABC.
The scale factor is 2.
Testing triangles for similarity
Triangles can be checked for similarity using one of the tests described in the table below.
Test
Abbreviation
All corresponding angles are equal in size.
AAA or equiangular
(angleangleangle)
All corresponding sides are in the same ratio.
SSS
(sidesideside)
Two pairs of corresponding sides are in the same

ratio and the included angles are equal in size.
SAS
(sideangleside)
Both are right-angled triangles; the hypotenuses

and one other pair of corresponding sides are in the
same ratio.
RHS
(right anglehypotenuseside)
Note: When using the equiangular test, only two corresponding angles have to be checked.
Since the sum of the interior angles in any triangle is a constant number (180), the third pair
of corresponding angles will automatically be equal, provided that the first two pairs match
exactly.
Worked Example 4
Find a pair of similar triangles among those shown. Give a reason for your answer.
a
b
c
3 cm
140
2 cm
6 cm
3 cm
140
5 cm
140
4 cm
333
Think
1
Write
In each triangle we know the size of two sides and the

included angle, so the SAS test can be applied. Since all
included angles are equal (140), we need to find ratios of
corresponding sides, taking two triangles at a time.
For triangles a and b:

6
4
=2=2
3
For triangles a and c:
5
3
= 1.6 , 2 = 1.5
3
For triangles b and c:
5
3
= 0.83 , 4 = 0.75
6
Triangle a ~ triangle b (SAS)
Only triangles a and b have corresponding sides in the same

ratio (and included angle of equal size). State your conclusion,
specifying the similarity test that has been used.
Worked Example 5
Prove that DABC is similar to DEDC.
D
C
B
Think
E
Write
AB is parallel to DE. Transversal BD forms two alternate

angles: ABC and EDC.
ABC = EDC
(alternate angles)
Transversal AE forms two alternate angles: BAC and DEC.
BAC = DEC
(alternate angles)
While crossing each other, the two transversals form vertically

opposite angles at C.
BCA = DCE
(vertically opposite angles)
Triangles ABC and EDC have three pairs of corresponding

angles of equal size and therefore are similar. State this using
appropriate mathematical symbols and specify the similarity
test being used.
\ DABC ~ DEDC (equiangular,

AAA)
remember
1. Similar figures have the same shape but different size.

2. Corresponding angles of similar figures are equal in size.
3. Corresponding sides of similar figures are in the same ratio, called the scale factor.
4. Triangles can be tested for similarity using the following requirements:
(a) corresponding angles are equal in size (AAA or equiangular)
(b) corresponding sides are in the same ratio (SSS)
(c) two pairs of corresponding sides are in the same ratio, and angles included between
those sides are equal in size (SAS)
(d) one angle in each triangle is right (90); the hypotenuses and one pair of
corresponding sides are in the same ratio (RHS).
5. The symbol for similarity is ~.
334
exercise
10B
inDiViDual
pathWays
eBook plus
Activity 10-B-1
similarity review
fluency
1 We4 Findapairofsimilartrianglesamongthoseshownineachpart.Giveareasonforyour
answer.
a i
ii
Review of similar
shapes
doc-5098
iii
10
Activity 10-B-2
Similarity practice
doc-5099
Activity 10-B-3
Tricky similarity
problems
doc-5100
b i
iii
ii
4
20
c i
20
5
ii
2
4
12
iii
2
5
20
2.5
4.5
3
d i
iii
ii
40
50
60
e i
40
60
ii
iii
4
6
60
5
4
unDerstanDing
2 Nametwosimilartrianglesineachofthefollowingfigures.
b
a
Q
A
B
B
A
P
d
C
R
B
D
E
A
C
335

reasoning
eBook plus
Digital doc
3 We5 ProvethatDABCissimilartoDEDCineachofthefollowing.
a
b
C
D
A
SkillSHEET 10.3
doc-5278
E
A
eBook plus
SkillSHEET 10.6
doc-5281
E
d
Digital doc
D
B
D
A C
AB BC
=
=
.
AD
AE
b Findthevalueofthepronumerals.
4 a Completethisstatement:
B
3
4
C
g
E
5 Findthevalueofthepronumeralinthediagramatright.
Q
A
2
P
6 Thetrianglesshownatrightaresimilar.Findthe
valueofxandy.
45
4
45 1
20
7 Findthevaluesofxandyinthediagramatright.
eBook plus
reflection
Digital doc
WorkSHEET 10.1
doc-5282

two figures are similar?
y
S
1.5
3
y
Q
8
6
x
T
10c
congruence and proof
336
Ingeometry,congruenceisoneofthemaintoolswecanusetoprovebothfamiliarand
unfamiliarpropertiesofshapes.
Inthissection,wewillaimtoprovekeydeductivegeometrytheoremsabouttriangles.Ina
proof,itisimportanttogivereasonsforallsteps.
Worked Example 6
A
Prove that if two sides of a triangle are equal, then

the angles opposite those sides are equal, that is,
ABC = ACB.
B
Think
1
Write/draw
Draw a diagram. Construct AD so that

BAD = CAD.
State the known facts about the sides and angles.
AB = AC (given)
BAD = CAD (by construction)
AD is common.
Summarise the given information.
Two sides and the included angle in DBAD and

DCAD are equal.
State which congruency test applies.
DBAD @ DCAD (SAS)
State the conclusion.
ABC = ACB (corresponding angles in

congruent triangles are equal)
Worked Example 7
PQR is an isosceles triangle with PQ = PR. Also, MQ = NR.

Prove that MR = NQ.
N
R
Q
Think
1
Write/draw
P
Draw a diagram, labelling all given information.
M
Q
N
R
337
Statetheknownfactsaboutthesidesandangles.
MQ=NR(given)
andPQ=PR(given)
\PM=PN
alsoQPRiscommon.
Summarisethegiveninformation.
TwosidesandtheincludedangleinDMPRand
DNPQareequal.
Statewhichcongruencytestapplies.
DMPR@DNPQ(SAS)
Statetheconclusion.
\MR=NQ(correspondingsidesincongruent
trianglesareequal)
rememBer
1. Manydeductivegeometryproofscanbecompletedusingcongruenttriangletests.
2. Inaproof,itisimportanttogivereasonsforallsteps.
exercise
10c
inDiViDual
pathWays
eBook plus
Activity 10-C-1
Congruent triangles
doc-5101
congruence and proof

reasoning
1 We6 Provethatiftwoanglesofatriangleareequal,thesides
oppositethoseanglesareequal.(Seethefigureshownatright.)
Hint:ConstructalineperpendiculartoBCthroughA
andprovethatDABD@DACD.
Activity 10-C-2
Matching congruent
triangles
doc-5102
Activity 10-C-3
Harder congruent
triangles
doc-5103
2 Provethateachangleofanequilateraltriangleis60.
M
3 Provethatthebisectoroftheverticalangleofanisosceles
trianglebisectsthebase.(Seethefigureshownlowerright.)
4 Provethattheintervalsjoiningthemidpointsof
thethreesidesofatrianglecuttheoriginaltriangle
intofourcongruenttriangles.
N
5 We7 UsecongruencetoprovethatAB||CD.
A
E
D
B
6 ProvethatDWXY@DYZW.
Z
338

7 Prove that DADO @ DABO.
O
C
D
8 Prove that DPTS @ DQTR.
9 DABC is isosceles with AB = AC. D lies on BC so that AD ^ BC. Prove that AD bisects
BAC and D is the midpoint of BC.

10 PQR is a triangle. M lies on PR so that QM ^ PR. N lies on PQ so that PQ ^ RN. Also
RN = QM. Prove that PRQ = PQR and hence that DPQR is an isosceles triangle.
(Hint: Prove DQNR @ DRMQ.)
B
11 Can we prove Pythagoras theorem using our
knowledge of similar triangles? Consider the triangle
shown. DABC is a right-angled triangle with
ABC = 90. We can construct a perpendicular
from B to AC, meeting AC at D. Let BAD = x.
x
A
C
D
Our aim is to show that AB2 + BC2 = AC2.
a Copy the diagram and label the size of all other angles
in the triangle.
b Using the equiangular test, prove that DBAD ~ DCAB.
Hint: Show that ABD = 90 - x and ACB = 90 - x.
c Copy and complete:
AD
=

AC

\ AB2 =
d Using the equiangular test, prove that DBCD ~ DACB.
e Copy and complete:
CD
=

AC

\ BC2 =
f Combining step c and step e, copy and complete:

AB2 + BC2 = __________

= __________ (by factorising)

= __________ (by simplifying)

\ AB2 + BC2 = AC2
g Challenge: Can you prove the converse of Pythagoras theorem? That is, if the square on
one side of a triangle equals the sum of the squares on
the other two sides, then the angle between these other
two sides is a right angle.
reflection
What is the most important
thing to include in a proof?
339
10D
eBook plus
Interactivity
Quadrilateral
definitions
int-2786

properties
Therearemanyimportantpropertiesofquadrilateralsthatcanbeshownusingdeductive
geometry.
Shape
Definition
Properties
Trapezium
Atrapeziumisa
quadrilateralwithtwopairs
ofequaladjacentangles.
Onepairofoppositesidesis
parallel.
Parallelogram
Aparallelogramisa
quadrilateralwithbothpairs
ofoppositesidesparallel.
Arhombusisa
parallelogramwithfour
equalsides.
Arectangleisa
parallelogramwhose
interioranglesareright
angles.
Diagonalsareequaland
bisecteachother.
Asquareisaparallelogram
whoseinterioranglesare
rightangleswithfourequal
sides.
Rhombus
Rectangle
Square
340
Oppositeanglesareequal.
Oppositesidesareequal.
Diagonalsbisecteach
other.
Diagonalsbisecteach
otheratrightangles.
Diagonalsbisectthe
anglesatthevertex
throughwhichtheypass.
Allanglesarerightangles.
Allsidelengthsareequal.
Diagonalsareequalin
lengthandbisecteach
otheratrightangles.
Diagonalsbisectthe
vertexthroughwhichthey
pass(45).
WorkeD example 8
Use the definitions and properties of the five special quadrilaterals to answer the following statements
as true or false.
a A parallelogram is a trapezium.
b A trapezium is a rectangle.
c A square is a parallelogram.
think
a
Write
a Atrapeziumhasonepairofparallelsides.
Considerthepropertiesofatrapezium.
Considerthepropertiesofa
parallelogram.
Aparallelogramisaquadrilateralwithboth
pairsofoppositesidesparallel.
Decideifaparallelogramfitsthe
definitionofatrapezium.
Statementisfalse.
Considerthedefinitionofarectangle.
b Arectangleisaparallelogramwhoseinterior
anglesarerightangles.
Considerthedefinitionofatrapezium.
Atrapeziumisaquadrilateraltwopairsofequal
adjacentangles.
Decideifatrapeziumfitsthedefinitionof
arectangle.
Atrapeziumdoesnotnecessarilyhavearight
angle,therefore,thestatementisfalse.
Considerthedefinitionofa
parallelogram.
Considerthedefinitionofasquare.
Asquareisaparallelogramwhoseinterior
anglesarerightangleswithfourequalsides.
Decideifthesquarefitsthedefinitionof
aparallelogram.
Asquareisaparallelogram;therefore,the
statementistrue.
Aparallelogramisaquadrilateralwhose
appropriatesidesareparallel.
rememBer
1. Atrapeziumisaquadrilateralwithtwopairsofequaladjacentangles.
2. Aparallelogramisaquadrilateralwithbothpairsofoppositesidesparallel.
3. Arhombusisaparallelogramwithfourequalsides.
4. Arectangleisaparallelogramwhoseinterioranglesarerightangles.
5. Asquareisaparallelogramwhoseinterioranglesarerightangleswithfourequalsides.
exercise
10D
inDiViDual
pathWays
eBook plus
Activity 10-D-1
Quadrilaterals
doc-5104
Quadrilaterals: definitions and properties

fluency
1 We8 Usethedefinitionsofthefivespecialquadrilateralstodecideifthefollowingstatements
aretrueorfalse.
Asquareisarectangle.
Asquareisarhombus.
Asquareisatrapezium.
Atrapeziumisarhombus.
a
c
e
g
b
d
f
h
Arhombusisaparallelogram.
Arhombusisasquare.
Aparallelogramisarectangle.
Arectangleisasquare.
341
inDiViDual
pathWays
eBook plus
Activity 10-D-2
Harder quadrilaterals
doc-5105
Activity 10-D-3
Tricky quadrilaterals
doc-5106
eBook plus
Digital doc
SkillSHEET 10.4
doc-5279
unDerstanDing
2 Drawthreedifferenttrapeziums.Usingyourrulerandprotractor,decidewhichofthe
followingpropertiesaretrueinatrapezium.
a Oppositesidesareequal.
b Allsidesareequal.
c Oppositeanglesareequal.
d Allanglesareequal.
e Diagonalsareequalinlength.
f Diagonalsbisecteachother.
g Diagonalsareperpendicular.
h Diagonalsbisecttheanglestheypassthrough.
3 Drawthreedifferentparallelograms.Usingyourrulerandprotractortomeasure,decidewhich
ofthefollowingpropertiesaretrueinaparallelogram.
b Allsidesareequal.
4 Drawthreedifferentrhombuses.Usingyourrulerandprotractortomeasure,decidewhichof
thefollowingpropertiesaretrueinarhombus.
b Allsidesareequal.
5 Drawthreedifferentrectangles.Usingyourrulerandprotractortomeasure,decidewhichof
thefollowingpropertiesaretrueinarectangle.
b Allsidesareequal.
6 Drawthreedifferentsquares.Usingyourrulerandprotractortomeasure,decidewhichofthe
followingpropertiesaretrueinasquare.
b Allsidesareequal.
7 Nametwoquadrilateralsthathavediagonalsthatbisecteachotheratrightangles.
8 Nametwoquadrilateralswithallanglesequal.
9 Namefourquadrilateralsthathaveatleastonepairofoppositesidesthatareparallelandequal.
10 Nameaquadrilateralthathasequaldiagonalsthatbisecteachotherandbisecttheanglesthey
passthrough.
reasoning
11 Poolisplayedonarectangulartable.Ballsarehitwithacue
andbounceoffthesidesofthetableuntiltheylandinoneof
theholesorpockets.
a Drawarectangularpooltablemeasuring5cm
by3cmongraphpaper.
Markthefourholes,oneineachcorner.
342

b AballstartsatA.Itishitsothatittravelsat
a45diagonalacrossthegrid.Whenithits
thesideofthetable,itbouncesoffata45
diagonalaswell.Howmanysidesdoesthe
ballbounceoffbeforeitgoesinahole?
c Adifferentsizetableis7cmby2cm.How
manysidesdoesaballbounceoffbeforeit
goesinaholewhenhitfromA?
d Completethefollowingtable.
Table size
Number of sides hit
5cm3cm
7cm2cm
4cm3cm
4cm2cm
6cm3cm
9cm3cm
12cm4cm
e Canyouseeapattern?Howmanysideswoulda
ballbounceoffbeforegoinginaholewhenhit
fromAonanmntable?
TheballisnowhitfromBona5cm3cm
pooltable.
Howmanydifferentpathscanaballtakewhen
hitalong45diagonals?Dothesepathsallhit
thesamenumberofsidesbeforegoinginahole?
B
Doestheballendupinthesameholeeachtime?
Justifyyouranswer.
TheballisnowhitfromCalongthepathshown.
Whattypeoftrianglesandquadrilaterals
areformedbythepathoftheballwith
itselfandthesidesofthetable?Areany
ofthetrianglescongruent?
AballishitfromCona6cmby3cm
table.Whatshapesareformedbythepath
oftheballwithitselfandthesidesofthetable?
C
Isthereonlyonepathpossible?
Challenge:AballishitfromAalong45
diagonals.Thetableismn.Canyoufinda
formulatopredictwhichholetheballwillgoin?
Challenge: Whatwouldhappenifthegamewasplayedonatrapezoidaltable?
reflection
eBook plus
Digital doc
WorkSHEET 10.2
doc-5283
What is the
difference between
the definitions
and properties of
shapes?
343
10E
Quadrilaterals and proof
In the previous exercise, we investigated some of the properties of quadrilaterals by

construction and measurement.
It is also important to be able to prove these properties from the definitions of the shapes.
Worked Example 9
Use the definition of a parallelogram to prove that the opposite sides of a parallelogram are equal.
Think
1
Write/draw
Draw a diagram.
D
2
State the definition of a parallelogram.
Construct diagonal BD on the diagram.
Prove that the two triangles formed are

congruent.
In DBAD and DDCB, BD is common.

ADB = DBC (alternate angles equal as
AD || BC)
ABD = BDC (alternate angles equal as
AB || DC)
\ DBAD @ DDCB (AAS)
State conclusions.
AD = BC and AB = DC (corresponding sides in

congruent triangles are equal)
\ Opposite sides in a parallelogram are equal.
A parallelogram is a quadrilateral with both pairs

of opposite sides parallel.
It is also often useful to prove that a particular quadrilateral is a parallelogram, for instance.
If we know that the opposite sides are parallel, then we can use the definition and show
the quadrilateral is a parallelogram. However, there are also other tests for some of the
quadrilaterals as outlined in the table below.
Shape
344
Tests
Parallelogram
A quadrilateral is a parallelogram if:

(a) opposite sides are parallel
or (b) opposite sides are equal
or (c) opposite angles are equal
or (d) one pair of sides is both equal and parallel
or (e) the diagonals bisect each other.
Rhombus
A quadrilateral is a rhombus if:

(a) all sides are equal
or (b) the diagonals bisect each other at right angles
or (c) the diagonals bisect the angles they pass through.
Rectangle
A quadrilateral is a rectangle if:

(a) all angles are equal
or (b) the diagonals are equal and bisect each other.
WorkeD example 10
Prove that PQRS is a parallelogram.
S
think
Write
Statethegiveninformation.
PS=QR
PSQ=RQS
Drawconclusionsfromthegivenfacts.
\PS || QR(alternateanglesareequal)
StatereasonswhyPQRSisaparallelogram.
\PQRSisaparallelogramsincePSandQRare
bothequalandparallel.
rememBer
1. Aquadrilateralisaparallelogramif:
(a) oppositesidesareparallelor
(b)oppositesidesareequalor
(c) oppositeanglesareequalor
(d)onepairofsidesisbothequalandparallelor
(e) thediagonalsbisecteachother.
2. Aquadrilateralisarhombusif:
(a) allsidesareequalor
(b)thediagonalsbisecteachotheratrightanglesor
(c) thediagonalsbisecttheanglestheypassthrough.
3. Aquadrilateralisarectangleif:
(a) allanglesareequal
(b)thediagonalsareequalandbisecteachother.
exercise
10e
inDiViDual
pathWays
eBook plus
Quadrilaterals and proof

reasoning
W
1 We9 Usecongruencetoprovethattheoppositeangles
(ZWXandXYZ)areequalinaparallelogram.
Activity 10-E-1
Quadrilateral proofs
doc-5107
Activity 10-E-2
Harder quadrilateral
proofs
doc-5108
2 UsecongruenceonDADEandDCBEtoprovethat
thediagonalsofaparallelogrambisecteachother.
Activity 10-E-3
Tricky quadrilateral
proofs
doc-5109
D
C
345

3 a ProvethatDAED@DCED.
b Hence,showthatAED=CED=90.(Thatis,
A
E
thediagonalsofarhombusareperpendicular.)
c ShowthatBDbisectsADC.(Thatis,thediagonals
ofarhombusbisecttheanglestheypassthrough.)
4 Provethatthediagonalsofarhombusbisecteachother.
5 Provethatallanglesinarectanglearerightangles.
6 UsecongruenceonDADCandDBCDtoshowthat
thediagonalsinarectanglearethesamelength.
7 We10 ABCDisaparallelogram.XisthemidpointofAB
andYisthemidpointofDC.ProvethatAXYDis
alsoaparallelogram.
D
midpointsoftheirrespectivesidesofABCD.
a ProveDPAS@DRCQ.
b ProveDSDR@DPBQ.
c Hence,provethatPQRSisalsoaparallelogram.
Y
P
8 ABCDisaparallelogram.P,Q,RandSareall
9 ACandBDarediametersofacirclewithcentreO.
ProvethatABCDisarectangle.
D
10 Thediagonalsofaparallelogrammeetatrightangles.
Provethattheparallelogramisarhombus.
11 Twocongruentright-angledtrianglesarearranged
asshown.ShowthatPQRSisaparallelogram.
S
eBook plus
Digital doc
WorkSHEET 10.3
doc-5284
12 Twocircles,centredatMandN,haveequalradiiand
reflection
How do you know if a

quadrilateral is a rhombus?
346
intersectatPandQ.ProvethatPNQMisarhombus.
N
Q
Summary
Congruence review
Congruent figures are identical in all respects; that is, they have the same shape and the same
size.
Triangles are congruent if any one of the following applies:
(a) corresponding sides are the same (SSS)
(b) two corresponding sides and the included angle are the same (SAS)
(c) two angles and a pair of corresponding sides are the same (ASA)
(d) the hypotenuse and one pair of the other corresponding sides are the same in a rightangled triangle (RHS).
The symbol used for congruency is @.
Similarity review
Similar figures have the same shape but different size.

Corresponding angles of similar figures are equal in size.
Corresponding sides of similar figures are in the same ratio, called the scale factor.
Triangles can be tested for similarity using the following requirements:
(a) corresponding angles are equal in size (AAA or equiangular)
(b) corresponding sides are in the same ratio (SSS)
(c) two pairs of corresponding sides are in the same ratio, and angles included between those
sides are equal in size (SAS)
(d) one angle in each triangle is right (90); the hypotenuses and one pair of corresponding
sides are in the same ratio (RHS).
The symbol for similarity is ~.
Congruence and proof
Many deductive geometry proofs can be completed using congruent triangle tests.
In a proof, it is important to give reasons for all steps.
Quadrilaterals: definitions and properties
A trapezium is a quadrilateral with two pairs of equal adjacent angles.

A parallelogram is a quadrilateral with both pairs of opposite sides parallel.
A rhombus is a parallelogram with four equal sides.
A rectangle is a parallelogram whose interior angles are right angles.
A square is a parallelogram whose interior angles are right angles with four equal sides.
tQuadrilaterals and proof
A quadrilateral is a parallelogram if:

(a) opposite sides are parallel or
(b) opposite sides are equal or
(c) opposite angles are equal or
(d) one pair of sides is both equal and parallel or
(e) the diagonals bisect each other.
A quadrilateral is a rhombus if:
(a) all sides are equal or
(b) the diagonals bisect each other at right angles or
(c) the diagonals bisect the angles they pass through.
347
Aquadrilateralisarectangleif:
(a) allanglesareequal
(b)thediagonalsareequalandbisecteachother.
MaPPINg Your uNderStaNdINg
Homework
Book
348
Chapter review
Fluency
4 Test whether the following pairs of triangles are
1 Select a pair of congruent triangles in each of the
following sets of triangles, giving a reason for your

answer. All angles are in degrees and side lengths
in cm. (The figures are not drawn to scale.)
a
75
40
II
65
47
47
2
110
75
III
similar. For similar triangles find the scale factor.

All angles are in degrees and side lengths in cm.
3
110
5
7.5
I
75
b
I
10
II
50
1
III
50
2
2 Find the value of the pronumeral in each pair of
congruent triangles. All angles are given in degrees

and side lengths in cm.
b
a

2
70
x
2
5 Find the value of the pronumeral in each pair of
similar triangles. All angles are given in degrees

and side lengths in cm.
x
c
60
5
y
30
D x
A
3 a Prove that the two
E
3
C
b
A
1 50
D
S
triangles shown in
the diagram at right
are congruent.
b Prove that DPQR
48
C
1.5
44
is congruent to
DQPS.
8
y
P
D
349

c
d WhatdoesthismeanaboutAG,BGandCG?
e AcirclecentredatGisdrawnthroughA.What
P
x
otherpointsmustitpassthrough?
y
30
6 Provethat
DABC ~ DEDC.
DPQSisisosceles.
12 PRistheperpendicularbisectorofQS.Provethat
13 Nameanyquadrilateralsthathavediagonalsthat
bisecttheanglestheypassthrough.
7 Provethat
DPST ~ DPRQ.
14 Statethreeteststhatcanbeusedtoshowthata
S
P
quadrilateralisarhombus.
15 ProvethatWXYZisaparallelogram.
W
8 Provethattheanglesoppositetheequalsidesinan
isoscelestriangleareequal.
9 mc Note:Theremaybemorethanonecorrect
answer.
Aquadrilateralwithtwoadjacentsidesequalcould
bea:
a rhombus
B square
C rectangle
d parallelogram
10 Trueorfalse?
a Arhombusisasquare.
b Asquareisarectangle.
c Arectangleisatrapezium.
proBlem solVing
11 ABCisatriangle.DisthemidpointofAB,Eis
130
50
16 Provethatthediagonalsinarhombusbisectthe
anglestheypassthrough.
17 Explainwhythetrianglesshownbelowarenot
congruent.
5 cm
80
80
25
5 cm
F
O
A
H
20 Nameanyquadrilaterals
G
F
19 Statethedefinitionofarhombus.
thathaveequaldiagonals.
C
a ProvethatDGDA@DGDB.
b ProvethatDGAE@DGCE.
c ProvethatDGBF@DGCF.
350
25
18 ProvethatDEFO ~ DGHO.
themidpointofACandFisthemidpointofBC.
DG^AB,EG^ACandFG^BC.
eBook plus
Interactivities

int-2855
int-2853
Crossword Chapter 10
int-2854
eBook plus
actiVities
Chapter opener
Digital doc
(page 325)
are you ready?
SkillSHEET10.1(doc-5276):Namingangles,lines
andfigures
SkillSHEET10.2(doc-5277):Correspondingsides
andanglesofcongruenttriangles
SkillSHEET10.3(doc-5278):Writingsimilarity
statements
SkillSHEET10.4(doc-5279):Identifying
quadrilaterals
10a Congruence review

Digital docs
Activity10-A-1(doc-5095):Reviewofcongruent
shapes(page 329)
Activity10-A-2(doc-5096):Practicewithcongruent
figures(page 329)
Activity10-A-3(doc-5097):Trickycongruent
figures(page 330)
SkillSHEET10.1(doc-5276):Namingangles,lines
andfigures(page 330)
SkillSHEET10.2(doc-5277):Correspondingsides
andanglesofcongruenttriangles(page 330)
SkillSHEET10.5(doc-5280):Anglesandparallel
lines(page 331)
10B Similarity review
Digital docs
Activity10-B-1(doc-5098):Reviewofsimilar
shapes(page 335)
Activity10-B-2(doc-5099):Similaritypractice
(page 335)
Activity10-B-3(doc-5100):Trickysimilarity
problems(page 335)
SkillSHEET10.3(doc-5278):Writingsimilarity
statements(page 336)
SkillSHEET10.6(doc-5281):Calculatingunknown
sidelengthsinapairofsimilartriangles(page 336)
WorkSHEET10.1(doc-5282):DeductivegeometryI
(page 336)
10C Congruence and proof
(page 338)
Activity10-C-1(doc-5101):Congruenttriangles
Activity10-C-2(doc-5102):Matchingcongruent
triangles
Activity10-C-3(doc-5103):Hardercongruenttriangles
Digital docs
10d Quadrilaterals: definitions and properties

Interactivity
Quadrilateraldefinitions(int-2786)(page 340)
Digital docs
Activity10-D-1(doc-5104):Quadrilaterals(page 341)
Activity10-D-2(doc-5105):Harderquadrilaterals
(page 342)
Activity10-D-3(doc-5106):Trickyquadrilaterals
(page 342)
SkillSHEET10.4(doc-5279):Identifying
quadrilaterals(page 342)
WorkSHEET10.2(doc-5283):Deductive
geometryII(page 343)
10e Quadrilaterals and proof
Digital docs
Activity10-E-1(doc-5107):Quadrilateralproofs
(page 345)
Activity10-E-2(doc-5108):Harderquadrilateral
proofs(page 345)
Activity10-E-3(doc-5109):Trickyquadrilateral
proofs(page 345)
WorkSHEET10.3(doc-5284):Deductive
geometryIII(page 346)
Chapter review
(page 350)
WordsearchChapter10(int-2853):aninteractiveword
searchinvolvingwordsassociatedwiththischapter
chapter
Interactivities

www.jacplus.com.au
351
eBook plus
ict actiVity
Process
Backyard flood
SearCHLIgHt Id: Pro-0099
Scenario
MrsEfficiencyisathomebusypreparingfor
Christmasandneedstowaterthefruittreesinthe
backyard.Whenshegoestoconnectthehosetothe
tapshediscoversthatMrEfficiencyhastakentheone
sheusuallyuses.Heronlyoptionistouseonetwice
thediameter.Sheassumesthiswilldeliverwaterat
twicetherateofthesmallerhoseandsoleavesitfor
halfherusualtimeof20minutes.Shereturnstoa
floodinthebackyard.
Attheeveningmealshediscussestheeventwith
thefamily.Sheisreallydistressedbecauseshe
realisesthatheractionhasledtoawasteofwater(a
veryscarceresource).HerYear10daughterdecides
toresearchthesituationandpresentasummarytoher
mothertoexplainwhathashappened.
task
352
YouwillneedtolookattheInteractivewebsites
foundinyoureBookPLUStosummarisehow
doublingandhalvingdimensionsaffectslength,
areaandvolume.
YouwilluseGoogleSketchuptodesignBabushka
solidstobeusedasmeasuresforcooking.
Youwillalsoinvestigateiftheweightgainofa
babyfitsthissamemodel.
Youwillthenwriteupyourprocedureand
conclusionsinWordandpresentitasabookin
Calameo.YoushouldassumetheroleofMrs
Efficiencysdaughterwhoispreparingareportfor
hermother.Remembertoprovidesomeadviceto
MrsEfficiencyregardingconservationofwater.
OpentheProjectsPLUSapplicationinyour
eBookPLUS.Watchtheintroductoryvideolesson,
clicktheStartProjectbuttonandthensetup
yourprojectgroup.Youcancompletethisproject
individuallyorinviteothermembersofyourclass
toformagroup.Aftersavingyoursettings,the
projectwillbelaunched.
NavigatetoyourResearch Forum.Hereyouwillfind
aseriesoftopicstohelpyoucompleteyourtask.
Research.Keepajournalofyourdiscoveriesas
youproceedwiththetask.Thejournalentries
shouldbeshortphrasestoexplainwhatyouare
doing/thinking,similartousingtwitterorsendinga
textmessagetoafrienddonotuseabbreviations
foryourwords.Starteachmessagewiththetitle
ofthetopicyouarereportingon.Eachpersonin
yourgroupshouldreportonatleast3different
sourcesofinformation.Youcanviewandcomment
ontheothergroupmembersentriesandratethe
commentstheyhavemade.Whenyourresearchis
complete,printyourResearchReporttohandto
yourteacher.
GototheMedia CentreinyoureBookPLUSand
opentheEnlargementsTeachingTool.Complete
thetable.Answerthequestionsprovidedinthe
EnlargementsTeachingToolfileintheMedia
Centre.Summariseyourdiscoveriesin200words
orfewer.Includescreenprintsofeachenlargement.
Wordleisasitethatcreatesanimageofthewords
inanarticleaccordingtothefrequencyoftheir
usage.OpentheWordlesite.Selectthecreatetab.
Copythesummaryofyourarticleintothetextbox.
KeepselectingtheRandomise buttonuntilyouare
happy withtheresult.Printyourfinalchoice.Take
ascreenprintofyourfinalchoice.TakeitintoPaint
foruseasanimageinyourpresentation.Saveyour
Paintfileasajpegfile.
GototheMedia CentreinyoureBookPLUS
andopentheAreaCalculatorsite.Makesurethe
calculationsaredoneinmetres.Foreachofthe
shapes,chooseanumbertoenterintotheboxto
calculatethearea.Recalculatetheareaforhalf
thisdimensionanddoubleit.Howcanthisbe
summarised?RepeatthisprocessfortheVolume
Calculatorsite.Summariseyourfindings.Include
thissummaryinyourreport.
DownloadGoogle Sketchup. Watchthe
introductoryvideotogetstarted.Usethemeasuring
tool to help you create a set of nesting solids to be

used instead of babushka (matryoshka) measuring
cups look at the photo to see the proportions of
the cups. Take a screenprint of your masterpiece to
include in your report.
area, surface area and

suggested
volume in terms of the
software
scale factor. Discuss
ProjectsPLUS
whether or not the
Microsoft Word
weight gain of a baby
Internet Explorer
fits this same model.
Google Sketchup
Write a paragraph
Wordle
Calameo
explaining the error of
Enlargements
Mrs Efficiencys
Teaching Tool
calculations, and why
her backyard flooded.
Assume the role of
MrsEfficiencys daughter who is presenting her
research findings to her mother.
Remember: 1 cup is equal to 250 mL.
Use the Australian Icon weblink in your

eBookPLUS and choose 3 icons to compare with
the real object. Calculate the scale factor (range of
numbers). Give measurements and calculations to
support your conclusion. Calculate the enlargement
factor of the icon from the real object. Calculate
how many times larger the surface area and volume
of the icon is compared with real object.
Go to the Media Centre in your eBookPLUS and
open the Sydney Harbour Bridge link. Download
the model. Use the measuring tool in Google
Sketchup to find the length and height of the model.
Compare this with the actual measurements of the
Sydney Harbour Bridge. Comment on its accuracy
in your report. Take a screen capture, with your
measurements visible on the model, to include in
your report.
Use Microsoft Word when preparing your

presentation. Your Media Centre includes images
that can help to liven up your presentation. As you
arrange your images on your Word page make them
appear as they would in the pages of a book. Each
page of your Word document will be a page in your
Calameo production of your report. Summarise the
findings of your research. Give formulas for length,
Use Word to develop your presentation. Remember

that you are trying to deliver a comprehensive
summary of similarity and clarify why there was
a flood in the backyard. You are also showing
applications of similarity. Make sure you include
all the results of your research, and that your
presentation will grab the attention of those
listening. Try to limit your report to either 4 or
8 pages for the most professional delivery. Use
Word to type up your dialogue to present your
report (200500 words).
Before you present your findings, use the Calameo
weblink in your eBookPLUS and sign up for a
free account. You will need an email address so
ensure you have your teachers or your parents
permission to do this. Take the guided tour to learn
how to prepare a Calameo presentation. Create a
publication and upload your Word report. Choose
the radio button for a Private Publication Mode.
Click the Start Uploading button. To show your
report, click the button Read the publication and
choose full screen view before you commence
your delivery. (If the pagination alters using Word
and this is a problem delete your Calameo
publication and repeat the process by uploading a
pdf of your report.)
ICT Activity projectsplus
353
probleM solving
11
problem
solving I
60 cm
40 c
opening QUesTion
How far does the centre of the racquet

travel if the girl swings through an angle
of 300?
problem solving
1 A cuboid has dimensions 10 cm by 12 cm by 18 cm. Find the length of the diagonal space.
2 Expand (3x - 2y)4.
3 Sketch a possible graph of y = 2x2 -3x + g. Determine axial intercepts and the coordinates of
4
5
6
7

the turning point, if any.

Find the volume of a right cone with a base diameter of 14 cm and slant height of 25 cm.
Consider a right-angled triangle, such that the two shorter sides are 6.4 mm and 8.9 mm in
length. Find the angle between the shortest side and the hypotenuse.
The perimeter of a rectangle is 20 cm and its area is 14 cm2. Calculate the dimensions of the
rectangle, correct to 1 decimal place.
Solve for x and y.
y = ax - 3b
dx + ey = f
8 When two algebraic fractions are equal, a method known as cross-multiplying makes
finding the value of x a lot quicker.

a
c
=
so, a(x + d) = c(x + b)
x+b
x+d
Expand and solve normally.
Use the above method to find x in each of the following.
a
3
5
=
x2 x+2
3x + 4 5x 4
=
2
6
2x + 1 4
=
1 + 3x 5
9 Mary has baked a birthday cake in the shape below.
c
16 cm
14 cm
18 cm
10
11
12
13
She has 60 cm of ribbon which she wants to wrap around the sides of the cake. Does she
have enough ribbon? Explain your answer.
Find the angle of elevation to the top of a 27.3-m high Norfolk Pine tree that is 83.6 m from
the observer. Assume that the observers eye is 1.667 m above ground level.
Solve a(x - p)(x + q) 0 for x if a < 0 and p > -q.
A cylinder of length, l m, has both circular ends removed and replaced with hemispheres.
The container now has a length, L m. Determine the volume of the container now in terms of
L and l.
Marlon substituted numbers into the equation below until he had a true statement.
x(x - 3) = 10
Marlons answer for the problem was 5.
a Is Marlons answer right or wrong? Explain.
356
problem solving
b A friend of Marlons showed him another way to solve the problem.
x(x - 3) = 10
x = 10
x - 3 = 10

x = 13
(10, 13)
14
15
16
17
Is Marlons friend correct? If the solution is correct explain why, and if the solution is
incorrect, provide a correct solution.
Sketch the graph of y = 2(4)x - 8, showing axial intercepts and asymptotes, if any.
A piece of flat pastry is cut in the shape of a right-angled triangle. The longest side is 6b cm
and the shortest is 2b cm
a Find the length of the third side. Give your answer in exact form.
b Find the sizes of the angles in the triangle.
c Prove that the area of the triangle is equal to 4 2b 2 cm2.
Cameron purchased 500 tickets for an AFL game so that all of the teachers and students in the
school would be able to attend the match.
Teachers AFL tickets: $15/ticket
Students AFL tickets: $5/ticket
The total cost for the game was $3500.
How many students attended the game?
Determine the length of the diagonal x.
8 cm
7 cm
5 cm
18 Parallel lines on a Cartesian plain have the same gradient but different y-intercepts. Find the
19
20
21
22
pairs of parallel lines from the following list and state the gradient and y-intercept for each.
a 3y + 6x = -36
b 4y = -4x + 20
c 3y + 1 = 9x
d 12 = 2x + 2y
1
e 10 y = x 8
2
f 12x = -6y + 12
g 2y - 6x - 7 = 0
h 20y = -x + 5
The formula that can be used to find the surface area, A cm2, of a solid cylinder with radius
r cm and height h cm is A = 2pr(r + h).
a Find an exact value for A when r = 4, h = 6
b Describe in words the changes that will occur to A if r and h are both halved. Justify
your reasoning mathematically.
A rocket is fired from ground level (from an underground concealed bunker) and lands
h kilometres away, across horizontal terrain. If the maximum height the rocket reaches is
k kilometres, find the equation of its path in terms of h and k.
The perimeter, P, of a square lies in the range e to f, i.e. e P f. In terms of e and f what is
the range of values for its area, A?
Find the equation of the straight line going through (-1, 5), parallel to the line which passes
through (0, 4) and (5, -3).
Chapter 11 Problem solving I
357
problem solving
23 One method of measuring the height of a building (h) is shown in the figure below. This
method is often used when you are not able to measure the distance along the ground (x)
because of a lake or some other obstacle.
h
q
a
D
Step 1:From a location on your side of the lake, measure the angle a, using an angle
measuring device called a transit or an inclinometer. Write an equation involving
x, h and a. Express this equation with x on the LHS and all other terms on the
RHS.
Step 2:Move a further distance, D, away from the building, where D is the known distance
between the first location and the second location. Measure the angle, q, to the top
of the building from the second location.

24
25
26
27
28
Write an equation involving x, h, D and q.

Express this formula with x + D on the LHS.
Step 3:Solve the equations from Steps 1 and 2 for x in terms of all other variables. Then
since each of the expressions equals x, equate the expressions.
Step 4: Solve this equation for h, in terms of D, a and q.
Step 5:Use this equation to determine the height of a building where D = 50 m, a = 34.3
and q = 30.7.
P2
The perimeter of a rectangle is P cm and its area is
cm2. Determine the dimensions of the
16
rectangle in terms of P.
Warwick was solving a pair of simultaneous equations using the elimination method and
reached the result that 0 = -5. Suggest a solution to the problem, giving a reason for your
answer.
A piece of wire 1 m long is cut into two pieces. One piece is used to make a circle, the other
a square. Determine where to cut the wire so that the areas of the square and circle are equal.
Translate each of these parabolas by the given amounts, then write the new equation in
standard form.
a y = x2 - 4x + 1 translated 3 units left, 2 units up.
b y = -4x2 + 6x - 2 translated 3 units down and 1 unit right.
c y = (x - 4)2 - 5 translated 2 units left and 5 units up.
A cone has a radius (r) of 8 cm and a height (h) of 16 cm, as shown in the figure below. The
top is sliced off to leave a frustum (shaded area).
Cone
Frustum
h
r
a Calculate the total volume of the cone.

b If the volume of the sliced off top is 20% of the total volume, determine the height of the
frustum.
358
problem solving
29 A movie projector uses 35 mm film (35 mm wide and 24 mm high) with a light source 60 mm
from the films surface.

a How far away is the projectors light source from the screen if the width of the image on
the screen is 16.5 m?
b If the distance between the film and the light source is halved, what happens to the width
of the image on the screen?
30 A landscape gardener wishes to put a fence around a rectangular lawn. The lawns width is
3 m shorter than its length and there is to be allowance for a 2-m wide gate.
a Develop a formula for the total length of the fence in terms of the length of the lawn.
b The cost of the fence is $23 per metre plus a $100 additional fixed fee. Modify your
formula to provide the cost of the fence.
c Use your formula to determine the cost of a fence for a lawn whose width is 12 m.
31 The equation of a quadratic can be determined directly from a table of values and differences.
Consider the table below.
x
-3
-2
-1
-3
-5
-3
13
27
Now determine the 1st differences

x
-3
-2
-1
-3
-5
-3
13
27
-6
1st difference
-2
10
14
Add the 2nd differences to the table

x
-3
-2
-1
-3
-5
-3
13
27
1st difference
2nd difference
-6
-2
4
2
4
6
4
10
4
14
4
Note how the 2nd differences are constant. The theory of differences states that this
constant is equal to 2a in the equation y = ax2 + bx + c.
a Determine the value of a.
b Re-do the table to subtract the term ax2 from each y-value, leaving a table for bx + c.
Use this table to determine b. Note that this equation is now linear and the first
difference gives the value of b.
c Use a similar method to determine c.
d What is the equation of the quadratic? Confirm your result by plotting the graph.
32 A box with a lid is to be constructed with a total surface area of 260 cm2. The box is to have a
square base of side length x and height L.
a Write the equation for total surface area and make L the subject of the equation.
b Write the formula for the volume in terms of L and x. Substitute in your result from
part a to derive a formula for the volume in terms of x.
c By trial-and-error, or another method, determine the values of L and x that make the
volume as large as possible.
359
problem solving
33 A right-angled triangle is inscribed in a circle of diameter length d cm as shown in the
diagram below.
8
4
a Show that d = 4 6 cm
b Show that the proportion of the area of the triangle to the area of the circle is
2
6
34 Develop a formula for the volume of a cone with a radius r and a slant height s.
35 Given the quadratic equation y = x2 - 4x + 7 and a general quadratic y = ax2 + bx + c,
determine the conditions on a, b and c such that:

a the two quadratics never intersect
b the two quadratics intersect (or touch) once
c the two quadratics intersect twice.
36 A set of wine bottles is stacked lying down as shown in the diagram below, making a
triangular effect. The radius of each bottle is r cm.
a
b
c
d
How many bottles are required if there are 10 bottles on the base and 1 bottle on the top?
What is the length of the base of the 10-bottle triangle?
What is the total height of the triangle?
Generalise your result for the height of a triangle of n bottles on the base.
37 The cost of a return airline ticket to Perth from Sydney varies between airlines. If a ticket
travelling with Virgin Green Airline costs $458 and a ticket travelling with Qintas costs $506,
determine the number of people who travelled by air to Perth from Sydney if there were 20%
more passengers that flew with Virgin Green and the total price for all airline tickets was
$63336.
38 The diagram below represents the safety ratio for placing ladders against vertical structures.
4 units
q
1 unit
a Using the values shown in the diagram, determine the value of the angle, q. Write your
answer correct to the nearest minute.
b A 3-metre ladder is placed against a vertical wall. Determine the horizontal distance,
to the nearest centimetre, that the ladder should be placed so that it satisfies the safety
regulations.
360
problem solving
39 Concentric circles are circles that share a common centre. A circle is drawn with a radius of
x cm. The next circle drawn has a radius of (x + 1) cm. This pattern continues until five circles
are drawn. The diagram below shows the 5 concentric circles.
x+1
x
a Write down the radii of the 3rd, 4th and 5th circles, in terms of x.
b Write down an expression, in terms of x, that can be used to determine the ratio of the
area of the 2nd circle to the area of the 5th circle. If this ratio is 94 , determine the value
of x.
c What is the percentage increase in circumference, in terms of x, in moving from the
3rd circle to the 4th circle?
40 Carol is celebrating her 16th birthday. In her excitement she cuts the cake into unequal
sections. Her brother takes the largest piece which is twice as much as her mothers piece.
Her sister takes one of the smaller pieces which is 1 the size of her mothers piece of cake.
3
Carol and her father each take a piece of cake which is 1 12 times as large as Carols mothers
piece. If Carol had cut the cake into 8 equal slices, each slice would have been the same size
as her mothers piece of cake.
a What fraction of the cake was eaten by Carol and her family?
b What fraction of the cake remains?
c If the exact amount of cake, in cm2, remaining after Carol and her family have eaten
their one piece of cake is 160p, determine the exact diameter of the cake.
41 Calculate the x-coordinate of the intersection point(s), if any, of:
y = 2x2 - 5x - 3 and y = -x2 - 3x

Give your answer in exact form.
42 A large advertising banner is to be placed on the side of a building. The banner has a diagonal
of length 4 17 m and a height of 5 5m.

a Determine the exact width, in metres, of the banner.
b Determine the exact area, in m2, of the banner.
c To attach the banner to the side of the building, anchor points are attached around the
border. There is an anchor point attached to each corner and anchor points across the
width and the height.
i There are 7 anchor points across the width at the top and 7 at the bottom of the
banner. Determine the exact length, in metres, between these points.
ii Anchor points are placed
5 5
3
metres apart along both sides of the height of the
banner. Determine the total number of anchor points needed for the banner.
43 Shane is a coach driver who conducts tours in outback Australia. All tours are based on
twin share at a cost of $x per passenger. For passengers wishing to have their own room, an
additional cost of $385 is added to the overall tour price. Usually on any tour, an average of
75% of passengers choose twin share.
a If there are n passengers, write down an equation, in terms of n and x, that can be used
to determine the total amount, A, in dollars, collected in tour money.
361
problem solving
b Shane conducts a tour with 50 passengers. On the next tour there are 45 passengers.
The difference in the total amount between the first and second tour is $17981.25.
Determine the value of x.
44 A section of a stained glass window is shown below.
y
2
3
The pattern formed can be modelled using three intersecting parabolas labelled 1, 2 and 3
with equations:
2
10
Parabola 1: y = x 2 + x
[1]
15
3
Parabola 2: y = -0.192x2 + 9.6x - 90
Parabola 3: y =
[2]
2 2
500
x + 10 x

15
3
[3]
a By solving the equation [2] for y = 0 using any method, find the coordinates of points
B and C.
b i Set up an equation, in terms of x, that will determine the point of intersection
between parabolas 1 and 2. Write your values in exact form.

ii Using your calculator, find the coordinates of point A.
c i By finding the turning point format of equations [1] and [3], state the transformation
made to equation [1] so that it maps onto equation [3].

ii Hence, write down the coordinates of point D.
45 Chilly Treats want to remodel their ice snacks packages. Currently frozen fruit juice is sold
in containers in the shape of an equilateral triangular-based prism. The sides of the triangular
base are x cm and the height of the container is 10 cm.
10 cm
x
x
362
problem solving
The total capacity of the container is 250 mL. Chilly Treats new design will be in the shape
of a cylinder.
a Find the exact value of x2.
b If the capacity and vertical height of the container is to remain the same, determine the
exact diameter, in centimetres, of the cylinder.
c If the area of one of the side faces of the triangular based prism is approximately
40 cm2, determine the difference in the total surface area, in cm2, between the
two different containers. Write your answer correct to 2 decimal places. Clearly
indicate which container has the larger surface area.
46 Jacques is test driving a new model Rocket Roadster. The speed of the car can be modelled
using the equation S(t) = -3t2 + 12t + 27, where S is the speed in metres per second (m/s) and
t is time, in seconds.
a What was the initial speed, in km/h, of the car when the testing began? Write your
answer correct to 1 decimal place.
b By converting S(t) into turning point format, determine the maximum speed, in km/h
correct to 1 decimal place, that the Rocket Roadster can reach in this road test and the
time taken, in seconds, to reach that speed.
47 A circular piece of paper has a 90 sector removed as shown in the diagram below.
r
90
The remaining area is carefully folded to make the shape of a cone.

a What is the slant height of this cone?
b Develop a formula for the radius of the base of this cone.
3
c Show that the volume of the cone is
7 r 3.
64
48 A ball is thrown upwards in the air. The maximum height of the ball is given by the rule
h = h0 + V0t - 16t2, where h = height (in metres) and t = time (in seconds).
a What is the height at t = 0?
b The ball is thrown up in the air from the edge of a roof 20 m high. It goes up, reaches
a maximum height and returns just past the edge of the roof and hits the ground. The
initial speed of the ball, V0, is 12 m/s (about 43 km/h).
Sketch a graph of this situation.
c What is the maximum height of the ball? Estimate your answer from the graph then
calculate the exact answer.
d How long does it take to reach the maximum height? Estimate your answer from the
graph then calculate the real answer.
e How long is the ball in the air before it hits the ground? Estimate your answer from the
graph then calculate the real answer.
49 Farmer Gordon has two paddocks ready for sowing. One paddock has dimensions (2x - 1)
metres by (3x + 1) metres, and the second paddock has an area of (36x2 - 6x - 6) m2.
a Show that the area ratio of paddock 1 to paddock 2 is 1:6.
b The area of paddock 2 is 97026 m2. Show that the value of x is 52. Hence find a set of
possible dimensions for paddock 2 using your answer from part a.
50 Greg is building a garden shed. He measured out the width and length of the shed to be
(3 m 5 cm) by (4.5 m 5 cm).
a i Determine the possible range of values for both the width and length.
ii D
etermine the percentage error in Gregs measurement for the width if the actual
width was 2.98 m. Write your answer correct to 2 decimal places.
363
probleM solving
b The walls of the shed will be 2 metres high and the roof will be a height of 3 metres
from the base. The shed will be constructed entirely from corrugated iron. The diagram
below shows the shed and its dimensions. The shed will be built on a concrete slab.
Using Gregs measurements of length of 4.5 m and width of 3 m, determine the
minimum amount of iron, in m2, required. Write your answer correct to 2 decimal
places.
1m
2m
4.5 m
3m
c Corrugated iron is sold in lineal metres at $11.80 per metre. The effective width of the
corrugated iron sheet is 762 mm (this is allowing for overlapping of sheets). Determine
the minimum cost for the corrugated iron. Write your answer to the nearest $10.
51 To estimate the length along the side of an inaccessible bushland, a surveyor marks out
a circular path around the bushland so that the four corners of the bushland lie on the
circumference of the circle. She is able to measure three of the four sides of the bushland as
shown in the sketch below. (The diagram is not drawn to scale.)
D
790 m
A
2s
3
xm
980 m
3 p
2
s
850 m
B
a Using one of the theorems of circle geometry, determine the exact values of p and s, in
degrees.
b Describe the shape of the figure ABCD.
52 Explain how you could develop a pattern to determine two consecutive natural numbers
whose squares differ by 75.

53 A certain type of carpet has a width of (x + 2) metres. Customers can purchase the carpet in
any length. Mr Barnes buys (x + 5) m of this carpet for his rumpus room and Mr Snowdon
buys a 4 m length for his family room.
a Write an expression for the area of carpet that each man buys.
b Write an expression for the difference in area if Mr Barnes has the longer piece of carpet.
c Factorise and simplify this expression.
d If Mr Barnes has bought 6 m2 more than Mr Snowdon, find the width of the carpet.
e What area of carpet did each man buy?
364
problem solving
54 A square is drawn within a semicircle as shown in this diagram. The area of the square is 32 cm2.
A square is drawn inside a circle with the same radius as the semicircle.
Determine the length of the side of the square in the circle.

55 Rebecca and Bethany are participating in a fund raising charity door knock.
In the first hour, each girl collected x number of gold coins.
In the second hour Rebecca collected (x - 1) gold coins and in the third hour she collected
(3x - 4) gold coins.
In the fourth hour, the number of gold coins each girl collected was the product of the
number of coins collected during the second and third hours.
Bethanys number of gold coins collected in the fourth hour can be expressed as 2x2 + 5x - 7.
a Show that the number of coins Rebecca collected during the fourth hour was 3x2 - 7x + 4.
b Show that the expression, in terms of x, for the combined number of coins both Rebecca
and Bethany collected in the fourth hour is (x - 1)(5x + 3).
56 The shape of this vase be approximated using a truncated cone, as shown in the diagram below.
20 cm
30 cm
15 cm
Show that the total amount of water, in litres, that can be poured into the vase is 2.3p.
57 Consider the diagram below. If the length of AO is one-third the length of AD and the length
of AC is 2 units, explain why the length of BD is 4 units.

C
O
A
365
problem solving
58 In an election for Year 10 representatives on the school council,

1
4
2
5
of the votes went to James,
to Jennifer, 6 to Raoul, 10 to Amy and the remaining 20 votes went to Diana. How many
students were there in year 10?

59 An Xbox games package comes in a box that has a length 10 cm longer than its width and a
height that is 7 cm greater than its width.
a Using the variable x to represent the width of the box, write an equation for the boxs
volume.
b Find the volume of the box if its width is 30 cm.
c The manufacturer wants to include another controller and decides that the box should
have a volume of 94000 cm3 but retain the same shape. Using trial and error, find the
width for this volume, if x must be an integer.
60 Find values of k for which the simultaneous equations 2x + y = 6 and 2y = -4x + k have:
a an infinite number of solutions
b no solutions.
Explain how you arrived at your answers.

61 A yacht sails for 25 km on a bearing of 16320T and then for a further 19 km on a bearing of
12140T.
a Draw a fully labelled diagram to show the yachts course.
b Determine how far east and south the yacht is from its starting point.
c Calculate the true bearing of the yacht from its starting point. Give your answer correct
to the nearest minute.
62 Martha decides to redesign the front cover of her diary which has an area equal to
(x2 - 3x - 10) cm2.
a Factorise this expression to find the dimensions of the diary cover in terms of x.
b Write down the shorter length in terms of x.
c If the shorter sides of the diary cover are 12 cm in length, find the value of x.
d What is the area of the front cover of Marthas diary?
63 A rectangular hallway rug is five times as long as it is wide. Its diagonal length is 410 cm.
How wide and long is the rug?
366
probleM solving
64 A circular dining table made of cedar timber is inlaid with glass as shown in the diagram
below. The radius of the glass top is 2r cm with a 20 cm ring of cedar around it.
State the diameter of the glass (in terms of r).

Give the radius of the glass and wood (the table top).
Calculate the area of the glass.
Determine the area of the top of the table (glass and wood)
Write an equation to find the area of the wood section only and write it in factorised
form.
f If the radius of the glass is 40 cm, find the area of the wood needed to surround the
glass. Give your answer in m2.
g The manufacturers want to make a slightly larger table in the same design using the
same width cedar ring. If the area of the table top is to be 2 m2, find the size of r
(to the nearest cm).
65 How many solutions can you find for the equation (x - 6)(y - 4) = 24 if x and y are positive
integers?
66 A cross brace (shown in red) has been placed to support the roof of a garage as shown.
Find the length (in mm) of this supporting beam.
a
b
c
d
e
1800 mm
5200 mm
3000 mm
67 When the movie The Fellowship of the Ring was shown in the cinema, every seat (550) was
taken. The price of admission for adults was $9.50 and for children $4.50. The takings for one
night were $4275. How many adults and children were present at the movie?
68 A coffee table rectangular cloth is to be decorated by sewing lace onto the edge of the
material. Its length is four times its width.
a If the width of the material is x cm, express the dimensions of the cloth in terms of x.
b Give an equation for the perimeter and the area of the cloth in terms of x.
c Find the length and width of the cloth if its perimeter is 3 m.
d If the width of the lace is 6 cm, what is the outside perimeter of the cloth now, and how
much area does it cover? (Answer in terms of x)
e Given the original perimeter was 3 m, what increase in area of the cloth was achieved by
adding the lace?
69 Solve each of the following.
a Find the value of r if x2 - 4x - r = 0 has one solution.
b Find the value of s if 2x2 - 5x + s = 0 has two solutions.
c Find the value of t when tx2 - 3x - 8 = 0 has one solution.
Chapter 11 problem solving I
367
probleM solving
70 Five years ago Dan was twice as old as he was 15 years ago. What is Dans age now?
71 A surveyor measures the angle of elevation to the top of a lighthouse from a point on the
ground 130 m from its base as 37. When he looks further down the lighthouse, he sees a
large balcony. The angle of elevation to the balcony from the same point is 31. What is the
distance from the balcony to the top of the lighthouse?
72 Robyn keeps guinea pigs in a small square enclosure with sides measuring x m. The number
of guinea pigs is increasing so she wants to increase the size of the enclosure by 1 m on one
side and 3 m on the adjacent side.
a Draw a labelled diagram of the original square and show the additions to it.
b Write an expression for the area of the new enclosure.
c To satisfy animal safety requirements, the area of the enclosure must be at least 15 m2.
Find the dimensions of the enclosure.
d To make sure the enclosure is big enough, Robyn decides to make the area 17 m2.
Determine the new dimensions of the enclosure (to the nearest cm).
73 During an 8-hour period, an experiment is done in which the temperature of a room follows
the relationship T = h2 - 8h + 21, where T is the temperature in degrees Celsius h hours after
starting the experiment.
a Change the equation into turning point form and hence sketch the graph of this
quadratic.
b What is the initial temperature?
c After three hours, is the temperature increasing or decreasing?
d After five hours is the temperature increasing or decreasing?
e State the minimum temperature and when it occurred.
f What is the temperature after 8 hours?
74 The height of a playground swing above the ground of is 2 3 m. The base of the swings pipe
supports must be 5 m apart so that the structure is stable once children start to swing.
5m
2 3m
a Find the length of the struts (use exact values) that make up the supports for the swing.
b If the base of the swing seat is to be 1 m off the ground, how much chain is required for
2 swings? (Use exact values.)

c How much pipe is required to build the swing if the length at the top of the swing is to
be 30 m long?
75 A bike chain is wrapped around 3 gear wheels that are the same size. The radius of each
wheel is 8 cm. How long is the chain?
368
problem solving
76 The parabola y = x2 + bx + c has x intercepts (2, 0) and (6, 0).
a Find the values of b and c.
b State the equation.
c Complete the square and find the turning point.
d Sketch the parabola.
77 Two guide wires are used to support a flagpole as shown. One reaches the top of the flagpole
and the other part way down the pole.
Wire
9.5 m
3m
6m
a What is the height of the flagpole (to the nearest metre)?
b What angle (to the nearest degree) does the longer guide wire make with the ground?
c The shorter wire is attached to the flagpole 1 m from the top. How long is this wire?
78 When a drop of water hits the flat surface of a pool, circular ripples are made. One ripple is
represented by the equation x2 + y2 = 9 and 5 seconds later, the ripple is represented by the
equation x2 + y2 = 225, where the lengths of the radii are in cm.
a State the radius of each of the ripples.
b Sketch these equations.
c How fast is the ripple moving outwards?
d If the ripple continues to move at the same rate, when will it hit the edge of the pool
which is 2 m from its centre?
79 Stephie, a tennis player, serves the ball in a tournament. She throws the ball in the air and hits
it over the net. Her arm length is 60 cm and it is 40 cm from her grip on the tennis racquet to
the centre of the racquet. How far does the centre of the racquet travel if she swings through
an angle of 300?
80 This 8 cm by 12 cm rectangle is cut into two sections as shown.
6 cm
8 cm
6 cm
10 cm
12 cm
a Draw labelled diagrams to show how the two sections can be rearranged to form a:
i parallelogram
ii right-angled triangle
iii trapezium.
b Show that these figures, as well as the original rectangle, all have the same area.
c Comment on the perimeters of the figures.
81 Bridgette is practising her golf drives. The path the golf ball takes is defined by the quadratic
1
equation h = (d 6)2 + 6, where h is the height of the ball above the ground for a
6
horizontal distance of d. Both h and d are in metres.
a Find the value of h when d = 0.
1
b State the turning point of the equation h = (d 6)2 + 6
6
c Sketch the graph of this relationship.
d What horizontal distance does the golf ball cover in its flight?
369
problem solving
e What is the maximum height the golf ball reaches?
f At what horizontal distance was the golf ball at its maximum height?
82 A yacht is anchored off an island. It is 2.3 km from the yacht club and 4.6 km from a weather
station. The three points form a right angled triangle at the yacht club.
Weather station
Yacht club
2.3 km
4.6 km
Yacht
a Calculate the angle at the yacht between the yacht club and the weather station.
b Calculate the distance between the yacht club and the weather station.
The next day the yacht travels directly towards the yacht club, but is prevented from
reaching the club because of dense fog. The weather station notifies the yacht that it is now
4.2 km from the station.
c Calculate the new angle at the yacht between the yacht club and the weather station.
d Determine how far the yacht is now from the yacht club.
83 The minute hand in Pennys watch is 1 cm long. Someone told her that the tip of the hand
travels more than 30 m in 8 hours. Is this true? Show full working to justify your answer.
84 This cable drum has the measurements shown.
10 cm
25 cm
30 cm
10 cm
50 cm
a What volume of wood was used in its construction?
b Determine its surface area.
85 Jan is practising for the World Diving Championships. The path she takes from the diving board
into the water is given by the quadratic equation y = -0.75x2 + 3x + 8, where y metres is the
height above the water level and x metres is the horizontal distance from the edge of the board.
a Using a graphics calculator, sketch the graph of y = -0.75x2 + 3x + 8.
b What is the height of the diving board above the water?
c What was the maximum height Jan reached during her dive?
d What was the horizontal distance Jan covered before she hit the water?
86 A skip bin for waste has been delivered to a building site. Its shape is in the form of a
trapezoidal prism with dimensions as shown in the diagram.
4m
2m
3.5 m
3m
370
problem solving
a Calculate the volume of material this skip can hold. (Assume that it is not loaded beyond
the top rim.)

b A smaller skip has a volume one-eighth the size of the larger one. If its shape is similar
to that of the larger one, what would its dimensions be?

87 In a childrens play gym, two cylindrical foam shapes are placed on the ground and a board
covered in foam rests on it. The cylinders have radii of 50 cm and 40 cm and their distance
apart on the ground is 1.5 m. Calculate the angle the board makes with the ground.
50 cm
40 cm
1.5 m
88 The small and large triangles in this figure are similar.
25
19
x
15
y
22
Determine the lengths of the pronumerals.

89 The equation (x - 1)2 + (y - 2)2 = 4 describes a circle.
a State the centre of the circle.
b State the radius of the circle.
c Find the x- and y-intercepts of this circle.
d Sketch the circle, clearly marking the centre.
90 The parabola y = ax2 + bx + c has a turning point (-3, 4) and passes through the point
(1, -28).
a Determine its equation.
b State the values of a, b and c.
c Sketch the parabola.
91 Find the sum of the angles at the tips of this regular star.
371
problem solving
92 Tina is re-covering a footstool in the shape of a cylinder with diameter 50 cm and height
30 cm. She also intends to cover the base of the cushion.
She has 1 m2 of fabric to make this footstool. When calculating the area of fabric required,
allow an extra 20% of the total surface area to cater for seams and pattern placings. Explain
whether Tina has enough material to cover the footstool.
93 The Gold Coast City Council has decided to construct a ceremonial arch at the entrance to
Surfers Paradise beach. The arch is to be in the shape of a parabola. The maximum height is
to be 15 metres and the width at the base is to be 20 metres. A path, 16 metres wide will pass
beneath the arch with its centre immediately beneath the highest point of the arch.
15 m
16 m
20 m
The designers decide to use a mathematical model of the arch in the design process. They
place an origin of coordinates at ground level immediately beneath the highest point of the
arch.
y
14
12
10
8
6
4
2
-10
-5
10 x
a Prove that the equation of this curve is y = 15 - 0.15x2

b The designers are concerned that there will not be sufficient clearance for vehicles up to
6 metres in height to pass along the path beneath the arch. Show that the vertical height
372
problem solving
of this arch above the road level at the edge of the road would not be sufficient to allow
a 6 m high vehicle to pass through.
c How wide must the road be to allow a 6-m high vehicle to pass through the arch?
ab
94 a Q b is defined as
.
a
b
1 1
What is the value of 2 3 in simplest terms?

1 1
3 2
95 David has calculated the time, in minutes, it takes him to drive to work in the morning as
m2 - 10m + 50, where m is the number of minutes after 8 am that he leaves home.
a How long does it take David to reach work if he leaves at 8 am.
b At what time can he leave so that the trip takes 30 minutes?
c The trip will take one hour if he leaves at what time?
d When should he leave to take the smallest amount of time.
e How long will it take him if he leaves home at this time?
f If he decides that he cannot take longer than 30 minutes to get to work, between what
times would he have to leave home?
96 There is a theorem which says:
If two distinct numbers are exactly divisible by the difference of the two numbers, the
difference is the HCF of the two numbers.
Explain what this means, illustrating with an example.
97 Matt and his brother Steve start from home in their cars. Matt travels directly east, while
Steve travels directly north at a speed 15 km/h faster than Matts speed. After travelling for
1 hour 20 minutes, the two cars are 100 km apart. At what speeds are the two cars travelling?
98 A regular octagon is inscribed inside a circle with all its vertices lying on the circumference
of the circle. The circle has a radius of 10 cm. Determine the perimeter of the octagon.
99 An obtuse-angled isosceles triangle has equal angles of x and equal side lengths of y cm.
x
y cm
x
y cm
There is not enough information about the triangle to use a traditional formula
1
A = ( 2 base height) to find its area.
Show how you could use trigonometry to develop the following formula to calculate its
area.
1
Area = y2sin (2x)
2
100 Farmer Max has a rectangular field 150 m by 100 m. His son offers to help him mow the
field, but says he will do only half. The ride-on mower cuts a strip 1 m wide. Max starts
mowing at a corner, and mows around the field towards the centre. He stops and hands over to
his son when he has done n circuits of the field. Construct an algebraic equation involving n,
and solve to find its value. Give your answer correct to 1 decimal place.
373
problem solving
101 Pulsars are rapidly spinning stars. They spin at incredible rates when they are first formed
about 30 times every second. As they age, they slow down. Astronomers have represented the
spinning rates of two pulsars (Crab Nebula and AP 2016 + 28) by two simple equations.
Crab Nebula: P = 0.033 + 0.000 013T
AP 2016 + 28: P = 0.558 + 0.000 000 004 7T
P is the time (in seconds) it takes for the pulsar to spin once on its axis, and T is the number
of years since today.
In approximately how many years from now will the two pulsars be spinning at the same rate?
102 The two arches of the Sydney Harbour Bridge can both be modelled as parabolas.
Using the reference point (0, 0) as the bottom of the left side of the lower arch, the two
equations are:
Lower arch: y = -0.00192x2 + 0.96x
Upper arch: y = -0.00128x2 + 0.64x + 60
Note: The measurements are in metres.
Write a description of the two arches, giving as much information as you can. Remember to
support your information with mathematical evidence.
1
1
1
1
103 The unit fraction
can be expressed as
=
+
where a and b are natural
12
12
12
+
a
12
+b
numbers.
Use this equation to find the product of a and b, then list the 8 different representations for
1
the unit fraction .
12
104 Explain why all perfect squares have an odd number of factors. Give an example to support
your explanation.
105 A cone is formed from a sector of a circle with a central angle of 72. The radius of the base
of the cone is 3.18 cm. What is the radius of the circle from which the sector was taken?
106 This tile pattern is made using congruent triangular tiles. There is 1 tile in row 1, 3 in row 2,
and so on.
Develop a formula to determine the number of tiles needed to complete a pattern of this
type with r rows.
374
problem solving
107 The school cafeteria sells apples at one price, and bananas at a different price. Six apples and
4 bananas cost $7, while 1 apple and 9 bananas cost $4.50.

a Show how you can determine how much more an apple costs, compared with a banana,
without actually finding the cost of each.
b What is this difference in price?
108 When children are sick, its important theyre given the correct dosage of medicine. If adult
medicines are the only ones available, you need to convert the adult dosage into a safe dose
for young children. One rule which can be used is:
Age in years + 1
adult dose
Childs dose =
24
a For an adult dose of 5 mL, how many mL would you give a 5-year old?
Another rule commonly used is:
Age in years
adult dose
Childs dose =
age + 12
b How many mL of a 5-mL adult dose would you administer to a 5-year old using this
formula?
c Your two answers should be different. Comment on this difference.
d Is there any age for which these two formulae give the same dosage?
109 Bens teacher shows him a graph of a quadratic equation. It is not labelled, except for three
points (-2, 19), (0, 1) and (3, 4) on the curve. His task is to find the equation of the quadratic.
What is the equation of the curve?
110 Draw two straight lines across the face of this clock, so that the sum of the numbers in each
region formed is the same.
11 12
1
2
10
9
4
7
111 A group of four people out bushwalking comes across a suspension bridge as the last obstacle
they need to cross to reach their campsite. They cant all cross at once, because the bridge can
only support a maximum of 2 people at a time. Unfortunately it is approaching dark, and they
only have 1 torch among the 4 of them.
When walking alone, the four people would take 1, 2, 5 and 10 minutes to cross one way.
With 2 people walking together, because they need the flashlight for safety reasons, they
must travel at the speed of the slower person. One person must then travel back across the
bridge each time to bring the flashlight back.
How can the group arrange themselves for the bridge-crossing to take the minimum time?
What is this minimum time?
375
problem solving
112 Tennis balls are stacked in the shape of a triangular pyramid, with 5 balls on each side of the
base. How many balls are in the whole stack?

113 Timber railings are manufactured to be 100 cm long, with a possible error of 4%. Danas
deck is 55 m long, and she plans to place the railings end-to-end. How many of these railings
should she order to ensure she can cover the whole length?
114 Suppose you had some blue-tack in the shape of a cylinder. How could you cut through the
cylinder to expose a surface in the shape of a parabola? Explain any restrictions.
115 Prove that the set of numbers represented by:
2n, (n2 - 1) and (n2 + 1)
produces Pythagorean triples for all values of n greater than 1. Explain the restriction on the
value of n.
116 The Jackson family wants to put an L-shaped deck on one corner of their house. It is to be
symmetrical around the corner, as shown.
Deck
House
They have 30 m of a specially designed hand railing to use around the perimeter of the
deck. What dimensions of the deck will give them the maximum area, using the whole
30 m of the handrail?
117 A palimage of a number is the number that has the same digits as the given number, but in the
reverse order. For example, the palimage of 476 is 674.
If the sum of a number and its palimage is 968, what could the original number have been?
There is more than one answer. See how many you can find.
118 Consider this question on a test paper.
Solve the equation x = 3.
Here is Kellys solution.

( x )2 = (3)2
x=9
Comment on the solution.

119 A domino is a 2 dimensional figure formed by two congruent squares that share a common
side.
A tetromino is a 2 dimensional figure formed by four congruent squares that share common
sides.
a Draw the shape of all the different tetrominoes.
b Compare their perimeters.
120 A motor boat leaves a ship at sea and travels north at 80 km/h. The ship precedes 30 south of
east at 32 km/h. The motor boat only has fuel for 4 hours. How far north can the motor boat
travel, so it can safely return to the ship in time?
376
problem solving
121 You are familiar with the quadratic formula x =
b b 2 4 ac
2a
An alternative form of the quadratic formula is x =
2c
b b 2 4 ac
Choose a quadratic equation and show that the two formulae give the same answers.
122 Consider the number 234 written in words.
TWO HUNDRED AND THIRTY FOUR

The letters of each word are cycled separately as shown below, and placed in a numbered
vertical list.
1 TWO
HUNDRED
AND
THIRTY
FOUR
2 WOT
UNDREDH
NDA
HIRTYT
OURF
3 OTW
NDREDHU
DAN
IRTYTH
URFO
..
..
..
n TWO
HUNDRED
AND
THIRTY
FOUR
If n > 500, what is its smallest value?
123 You will be familiar with the following unit fraction additions.
1 1 1
= +
2 3 6
1 1 1
= +
3 4 12
1 1 1
= +
5 6 30
Write a general equation involving n of the type
1
= ........
n
to represent unit fraction additions of this type.
124 A puzzle company prides itself on its unique designs. The following design of a map when
folded flat is printed on one piece of paper.
3
6
4
5
2
1
7
8
The numbers represent the page numbers of the map. How can the map be folded so that its
pages are in the correct order?
125 Trains travel along two straight parallel tracks between Allensville and Bentley, with the
journey taking 4 h 15 min each way. The trains leave both towns on the hour every hour.
If I leave Allensville at 12 noon and travel towards Bentley, how many trains will pass by
me coming in the opposite direction?
126 It has been said that if you multiply the y-coordinates for a particular x-value of two
straight lines, then plot this y2-value against the particular x-value, a parabola will result. To
investigate this claim, consider the two straight lines y = -2x + 4 and y = x - 3.
Complete the following tables.
y = -2x + 4
x
-2
-1
y
377
problem solving
y=x-3
x
-2
-1
-2
-1
y
x
2
y
127
128
129
130
378
What is your conclusion regarding the claim?

A small company manufactures and sells muesli bars. The set-up cost to make the bars
themselves was $5400, and the cost for ingredients is 45c per bar. The set-up cost to package
them was $7500, and the cost of materials for each bar is 35c. The bars are sold in a multipack at 5 for $6.
How many multi-packs would the manufacturer need to sell in order to break even?
Consider the following puzzle.
Take a calendar displaying the dates row by row of any month in the year.
Choose 4 days that form a square on the calendar.
Find the total of those 4 dates.
Explain how, from the total, you can determine which 4 dates have been selected.
The hour and the minute hand of a clock each trace a circular path as they sweep around the
clocks face. How many times will they lie on top of each other in a 12-hour period?
You are familiar with the equation of the parabola with its vertical axis of symmetry. It is also
possible to get a horizontal parabola. Its shape is similar to that of a vertical parabola, but its
axis of symmetry is horizontal.
A horizontal parabola can be represented by the following general equation.
x - h = a(y - k)2
Where (h, k) is the vertex of the parabola, and a is a constant.
Investigate this general equation with particular values for h, k and a, then complete the
following.
a How can you distinguish a vertical parabola from a horizontal parabola, simply from its
equation?
b What is the effect of the value of a?
c A horizontal parabola has the equation x + 4 = (y + 1)2. Draw a sketch of its shape,
labelling its vertex and all x- and y-intercepts.
stAtistiCs AND probAbility ChANCe
12
12A Review of probability

12B Complementary and mutually
exclusive events
12C Two-way tables and tree diagrams
12D Independent and dependent events
12E Conditional probability
12F Subjective probability
WhAt Do yoU kNoW ?
probability
1 List what you know about chance. Create

a concept map to show your list
then with a small group
chance.
eBook plus
Digital doc

Chapter 12
doc-5285
opeNiNg QUestioN
Blackjack (or 21) is a popular card game.

What is the chance of being dealt two
cards whose total is 21?
Are you ready?
eBook plus
Digital doc
SkillSHEET 12.1
doc-5286
eBook plus
Digital doc
SkillSHEET 12.2
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Set notation
1 Three different sets are identified as follows:
A = {1, 4, 9}
B = {2, 4, 6, 8}
C = {2, 3, 5, 7}.
Use these sets to answer the following.
a How many numbers appear in each set?
b Which number is common to set A and set B?
c Which number is common to set B and set C?
Simplifying fractions
2 Write each of the following fractions in simplest form.
a
13
52
4
36
8
12
Determining complementary events

3 Two events which have nothing in common, but when added together form the sample
space, are called complementary events. Determine the complementary event for each of the
following.
a Drawing an ace from a standard deck of playing cards.
b Drawing a black card from a standard deck of playing cards.
c Obtaining a factor of 6 when a six-sided die is rolled.
Addition and subtraction of fractions
a
1
2
1
6
1
52
5
6
1
13
1
2
1
2
1
26
Multiplying fractions for calculating probabilities

a
1
2
1
6
1
52
5
6
1
2
1
2
12A
eBook plus
review of probability
Interactivity
Random
number
generator
int-0089
This chapter, investigates such things as the probability of selecting 3 hearts from a deck of
cards and the probability of tossing two heads when a coin has been tossed twice.
Probability deals with the likelihood or chance of an event occurring.
The probability of an event is represented by a number in the range 0 to 1 inclusive, which
can be expressed as a fraction, decimal or percentage.
There are times when it is certain that an event will not occur; for example, it is certain that
an athlete will not complete a 100 m race in less than 5 seconds. Therefore, the probability
for the event an athlete completes 100 m in less than 5 seconds is 0. Alternatively, it can be
certain that an event will occur. For instance, it is certain that the day following Saturday is
Sunday. The probability of such an event is 1.
In the range 0 to 1 inclusive there is an infinite set of numbers giving the probabilities of
various events, where the chance of an event occurring increases as the probability gets closer
to 1.
The probability scale shown below displays the range of probabilities in the range 0 to 1
inclusive.
Chances decrease
Highly
unlikely
Impossible
0.1
Unlikely
Very
unlikely
0.2
Less than
even chance
0.3
Likely
Even
chance
0.4
0%
Better than
even chance
0.5
0.6
Very
likely
0.7
0.8
Highly
likely
Certain
0.9
50%
1
100%
Chances increase
A probability of 0.5 indicates that there is an equal chance of an event occurring as there is for
the event not occurring.
The probability of an event can also be described by words and phrases, such as impossible,
highly unlikely, very unlikely, less than even chance, even chance, better than even chance,
very likely, highly likely, certain and so on.
Some terms that are used in the study of probability are defined below.
Denitions
Trial: the number of times a probability experiment is conducted.

Outcome: the result of an experiment. For example, if a die is rolled, the outcome is a
number in the range 1 to 6 inclusive.
Event: a desired or favourable outcome.
Equally-likely outcomes: outcomes that have the same chance of occurring. For example,
if a coin is tossed, then the chance of tossing a Head is equal to the chance of tossing a Tail.
Hence, they are equally-likely outcomes.
Sample space, S: the set of all possible outcomes for an experiment. For example, in rolling a
die, the sample space, S, is S = {1, 2, 3, 4, 5, 6}.
Frequency: the number of times an outcome occurs.
experimental probability
The experimental probability of an event is based on past experience.

Experimental probability =
number of times an event has occurred

total number of trials
Chapter 12 probability
381
statistics AND probability Chance
Worked Example 1
A discus thrower has won 7 of her last 10 competitions.

a What is the probability that she will win the next competition?
b What is the probability that she will not win the next competition?
Think
a
Write
a Number of wins = 7
Write the number of wins and the total

number of competitions.
Total number of competitions = 10

number of times this event occurred
Write the rule for probability.
P(event) =
Substitute the known values into the rule.
P(she wins) = 10
Write your answer.
The probability she will win the next competition

7
is 10 .
Write the number of losses and the total

number of competitions.
b Number of losses = 3
Total number of competitions = 10

P(event) =
P(she loses) = 10
Write your answer.
The probability she will lose the next competition

3
is 10 .
The event she will win the next competition and the event she will not win the next
competition are called complementary events. Complementary events will be discussed in
more detail in the next section.
Relative frequency
frequency of the score
f
or
total sum of frequencies
Sf
Relative frequency of a score =
The symbol S (sigma) means the sum of.

The relative frequency of a score is the same as the experimental probability of that score
and is useful when analysing tabulated results.
Worked Example 2
A Year 10 class has the following composition.

a Calculate the relative frequency of 16-year-old girls in the class.
b If a student is selected at random, determine the probability that the student is a boy.
Frequency (f)
382
15-year-olds
16-year-olds
Total (Sf)
Boys
16
Girls
14
Total (Sf)
13
17
30
Think
a
Write
Write the number of 16-year-old girls and

the total number of students in the class.
a Number of 16-year-old girls (f) = 8
Total number in the class (Sf) = 30

f
Sf
Write the rule for relative frequency.
Relative frequency =
Relative frequency = 30
Simplify and evaluate.
Write your answer.
= 15
The relative frequency of 16-year-old girls in the
class is 4 .
15
Write the number of boys in the class and

the total number of students in the class.
b Number of boys = 16
Total number in the class = 30

P(event) =
P(boy selected) = 30
Write your answer.
16
8
= 15
The probability of a boy being chosen is 8 .
15
Theoretical probability
The theoretical probability of an event, P(E), depends on the number of favourable

outcomes and the total number of possible outcomes (that is, the sample space).
The theoretical probability of an event is given by the rule:
number of favourable outcomes
P(event) =
number of possible outcomes
This may be simplified to:
n(E)
P(E) =
n(S)
where n(E) = number of times or ways an event, E, can occur and n(S) = number of elements
in the sample space or number of ways all outcomes can occur, given all the outcomes are
possible.
Worked Example 3
A card is drawn from a shuffled pack of 52 cards. Determine the probability that the card chosen is:
a a heart
b a king.
Think
a
Write
Define the events and write the number of

favourable outcomes and the total number of
possible outcomes.
Note: There are 13 cards in each of the 4 suits.
a H is the event that a heart is chosen.
S is the sample space.

n(H) = 13
n(S) = 52
Chapter 12 Probability
383
Write your answer.
Define the event and write the number of

favourable outcomes and the total number of
possible outcomes.
Write your answer.
Using P(E) =
n(E )
n(S)
P(H) =
n(H)
n(S)
13
P(H) = 52
=
1
4
The probability of choosing a heart is 1 .

4
b K is the event that a king is chosen.
S is the sample space.

n(K) = 4
n(S) = 52
Using P(E ) =
n(E )
n(S)
P(K) =
n(K)
n(S)
P(K) =
4
52
1
= 13
The probability of choosing a king is 1 .
13
venn diagrams
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Venn diagrams provide a means of representing outcomes diagrammatically.

A common way of drawing Venn diagrams is to use a rectangle which represents the sample
space and a series of circles representing other smaller, sorted sets.
In Venn diagrams, overlapping circles represent the intersection of, or common elements in,
those sets.
The sample space is also known as the universal set, x.
Denitions
Terminology associated with Venn diagrams is defined below.
1. A set is a collection of similar elements.
2. The universal set, x, is the largest set that contains all the possible outcomes for that
experiment and is represented by the rectangle of the Venn diagram. Consider all the
outcomes from an experiment where a die is rolled. The sample space, S, for this experiment
is also known as the universal set, x = {1, 2, 3, 4, 5, 6}.
3. The intersection of sets (symbol ) is
x = Universal set
represented by the common elements in two
(or more) sets.
A
B
The shaded region is A B.
4. The union (symbol ) of the sets A and B is

given by the combined set of A and B. It is the set
of elements that are in set A or set B or in both.
The shaded region is A B.
Note: Common elements are written only once.
x = Universal set
5. The complement of a set, A (written A), is the

set of elements that are in x but not in A. The
shaded region represents the complement of A.
x = Universal set
The definitions of set, universal set, intersection, union and complement are illustrated in the
following example.
Example 1
Consider when rolling a die the two events:
event A: rolling an even number
event B: rolling a multiple of 3.
The universal set is written as, x = {1, 2, 3, 4, 5, 6} and sets A and B are, A = {2, 4, 6} and
B = {3, 6}. These are represented in the Venn diagram below.
x = {1, 2, 3, 4, 5, 6}
B
2
4
1
Also,
Intersection of sets A and B
Union of sets A and B
x = {1, 2, 3, 4, 5, 6}
B
2
x = {1, 2, 3, 4, 5, 6}
B
2
4
1
A B = {6}
A B = {2, 3, 4, 6}
385
Complement of set A
x = {1, 2, 3, 4, 5, 6}
B
2
4
1
A = {1, 3, 5}
6. The subset (symbol ) of a set is a smaller set from within the set. The shaded region in
the diagram shows that A is a subset of x; that is, A x.
x
The definition, subset, is illustrated in the example below.

If M = {2, 3, 4} and N = {2, 3}, then N is a subset of M, written as N M.
x
M
N
2
3
4
7. Disjoint sets are sets that have nothing in common with each other. That is, A B = { } = f
It can be argued that the intersection of disjoint sets has nothing in it.
The set {} or f is known as the empty set, or null set.
x
A
B
386
Worked Example 4
a Draw a Venn diagram representing the relationship between the following sets. Show the position
of all the elements in the Venn diagram.

x = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}
A = {3, 6, 9, 12, 15, 18}
B = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
b Determine:
i P(A) ii P(B) iii P(A B) iv P(A B) v P(A B).
Think
a
Draw a rectangle with two partly intersecting

circles labelled A and B.
1
2
Write/draw
Analyse sets A and B and place any common

elements in the central overlap.
Place the remaining elements of set A in circle A.
Place the remaining elements of set B in circle B.
Place the remaining elements of the universal set x

in the rectangle.
i
ii
n(x ) = 20
B
3
15
11 13
1 5 7 17 19
b
i n(A) = 6, n(x) = 20
Write the number of elements that belong to

set A and the total number of elements.
P(A) =
n(A)
n(x)
P(A) =
6
20
Evaluate and simplify.

set B and the total number of elements.
Repeat steps 2 to 4 of part b i.
= 10
ii n(B) = 10, n(x) = 20
P(B) =
n(B)
n(x)
P(B) =
10
20
=
iii
iv

set A B and the total number of elements.

2 4
8 10
14 16
20
6
12
18
1
2
iii n(A B) = 3, n(x) = 20
P(A B) =
n(A B)
n(x)
P(A B) =
3
20
i v n(A B) = 13, n(x) = 20
P(A B) =
P(A B) =
n(A B)
n(x)
13
20
387

v

v n(A B) = 7, n(x) = 20
P(A B) =
n(A B)
n(x)
7
P(A B) = 20
Worked Example 5
In a class of 35 students, 6 students like all three subjects: PE, Science and Music. Eight of the
students like PE and Science, 10 students like PE and Music, and 12 students like Science and Music.
Also, 22 students like PE only, 18 students like Science only and 17 like Music only. Two students
dont like any of the subjects.
a Display this information on a Venn diagram.
b Determine the probability of selecting a student who:
i likes PE only ii does not like Music.
c Find P[(Science Music) PE].
Think
a
Write/draw
Draw a rectangle with three partly

intersecting circles, labelled PE, Science
and Music.
n(x ) = 35
a
PE
Science
Music
2
Extract the information relating to students

liking all three subjects.
Note: The central overlap is the key to
solving these problems. Six students like all
three subjects, so place the number 6
into the section corresponding to the
intersection of the three circles.
n(x ) = 35
PE
Science
Music
3
388
Extract the relevant information from

the second sentence and place it into the
appropriate position.
Note: Eight students like PE and Science;
however, 6 of these students have already
been accounted for in step 2. Therefore,
2will fill the intersection of only PE and
Science. Similarly, 4of the 10 who like PE
and Music will fill the intersection of only PE
and Music, and 6 of the 12students will fill
the intersection of only Science and Music.
n(x ) = 35
PE
Science
2
4
Music
ii
n(x ) = 35

the third sentence and place it into the
appropriate position. Note: Twenty-two
students like PE and 12 have already
been accounted for in the set. Therefore,
10 students are needed to fill the circle
corresponding to PE only. Similarly,
4 students are needed to fill the circle
corresponding to Science only to make
a total of 18 for Science. One student is
needed to fill the circle corresponding
to Music only to make a total of 17 for
Music.
PE
2
10
4
1
Music
n(x ) = 35

the final sentence and place it into the
appropriate position.
Note: Two students do not like any of the
subjects, so they are placed in the rectangle
outside the three circles.
PE
Science
2
10
4
Check that the total number in all positions

is equal to the number in the universal set.
10 + 2 + 4 + 4 + 6 + 6 + 1 + 2 = 35
Write the number of students who like PE
only and the total number of students in the
class.
Science
1
Music
b
i n(students who like PE only) = 10
n(x) = 35
P(likes PE only) =
n(likes PE only)
n(x)
P(likes PE only) =
10
35
Write your answer.
Write the number of students who do not

like Music and the total number of students
in the class. Note: Add all the values that
do not appear in the Music circle as well as
the two that sit in the rectangle outside the
circles.
2
7
The probability of selecting a student who

2
likes PE only is 7 .
ii n(students who do not like Music) = 18
n(x) = 35
P(does not like Music)

n(does not like Music)
=
n(x)
P(does not like Music) = 35
Write your answer.

does not like Music is 18
.
35
18
389

c
Write the number of students who like

Science and Music but not PE. Note: Add
the values that appear in the Science and
Music circles but do not overlap with the
PE circle.
Repeat steps 2 to 4 of part b ii.
n[(Science Music) PE] = 11

n(x) = 35
P[(Science Music) PE]

n[(Science Music) PE]
=
n(x)
11
P[(Science Music) PE] = 35

likes Science or Music but not
PE is 11
.
35
Odds
Probabilities in gambling can be expressed as odds.

5
This is very common in racing, where odds are given as ratios; for example 51 (or 1 or 5:1).
In the odds of ab,
ab
a is the chance
against the event
If the odds for a horse to win are given as 51, then from 6 races the horse is expected to lose
5 and win 1. The probability that the horse wins or loses can be calculated from the odds
given. These calculations are shown below.
P(win) =
b is the chance for

the event
n(expected wins)
n(races)
1
P(lose) =
=
= 6
n(expected losses)
n(races)
5
6
If given odds of ab, then:

n(E)
b
=
n(x) a + b
P(the event does not occur), P(E) = n(E) = a
n(x)
a+b
P(the event occurs), P(E) =
Payouts
390
The payout in races is based on the odds given.

a
If the odds given are ab, you can win $ for every $1 bet, and alternatively stated, $a for
b
every $b bet. The bookmaker will pay out your win plus the initial bet.
The TAB quotes a whole payout figure for a horse, made up of the winnings and the initial
bet.
For example:
Odds
Bet
Winnings
51
$10
$5 for every $1 bet: 1 $10 = $50
72
$14
$7 for every $2 bet: 2 $14 = $49
Payout figure
$60 ($50 + $10)
$63 ($49 + $14)
Worked Example 6
The odds given for the horse Gunnawin to win the Melbourne Cup are 94.
a Determine the probability of Gunnawin winning the Melbourne Cup.
b Tony decides to bet $12 on Gunnawin to win. If the horse does win, what is Tonys payout?
c In the same race, the probability that the horse Cant Lose wins is given as 5 . What are the odds
17
that this horse will win?
Think
a
Write
Write the number of ways Gunnawin can win

(4) and the total number of outcomes
(9 + 4 = 13).
a n(Gunnawin wins) = 4
n(x) = 13
P(Gunnawin wins)
n(Gunnawin wins)
=
n(x)
P(Gunnawin wins) = 13
Write your answer.
The probability of Gunnawin winning the

4
Melbourne Cup is 13 .
Explain what the ratio means and relate it to

the bet.
b In the odds 94 the punter can win $ 4 for
every $1 that is bet (or for every $4 bet the

punter will win $9). Therefore, if Tony bets
9
$12 he will win 4 $12 = $27.
Add the original amount invested to the

amount returned.
Payout = $27 + $12

= $39
Write your answer.
Tonys payout will be $39.
Look at the given fraction. The numerator

corresponds to the win component (second
number) of the ratio.
The lose component of the ratio is always the

first number.
Therefore the losewin ratio is 125.
Write your answer.
The odds of Cant Lose winning the

Melbourne Cup are 125.
This horse has been given the chance of

5
winning as 17 . Therefore its chance of losing
12
is 17 .
remember
1. Probabilities can be expressed as a percentage, fraction or decimal in the range 0 to 1,

inclusive.
2. Experimental probability =
f
or
3. Relative frequency of a score =
Sf
n(E)
4. Theoretical probability that an event, E, will occur is P(E) =
where
n(x)
n(E) = number of times or ways an event, E, can occur and n(x) = the total number of
ways all outcomes can occur.
391

5. P(x) = 1
6. Venn diagrams provide a diagrammatic representation of sample spaces.

7. If given odds of a b, then:
b
n(E)
P(the event occurs) P(E) =
=
a
+
b
n(x)
n(E)
a
P(the event does not occur) P(E) =
.
=
n(x) a + b
exerCise
12A
iNDiviDUAl
pAthWAys
review of probability
flUeNCy
1 Complete the relative frequency column in the given table.
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Review of probability
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Activity 12-A-2
General probability
problems
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Activity 12-A-3
Tricky probability
problems
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Relative frequency
4
Sf =
2 For the table of values in question 1, what is the probability of selecting the following numbers
if a number is chosen at random?

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a 5
b 1
c 3
3 a We4 Draw a Venn diagram representing the relationship between the following sets.
Show the position of all the elements in the Venn diagram.

x = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20}
A = {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}
B = {1, 4, 9, 16}
b Calculate:
i P(A)
ii P(B)
iii P(A B)
iv P(A B)
v P(A B).
4 Using the given Venn diagrams, indicate the set each of the following shaded areas represents.
a
B x
B x
b
X
C
392

5 Write the following odds as probabilities.
a 51
b 134
c 71
2
9
6 MC The probability of written as odds is:

A 72
B 27
C 29
D 92
E 119
Understanding
7 WE1 Terry has kicked 9 goals of the 10 attempts he made during a football match.
a What is the probability that he will kick a goal on his next attempt?
b What is the probability that he will not kick a goal on his next attempt?
8 Rachel attended 12 meetings in December. She was elected as the chairperson in 10 of those
meetings. What is the probability that she will be elected as the chairperson in the next meeting
she attends?
9 For a survey, a student counted the vehicles driving out of a sports complex at the end of
day 1 of a sports carnival. She recorded the results in a table as shown below.
Vehicle type
Number
Bus
Car
Motorbike
4-wheel drive
17
Assuming that on day 2 there is a similar traffic movement, what is the probability that a
randomly selected vehicle will be:
a a car
b a bus
c not a 4-wheel drive?
10 WE2 Visitors to the Queen Victoria market were interviewed. The composition of this survey
group is given by the following table.
Females
Males
Total
NSW
16
Qld
12
Tasmania
Europe
16
17
33
Asia
10
14
Total
41
39
80
a

b

Calculate the relative frequency of:

i visitors from Queensland
ii European female visitors
iii male visitors from New South Wales
iv Asian visitors.
If a person is selected at random from this group, find the probability that the person is:
i a Tasmanian visitor
ii a European male visitor
iii a female visitor from Queensland.
11 MC Which statement is true for the information given in the table in question 10?
a The probability of selecting a European visitor from this group is higher than that of
selecting a person from any other visitor group.

b The probability of selecting a European visitor from this group is the same as that of
selecting a person from any other visitor group.

c The probability of selecting a European male visitor from this group is the same as that of
selecting a European female visitor.

d The probability of selecting an Asian visitor is the lowest.
e The probability of selecting a visitor from New South Wales is the same as the probability
of selecting a visitor from Queensland.

393

12 We3 A card is drawn from a shuffled pack of 52 cards. Find the probability that the card
drawn is:
a an ace
b a club
c a red card
d not a jack
e a green card
f not a red card.
13 A bag contains 4 blue marbles, 7 red marbles and 9 yellow marbles. All marbles are of the
same size. A marble is selected at random. What is the probability that the marble is:
a blue
b red
c not yellow
d black?
14 MC Fifty Year 10 students on an excursion were
asked to indicate their preference for an evening
activity. It was concluded that, if a student is selected
at random, the probability that he or she has chosen
ice-skating is 15.
a The number of students who chose ice-skating is:
A 5
B 1
C 10
D 40
E 8
b The probability that a randomly selected student
did not choose ice-skating is:
A
D
1
5
4
5
2
5
3
5
E 1
c The probability that a randomly selected student
chose tenpin bowling is:

A
1
5
D 1
4
5
C 0
E not able to be determined
15 A sporting club has members who play different sports, as shown by the given Venn diagram.
Volleyball
Walking
10
15
38
8
2
17
6
Tennis
a

b
c

d

394
Copy the given Venn diagram and shade the areas that represent:
i members playing tennis only
ii members walking only
iii members playing both tennis and walking but not playing volleyball.
How many members belong to the sporting club?

Determine the probability of members who:
i play volleyball
ii are involved in all three activities.
Determine the probability of members who do not:
i play tennis
ii walk.

16 We5 Thirty students were asked which lunchtime sports they enjoyed volleyball, soccer or
tennis. Five students chose all three sports. Six students chose volleyball and soccer, 7 students
chose volleyball and tennis while 9 chose soccer and tennis. Fifteen students chose volleyball,
14 students chose soccer and 18 students chose tennis.
a Copy the Venn diagram shown and enter the given information.
n(x ) = 30
Volleyball
Soccer
Tennis

b

c

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If a student is selected at random, determine the probability of selecting a student who:

chose volleyball
chose all three sports
chose both volleyball and soccer but not tennis
did not choose tennis
chose soccer.
Determine:
i P[(Soccer Tennis) Volleyball]
ii P[(Volleyball Tennis) Soccer].
17 Thirty-five Year 10 students were required to bring a calculator and a graph book to a maths
lesson. On checking, it was found that 18 students had brought both, 7 students had the
calculator only and 5 students had the graph book only. Five students had neither the calculator
nor the graph book.
a Show this information on a Venn diagram.
b How many students had:
i a calculator
ii a graph book?
c If a student is selected at random, determine the probability that the student:
i had both the calculator and the graph book
ii had a calculator
iii had neither
iv did not have a graph book.
d Calculate:
i P(calculator only)
ii P(calculator or graph book or both)
iii P(graph book only).
18 We6 The odds given for the greyhound Dogs Breakfast to win its race are 73.
a Determine the probability of Dogs Breakfast winning its race.
b Maria decides to bet $15 on Dogs Breakfast to win the race. If Dogs Breakfast wins,
calculate Marias payout.
4
c The dog Zoom Top is also in the race. If the probability of Zoom Top winning is 13 ,
what odds should be given for Zoom Top?
3
19 The probability of a horse winning a race is given as . What are the horses chances, given as
7
odds?
i
ii
iii
iv
v
395

Reasoning
20 Azi and Robyn are playing a dice game. Azi has an eight-sided die (faces numbered 1 to 8
21
22
23
24
25
12B
inclusive) and Robyn has a six-sided die (faces numbered 1 to 6 inclusive). They both roll their
die.
a The person who rolls the number 5 wins. Is this game fair?
b The person who rolls an even number wins. Is this game fair?
A six-sided die has three faces numbered 1 and the other three faces numbered 2. Are the
events rolling a 1 and rolling a 2 equally likely?
Using a six-sided die, an eight-sided die, a twelve-sided die and a sixteen-sided die (all faces
numbered consecutively beginning with 1):
a analyse and comment on the fairness of a game that constitutes a win by rolling a
multiple of 4.
b devise rolling games where:
i the game is fair regardless of the die used.
ii it is more probable to win using a die with a smaller number of faces.
iii it is more probable to win using a die with a larger number of faces.
Alex places a $5 bet on a horse to win at 41 and Rene
bets $10 on another horse. The pay-out figure for both bets
reflection
is $25. What is the probability that Renes horse wins?
What basic formula must
Are the odds 106 the same as 53? Explain.
be remembered in order to
With the use of diagrams, show that
calculate simple probabilities?
P(A B) = P(A B).
Complementary and mutually

exclusive events
Complementary events
The complement of a given set is made up of all the elements that belong to the universal set,
x, but not to the particular given set.
This is illustrated in the Venn diagram below, where the complement of set M, denoted as M,
will constitute all the elements outside set M; that is {5, 6, 7, 8}.
n(x ) = 8
M
5
3
6
8
396
Consider sets M and M

They have no elements in common and make up the universal set, x.
Using set notation
M M = f, the null or empty set (indicating no elements)
M M = x.
If A and A are complementary events then P(A) + P(A) = 1. This may be rearranged to
P(A) = 1 - P(A) or P(A) = 1 - P(A).
Worked Example 7
A card is drawn from a pack of 52 playing cards. Determine:

a the probability of drawing a spade
b the probability of not drawing a spade.
Think
a
Write
Write the number of favourable outcomes; that

is, the number of ways a spade may be drawn
and the total number of possible outcomes.
a n(drawing a spade) = 13
n(x) = 52
n(drawing a spade)
n(x)
P(spade) =
P(spade) = 52
Write your answer.
Write the rule for obtaining the complement of

drawing a spade.
Substitute the known values into the given rule.
13
1
4
1
The probability of drawing a spade is 4 .

b P(A) = 1 - P(A)
P(not a spade) = 1 - P(spade)

=1-
Evaluate.
Write your answer.
1
4
3
4
The probability of not drawing a spade is 43 .
Worked Example 8
A player is chosen from a cricket team. Are the events selecting a batsman and selecting a bowler
complementary events if a player can have more than one role? Give a reason for your answer.
Think
Write
Explain the composition of a cricket team. Players

who can bat and bowl are not necessarily the only
players in a cricket team. There is a wicket-keeper
as well. Some players (all rounders) can bat and
bowl.
No, the events selecting a batsman and selecting a

bowler are not complementary events. These events
may have common elements; that is, the all rounders
in the team who can bat and bowl. The cricket team
also includes a wicket-keeper.
Mutually exclusive events
Two events that have no common elements and that cannot occur simultaneously are defined
as mutually exclusive events. That is A B = { } or f.
Using set notation, if two events A and B are mutually exclusive then P(A B) = 0 since
0
n(A B)
=
P(A B) =
=0
n(x)
n(x)
397
Some examples of mutually exclusive events are listed below.

1. A die is rolled. Let event A = obtaining an even
number = {2, 4, 6} and event B = obtaining a factor
of 3 = {1, 3}.
A
2. In the given Venn diagram, event A = {1, 7, 10} and
1
event B = {2, 3}.
3. Two coins are tossed. Let event A = obtaining
7
2Heads and event B = obtaining 2 Tails.
10
Complementary events are mutually exclusive; their
union forms the universal set.
The union of mutually exclusive events do not always
form the universal set and as such, mutually exclusive
events are not necessarily complementary events.
n(x ) = 5
B
2
3
Complementary events,
A and A
Mutually exclusive events,

A and B
Common elements
A A =
AB=
Union of sets
A A = x
ABx
The Addition Law of probability
Consider the shaded region in the Venn diagram shown.

1. Counting the number of elements in the shaded region gives, n(A B) = 12.
2. For sets A and B, n(A) = 7 and n(B) = 8.
3. Sets A and B have three common elements, n(A B) = 3.
4. Adding together the number of elements in sets A and B, counts the common
elements twice and hence does not give the number of elements in the shaded region,
n(A) + n(B) = 15 12 = n(A B).
5. Adding together the number of elements in sets A and B and subtracting the number of
common elements gives the number of elements in the shaded region,
n(A) + n(B) - n(A B) = 7 + 8 - 3

= 12

= n(A B)
Therefore the number of elements in A B is n(A B) = n(A) + n(B) - n(A B)
So,
n(A B)
x
P(A B) =
n(x)
A
B
n(A) + n(B) - n(A B)
=
n(x)
n(A) + n(B) - n(A B)
=
n(x) n(x)
n(x)
= P(A) + P(B) - P(A B)
398
This is known as the Addition Law of probability.

If events A and B are not mutually exclusive, the Addition Law of probability states that:
P(A or B) = P(A) + P(B) - P(A and B) or P(A B) = P(A) + P(B) - P(A B)
If events A and B are mutually exclusive, the Addition Law of probability states that:
P(A or B) = P(A) + P(B) or P(A B) = P(A) + P(B) since P(A B) = 0
Worked Example 9
A card is drawn from a pack of 52 playing cards. What is the probability that the card is a heart or
a club?
Think
Write
Determine whether the given events are

mutually exclusive.
The two events are mutually exclusive as they have

no common elements.
Determine the probability of drawing a heart

and of drawing a club.
P(heart) =
Write the Addition Law for two mutually

exclusive events.
P(A or B) = P(A) + P(B)

where A = drawing a heart
and B = drawing a club
P(heart or club) = P(heart) + P(club)

1
= 4 + 14
13
52
1
4
P(club) =
=
=
5
Write your answer.
Note: Alternatively, we can use the formula for

theoretical probability.
13
52
1
4
2
4
= 12
1
The probability of drawing a heart or a club is 2 .

P(heart or club) =
n(heart or club)
n(x)
26
= 52
=
1
2
Worked Example 10
A die is rolled. Determine:

a P(an odd number)
b P(a number less than 4)
c P(an odd number or a number less than 4).
Think
a
Write
Determine the probability of obtaining an

odd number; that is, {1, 3, 5}.
Write your answer.
Determine the probability of obtaining a

number less than 4; that is, {1, 2, 3}.
Write your answer.
P(odd) = 6
=
1
2
1
The probability of obtaining an odd number is 2 .

b P(less than 4) =
3
6
1
2
The probability of obtaining a number less

1
than 4 is 2 .
399

c

mutually exclusive.
Write the Addition Law for two

non-mutually exclusive events.
P(A or B) = P(A) + P(B) - P(A and B) where

A = selecting an odd number and B = selecting a
number less than 4.

Note: P(A and B) = 62 = 13 since the
P[odd number (number < 4)]

= P(odd number) + P[(number < 4)]
- P[odd number (number < 4)]
1
1
1
=2+23
( )
events have two elements in common.
The two events are not mutually exclusive as they

have common elements; that is, 1 and 3.
=3
Write your answer.
The probability of obtaining an odd number or a

2
number less than 4 is 3 .
Note: Alternatively, we can use the formula for

theoretical probability.
The set that has elements that are odd numbers or

numbers less than 4 is {1, 2, 3, 5}.
P[odd number (number < 4)]
n[odd number (number less than 4)]
=
n(x)
4
=6
=
2
3
remember
1. Complementary events have no common elements and together make up the universal set.
2. If A and A are complementary events then P(A) + P(A) = 1. This may be rearranged to:
P(A) = 1 - P(A) or P(A) = 1 - P(A).
3. Mutually exclusive events have no common elements and cannot occur simultaneously.
4. If events A and B are not mutually exclusive then:
P(A or B) = P(A) + P(B) - P(A and B)
or
P(A B) = P(A) + P(B) - P(A B) where P(A B) is the probability of the
intersection of sets A and B or the common elements in sets A and B.
5. If events A and B are mutually exclusive then:
P(A or B) = P(A) + P(B)
or
P(A B) = P(A) + P(B) since P(A B) = 0.
6. Mutually exclusive events may or may not be complementary events.
7. Complementary events are always mutually exclusive.
Exercise
12B
Complementary and mutually exclusive events

fluency
1 Consider complementary events, A and B.
a 1 - P(B) = ?
c If P(B) = 0.65, then P(A) = ?
400
b If P(A) = 7 , then P(B) = ?

d P(A B) = ?
iNDiviDUAl
pAthWAys
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Activity 12-B-1
Complementary and
mutually exclusive
events
doc-5113
Activity 12-B-2
Harder
complementary and
mutually exclusive
events
doc-5114
Activity 12-B-3
Tricky
complementary and
mutually exclusive
events
doc-5115
eBook plus
2 Events M and N are not mutually exclusive events.

a Draw a Venn diagram to illustrate events M and N.
b P(M N) = ?
c State if the following statements are true, false or cannot be determined?
i P(M N) =
ii P(M N) > 0
iii P(M N) = 1
UNDerstANDiNg
3 We7 A card is drawn from a pack of 52 playing cards. Determine:
a the probability of obtaining an ace
b the probability of not obtaining an ace.
4 The weather bureau announced that there is an 80% probability of having a rain shower on
5
Digital doc
SkillSHEET 12.3
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Friday. What is the probability of not having a rain shower on that day?
A number is selected from the set {1, 2, 3 . . . 20}. Let E1 be the event of selecting an even
number and E2 be the event of selecting an odd number.
a Determine:
i P(E1)
ii P(E2).
b Are E1 and E2 complementary?
A bag contains 50 balls, of which there are 10 blue balls, 5 red balls and 3 yellow balls. What
is the probability of picking a ball that is not blue, red or yellow?
Questions 7 and 8 refer to the following information.
A number is selected from 1 to 100, inclusive.
Let: E1 = a multiple of 10 is picked
E2 = a factor of 20 is picked
E3 = a multiple of 2 is picked
E4 = an odd number is picked.
MC Which of the following represents a pair of complementary events?
A E1 and E2
B E2 and E3
C E3 and E4
D E2 and E4
E E1 and E3
Calculate:
a P(multiple of 10)
b P(not a multiple of 10)
c P(not a factor of 20).
Questions 9 and 10 refer to the following information.
The ages of 50 Year 10 students are shown in the following table.
Age (years)
15
16
17
Total
Girls
10
26
Boys
24
Total
16
18
16
50
9 MC Which of the following represent a pair of complementary events?

A Selecting a 15-year-old boy and selecting a 15-year-old girl
B Selecting a 15-year-old student and selecting a 16-year-old student
C Selecting a 17-year-old student and selecting a 15-year-old student
D Selecting a 15- or 16-year-old student and selecting a 17-year-old student
E Selecting a 17-year-old student and selecting a 15- or 16-year-old girl
401

10 Calculate:
a P(selecting a 15-year-old boy)
b P(not selecting a 15-year-old boy)
c P(selecting a boy)
d P(selecting a girl).
1
11 a When a coin is tossed 4 times, the probability of getting 4 Heads is 16 . What is the
probability of not getting 4 Heads?
2
9
b The probability that a horse will win a race is . What is the probability that one of the
other horses will win the race?
12 Are the events getting 2 Tails and getting 0 Tails complementary when a coin is tossed
twice?
13 In a school raffle, 200 tickets were sold. Margaret and Julie bought 25 tickets between them.
a What is the probability that Margaret or Julie will win?
b What is the probability that neither of them will win?
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14 We8 A die is rolled. What is the probability that the outcome is an even number or a 5?
15 A number is chosen from the set {1, 2, 3 . . . 25}. What is the probability that the number is:
a a multiple of 4 or a multiple of 7
b a multiple of 4 or an odd number
c less than 5 or more than 20?
16 A card is drawn from a well-shuffled pack of 52 playing cards. Calculate:
a P(a spade or ace of hearts is drawn)
b P(a king or a queen is drawn)
c P(a jack or a king or an ace is drawn).
17 MC Which of the following represents a pair of mutually exclusive events when a die is
rolled?
Obtaining an even number or obtaining a 4
Obtaining an odd number or obtaining a 3
Obtaining a number less than 3 or obtaining a number more than 5
Obtaining a multiple of 2 or obtaining a multiple of 3
Obtaining a factor of 6 or obtaining a multiple of 6
A
B
C
D
E
18 In a 3-horse race, the probability for each of the horses to win is given as:
Our Lady: 37
Shaka:
4
9
Speedy:
8
.
63
Determine the probability that:

a either Our Lady or Speedy wins
b either Shaka or Speedy wins.
19 Christines teaching timetable for Monday and Tuesday is given below.
Period and class

1
Monday
10B
Tuesday
8B
8A
8B
8A
10A
7
9A
9B
She is organising a music tuition class for a lesson when she is not teaching, but she cannot
use the first lesson on any day because of her responsibility as a senior teacher. Determine
the probability that:
a she cannot take music tuition because she is teaching
b she cannot take music tuition because it is the first lesson
c she cannot take music tuition.
402

20 We9 A card is drawn from a well-shuffled pack of 52 playing cards. Calculate:
a P(a king is drawn)
b P(a heart is drawn)
c P(a king or a heart is drawn).
21 Two coins are tossed. Event 1 is obtaining 2 Heads and event 2 is obtaining 2 Tails.
a Are events 1 and 2 mutually exclusive?
b What is P(event 1 or event 2)?
reAsoNiNg
22 We10 For each of the following pairs of events:
i state, giving justification, if the pair are complementary events
ii alter the statements, where applicable, so that the events become complementary events.
a Having Weet Bix or having Strawberry Pops for breakfast
b Walking to a friends place or driving there
c Watching TV or reading as a leisure activity
d Rolling a number less than 5 or rolling a number greater than 5 with a ten-sided die
with faces numbered 1 to 10

e Passing a maths test or failing a maths test
23 Pat suggests that for a single roll of a die, getting a factor of 4 and getting a factor of 6 are
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SkillSHEET 12.9
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WorkSHEET 12.1
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12C
mutually exclusive. Is he right? Why or why not?

24 Two tetrahedral dice (4-sided) are rolled and the sum of the outcome on each is taken.
(Note: The outcome is the number on the bottom face.)
Let: Event 1 = the sum is 6
Event 2 = the sum is 3
Event 3 = the sum is more than 4
Event 4 = the sum is less than 4.
a Decide whether the following statements are true or false.
i Events 1 and 2 are mutually exclusive.
ii Events 2 and 4 are mutually exclusive.
iii Events 2 and 3 are mutually exclusive.
iv Events 1 and 2 are complementary events.
v Events 2 and 4 are complementary events.
vi Events 2 and 3 are complementary events.
b Determine:
i P(event 1)
ii P(event 2)
iii P(event 3)
refleCtioN
iv P(event 4).
How are the differences between
c Determine:
mutually exclusive events and
i P(event 1 or event 2)
complementary events reflected
ii P(event 2 or event 4)
in the addition law of probability?
iii P(event 2 or event 3).
two-way tables and tree diagrams
When more than one event has to be considered, a diagrammatic representation of the sample
space is helpful in calculating the probabilities of various events.
Two-way tables and tree diagrams may be used.
two-way tables
A two-way table (sometimes referred to as a lattice diagram) is able to represent two events in
a 2-dimensional table.
403
With the help of the information in each row and each column, all the pairs of outcomes are
listed and the diagram ensures that none of the pairs is omitted.
A two-way table for the experiment of tossing a coin and rolling a die simultaneously is
shown in the following table.
Die outcomes
Coin
outcomes
H (H, 1) (H, 2)
T
(T, 1)
(T, 2)
(H, 3)
(H, 4)
(H, 5)
(H, 6)
(T, 3)
(T, 4)
(T, 5)
(T, 6)
Two-way tables can be used to display the combined outcomes of only two events.
Worked Example 11
Two dice are rolled. The outcome is the pair of numbers shown uppermost.
a Show the results on a two-way table.
b Calculate the probability of obtaining an identical ordered pair; that is,
P[(1, 1), (2, 2), (3, 3), (4, 4), (5, 5), (6, 6)].
Think
Rule a two-way table.
Label the first row as Die 2 and write all

the outcomes.
Label the first column as Die 1 and

write all the outcomes.
Write each ordered pair in its respective

position.
Look at the two-way table from part a

and highlight the identical pairs.
Die 2 outcomes
1
404
(1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
(2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
(4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
(5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
(6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)
Die 2 outcomes
1
(1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
(2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
(4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
(5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
(6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)
Write the number of identical pairs and

the total number of possible pairs.
n(identical pairs) = 6
n(x) = 36
Since each outcome is equally likely,

write the rule for probability.
P(identical pairs) =
Die 1 outcomes
Die 1 outcomes
Write
n(identical pairs) n(E)

=
n(x)
n(S)
Write your answer.
P(identical ordered pairs) = 36

1
=6
The probability of obtaining an identical ordered
pair is 16 .
Two-way tables are limited to displaying two events occurring simultaneously. Alternative
representations are used to display more than two events.
tree diagrams
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eLesson
Games at
Wimbledon
eles-1032
Another way of representing the sample space is to construct a tree diagram. This is a
branching diagram that helps list all the outcomes.
Coin 1
Coin 2
Tree diagrams are very helpful when there are multiple
1
H
events; for example, when a coin is tossed twice. Each stage
2
of a multiple event experiment produces a part of a tree.
1
H
2
1
The first stage of the experiment is tossing coin 1. The two
T
2
possible results that can be obtained are Heads or Tails and
1
H
these are listed at the end of each branch. The probability of
2
1
2
T
obtaining the result listed is written along the branches.
1
The second stage of the experiment is tossing coin 2, for
T
2
which the possible results are also Heads or Tails. A pair
of branches is attached to each of the ends of the existing branches. Again, the branches are
labelled with the appropriate outcomes and probabilities.
After the diagram has been completed, the outcomes are listed at the right-hand side of the
tree diagram. This is done by beginning at the starting point and following along each set
of branches, then listing the combinations. The possible results or outcomes obtained by
following along the combined branches are (H, H), (H, T), (T, H) and (T, T).
The probability for each outcome is calculated by taking the product of the probabilities
associated with the respective branches. For example, the probability of (H, H) is obtained by
multiplying the individual probabilities of the two H branches; that is
P(H, H) = P(H) P(H)
=22
1
4
The completed tree diagram is illustrated below.

Coin 1
Coin 2 Outcomes
HH
H
1
2
1
2
1
2
Probability
1
1
1
2 2 = 4
1
2
HT
1
2
1
2
1
4
1
2
TH
1
2
1
2
1
4
1
2
TT
1
2
1
2
1
4
When added together, all the probabilities should sum to 1. If more than one outcome is
included in a particular event, then the respective probabilities are added. For example:
P(1 Head) = P(H, T) + P(T, H)
1
=4+
1
4
1
2
405
Tree diagrams may be extended to display three or more events occurring simultaneously.
Tree diagrams are useful in working out the sample space and calculating probabilities of
various events. On each branch of a tree diagram, the probability associated with the branch
is listed. The products of the probabilities given on the branches are taken to calculate the
probability for a particular outcome.
Worked Example 12
Three coins are tossed simultaneously. Draw a tree diagram for the experiment. Calculate the
following probabilities.
a P(3 Heads)
b P(2 Heads)
c P(at least 1 Head)
Think
Write/draw
Use branches to show the individual

outcomes for the first part of the
experiment (tossing the first coin).
Place a 1 above the coin toss
outcomes. Label the ends of the
branches H and T and place the
probabilities along the branches.
Link each outcome of the first toss

with the outcomes of the second part
of the experiment (tossing the second
coin). Place a 2 above the second
toss outcomes. Label the ends of
the branches H and T and place the
Link each outcome from the second

toss with the outcomes of the third
part of the experiment (tossing the
third coin). Place a 3 above the third
toss outcomes. Label the ends of
the branches H and T and place the
List each of the possible outcomes on

the right-hand side of the tree diagram.
Determine the
probability of each
result. Note: The
probability of each
result is found by
multiplying along the
branches and in each
case this will be
1
1
1
1
2 2 = 8.
2
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
T
1
2
1
2
T
1
2
406
3
H
HHT
1
2
HTH
HTT
THH
THT
TTH
TTT
1
2
1
2
1
2
1
2
1
2
1
2
T
1
2
1
2
1
2
Outcomes Probability
1
1
1
HHH
2 2 2 =
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
=
=
=
=
=
1
8
1
8
1
8
1
8
1
8
1
8
1
8
1
8
Place calculations and results next to

the respective outcomes. Note that in
this example, each of the outcomes has
the same probability, therefore each
outcome is equally likely.
Refer to the listed outcomes and

calculations next to the tree diagram and
write your answer.
1

calculations next to the tree diagram.
Note: This combination occurs three
times.
Write your answer.

Note: At least 1 Head means any
outcome that contains one or more
Head. This is every outcome except 3
Tails. That is, it is the complementary
event to obtaining 3 Tails.
Write your answer.
a The probability of obtaining 3 Heads is 1 .

8
b P(2 Heads)
= P(H, H, T) + P(H, T, H) + P(T, H, H)

1
1
1
=8+8+8
3
=8
The probability of obtaining exactly 2 Heads is 83 .

c
P(at least 1 Head)

= 1 - P(T, T, T)
1
=1-8
7
=8
The probability of obtaining at least 1 Head is 8 .
As can be seen from the tree diagram in Worked example 12, the probabilities of all outcomes
add up to 1.
Worked Example 13
Two dice are rolled simultaneously. Draw a tree diagram for the experiment and find:
a P(two 6s) b P(one 6)
c P(no 6s) d P(at least one 6).
Think
Write/draw
Draw the tree diagram using two

outcomes S (getting a 6) and S
(not getting a 6).
Note: Recall for complementary
events, P(S) + P(S) = 1.
List each of the possible outcomes

on the right-hand side of the tree
diagram.
2
1
6
1
6
5
6
5
6
1
6
Probability
1
1
1
6 6 = 36
Outcomes
SS
S'
SS'
1
6
5
6
5
=
36
S'S
5
6
1
6
5
=
36
S'
S'S'
5
6
5
6
25
=
36
S'
5
6
407
Determine the probability of each

possible result by multiplying along
the branches.
Place the calculations and results

next to the respective outcomes.

Write your answer.

Note: This combination occurs
twice.
a P(two 6s) = P(S, S)

1
= 36
1
.
The probability of obtaining two 6s is 36
P(one 6) = P(S, S) + P(S, S)

5
5
= 36 + 36
10
= 36
= 185
Write your answer.

Write your answer.

Note: P(at least one 6) means any
outcome that contains one or more
six. This includes every outcome
except for the (S, S) combination.
That is, it is the complementary event
to obtaining the (S, S) combination.
The probability of obtaining one 6 is 18 .

c
P(no 6s) = P(S, S)

25
= 36
25
The probability of obtaining no 6s is 36 .

d P(at least one 6) = 1 - P(S, S).
25
= 1 - 36
= 11
36
11
Write your answer.
The probability of obtaining at least one 6 is 36.
Alternatively, part d of Worked example 13 could have been a calculated in the following
manner.
P(at least one 6) = P(one or more 6s)

= P(S, S) + P(S, S) + P(S, S)

1
36
11
36
5
36
+ 36
Worked Example 14
The letters A, B, C and D are written on identical pieces of card and placed in a box. A letter is
drawn at random from the box. Without replacing the first card, a second one is drawn. Use a tree
diagram to find:
a P(first letter is A)
b P(second letter is B)
c P(both letters are the same).
408
Think
Write/draw
Draw a tree diagram of the

situation. There are four
letters to choose as the first
letter of the pair of letters.
Each has a probability of 14
of being chosen.
For each letter chosen as the

first letter, there are three
letters remaining to choose
from. Each has a probability
1
of 3 of being chosen.
Write the sample space and

calculate the probability of
each outcome.
1
3
1
3
1
4
1
4
B
1
4
1
3
1
4
1
3
Refer to the listed outcomes

and calculations next to the
tree diagram.
1
3
1
3
1
3
1
3
1
3
1
3
1
3
1
3
B
C
D
A
C
D
A
B
D
A
B
C
Outcomes
AB
AC
AD
BA
BC
BD
CA
CB
CD
DA
DB
DC
Probability
1
1
1
4 3 =
12
1
1
1
=
4
3
12
1
1
1
4 3 = 12
1
1
1
4 3 = 12
1
1
1
=
4
3
12
1
1
1
4 3 = 12
1
1
1
4 3 =
12
1
1
1
=
4
3
12
1
1
1
4 3 =
12
1
1
1
4 3 =
12
1
1
1
4 3 = 12
1
1
1
4 3 =
12
a P(first letter A) = P(A, B) + P(A, C) + P(A, D)

1
P(first letter A) = 12 + 12 + 12
3
= 12
= 14
The probability that the first letter is A is 4 .
Write your answer.

tree diagram.
P(second letter B) = P(A, B) + P(C, B) + P(D, B)

1
1
1
P(second letter B) = 12 + 12 + 12
3
= 12
=
Write your answer.

tree diagram.
Write your answer.
1
4
The probability that the second letter is B is 14 .

c
P(both letters are the same) = 0
As the first card is not replaced before the second is drawn, the
probability that both letters are the same is 0.
409
reMeMber
1. Two-way tables give a clear diagrammatic representation of the sample space; however,
they are limited to displaying two events.
2. Tree diagrams are useful in working out the sample space and calculating probabilities
of various events, especially if there is more than one event. On each branch of a
tree diagram, the probability associated with the branch is listed. The products of
the probabilities given on the branches are taken to calculate the probability for an
outcome.
3. The probabilities of all outcomes add to 1.
exerCise
12C
iNDiviDUAl
pAthWAys
two-way tables and tree diagrams

flUeNCy
1 For the tree diagram below, calculate the following probabilities:
eBook plus
Activity 12-C-1
Review of two-way
tables and tree
diagrams
doc-5116
0.4
0.4
Activity 12-C-2
Practice with
two-way tables and
tree diagrams
doc-5117
0.5
0.5
0.5
0.5
0.5
0.2
B
Activity 12-C-3
Tricky two-way
tables and tree
diagrams
doc-5118
0.5
R
a P(R, H)
b P(B, H)
d P(H)
e P(R, H or G, T)
2 i Copy and complete the two-way table below.
c P(B)
f P(B)
Card outcomes
Coin
outcomes
Club,
H
H,
T,
Spade,
ii Calculate the following probabilities.

a P(T, )
b P(T)
Diamond,
Heart,
H,
T,
c P(red card)
UNDerstANDiNg
eBook plus
Digital doc
SkillSHEET 12.5
doc-5290
410
3 We11 Two dice are rolled. The outcome is the pair of numbers shown on each die.
a Show the results on a two-way table.
b Calculate the probability of obtaining an ordered pair where the second digit is half the
value of the first.

4 A 10-sided die is rolled at the same time that a coin is tossed.
a Show the outcomes on a two-way table.
b Calculate the probability of event (H, n), where n is a factor of 10.
c Calculate P(T, even number).

5 A green octahedron (a 3-dimensional shape with 8 regular faces) is rolled simultaneously with
10
11
12
a yellow octahedron. Both figures have the faces numbered 1, 2, 3...8.

a Show the sample space on a two-way table.
b On the diagram, highlight the event (n, n), where n is a number in the range 1 to 8
inclusive.
c What is the probability of getting (n, n) as described in part b above?
WE12 A circular spinner is divided into two equal halves, coloured red and blue, and spun
3 times. Draw a tree diagram for the experiment. Calculate the following probabilities.
a P(3 red sectors)
b P(2 red sectors)
c P(1 red sector)
d P(0 red sectors)
e P(at least 1 red sector)
f P(at least 2 red sectors)
A bag contains 6 identical marbles, 2 of which are red,
1 green and 3 blue. A marble is drawn, the colour is noted,
the marble is replaced and another marble is drawn.
a Show the possible outcomes on a tree diagram.
b List the outcomes of the event the first marble
is red.
c Calculate P(the first marble is red).
d Calculate P(2 marbles of the same colour are drawn).
Assuming that it is equally likely that a boy or a girl will be born, answer the following.
a Show the possibilities of a 3-child family on a tree diagram.
b In how many ways is it possible to have exactly 2 boys in the family?
c What is the probability of getting exactly 2 boys in the family?
d Which is more likely, 3 boys or 3 girls in the family?
e What is the probability of having at least 1 girl in the family?
A tetrahedron (prism with 4 identical triangular faces) is numbered 1, 1, 2, 3. It is rolled twice.
The outcome is the number facing downwards.
a Show the results on a tree diagram.
b Are the outcomes 1, 2 and 3 equally likely?
c Find the following probabilities:
i P(1, 1)
ii P(1 is first number)
iii P(both numbers equal)
iv P(both numbers are odd).
WE13 A die is rolled twice to check whether a 3 occurs. Draw a tree diagram for the
experiment and calculate:
a P(two 3s)
b P(one 3)
c P(no 3s)
d P(at least one 3).
A card is drawn from a pack of 52 playing cards and checked to see whether a spade has been
selected. The card is replaced, the pack reshuffled and another card is selected.
a Draw a tree diagram for the activity and list the sample space.
b What is the probability that both cards are spades?
c What is the probability that neither of the cards is a spade?
d What is the probability that one of the cards is a spade?
WE14 The letters X, Y, W and Z are written on identical pieces of card and placed in a box. A
letter is drawn at random from the box. Without replacing the first card, a second one is drawn.
Use a tree diagram to find:
a P(first letter is W)
b P(second letter is Z)
c P(both letters are different).
411

13 A group of students is made up of 6 girls and 4 boys. Two students are to be selected to
represent the group on the student representative council. They decide to write all names on
identical pieces of paper, put them in a hat and choose two names randomly. They want to
check the composition (boys or girls) of the two-person team.
a Show the selections on a tree diagram (note that the probabilities for the second selection
change).
b Determine the probability of 2 boys being selected.
c Determine the probability of 2 girls being selected.
d Determine the probability of selection of 1 boy and 1 girl.
e Are the events 0 boys, 1 boy and 2 boys equally likely?
reAsoNiNg
14 Robyn is planning to watch 3 footy
eBook plus
Digital doc
WorkSHEET 12.2
doc-5296
412
games on one weekend. She has a

choice of two games on Friday
night; (A) Carlton vs West Coast
and (B) Collingwood vs Western
Bulldogs. On Saturday, she can
watch one of the three games;
(C) Geelong vs Brisbane Lions,
(D) Melbourne vs Fremantle and
(E) Kangaroos vs Adelaide. On
Sunday, she also has a choice of
three games; (F) St Kilda vs
Sydney, (G) Essendon vs Port
Adelaide and (H) Richmond vs
Hawthorn.
a To determine the different combinations of games Robyn can watch, she draws a tree
diagram using codes A, B, . . . H. Suggest a sample space for Robyns selections.
b Robyns favourite team is Carlton. What is the probability that one of the games Robyn
watches involves Carlton?
c Robyn has a good friend that plays for St Kilda. What is the probability that Robyn
watches both the matches involving Carlton and St Kilda?
15 A small hospital awaits the arrival of four children showing symptoms of a particular virus.
The virus has two different strands, strand A and strand B. A child suffering from strand A
cannot share a room with a child suffering from strand B. Given a room can fit at most two
children and that there is an equal chance that a child has strand A or B, decide if 2 or 3 rooms
need to be made up in order to house the children.
16 To pass an exam Susan must answer two of the last three multiple choice questions correctly.
As Susan is running out of time she decides to guess the answers to these three questions.
Susan notes that two of the questions give six possible answers rather than the usual standard
four choices. Analyse and comment on how the inclusion of six possible answers (as opposed
to 4) for two of these questions will affect her chances of passing the exam?
17 i Four identical counters, 2 red and 2 green, are
placed in a bag. One counter is drawn, its colour
refleCtioN
recorded, it is replaced in the bag and a second
one is drawn.
When calculating probabilities,
what is the significance of an item
a Show the sample space on a tree diagram.
being replaced, or not replaced,
b Calculate P(2 counters of the same colour).
before a second event occurs?
c Calculate P(2 counters of different colours).
ii Suppose the first counter is not replaced. Analyse
and explain how this will affect the probabilities?
12D
eBook plus
Interactivity
A pack of
cards
int-2787
Independent and dependent events
If a coin is tossed the outcome is a Head or a Tail. The outcome of the first toss does not
affect the outcome of the next toss of the coin. The second toss will still yield a Head or a Tail
irrespective of the outcome of the first toss. Similarly, the outcome on the roll of a die will not
affect the outcome of the next roll.
If successive events have no effect on each other, they are called independent events.
If events A and B are independent then the Multiplication Law of probability states that:
P(A and B) = P(A) P(B) or P(A B) = P(A) P(B)
The reverse is also true. If:
P(A and B) = P(A) P(B) or P(A B) = P(A) P(B)
is true then event A and event B are independent events.
WorkeD exAMple 15
Adam is one of the 10 young golfers to represent his state. Paz is one of the 12 netball players
to represent her state. All the players in their respective teams have an equal chance of being
nominated as captains.
a Are the events Adam is nominated as captain and Paz is nominated as captain independent?
b Determine:
i P(Adam is nominated as captain)
ii P(Paz is nominated as captain).
c What is the probability that both Adam and Paz are nominated as captains of their respective
teams?
thiNk
a
Write

independent and write your answer.
a Adams nomination has nothing to do with Pazs
Determine the probability of Adam

being nominated as captain. He is
one of 10 players.
nomination and vice versa. Therefore, the events are

independent.
i P(Adam is nominated) = P(A)
n(Adam is nominated)
n(x)
1
P(Adam is nominated) = 10
ii
Write your answer.
Determine the probability of Paz

being nominated as captain. She is
one of 12 players.
The probability that Adam is nominated as

1
captain is 10 .
ii P(Paz is nominated) = P(P)
n(Paz is nominated)
n(x)
1
P(Paz is nominated) = 12
Write your answer.
Write the Multiplication Law of

probability for independent events.
The probability that Paz is nominated as

1
captain is 12 .
c
P(A and P)
= P(A P)
= P(A) P(P)
P(Adam and Paz are nominated)
= P(Adam is nominated) P(Paz is nominated)
Substitute the known values into

the rule.
1
1
= 10 12
413

1
Evaluate.
= 120
Write your answer.
The probability that both Adam and Paz are

1
nominated as captains is 120 .
Sometimes one event affects the outcome of another. For example, if a card is drawn from a
13
1
pack of playing cards, the probability that its suit is hearts, P(hearts), is 52 (or 4 ). If this card
is not replaced, then this will affect the probability of subsequent draws. The probability that
12
the second card drawn is a heart will be 51 while the probability that the second card is not a
39
heart will be 51 .
When one event affects the occurrence of another, the events are called dependent events.
If two events are dependent, then the probability of occurrence of one event affects that of the
other.
Worked Example 16
A bag contains 5 blue, 6 green and 4 yellow marbles. The marbles are identical in all respects
except in their colours. Two marbles are picked in succession without replacement. Determine the
probability of picking 2 blue marbles.
Think
1
Determine the probability of picking

the first blue marble.
Write/draw
P(picking a blue marble) =
n(B)
n(x)
5
P(picking a blue marble) = 15

1
=3
2
Determine the probability of picking the second

blue marble.
Note: The two events are dependent since
marbles are not being replaced. Since we have
picked a blue marble this leaves 4 blue marbles
remaining out of a total of 14 marbles.
Calculate the probability of obtaining
2blue marbles.
P(picking second blue marble) =
n(B)
n(x)
4
P(picking second blue marble) = 14

2
=7
P(2 blue marbles) = P(1st blue) P(2nd blue)
1
2
=
3
2
= 21
Write your answer.
Note: Alternatively, a tree diagram could be used to

solve this question.
The probability of selecting 2 blue marbles
successively can be read directly from the first branch
of the tree diagram.
The probability of obtaining 2 blue marbles is 21.
15
10
15
14
Blue
10
14
Not blue
14
Blue
Blue
Not blue
9
14
P(2 blue marbles) =

=
=
414
5
4
15 14
1
2
3
7
2
21
Not blue
reMeMber
1. Events are independent if the occurrence of one event does not affect the occurrence of
the other.
2. If events A and B are independent, then P(A B) = P(A) P(B). This is the
Multiplication Law of probability. Conversely, if P(A B) = P(A) P(B) then events
A and B are independent.
3. Dependent events affect the probability of occurrence of one another.
exerCise
12D
iNDiviDUAl
pAthWAys
eBook plus
Activity 12-D-1
Simple independent
and dependent
events
doc-5119
Activity 12-D-2
Independent and
dependent events
doc-5120
Activity 12-D-3
Tricky independent
and dependent
events
doc-5121
eBook plus
Interactivity
Random
numbers

flUeNCy
1 If A and B are independent events and P(A) = 0.7 and P(B) = 0.4, calculate:
a P(A and B)
b P(A and B) where A is the complement of A
c P(A and B) where B is the complement of B
d P(A and B).
UNDerstANDiNg
2 We15 A die is rolled and a coin is tossed.
a Are the outcomes independent?
b Determine:
i P(Head) on the coin
ii P(6) on the die.
c Determine P(6 on the die and Head on the coin).
3 A tetrahedron (4-faced) die and a 10-sided die are rolled simultaneously. What is the
probability of getting a 3 on the tetrahedral die and an 8 on the 10-sided die?

4 A blue die and a green die are rolled. What is the probability of getting a 5 on the blue die and
not a 5 on the green die?
4
5 Dean is an archer. The experimental probability that Dean will hit the target is 5 .
int-0085
a
b
c
d
What is the probability that Dean will hit the target on two successive attempts?
What is the probability that Dean will hit the target on three successive attempts?
What is the probability that Dean will not hit the target on two successive attempts?
What is the probability that Dean will hit the target on the first attempt but miss on the
second attempt?
415

6 MC A bag contains 20 apples, of which 5 are bruised.
Peter picks an apple and realises that it is bruised. He puts the

apple back in the bag and picks another one.
a The probability that Peter picks 2 bruised apples is:
A
1
4
1
2
1
16
3
4
15
16
b The probability that Peter picks a bruised apple first but a
good one on his second attempt is:

A
1
4
1
2
3
4
3
16
1
16
is 1 and
7
7 The probability that John will be late for a meeting
the probability that Phil will be late

3
for a meeting is 11
. What is the probability that:
a John and Phil are both late
b neither of them is late
c John is late but Phil is not late
d Phil is late but John is not late?
8 On the roulette wheel at the casino there are 37 numbers, 0 to 36 inclusive. Bidesi puts his chip
on number 8 in game 20 and on number 13 in game 21.
a What is the probability that he will win in game 20?
b What is the probability that he will win in both games?
c What is the probability that he wins at least one of the games?
9 Based on her progress through the year, Karen was given a probability of 0.8 of passing
the Physics exam. If the probability of passing both Maths and Physics is 0.72, what is her
probability of passing the Maths exam?
10 Suresh found that, on average, he is delayed 2 times out of 7 at Melbourne airport. Rakesh
made similar observations at Brisbane airport, but found he was delayed 1 out of every 4 times.
Find the probability that both Suresh and Rakesh will be delayed if they are flying out of their
respective airports.
11 Bronwyn has 3 pairs of Reebok and 2 pairs of Adidas running shoes. She has 2 pairs of
Reebok, 3 pairs of Rio and a pair of Red Robin socks. Preparing for an early morning run,
she grabs at random for a pair of socks and a pair of shoes. What is the probability that she
chooses:
a Reebok shoes and Reebok socks
b Rio socks and Adidas shoes
c Reebok shoes and Red Robin socks
d Adidas shoes and socks that are not Red Robin?
12 We16 Two cards are drawn successively and without replacement from a pack of playing
cards. Determine the probability of drawing:
a 2 hearts
b 2 kings
c 2 red cards.
416

13 In a class of 30 students there are 17 girls. Two students are picked randomly to represent the
class in the Student Representative Council. Determine the probability that:

a both students are boys
b both students are girls
c one of the students is a boy.
Reasoning
14 Greg has tossed a tail on each of 9 successive coin tosses. He believes that his chances of
tossing a Head on his next toss must be very high. Is Greg correct? Justify your answer.
15 The multiplication law of probability relates to
independent events. Tree diagrams can illustrate the
reflection
sample space of successive dependent events and
How are dependent events,
the probability of any one combination of events can
independent events and the
be calculated by multiplying the stated probabilities
multiplication law of probability
reflected on a tree diagram?
along the branches. Is this a contradiction to the
multiplication law of probability? Explain.
12E
Conditional probability
Conditional probability is when the probability of an event is conditional (depends) on

another event occurring first.
The effect of conditional probability is to reduce the event space and thus increase the
probability of the desired outcome.
For two events, A and B, the conditional probability of event B, given that event A occurs, is
denoted by P(B|A) and can be calculated using the formula:
P ( A B)
P(B|A) =
, P( A) 0
P( A)
Worked Example 17
A group of students was asked to nominate their favourite food,

spaghetti (S) or lasagne (L). The results are illustrated in the Venn
diagram at right. Use the Venn diagram to calculate the following
probabilities relating to a students favourite food.
aWhat is the probability that a randomly selected student prefers
spaghetti?
bWhat is the probability that a randomly selected student likes
lasagne given that they also like spaghetti?
Think
a
From 40 students surveyed, shown in

blue, 20 nominated their favourite food
as spaghetti or spaghetti and lasagne
as shown in red.
S
11
L
9
15
5
Write/draw
a
11
15
5
The probability that a randomly

selected student prefers spaghetti is
found by substituting these values into
the probability formula.

total number of possible outcomes
20
P(spaghetti) =
40
P(event) =
1
2
417

b
The condition imposed given they

also like spaghetti alters the sample
space to the 20 students described in
part a, as shaded in blue.
Of these 20 students, 9 stated their
favourite foods as lasagne and
spaghetti, as shown in red.
The probability that a randomly

selected student likes lasagne, given
that they like spaghetti, is found by
substituting these values into the
probability formula for conditional
probability.
S
11
L
9
15
5
P(B|A) =
P(L|S) =
=
P ( A B)
P( A)
9
40
1
2
9
20
Worked Example 18
If P(A) = 0.3, P(B) = 0.5 and P(A B) = 0.6, calculate:

a P(A B) b P(B|A)
Think
a
Write
State the addition law for probability to

determine P(A B).
a P(A B) = P(A) + P(B) - P(A B)
Substitute the values given in the

question into this formula and simplify.
0.6 = 0.3 + 0.5 - P(A B)

P(A B) = 0.3 + 0.5 - 0.6
= 0.2
State the formula for conditional

probability.
Substitute the values given in the

question into this formula and simplify.
b P(B|A) =
P(B|A) =
=
P ( A B)
, P(A) 0
P( A)
0.2
0.3
2
3
It is possible to transpose the formula for conditional probability to calculate P(A B):
P ( A B)
P(B|A) =
, P(A) 0
P( A)
P(A B) = P(A) P(B|A)
This is called the multiplication rule for probability.
remember
1. Conditional probability is when the probability of an event is conditional (depends) on

2. For two events, A and B, the conditional probability of event B, given that event A
occurs, is denoted by P(B|A) and can be calculated using the formula:
P ( A B)
P(B|A) =
, P( A) 0
P( A)
3. The multiplication rule for probability gives P(A B) = P(A) P(B|A)
418
exerCise
12e
iNDiviDUAl
pAthWAys
eBook plus
Activity 12-E-1
flUeNCy
1 We17 A group of students was asked to nominate their favourite form of dance, hip hop (H)
or jazz (J ). The results are illustrated in the Venn diagram below. Use the Venn diagram given
to calculate the following probabilities relating to a students favourite form of dance.
Introducing
conditional
probability
doc-5122
H
35
Activity 12-E-2
J
12
29
Practice with
conditional
probability
doc-5123
Activity 12-E-3
Tricky conditional
probability problems
doc-5124
14
a What is the probability that a randomly selected student prefers jazz?
b What is the probability that a randomly selected student prefers hip hop, given that they
prefer jazz?
2 A group of students was asked which seats they found most comfortable, the seats in the
computer lab or the science lab. The results are illustrated in the Venn diagram below. Use the
Venn diagram given to calculate the following probabilities relating to the most comfortable
seats.
x
C
15
S
8
5
2
a What is the probability that a randomly selected student prefers the science lab?
b What is the probability that a randomly selected student prefers the science lab, given
that they might prefer the computer lab or the science lab?
3 We18 If P(A) = 0.7, P(B) = 0.5 and P(A B) = 0.9, calculate:
a P(A B)
b P(B | A).
4 If P(A) = 0.65, P(B) = 0.75 and P(A B) = 0.45, calculate:
a P(B | A)
b P(A | B).
UNDerstANDiNg
5 A medical degree requires applicants to participate in two tests, an aptitude test and an
emotional maturity test. 52% passed the aptitude test, while 30% passed both tests. Use the
conditional probability formula to calculate the probability that a student who passed the
aptitude test also passed the emotional maturity test.
6 At a school classified as a Music school for excellence the probability that a student elects to
study Music and Physics is 0.2. The probability that a student takes Music is 0.92. What is the
probability that a student takes Physics, given that the student is taking Music?
7 The probability that a student is well and misses a work shift the night before an exam is 0.045,
while the probability that a student misses a work shift is 0.05. What is the probability that a
student is well, given they miss a work shift the night before an exam?
8 Two marbles are chosen, without replacement, from a jar containing only red and green
marbles. The probability of selecting a green marble and then a red marble is 0.67. The
probability of selecting a green marble on the first draw is 0.8. What is the probability of
selecting a red marble on the second draw, given the first marble drawn was green?
419

9 Consider rolling a red and a black die and the probabilities of the following events:
Event A
Event B
Event C
the red die lands on 5

the black die lands on 2
the sum of the dice is 10.
a MC The initial probability of each event described is:
A P(A) =
1
6
B P(A) =
5
6
C P(A) =
5
6
P(B) =
1
6
P(B) =
2
6
P(B) =
2
6
P(C) =
1
6
P(C) =
7
36
P(C) = 18
D P(A) =
1
6
E P(A) =
1
6
P(B) =
1
6
P(B) =
2
6
P(C) = 12
P(C) = 12
b Calculate the following probabilities.

i P(A|B)
ii P(B|A)
iii P(C|A)
iv P(C|B)
10 MC A group of 80 schoolgirls consists of 54 dancers and 35 singers. Each member of the
group is either a dancer or a singer, or both. The probability that a randomly selected student is
a singer given that she is a dancer is:
A 0.17
B 0.44
C 0.68
D 0.11
E 0.78
Reasoning
11 Explain how imposing a condition alters probability calculations.
12 At your neighbouring school, 65% of the students are male and 35% are female. Of the male
students, 10% report that dancing is their favourite activity; of the female students, 25% report
that dancing is their favourite activity.
Find the probability that:
a a student selected at random prefers dancing and is female
b a student selected at random prefers dancing and is male.
13 Using the information presented in Question 12 above, construct a tree diagram. From your
diagram, calculate:
reflection
a the probability that a student is male and does not
prefer dancing
How does imposing a condition
b the overall percentage of students who prefer
alter the probability of an event?
dancing.
12F
Subjective probability
420
Consider the following claims:

I feel the Australian cricket team will win this years Test cricket series because, in my
opinion, they have a stronger side than the opposition. Claims like this are often made by
people who may not have all the facts, and may also be biased.
I think this summer will be a cold one. A statement like this will have merit if it comes
from an individual with relevant knowledge, such as a meteorologist or a scientist. However,
often people make these remarks with limited observation.
Subjective probability is usually based on limited mathematical evidence and may involve
one or more of the following: judgements, opinions, assessments, estimations and conjectures
by individuals. It can also involve beliefs, sentiments and emotions that may result in a certain
amount of bias.
WorkeD exAMple 19
On Anzac Day Peter plays two-up, which involves tossing two coins. Heads win if both coins land
Heads, while Tails win if both coins land Tails. If the coins land with one Head and one Tail they are
called odd, and the coins are tossed again until either Heads or Tails wins.
After observing for a while, Peter notices that the last five tosses had either Tails winning or were
odd. This leads Peter to believe that Heads will win the next game, so he places $50 on Heads and
loses. Peter questions the fairness of the game and states that the game is biased and favours Tails.
Discuss the accuracy of Peters statement.
thiNk
Write
Discuss the statement made and comment on the

probability of obtaining Heads or Tails in this
particular game.
Each game is independent and so five Tails or odd

outcomes in the previous games have no effect on
the outcome of the current game. The game is not
biased. Peter took a risk and paid for it. He is wrong in
suggesting that the game is not fair.
reMeMber
Subjective probability is based on judgements and opinions. It can also involve beliefs,
emotions and bias.
exerCise
12f
iNDiviDUAl
pAthWAys
eBook plus
Activity 12-F-1
doc-5125
subjective probability
UNDerstANDiNg
1 We19 Discuss the accuracy of these statements.
a The team batting last can never win a cricket match at the MCG.
b The Australian cricket team is so good that not even bad weather can stop it from winning.
c Two children in Johns family are girls so the third one will be a girl, too.
d The Wallabies defeated the All Blacks three times last year so they will win the first game
this year.
Activity 12-F-2
Harder subjective
probability
doc-5126
Activity 12-F-3
In-depth subjective
probability
doc-5127
e It rained heavily on the last three consecutive Fridays so do not organise sport on a
Friday.
f According to the weather report only three in every twenty houses were damaged by the
cyclone, so my house will not be damaged.

g New Zealand lost its cricket match against Australia because their team uniform looked
boring.
h This coin is biased because we obtained six Heads in a row.
i The USA topped the medal tally in the last Olympics so they will do the same again in
the next Olympics.

Australian Rules football is the best sport in the world.
2 Comment on the accuracy of these statements.
a I have bought only one ticket for the raffle, therefore I cannot win.
b This particular horse has odds of 12. It is certain to win.
c If you keep on betting on Heads, you cannot lose.
d If you want to win at all times, bet on the favourites.
e It is no use betting on the favourites as you cannot win a great deal of money, therefore
you should bet on the outsiders.
j
421

3 Assign a probability to each of the following, based on your experience or judgement.
a The probability that you will be late for a class this week
b The probability that your favourite sporting team will win its next match
c The probability that two traffic lights in a row will be red when you approach successive
intersections
d The probability that you will see a dog some time today
reAsoNiNg
eBook plus
Digital doc
WorkSHEET 12.3
doc-5297
4 Comment on the contradictions involved in the following statements.

a That job was hers but she did not do well in the interview.
b The team had won the match but they became a little complacent towards the end.
c Makybe Diva was certain to win. I cannot believe she lost the race.
5 Compare and contrast experimental probability,
theoretical probability and subjective probability.

6 Describe a situation where subjective probability may
endanger people.
422
refleCtioN
Is subjective probability reliable?
Summary
Review of probability
Probabilities can be expressed as a percentage, fraction or decimal in the range 0 to 1, inclusive.

Experimental probability =
f
or
Relative frequency of a score =
Sf
n(E)
Theoretical probability that an event, E, will occur is P(E) =
where n(E) = number of
n(x)
times or ways an event, E, can occur and n(x) = the total number of ways all outcomes can
occur.
P(x) = 1
Venn diagrams provide a diagrammatic representation of sample spaces.
b
If the odds for an event are given as ab, then P(the event occurs) =
and
a+b
a
.
P(the event does not occur) =
a+b
Complementary and mutually exclusive events
Complementary events have no common elements and together make up the universal set.
If A and A are complementary events then P(A) + P(A) = 1. This may be rearranged to:
P(A) = 1 - P(A) or P(A) = 1 - P(A).
Mutually exclusive events have no common elements and cannot occur simultaneously.
If events A and B are not mutually exclusive then:
P(A or B) = P(A) + P(B) - P(A and B)
or
P(A B) = P(A) + P(B) - P(A B) where P(A B) is the probability of the intersection of
sets A and B or the common elements in sets A and B.
If events A and B are mutually exclusive then:
P(A or B) = P(A) + P(B)
or
P(A B) = P(A) + P(B) since P(A B) = 0.
Mutually exclusive events may or may not be complementary events.
Complementary events are always mutually exclusive.
Two-way tables and tree diagrams
Two-way tables give a clear diagrammatic representation of the sample space; however, they
are limited to displaying two events.
Tree diagrams are useful in working out the sample space and calculating probabilities of
various events, especially if there is more than one event. On each branch of a tree diagram,
the probability associated with the branch is listed. The products of the probabilities given on
the branches are taken to calculate the probability for an outcome.
The probabilities of all outcomes add to 1.
Events are independent if the occurrence of one event does not affect the occurrence of the
other.
If events A and B are independent, then P(A B) = P(A) P(B). This is the Multiplication
Law of probability. Conversely, if P(A B) = P(A) P(B) then events A and B are
independent.
Dependent events affect the probability of occurrence of one another.
423

Conditional probability is when the probability of an event is conditional (depends) on

For two events, A and B, the conditional probability of event B, given that event A occurs, is
denoted by P(B| A) and can be calculated using the formula:
P ( A B)
P(B| A) =
, P( A) 0
P( A)
The multiplication rule for probability gives P(A B) = P(A) P(B| A)
Subjective probability is based on judgements and opinions. It can also

involve beliefs, emotions and bias.
Homework
Book
424
Chapter review
b A B
Fluency
B x
1 Which of the following is always true for an event,
M, and its complementary event, M?

A P(M) + P(M) = 1
B P(M) - P(M) = 1
C P(M) + P(M) = 0
D P(M) - P(M) = 0
E P(M) P(M) = 1
2 A number is chosen from the set {0, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10}. Which of the following pairs of events
is mutually exclusive?
A {2, 4, 6} and {1, 2, 3}
B {1, 2, 3, 5} and {4, 6, 7, 8}
C {0, 1, 2, 3} and {3, 4, 5, 6}
D {multiples of 2} and {factors of 8}
E {even numbers} and {multiples of 3}
3 Which of the following states the Multiplication
Law of probability correctly?
A P(A B) = P(A) + P(B)
B P(A B) = P(A) P(B)
C P(A B) = P(A) P(B)
D P(A B) = P(A) + P(B)
E P(A) = P(A B) P(B)
4 The odds 3-2 expressed as a probability are:
A
c
e
1
5
1
2
1
3
B
d
3
5
2
5
The following information relates to questions 5 and 6.

x = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and A = {2, 3, 4} and
B = {3, 4, 5, 8}
5 A B equals:
A {2, 3, 3, 4, 4, 5, 8}
B {3, 4}
C {2, 3, 4}
D {2, 3, 4, 5, 8}
E {2, 5, 8}
6 A B equals:
A {3, 4}
B {2}
C {2, 3, 4, 5, 8}
D {2, 3, 4}
E {1, 2, 6, 7, 9, 10}
7 Shade the region stated for each of the following
Venn diagrams.
a A B
A
B x
c A B C
C
8 Convert the following odds to probabilities.
a 37
b 52
c 125
9 Convert the following probabilities to odds.
a
7
11
6
7
25
33
problem solving
1 From past experience, it is concluded that there
is a 99% probability that July will be a wet

month in Launceston (it has an average rainfall of
approximately 80 mm). The probability that July
will not be a wet month next year in Launceston is:
A 99%
B 0.99
D 1
E 0
1
100
2 A card is drawn from a well-shuffled deck of
52 cards. What is the theoretical probability of not

selecting a red card?
A
C
3
4
1
13
1
4
1
2
E 0
3 Which of the following events is not equally likely?
A Obtaining a 5 or obtaining a 1 when a die is
rolled
B Obtaining a club or obtaining a diamond when
a card is drawn from a pack of cards

C Obtaining 2 Heads or obtaining 2 Tails when a
coin is tossed
D Obtaining 2 Heads or obtaining 1 Head when a
coin is tossed twice

E Obtaining a 3 or obtaining a 6 when a die is
rolled
425

4 The Australian cricket team has won 12 of the
last 15 Test matches. What is the experimental

probability of Australia losing its next Test match?
A
C
4
5
1
4
B
D
13 The Venn diagram below shows the results of a
survey completed by a Chinese restaurateur to find

out the food preferences of his regular customers.
1
5
3
4
Fried
rice
5 A card is drawn from a well-shuffled pack of
10
52 cards. What is the theoretical probability of

drawing:
a an ace
b a spade
c a queen or a king
d not a heart?
6 The odds for a horse to win a race are 43.
a What is the probability that this horse will win
the race?
b What is the probability that this horse will not
win the race?

c Charlie bets $12 that this horse will win. If the
horse wins, what is Charlies payout?

7 A die is rolled five times.
a What is the probability of rolling five 6s?
b What is the probability of not rolling five 6s?
8 Alan and Mary own 3 of the 8 dogs in a race. What
is the probability that:

a one of Alans or Marys dogs will win?
b none of Alans or Marys dogs will win?
9 A die is rolled. Event A is obtaining an even
number. Event B is obtaining a 3.

a Are events A and B mutually exclusive?
b Calculate P(A) and P(B).
c Calculate P(A B).
10 A card is drawn from a shuffled pack of 52 playing
cards. Event A is drawing a club and event B is

drawing an ace.
a Are events A and B mutually exclusive?
b Calculate P(A), P(B) and P(A B).
c Calculate P(A B).
11 Discuss the accuracy of the following statements.
a It did not rain on Monday, Tuesday or
Wednesday, so it will not rain on Thursday.

b A cricket team lost because two of its batsmen
scored ducks.
c The Rams family had a boy, then a girl and
then another boy. They must have a girl next.
426
12
5
Chicken
wings
8
Dim sims
Determine the number of customers:

surveyed
showing a preference for fried rice only
showing a preference for fried rice
s howing a preference for chicken wings and
dim sims.
b A customer from this group won the draw for
a lucky door prize. Determine the probability
that this customer:
i likes fried rice
ii likes all three fried rice, chicken wings
and dim sims
iii prefers chicken wings only.
c A similar survey was conducted a month
later with another group of 50 customers.
This survey yielded the following results:
2customers liked all three foods; 6 preferred
fried rice and chicken wings; 7 preferred
chicken wings and dim sims; 8 preferred fried
rice and dim sims; 22 preferred fried rice;
23preferred chicken wings; and 24 preferred
dim sims.
i Display this information on a Venn diagram.
ii What is the probability of selecting a
customer who prefers all three foods, if a
random selection is made?
14 A pair of dice is rolled and the sum of the numbers
shown is noted.
a Show the sample space in a two-way table.
b In how many different ways can the sum of
7 be obtained?
c Are all outcomes equally likely?
d Complete the given table.
a

i
ii
iii
iv
Sum
12 Comment on the contradictions involved in these
statements.
a I was defeated by a loser.
b The slowest motocross racer in the competition
won the race.
c The most popular person did not get elected.
E 1
2 3 4 5 6 7 8 9 11 12
Frequency
e What are the relative frequencies of the
following sums?

i 2
ii 7
iii 11
15
16
17
18
f What is the probability of obtaining the
19 Determine the probability of drawing 2 aces from a
following sums?
i 2
ii 7
iii 11
g If a pair of dice is rolled 300 times, how many
times do you expect to obtain the sum of 7?
A tetrahedral die is numbered 0, 1, 2 and 3. Two of
these dice are rolled and the sum of the numbers
(the number on the face that the die sits on) is
taken.
a Show the possible outcomes in a two-way
table.
b Are all the outcomes equally likely?
c Which total has the least chance of being
rolled?
d Which total has the best chance of being
rolled?
e Which sums have the same chance of being
rolled?
An eight-sided die is rolled three times to see
whether 5 occurs.
a Draw a tree diagram to show the sample space.
b Calculate:
i P(three 5s)
ii P(no 5s)
iii P(two 5s)
iv P(at least two 5s).
A tetrahedral die (four faces labelled 1, 2, 3 and 4)
is rolled and a coin is tossed simultaneously.
a Show all the outcomes on a two-way table.
b Draw a tree diagram and list all outcomes and
their respective probabilities.
c Calculate the probability of getting a Head on
the coin and an even number on the die.
A bag contains 20 pears, of which 5 are bad. Cathy
picks 2 pears (without replacement) from the bag.
What is the probability that:
a both pears are bad?
b both pears are good?
c one of the two pears is good?
pack of cards if:

a the first card is replaced before the second one
is drawn
b the first card drawn is not replaced.
20 On grandparents day at a school a group of
grandparents was asked where they most like
to take their grandchildren the beach (B) or
shopping (S). The results are illustrated in the
Venn diagram below. Use the Venn diagram given
to calculate the following probabilities relating
to the place grandparents most like to take their
grandchildren.
B
5
S
8
2
10
a What is the probability that a randomly
selected grandparent preferred to take their

grandchildren to the beach or shopping?
b What is the probability that a randomly
selected grandparent preferred to take their
grandchildren to the beach, given that they
preferred to take their grandchildren shopping?
21 Two marbles are chosen, without replacement,
from a jar containing only red and green marbles.
The probability of selecting a green marble and
then a red marble is 0.72. The probability of
selecting a green marble on the first draw is 0.85.
What is the probability of selecting a red marble
on the second draw if the first marble drawn was
green?
eBook plus
Interactivities

int-2858
int-2856
int-2857
427
eBook plus
ACtivities
Chapter opener
Digital doc
Hungry brain activity (doc-5285): Chapter 12

(page 379)
Are you ready?
Digital docs
(page 380)
SkillSHEET 12.1 (doc-5286): Set notation

SkillSHEET 12.2 (doc-5287): Simplifying fractions
SkillSHEET 12.3 (doc-5288): Determining
complementary events
SkillSHEET 12.4 (doc-5289): Addition and subtraction
of fractions
SkillSHEET 12.5 (doc-5290): Multiplying fractions for
calculating probabilities
12A Review of probability
Interactivity
Random number generator (int-0089) (page 381)

Digital docs
Activity 12-A-1 (doc-5110): Review of probability

(page 392)
Activity 12-A-2 (doc-5111): General probability
problems (page 392)
Activity 12-A-3 (doc-5112): Tricky probability
problems (page 392)
SkillSHEET 12.1 (doc-5286): Set notation
(page 384)
SkillSHEET 12.2 (doc-5287): Simplifying fractions
(page 392)
SkillSHEET 12.6 (doc-5291): Working with Venn
diagrams (page 392)
SkillSHEET 12.7 (doc-5292): Writing odds as
probabilities (page 395)
SkillSHEET 12.8 (doc-5293): Writing probabilities as
odds (page 395)
12B Complementary and mutually exclusive
events
Digital docs
Activity 12-B-1 (doc-5113): Complementary and

mutually exclusive events (page 401)
Activity 12-B-2 (doc-5114): Harder complementary
and mutually exclusive events (page 401)
Activity 12-B-3 (doc-5115): Tricky complementary and
mutually exclusive events (page 401)
complementary events (page 401)
SkillSHEET 12.4 (doc-5289): Addition and subtraction
of fractions (page 402)
SkillSHEET 12.9 (doc-5294): Distinguishing between
complementary and mutually exclusive events
(page 403)
WorkSHEET 12.1 (doc-5295): Introducing probability
(page 403)
12C Two-way tables and tree diagrams
elesson
Games at Wimbledon (eles-1032) (page 405)

428
Digital docs
Activity 12-C-1 (doc-5116): Review of two-way tables

and tree diagrams (page 410)
Activity 12-C-2 (doc-5117): Practice with two-way
tables and tree diagrams (page 410)
Activity 12-C-3 (doc-5118): Tricky two-way tables and
tree diagrams (page 410)
SkillSHEET 12.5 (doc-5290): Multiplying fractions for
calculating probabilities (page 410)
WorkSHEET 12.2 (doc-5296): Tree diagrams
(page 412)
12D Independent and dependent events
Interactivities
A pack of cards (int-2787) (page 413)

Random numbers (int-0085) (page 415)
Digital docs
(page 415)
Activity 12-D-1 (doc-5119): Simple independent and

dependent events
Activity 12-D-2 (doc-5120): Independent and
dependent events
Activity 12-D-3 (doc-5121): Tricky independent and
dependent events
12E Conditional probability
Digital docs
(page 419)
Activity 12-E-1 (doc-5122): Introducing conditional

probability
Activity 12-E-2 (doc-5123): Practice with conditional
probability
Activity 12-E-3 (doc-5124): Tricky conditional
probability problems
12F Subjective probability
Digital docs
Activity 12-F-1 (doc-5125): Subjective probability

(page 421)
Activity 12-F-2 (doc-5126): Harder subjective
probability (page 421)
Activity 12-F-3 (doc-5127): In-depth subjective
probability (page 421)
WorkSHEET 12.3 (doc-5297): Subjective probability
(page 422)
Chapter review
Interactivities
(page 427)
Test yourself Chapter 12 (int-2858): Take the end-ofchapter test to test your progress
Word search Chapter 12 (int-2856): an interactive word
search involving words associated with this chapter
chapter
www.jacplus.com.au
statistics aND probability Data represeNtatioN aND iNterpretatioN
13
13A
13B
13C
13D
13E
13F
Measures of central tendency

Measures of spread
Box-and-whisker plots
The standard deviation [suitable for 10A]
Comparing data sets
Skewness
What Do yoU kNoW ?
Univariate data
1 List what you know about data. Create a

concept map to show your list.
that shows your classs knowledge of data.
eBook plus
Digital doc

Chapter 13
doc-5298
opeNiNG QUestioN
A new drug for the relief of cold symptoms has been developed. To test the drug,
40 people were exposed to a cold virus. Twenty patients were then given a dose of the
drug while another 20 patients were given a placebo. (In medical tests a control group
is often given a placebo drug. The subjects in this group believe that they have been
given the real drug but in fact their dose contains no drug at all.) All participants were
then asked to indicate the time when they first felt relief of symptoms. The number of
hours from the time the dose was administered to the time when the patients first felt
relief of symptoms are detailed below.
Group A (drug)
25 29 32 45 18 21 37 42 62 13
42 38 44 42 35 47 62 17 34 32
Group B (placebo)
25 17 35 42 35 28 20 32 38 35
34 32 25 18 22 28 21 24 32 36
Does the drug work? How do drug companies analyse these results?
are you ready?
completingthematchingSkillSHEET.EitherclickontheSkillSHEETiconnexttothequestion
ontheMathsQuesteBookPLUSoraskyourteacherforacopy.
eBook plus
Digital doc
SkillSHEET 13.1
doc-5299
eBook plus
Digital doc
SkillSHEET 13.2
doc-5300
eBook plus
Digital doc
SkillSHEET 13.3
doc-5301
eBook plus
Digital doc
SkillSHEET 13.4
doc-5302
eBook plus
Digital doc
SkillSHEET 13.5
doc-5303
eBook plus
Digital doc
Finding the mean of a small data set

1 Findthemeanofthefollowingdatasets.
a 4,6,2,6,4,3,7,3,2,9
b 10.4,10.5,10.7,10.4,10.1,10.2,10.4,10.0
c 164,136,171,144,128,130,165,170,120,124,124,143
Finding the median of a small data set
2 Findthemedianofeachofthefollowingdatasets.
a 2,6,8,4,5,6,7
b 13,10,15,12,18,17,12,12
c 52,45,23,83,9,45,71,84,90,183
d 9.2,9.3,9.4,9.3,9.4,9.5,9.9,9.4,9.7,9.8,9.0,10.0,9.4,9.2,9.9
Finding the mode of a small data set
3 Findthemodeofeachofthefollowingdatasets.
a 2,4,3,1,6,7,3,4,3,2,7
b 34,82,94,81,70,45,32,46,48
c 1,2,4,3,5,2,6,7,3,3,2
Finding the mean, median and mode from a stem-and-leaf plot
4 Findthemean,medianandmodeofthedatapresentedin
thestem-and-leafplotshownatright.
Presenting data in a frequency distribution table

5 Placethefollowingsetofscoresintoafrequencydistributiontableincludingacolumn
forfxandcumulativefrequency.
8 7 4 9 6 7 9 6 5 4
7 9 8 6 5 8 9 4 5 8
Drawing statistical graphs
6 Usethedatafromquestion5todrawacombinedfrequencyhistogramandpolygon.
SkillSHEET 13.6
doc-5304
430
Key: 3|4=34
Stem Leaf
2 1 4 5
3 0 6
4 2 3 3 7
5 9
Maths Quest 10 for the australian curriculum
statistics AND probability data representation and interpretation
13A
Measures of central tendency are summary statistics that measure the middle (or centre) of
the data. These are known as the mean, median and mode.
The mean is the average of all observations in a set of data.
The median is the middle observation in an ordered set of data.
The mode is the most frequent observation in a data set.
Ungrouped data
Mean
To obtain the mean of a set of ungrouped data, all numbers (scores) in the set are added
together and then the total is divided by the number of scores in that set.
Mean =
Symbolically this is written x =
sum of all scores

number of scores
x
.
n
Median
The median is the middle value of any set of data arranged in numerical order. In the set of n
numbers, the median is located at the n + 1th score. The median is:
2
the middle score for an odd number of scores arranged in numerical order
the average of the two middle scores for an even number of scores arranged in numerical
order.
Mode
The mode is the score that occurs most often in a set of data. Sets of data may contain:
1. no mode; that is, each score occurs once only
2. one mode
3. more than one mode.
Worked Example 1
For the data set 6, 2, 4, 3, 4, 5, 4, 5, find the:

a mean
b median
c mode.
Think
a
Write
Calculate the sum of the scores; that

is, Sx.
a Sx = 6 + 2 + 4 + 3 + 4 + 5 + 4 + 5
= 33
Count the number of scores; that is, n.
n=8
Write the rule for the mean.
x=
Substitute the known values into the

rule.
Evaluate.
= 4.125
x
n
33
8
The mean is 4.125.

Chapter 13 Univariate data
431

b
b 23444556
Check that scores are arranged in

numerical order.
Locate the position of the median using

n +1
the rule
, where n = 8. This places
2
the median as the 4.5th score; that is,
between the 4th and 5th score.
Median =
Obtain the average of the two middle

scores.
Median =
n+1
th score
2
8+1
2
th score
= 4.5th score
23444556
4+4
2
8
2
=4
Systematically work through the set

and make note of any repeated values
(scores).
The median is 4.
c 23444556

The mode is 4.
Calculating mean, median and mode from a frequency distribution table

If data are presented in a frequency distribution table, the formula used to calculate the mean
( f x )
.
is x =
n
Here, each value (score) in the table is multiplied by its corresponding frequency; then all the
f x products are added together and the total sum is divided by the number of observations
in the set.
To find the median we find the position of each score from the cumulative frequency column.
The mode is the score with the highest frequency.
Worked Example 2
For the table at right find the:

a mean
b median
c mode.
Score (x)
4
5
6
7
8
Total
Think
432
Rule up a table with four columns titled

Score (x), Frequency (f),
Frequency score (f x) and
Cumulative frequency (cf).
Enter the data and complete both the

f x and cumulative frequency columns.
Frequency (f)
1
2
5
4
3
15
Write
Frequency Cumulative
Score Frequency
score
frequency
(x)
(f)
(f x)
(cf)
4
1
4
1
5
2
10
1+2=3
6
5
30
3+5=8
7
4
28
8 + 4 = 12
8
3
24
12 + 3 = 15
n = 15
S(f x) = 96
x=
( f x )
n
Substitute the known values into the

rule and evaluate.
x=
The mean of the data set is 6.4.
Locate the position of the median

n +1
using the rule
, where n = 15.
2
This places the median as the 8th
score.
Use the cumulative frequency column

to find the 8th score and answer the
question.
The mode is the score with the highest

frequency.
96
15
= 6.4
b The median is the
15 + 1
th or 8th score.
2
The median of the data set is 6.
The score with the highest frequency is 6.

The mode of the data set is 6.
Grouped data
Mean
When the data are grouped into class intervals, the actual values (or data) are lost. In such
cases we have to approximate the real values with the midpoints of the intervals into which
these values fall. For example, when measuring heights of students in a class, if we found
that 4 students had a height between 180 and 185 cm, we have to assume that each of those
4 students is 182.5 cm tall. The formula used for calculating the mean is the same as for data
presented in a frequency table:
( f x )
x=
n
Here x represents the midpoint (or class centre) of each class interval, f is the corresponding
frequency and n is the total number of observations in a set.
Median
The median is found by drawing a cumulative frequency polygon (ogive) of the data and
estimating the median from the 50th percentile.
Modal class
We do not find a mode because exact scores are lost. We can, however, find a modal class.
This is the class interval that has the highest frequency.
Worked Example 3
For the given data:

a estimate the mean
b estimate the median
c find the modal class.
Class interval
60<70
70<80
80<90
90<100
100<110
110<120
Total
Frequency
5
7
10
12
8
3
45
433
Think
Write
Draw up a table with 5 columns

headed Class interval, Class
centre (x), Frequency (f),
Frequency class centre (f x)
and Cumulative frequency (cf).
Complete the x, f x and cf

columns.
Class
FreFrequency Cumulative
Class
centre quency class centre frequency
interval
(x)
(f)
(f x)
(cf)
65
5
325
5
60<70
75
7
525
12
70<80
85
10
850
22
80<90
95
12
1140
34
90<100
8
840
42
100<110 105
3
345
45
110<120 115
n = 45 S(f x) = 4025
434
( f x )
n
Substitute the known values

into the rule and evaluate.
x=
The mean for the given data is approximately 89.4.
Draw a combined cumulative

frequency histogram and ogive,
labelling class centres on the
horizontal axis and cumulative
frequency on the vertical axis.
Join the end-points of each
class interval with a straight
line to form the ogive.
Locate the middle of the

cumulative frequency axis,
which is 22.5, and label it.
Draw a horizontal line from

this point to the ogive and then
vertically to the horizontal axis.
Read off the value of the

median from the x-axis and
answer the question.
The modal class is the class

interval with the highest
frequency.
4025
45
89.4
b
Cumulative frequency
x=
45
40
35
30
25
20
15
10
5
0
45
40
35
30
25
20
15
10
5
0
65 75 85 95105115
Data
65 75 85 95105115
Data
The median for the given data is approximately 90.
The modal class is the 90<100 class interval.
reMeMber
Forungroupeddatathefollowingmeasuresofcentraltendencyareused.
1. Themeanisthesumofscoresinagivensetofdatadividedbythenumberofscoresin
theset.
x
x=
isusedwhenalistofscoresisgiven.
n
( f x )
x=
isusedwhenafrequencydistributiontableisgiven.
n
2. Themedianis:
(a)themiddlescoreforanoddnumberofscoresarrangedinnumericalorder
(b)theaverageofthetwomiddlescoresforanevennumberofscoresarrangedin
numericalorder.
n +1
Itslocationisdeterminedbyfindingthescoreinthe
thposition.
2
3. Themodeisthescorethatoccursmostofteninasetofdata.
Forgroupeddatathefollowingmeasuresofcentraltendencyareused.
( f x )
,wherexrepresentsthemidpointofaclassinterval.
4. Themeanis x =
n
5. Themediancanbeestimatedfromtheogivebyfindingthe50thpercentile.
6. Themodalclassisgivenbytheclassintervalwiththehighestfrequency.
exercise
13a
iNDiviDUal
pathWays
eBook plus
Activity 13-A-1
Mean, median and

mode
doc-5128
Activity 13-A-2
Practice with mean,

median and mode
doc-5129
Activity 13-A-3
Mean, median and

mode in depth
doc-5130
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Digital doc
SkillSHEET 13.1
doc-5299

flUeNcy
1 We1 Foreachofthefollowingsetsofdatafindthe:
i mean
ii median
a 3,5,6,8,8,9,10
b 4,6,7,4,8,9,7,10
c 17,15,48,23,41,56,61,52
d 4.5,4.7,4.8,4.8,4.9,5.0,5.3
1
iii mode.
e 7 2 ,10 4 ,12,12 4 ,13,13 2 ,13 2 ,14

2 Theback-to-backstem-and-leafplotatrightshows
thetestresultsof25Year10studentsinMathematics
andScience.Findthemean,medianandmodefor
eachofthetwosubjects.
Key: 3|2=32
Leaf Stem
Science
873
3
96221
4
876110
5
97432
6
8510
7
73
8
9
Leaf
Mathematics
29
068
135
2679
3678
044689
258
chapter 13 Univariate data
435
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SkillSHEET 13.2
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Digital doc
SkillSHEET 13.3
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Digital doc
SkillSHEET 13.4
doc-5302
3 We2 Forthedatashownineachofthefollowingfrequencydistributiontables,findthe:
i mean
ii median
iii mode.
a
Score (x)
4
5
6
7
8
Total
Frequency ( f )
3
6
9
4
2
24
Score (x)
12
13
14
15
16
Total
Frequency ( f)
4
5
10
12
9
40
4 Thefollowingdatashowthenumberof
bedroomsineachofthe10housesina
particularneighbourhood:2,1,3,4,2,3,2,
2,3,3.
a Calculatethemeanandmediannumber
ofbedrooms.
b Alocalmotelcontains20rooms.Add
thisobservationtothesetofdataand
recalculatethevaluesofthemeanand
median.
c Comparetheanswersobtained
inpartsaandbandcompletethe
followingstatement:Whenthe
setofdatacontainsanunusually
largevalue(s),calledanoutlier,the
(mean/median)isthe
bettermeasureofcentraltendency,asit
islessaffectedbythisextremevalue.
5 We3 Forthegivendata:
a estimatethemean
b estimatethemedian
Class interval
40<50
50<60
60<70
70<80
80<90
90<100
Total
c findthemodalclass.
Frequency
2
4
6
9
5
4
30
6 Calculatethemeanofthegroupeddatashowninthetablebelow.
Class interval
100109
110119
120129
130139
140149
Total
436
Frequency
3
7
10
6
4
30

7 Findthemodalclassofthedatashowninthetablebelow.
Class interval
50<55
55<60
60<65
65<70
70<75
75<80
Total
Frequency
1
3
4
5
3
2
18
8 Mc Thenumberoftextbookssoldbyvariousbookshopsduringthesecondweekof
Decemberwasrecorded.Theresultsaresummarisedinthetablebelow.
Number of books sold
Frequency
220229
230239
240249
250259
260269
270279
4
Total
20
a Themodalclassofthedataisgivenbytheclassinterval(s):
A 220229and230239
B 250259
C 260269and270279
D ofbothAandC
b Theclasscentreofthefirstclassintervalis:
A 224
B 224.5
C 224.75
D 225
c Themedianofthedataisintheinterval:
A 230239
B 240249
C 250259
D 260269
d Theestimatedmeanofthedatais:
A 251
B 252
C 253
D 254
UNDerstaNDiNG
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Digital doc
SkillSHEET 13.5
doc-5303
9 Arandomsamplewastaken,composedof30peopleshoppingataColessupermarketona
Tuesdaynight.Theamountofmoney(tothenearestdollar)spentbyeachpersonwasrecorded
asfollows:
6,32,66,17,45,1,19,52,36,23,28,20,7,47,39
6,68,28,54,9,10,58,40,12,25,49,74,63,41,13
a Findthemeanandmedianamountofmoneyspentatthecheckoutbythepeopleinthis
sample.
b Groupthedataintoclassintervalsof10andcompletethefrequencydistributiontable.
Usethistabletoestimatethemeanamountofmoneyspent.
c Addthecumulativefrequencycolumntoyourtableandfillitin.Hence,constructthe
ogive.Usetheogivetoestimatethemedian.
d Comparethemeanandthemedianoftheoriginaldatafrompartawiththemeanandthe
medianobtainedforgroupeddatainpartsbandc.Weretheestimatesobtainedinpartsb
andcgoodenough?Explainyouranswer.
437
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10 a Addonemorenumbertothesetofdata3,4,4,6sothatthemeanofanewsetisequalto
itsmedian.
b Designasetoffivenumberssothatmean=median=mode=5.
c Inthesetofnumbers2,5,8,10,15,changeonenumbersothatthemedianremains
unchangedwhilethemeanincreasesby1.
11 Thirtymenwereaskedtorevealthenumberofhourstheyspentdoinghouseworkeachweek.
Theresultsaredetailedbelow.
1
5
2
12
2
6
2
8
14
18
0
1
1
8
20
25
3
0
1
2
7
10
12
1
5
1
18
0
2
2
a Presentthedatainafrequencydistributiontable.(Useclassintervalsof04,59etc.)
b Useyourtabletoestimatethemeannumberofhoursthatthemenspentdoinghousework.
c Findthemedianclassforhoursspentbythemenathousework.
d Findthemodalclassforhoursspentbythemenathousework.
reasoNiNG
12 Thedataatrightgivetheageof25patients
18
16
6
75
24
admittedtotheemergencywardofahospital.
23
82
75
25
21
a Presentthedatainafrequencydistribution
43
19
84
76
31
table.(Useclassintervalsof0<15,
78
24
20
63
79
15<30andsoon.)
80
20
23
17
19
b Drawahistogramofthedata.
c Whatwordcouldyouusetodescribethe
patternofthedatainthisdistribution?
d Useyourtabletoestimatethemeanageof
patientsadmitted.
e Findthemedianclassforageofpatients
admitted.
f Findthemodalclassforageofpatients
admitted.
g Drawanogiveofthedata.
h Usetheogivetodeterminethemedianage.
i Doanyofyourstatistics(mean,medianor
mode)giveaclearrepresentationofthe
typicalageofanemergencywardpatient?
j Givesomereasonswhichcouldexplainthe
patternofthedistributionofdatainthis
question.
13 Thebattingscoresfortwocricketplayersover6inningsareasfollows:
PlayerA 31,34,42,28,30,41
PlayerB 0,0,1,0,250,0
a Findthemeanscoreforeachplayer.
b Whichplayerappearstobebetter,baseduponmeanresult?
c Findthemedianscoreforeachplayer.
d Whichplayerappearstobebetterwhenthedecisionisbasedonthemedianresult?
e Whichplayerdoyouthinkwouldbethemostusefultohaveinacricketteamandwhy?
Howcanthemeanresultsometimesleadtoamisleadingconclusion?
14 Therestingpulserateof20femaleathleteswasmeasured.Theresultsaredetailedbelow.
50 52 48 52 71 61 30 45 42 48
43 47 51 62 34 61 44 54 38 40
a Constructafrequencydistributiontable.(Useclasssizesof1<10,10<20etc.)
b Useyourtabletoestimatethemeanofthedata.
438
Find the median class of the data.

Find the modal class of the data.
Draw an ogive of the data. (You may like to use a graphics calculator for this.)
Use the ogive to determine the median pulse rate.
15 MC In a set of data there is one score that is extremely small when compared to all the others.
This outlying value is most likely to:
A have greatest effect upon the mean of the data
B have greatest effect upon the median of the data
C have greatest effect upon the mode of the data
D have very little effect on any of the statistics as we are told that the number is extremely
small.
16 The following frequency table gives the number of employees in different salary brackets for a
small manufacturing plant.
c
d
e
f
Position
Number of
Salary ($) employees
Machine operator
18000
50
Machine mechanic
20000
15
Floor steward
24000
10
Manager
62000
Chief executive officer
80000
a Workers are arguing for a pay rise but the management of the factory claims that
workers are well paid because the mean salary of the factory is $22100. Are they
being honest?
b Suppose that you were representing the factory workers and had to write a short
submission in support of the pay rise. How could you explain the managements claim?
Quote some other statistics in favour of your case.
reflection
17 Design a set of five numbers with:
Under what circumstances might
a mean = median = mode
the median be a more reliable
b mean > median > mode
measure of centre than the mean?
c mean < median = mode.
13B
Measures of spread
A music store proprietor has stores in Newcastle and Wollongong. The number of CDs sold
each day over one week is recorded below.
Newcastle: 45, 60, 50, 55, 48, 40, 52
Wollongong: 20, 85, 50, 15, 30, 60, 90
In each of these data sets consider the measures of central tendency.
Newcastle: Mean = 50
Wollongong: Mean = 50

Median = 50
Median = 50

No mode
No mode
With these measures being the same for both data sets we could come to the conclusion that
both data sets are very similar; however, if we look at the data sets, they are very different. We
can see that the data for Newcastle are very clustered around the mean while the Wollongong
data spread out more.
As well as using measures of central tendency to analyse a data set, we use measures of
spread to look at how spread out a data set is.
439
Range
The most basic measure of spread is the range. It is defined as the difference between the
highest and the lowest values in the set of data.

Range = highest score - lowest score or

Range = Xmax - Xmin
Worked Example 4
Find the range of the given data set: 2.1, 3.5, 3.9, 4.0, 4.7, 4.8, 5.2.
Think
Write
Identify the lowest score of the data set.
Lowest score = 2.1
Identify the highest score of the data set.
Highest score = 5.2
Write the rule for the range.
Range = highest score - lowest score
= 5.2 - 2.1
Evaluate.
= 3.1
Interquartile range
Now let us consider another two sets of scores. Which of these two data sets has the greater
spread of scores?
Set A: 40, 42, 46, 48, 50, 54, 100
Set B: 32, 34, 45, 52, 66, 75, 89
I n Set A the range equals 60, while in Set B the range equals 57. However, when the scores
are examined closely, there is only one score in Set A (100) that makes the range so large. All
other scores are relatively close together.
It takes only one large or small score to increase the range of a whole data set. For this reason,
the interquartile range is considered a more reliable measure of spread than the range.
Another way of measuring the difference in spread is by dividing the data set into quarters.
The number that marks the end of the first quarter of an ordered data set is called the lower
quartile and is denoted by Q1 (or the 25th percentile).
The number that marks the end of the third quarter is called the upper quartile and is denoted
by Q3 (or the 75th percentile).
The difference between the upper and lower quartiles is called the interquartile range (IQR). It
considers the middle 50% of the data.
IQR = Q3 - Q1
440
The lower quartile, upper quartile and the interquartile range of a set of data may be
calculated using the following steps.
1. Order the set of data.
2. Locate the median that divides the set of data into two halves.
(a)For an odd number of scores, the median will be one of the original scores. It should
not be included in either the lower or upper half of the scores.
(b)For an even number of scores the median will lie halfway between two scores. It will
divide the data into two equal sets.
3. Locate and calculate Q1, the median of the lower half of the data.
4. Locate and calculate Q3, the median of the upper half of the data.
5. Obtain the interquartile range by calculating the difference between the upper and lower
quartiles; that is, IQR = Q3 - Q1.
Worked Example 5
Calculate the interquartile range (IQR) of the following set of data: 3, 2, 8, 6, 1, 5, 3, 7, 6.

Think
Write
Arrange the scores in order.
123356678
Locate the median and use it to divide the

data into two halves. Note: The median is the
5th score in this data set and should not be
included in either half of the data.
1 2 3 3 5 6 6 7 8
Find Q1, the median of the lower half of the

data.
Q1 =
Find Q3, the median of the upper half of the

data.
Calculate the interquartile range.
2+3
2
5
=
2
= 2.5
6+7
Q3 =
2
13
=
2
= 6.5
IQR = Q3 - Q1
= 6.5 - 2.5
=4
When data are presented in a frequency distribution table, either ungrouped or grouped, the
best way to find the interquartile range is to use the ogive as done earlier when finding the
median. In this case, however, we find Q1 and Q3 by dividing the data into quarters as shown
in the worked example that follows.
Worked Example 6
The following frequency distribution table gives the number of customers who order different
volumes of concrete from a readymix concrete company during the course of a day. Find the
interquartile range of the data.
Volume (m3)
0.0<0.5
0.5<1.0
1.0<1.5
Frequency
15
12
10
Think
1
To find the 25th and 75th percentiles from the

ogive, first add a class centre column and a
cumulative frequency column to the frequency
distribution table and fill them in.
Volume (m3)
1.5<2.0
2.0<2.5
2.5<3.0
Frequency
8
2
4
Write
Volume
0.0<0.5
0.5<1.0
1.0<1.5
1.5<2.0
2.0<2.5
2.5<3.0
Class
centre
0.25
0.75
1.25
1.75
2.25
2.75
f
15
12
10
8
2
4
cf
15
27
37
45
47
51
441
Drawtheogive.Apercentageaxiswillbe
useful.
Findtheupperquartile(75thpercentile)and
lowerquartile(25thpercentile)fromtheogive.
Theinterquartilerangeisthedifference
betweentheupperandlowerquartiles.
100%
50
40
30
20
10
75%
50%
25%
0 5 75 25 5 5 75
0.2 0. 1. 1.7 2.2 2.
Volume (m3)
Cumulative frequency (%)
Q3=1.6m3
Q1=0.4m3
IQR=Q3-Q1
=1.6-0.4
=1.2m3
reMeMber
1. Range=highestscore-lowestscore
or
Range=Xmax-Xmin
2. Thedifferencebetweentheupperandlowerquartilesiscalledtheinterquartilerange,
IQR.IQR=Q3-Q1.TheIQRconsidersthemiddle50%ofthedata.
3. Forcontinuousdata,thequartilescanbeestimatedfromtheogive.
exercise
13b
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Activity 13-B-1
Range and quartiles

doc-5131
Activity 13-B-2
Practice with range

and quartiles
doc-5132
Activity 13-B-3
Range and quartiles

in depth
doc-5133
442
Measures of spread
flUeNcy
1 We4 Findtherangeforeachofthefollowingsetsofdata.
a 4,3,9,12,8,17,2,16
b 49.5,13.7,12.3,36.5,89.4,27.8,53.4,66.8
1
c 7 2 ,12 4 ,5 4 ,8 3 ,9 6 ,3 4
2 We5 Calculatetheinterquartilerange(IQR)forthefollowingsetsofdata.
a 3,5,8,9,12,14
b 7,10,11,14,17,23
c 66,68,68,70,71,74,79,80
d 19,25,72,44,68,24,51,59,36
3 Thefollowingstem-and-leafplotshowsthemassofnewbornbabies(roundedtothenearest
100g).Findthe:
a rangeofthedata
b IQRofthedata.
Key: 1*|9=1.9kg
Stem Leaf
1* 9
2
24
2* 6789
3
001234
3* 55678889
4
01344
4* 56689
5
0122
4 Use the ogive at right to determine the
interquartile range of the data.
100%
50
40
30
50%
20
10
100 120 140 160 180

Height (cm)
5 WE6 The following frequency distribution table gives the amount of time spent by 50 people
on shopping for Christmas presents. Estimate the IQR of the data.

Time (h)
0<0.5 0.5<1
Frequency
1<1.5
1.5<2
2<2.5
15
13
2.5<3 3<3.5 3.5<4

8
6 MC Calculate the interquartile range of the following data:

A 8
B 18
17, 18, 18, 19, 20, 21, 21, 23, 25

C 4
D 20
Understanding
7 The following frequency distribution table shows the life expectancy of 40 household batteries.
Life (hours)
50<55
55<60
60<65
65<70
70<75
75<80
Frequency
10
12
Draw an ogive curve which represents the data in the table above.
Use the ogive to answer the following questions.
i What is the median score?
ii What are the upper and lower quartiles?
iii What is the interquartile range?
iv How many batteries lasted less than 60 hours?
v How many batteries lasted 70 hours or more?
8 Calculate the IQR for the following data.
a
b

Class interval
Frequency
120<130
130<140
140<150
150<160
14
160<170
10
170<180
180<190
190<200
9 For each of the following sets of data, state: i the range and ii the IQR of each set.
a 6, 9, 12, 13, 20, 22, 26, 29
b 7, 15, 2, 26, 47, 19, 9, 33, 38
c 120, 99, 101, 136, 119, 87, 123, 115, 107, 100
443

reasoNiNG
10 AsnewlyappointedcoachofTerrorolosMeteorsnetballteam,Katedecidedtorecordeach
playersstatisticsforthepreviousseason.Thenumberofgoalsscoredbytheleadinggoal
shooterwas:
1,3,8,18,19,23,25,25,25,26,27,28,
28,28,28,29,29,30,30,33,35,36,37,40.
a Findthemeanofthedata.
b Findthemedianofthedata.
c Findtherangeofthedata.
d Findtheinterquartilerangeofthedata.
e Therearethreescoresthataremuchlowerthanmost.Explaintheeffectthesescoreshave
onthesummarystatistics.
11 Thefollowingback-to-backstem-and-leafplotshowstheagesof30pairsofmenandwomen
whenenteringtheirfirstmarriage.
Key: 1|6=16yearsold
Leaf Stem Leaf
Men
Women
998
1
67789
99887644320
2
001234567789
reflectioN
9888655432
3
01223479
What do measures of spread
6300
4
1248
tell us about a set of data?
60
5
2
a Findthemean,median,rangeandinterquartilerangeofeachset.
b Writeashortparagraphcomparingthetwodistributions.
eBook plus
Digital doc
WorkSHEET 13.1
doc-5311
13c
box-and-whisker plots
five-point summary
Afive-pointsummaryisalistconsistingofthelowestscore,lowerquartile,median,upper
quartileandgreatestscoreofasetofdata.
Afive-pointsummarygivesinformationaboutthespreadofasetofdata,asshowninthe
examplebelow.
Xmin
Q1
Median(Q2)
Q3
Xmax
4
15
21
23
28
WorkeD exaMple 7
From the following five-point summary: 29 37 39 44 48

find:
a the median
b the interquartile range
thiNk
Write
Thefiguresarepresentedintheorderoflowestscore,
lowerquartile,median,upperquartile,greatestscore.
Xmin=29,Q1=37,median=39,Q3=44,
Xmax=48
a Themedianis39.
a Median=39
b Theinterquartilerangeisthedifferencebetween
b IQR=Q3-Q1
theupperandlowerquartiles.
c Therangeisthedifferencebetweenthegreatest
scoreandthelowestscore.
444
c the range.
=44-37
=7
Range=Xmax-Xmin
=48-29
=19
A box-and-whisker plot (or boxplot) is a graph of the five-point summary. It is a powerful

way to show the spread of data.
Box-and-whisker plots consist of a central divided box with attached whiskers.
The box spans the interquartile range.
The median is marked by a vertical line inside the box.
The whiskers indicate the range of scores:
Indicates the
lowest score
Xmin
Indicates the
lower quartile
Q1
Indicates the
median
Med.
Indicates the
upper quartile
Q3
Indicates the
greatest score
Xmax
Box-and-whisker plots are always drawn to scale.

4
15
21 23
28
They are presented either with the five-point
summary figures attached as labels (diagram at
right) or with a scale presented alongside the box-and-whisker plot like the diagram below.
They can also be drawn vertically.
0
10
15
20
25
30
Scale
Identification of extreme values
Extreme values (outliers) often make the whiskers appear longer than they should and hence
give the appearance that the data are spread over a much greater range than they really are.
If an extreme value or outlier occurs in a set of data it can be denoted by a small cross on the
box-and-whisker plot. The whisker is then shortened to the next largest (or smallest) figure.
The box-and-whisker plot below shows that the lowest score was 5. This was an extreme
value as the rest of the scores were located within the range 15 to 42.
0
10
15
20
25
30
35
40
45 Scale
Worked Example 8
The following stem-and-leaf plot gives the speed of 25 cars caught by a roadside speed camera.
Key: 8|2 = 82 km/h, 8*|6 = 86 km/h
Stem Leaf
8
2 2 4 4 4 4
8* 5 5 6 6 7 9 9 9
9
0 1 1 2 4
9* 5 6 9
10
0 2
10*
11
4
a Prepare a five-point summary of the data.
b Draw a box-and-whisker plot of the data. (Identify any extreme values.)
c Describe the distribution of the data.
445
Think
1
25+1
th
2
First identify the positions of the median

and upper and lower quartiles. There are
25 pieces of data. The median is the
n +1
th score. The lower quartile is the
2
median of the lower half of the data.
The upper quartile is the median of the
upper half of the data (each half contains
12 scores).
The median is the
Mark the position of the median and

upper and lower quartiles on the stemand-leaf plot.
Key: 8|2 = 82 km/h

8*|6 = 86 km/h
score that is, the13th score.
The Q1 is the 12 +1 th score in the lower half that is,

2
the 6.5th score. That is, halfway between the 6th and 7th
scores.
The Q3 is halfway between the 6th and 7th scores in the
upper half of the data.
Stem
8
8*
9
9*
10
10*
11
Q1
Leaf
Median
2 2 4 4 4 4|
5 5 6 6 7 9 9 9
0 1 1 2 4|
5 6 9
0 2
Q3
4
Write the five-point summary:

The lowest score is 82.
The lower quartile is between 84 and 85;
that is, 84.5.
The median is 89.
The upper quartile is between 94 and 95;
that is, 94.5.
The greatest score is 114.
a Five-point summary: 82, 84.5, 89, 94.5, 114
Start by ruling a suitable scale.

Remember to include the units of
measurement. The box represents the
interquartile range and thus runs from
84.5 to 94.5. The median is a vertical
line in the box at 89. The whiskers
should extend to the lowest score
(82) and the highest score (114). But
the score 114 is a great deal higher
than any of the others in the set and
might be regarded as an extreme
value. It should be indicated by a
cross and the whisker will extend
only as far as 102 (the second largest
number in the set).
Even when the extreme value is excluded

the data appear to be skewed with high
values being spread over a much greater
range.
446
Write
80
90
100
110
km/h
The data are skewed (positively) and include one

extremely high value.
reMeMber
1. Afive-pointsummaryisalistconsistingofthelowestscore,lowerquartile,median,
upperquartileandgreatestscoreofasetofdata.
2. Abox-and-whiskerplotisagraphicalrepresentationofafive-pointsummaryandisa
powerfultooltoshowthespreadofdata.
3. Theboxspanstheinterquartilerange;themedianismarkedbyaverticallineinsidethe
boxandthewhiskersextendtothelowestandgreatestscores.
4. Box-and-whiskerplotsarealwaysdrawntoscale.
5. Ifanextremevalue(outlier)occursinasetofdata,itcanbedenotedbyasmallcross;
thewhiskeristhenshortenedtothenextlargest(orsmallest)value.
exercise
13c
iNDiviDUal
pathWays
flUeNcy
1 We7 Fromthefollowingfive-pointsummaryfind:
6,11,13,16,32
eBook plus
Activity 13-C-1
Constructing
boxplots
doc-5134
Activity 13-C-2
Boxplots and outliers

doc-5135
Activity 13-C-3
Boxplots with
decimals
doc-5136
a themedian
b theinterquartilerange
c therange.
2 Fromthefollowingfive-pointsummaryfind:
101,119,122,125,128
a themedian
c therange.
3 Fromthefollowingfive-pointsummaryfind:
39.2,46.5,49.0,52.3,57.8
a themedian
c therange.
4 Thebox-and-whiskerplot
50
70
90
110
130
150 Points
atrightshowsthedistribution
offinalpointsscoredbya
footballteamoveraseasons
roster.
a Whatwastheteamsgreatestpointsscore?
b Whatwastheteamsleastpointsscore?
c Whatwastheteamsmedianpointsscore?
d Whatwastherangeofpointsscored?
e Whatwastheinterquartilerangeofpointsscored?
5 Thebox-and-whiskerplotatrightshows
Number of
30 35 40 45 50 55 60 honey bears
thedistributionofdataformedbycounting
thenumberofhoneybearsineachofa
largesampleofpacks.
a Whatwasthelargestnumberofhoney
bearsinanypack?
b Whatwasthesmallestnumberofhoneybearsinanypack?
c Whatwasthemediannumberofhoneybearsinanypack?
d Whatwastherangeofnumbersofhoneybearsperpack?
e Whatwastheinterquartilerangeofhoneybearsperpack?
447
Questions 6 to 8 refer to the following box-and-whisker plot.

5
10
15
20
25
30 Score
6 MC The median of the data is:

A 20
B 23
C 25
D 31
7 MC The interquartile range of the data is:

A 23
B 26
C 5
D 20 to 25
8 MC Which of the following is not true of the data represented by the box-and-whisker
plot?
One-quarter of the scores are between 5 and 20.
Half of the scores are between 20 and 25.
The lowest quarter of the data is spread over a wide range.
Most of the data are contained between the scores of 5 and 20.
a
b
c
d
Understanding
9 The number of sales made each day by a salesperson is recorded over a 2-week period:
25, 31, 28, 43, 37, 43, 22, 45, 48, 33

a Prepare a five-point summary of the data. (There is no need to draw a stem-and-leaf plot
of the data. Just arrange them in order of size.)

b Draw a box-and-whisker plot of the data.
10 The data below show monthly rainfall in millimetres.
10
12
21
23
39
22
15
11
22
37
45
30

11 WE8 The stem-and-leaf plot at right details the age
of 25 offenders who were caught during

random breath testing.
c Describe the distribution of the data.
Key: 1|8 = 18 years

Stem Leaf
1 8 8 9 9 9
2 0 0 0 1 1 3 4 6 9
3 0 1 2 7
4 2 5
5 3 6 8
6 6
7 4
12 The following stem-and-leaf plot details the price at which 30 blocks of land in a particular
suburb sold for.
Key: 12|4 = $124000

Stem Leaf
12 4 7 9
13 0 0 2 5 5
14 0 0 2 3 5 5 7 9 9
15 0 0 2 3 7 7 8
16 0 2 2 5 8
17 5

(You might like to use a calculator for this question.)

448

Reasoning
13 The following data detail the number of hamburgers
sold by a fast food outlet every day over a 4-week

period.
M
125
144
132
148
187
172
181
134
157
152
126
155
183
188
131
121
165
129
143
182
181
152
163
150
148
152
179
181
a Prepare a stem-and-leaf plot of the data.
(Use a class size of 10.)


c What do these graphs tell you about hamburger sales?
14 The following data show the ages of 30 mothers upon the birth of their first baby.
22
21
18
33
17
23
22
24
24
20
25
29
32
18
19
22
23
24
28
20
31
22
19
17
23
48
25
18
23
20
a Prepare a stem-and-leaf plot of the data. (Use a class size of 5.)
b Draw a box-and-whisker plot of the data. Indicate any extreme values appropriately.
c Describe the distribution in words. What does the distribution say about the age that
mothers have their first baby?
15 MC Match the box-and-whisker plot at right with its most likely
histogram.
A f
B f
Size
Size
C f
D f
Size
13d
reflection
Size
What advantages and

disadvantages do
have as a visual form
of representing data?
The standard deviation
The standard deviation is the most useful measure of the spread of a data set. This is
because every score in the data set is used to calculate the standard deviation.
The standard deviation shows how much dispersion there is from the mean.
A low standard deviation indicates that the data values tend to be close to the mean.
A high standard deviation indicates that the data values tend to be spread out over a large range.
How the standard deviation is calculated is beyond this course; however, for our purposes we
can obtain the result using either a scientific or graphics calculator.
449
The standard deviation (s) can be found using the statistics function of your calculator. Enter
the scores into the calculator using the statistics function. The standard deviation can be
obtained using the sx function. This will vary between different models of calculator and you
may need to check with your teacher to find out how to retrieve the standard deviation on your
calculator.
Worked Example 9
For each of the following data sets find the standard deviation.
a 7, 5, 6, 3, 4, 8, 2, 3, 7, 8
b
Score
Frequency
13
14
20
Think
a
Write
Enter the scores into the statistics mode

or spreadsheet page of your scientific
or graphics calculator.
Write the answer from your calculator.
Enter the scores into the statistics mode

or spreadsheet page of your scientific
or graphics calculator.
Write the answer from your calculator.
s = 2.1
b
s = 0.94
Standard deviation can be used to measure consistency.

When the standard deviation is low we are able to say that the scores in the data set are more
consistent with each other.
Worked Example 10
The price of a fertiliser spray, in cents per litre, is recorded at 8 independent outlets in two different
suburbs.
Suburb A: 93.9 97.9 92.4 93.9 98.5 92.3 97.9 99.9
Suburb B: 95.9 94.9 96.9 93.9 97.9 93.5 96.9 98.9
In which suburb is the price of the fertiliser spray more consistent?
Think
450
Write
Enter the statistics for Suburb A into your

calculator and retrieve the standard deviation.
s = 3.02
Enter the statistics for Suburb B into your

calculator and retrieve the standard deviation.
s = 1.91
Make a conclusion based on which Suburb has

the lower standard deviation.
The price of the fertiliser spray is more consistent

in Suburb B.
reMeMber
1. Thestandarddeviationisthemostusefulmeasureofspread.
2. Thestandarddeviationisfoundbyenteringthedatasetintothestatisticsfunctionof
yourscientificorgraphicscalculator.
3. Alowerstandarddeviationindicatesthatthedataaremorebunchedorclusteredwhile
ahigherstandarddeviationindicatesthatthedataaremorespreadout.
4. Standarddeviationcanbeusedtomeasureconsistency(alowstandarddeviation
indicatinggreaterconsistency.)
exercise
13D
iNDiviDUal
pathWays
eBook plus
Activity 13-D-1
Standard deviation
doc-5137
the standard deviation

flUeNcy
1 We9a Findthestandarddeviationofeachofthefollowingdatasets.
a 3,5,8,2,7,1,6,5
b 11,8,7,12,10,11,14
c 25,15,78,35,56,41,17,24
d 5.2,4.7,5.1,12.6,4.8
2 We9b Findthestandarddeviationofeachofthefollowingdatasets.
a
Score
Frequency
Score
Frequency
Practice with
standard deviation
doc-5138
16
15
17
24
Activity 13-D-3
18
26
19
28
20
27
Score
Frequency
Score
Frequency
15
65
15
10
19
66
15
12
18
67
16
14
68
17
16
69
16
18
70
15
71
15
72
12
Activity 13-D-2
Standard deviation
in depth
doc-5139
3 Completethefollowingfrequencydistributiontableandusethetabletofindthestandard
deviationofthedataset.
Class
Class centre
Frequency
110
1120
15
2130
25
3140
4150
6
451

4 First-quarter profit increases for 8 leading companies are given below as percentages.
2.3 0.8 1.6 2.1 1.7 1.3 1.4 1.9

Calculate the standard deviation for this set of data and express your answer correct to
2 decimal places.
5 The heights in metres of a group of army recruits are given below.
1.81.951.871.771.751.791.811.831.761.801.921.871.851.83
2 decimal places.
6 Times (to the nearest tenth of a second) for the heats in
Key: 11|0 = 11.0 s
the open 100m sprint at the school sports are given at right.
Stem Leaf
Calculate the standard deviation for this set of data and
11 0
express your answer correct to 2 decimal places.
11 2 3
11 4 4 5
11 6 6
11 8 8 9
12 0 1
12 2 2 3
12 4 4
12 6
12 9
7 The number of outgoing phone calls from an office each day over a 4-week period is shown on
the stem plot below.
Key: 1|3 = 13 calls

Stem Leaf
0 8 9
1 3 4 7 9
2 0 1 3 7 7
3 3 4
4 1 5 6 7 8
5 3 8
2 decimal places.
8 MC A new legal aid service has been operational for only 5 weeks. The number of people
who have made use of the service each day during this period is set out below.
Key: 1|6 = 16 people
Stem Leaf
0 2 4
0 7 7 9
1 0 1 4 4 4 4
1 5 6 6 7 8 8 9
2 1 2 2 3 3 3
2 7
The standard deviation (to 2 decimal places) of these data is:
B 6.34
C 6.47
A 6.00
452
D 15.44

UNDerstaNDiNG
9 We10 Thefollowingdatarepresentthescoresof2golferson10roundsofgolfatthesame
course.
Greg: 65 74 76 68 72 77 66 69 74 70
Adam: 72 71 72 73 74 70 71 68 69 71
Whichgolferisthemoreconsistentplayer?
10 Mc ThedatagivenbelowrepresentAnnasmarksineachoffivetestsinfourdifferent
subjects.InwhichsubjectdoesAnnaachievethemostconsistentresults?
A English:
60 82 75 47 90
B Maths:
72 74 35 100 89
C Science:
50 57 65 46 50
D Geography: 60 70 65 85 79
reasoNiNG
11 Twoclassesofstudents,eachwith30students,sitforashortquiz.Theresultsofthequizare
showninthetablesbelow.Eachmarkisoutof10.
ClassA
ClassB
Mark
Frequency
Mark
Frequency
12
10
10
a Foreachclassfindthestandarddeviationofthemarks.
b Whichclasshadthemoreconsistentresults?Justifyyouranswer.
12 Acompanythatmakesbatteriesneedstotestabatchofbatteriestodetermineiftheyareof
satisfactoryquality.Theresultsofthetestingareshownbelow.
Life of battery
(hours)
eBook plus
Digital doc
WorkSHEET 13.2
doc-5318
Class centre
Frequency
0<5
5<10
16
10<15
18
15<20
15
20<25
25<30
a Completetheclasscentrecolumnofthefrequencydistributiontable.
b Findthemeanandstandarddeviationofthedata.
c Forthebatchtobeconsideredsatisfactory,the
meanofthedistributionmustbegreaterthan
reflectioN
13hoursandthestandarddeviationmustbeless
than6hours.Determineifthisisasatisfactory
batchandexplainyouranswer.
What does the standard deviation

tell us about a set of data?
453
13e
eBook plus
Interactivity
Parallel
boxplots
comparing data sets

Whenmultipledatadisplaysareusedtodisplaysimilarsetsofdata,comparisonsand
conclusionscanthenbedrawnaboutthedata.
Wecanuseback-to-back stem-and-leaf plotsandmultipleorparallelbox-and-whiskerplots
tohelpcomparestatisticssuchasthemedian,rangeandinterquartilerange.
int-2788
WorkeD exaMple 11
A shop compares the number of customers on

weekdays and weekends. Twenty weekdays and
twenty weekend days are chosen for the sample.
The back-to-back stem-and-leaf plot at right shows
the result.
a Find the median number of customers on
weekdays and weekends.
b Calculate the range of customer numbers on
weekdays and weekends.
c What conclusions can be made from the display
about the average number of customers on
weekdays and weekends?
1 | 2 = 12 customers
Leaf Stem
Weekday
7
0
86311
1
9666554331
2
952
3
5
4
5
Key:
thiNk
Write
a Thereare20scoresineachsetandsothemedian
24 + 25
2
=24.5
16 + 16
Weekends:Median=
2
=16
a Weekdays:Median=
willbetheaverageofthe10thand11thscores.
b Foreachdataset,subtractthelowestscorefrom
b Weekdays:Range=45-7
=38
Weekends:Range=57-7
=50
thehighestscore.
c Writeyourconclusionfromobservingthatthere
aregenerallyfewercustomersonweekendsandthe
resultsaremoreconsistentexceptforoneoutlier.
454
Leaf
Weekend
788
1124456667
2558
16
Therearegenerallyfewercustomers
onweekends.Thereisoneoutlierin
theweekendscores,causingtherange
tobelarger.However,apartfromthis
outlier,theweekendscoresareless
spreadout.
Intheaboveworkedexamplewecouldhavefoundtheinterquartilerangeasfurtherevidence
thatthescoresonweekendsaregenerallylessspreadout.
Themostcommonmethodforcomparingdatasetsistocomparethesummarystatisticsfrom
thedatasets.
Themeasuresofcentresuchasmeanandmedianareusedtocomparethetypicalscoreina
dataset.
Measuresofspreadsuchasrange,interquartilerangeandstandarddeviationareusedtomake
assessmentsabouttheconsistencyofscoresinthedataset.
WorkeD exaMple 12
Below are the scores for two students in eight mathematics tests throughout the year.
John:
45, 62, 64, 55, 58, 51, 59, 62
Penny: 84, 37, 45, 80, 74, 44, 46, 50
a Use the statistics function on a calculator to find the mean and standard deviation for each student.
b Which student had the better overall performance on the eight tests?
c Which student was more consistent over the eight tests?
thiNk
Write
a Enterthestatisticsintoacalculatorandusethex
a John:
x=57,s=6
Penny: x=57.5,s=17.4
functionforthemeanandthesfunctionforthe
standarddeviation.
b Comparethemeanforeachstudent.Thestudent
b Pennyperformedslightlybetteroverallas
withthehighermeanperformedbetteroverall.
hermeanmarkwashigherthanJohns.
c Comparethestandarddeviationforeachstudent.
Thestudentwiththelowerstandarddeviation
performedmoreconsistently.
Johnwasthemoreconsistentstudent
becausehisstandarddeviationwasmuch
lowerthanPennys.
reMeMber
1. Whenmultipledisplaysareusedfortwoormoresetsofdata,wecancompareand
contrastthedatasetsanddeterminewhetheranyrelationshipexistsbetweenthem.
2. Amultiplestem-and-leafplotallowsforaquickcomparisonofthedatafromwhichwe
caneasilycomparemedians,rangesandinterquartileranges.
3. Thesummarystatisticsfromtwodatasetscanbecomparedquicklyonabox-andwhiskerplot.
4. Themostcommonlyusedcomparisonsaresummarystatisticstocomparewhatisa
typicalscoreandwhatthespreadofthedatais.
exercise
13e
iNDiviDUal
pathWays
eBook plus
Activity 13-E-1
Comparing data 1
doc-5140
Activity 13-E-2
Comparing data 2
doc-5141
Activity 13-E-3
Comparing data 3
doc-5142
comparing data sets

UNDerstaNDiNG
1 We11 Theback-to-backstem-and-leafplotdrawnbelowshowsthenumberofdaysthatbotha
groupofboysandgirlswereabsentfromschooloveratwo-yearperiod.
Key: 2|1=21days
Leaf Stem
Boys
0
7410
1
9976653110
2
87752
3
2
4
5
Leaf
Girls
17
24799
133466
4448
36
4
a Calculatethemediannumberofdaysabsentforbothboysandgirls.
b Calculatetherangeforbothboysandgirls.
c Commentonthedistributionofdaysabsentforeachgroup.
455

2 A bank surveys the average morning and afternoon waiting times for customers. The figures
were taken each Monday to Friday in the morning and afternoon for one month. The stem-andleaf plot below shows the results.
Key: 1|2 = 1.2 minutes
Leaf Stem
Morning
7
0
86311
1
9666554331
2
952
3
5
4
5
Leaf
Afternoon
788
1124456667
2558
16
7
a Find the median morning waiting time and the median afternoon waiting time.
b Calculate the range for morning waiting times and the range for afternoon waiting times.
c What conclusions can be made from the display about the average waiting time at the
bank in the morning compared with the afternoon?

3 In a class of 30 students there are 15 boys and 15 girls. Their heights are measured (in metres)
and are listed below.
Boys:1.65, 1.71, 1.59, 1.74, 1.66, 1.69, 1.72, 1.66,
1.65, 1.64, 1.68, 1.74, 1.57, 1.59, 1.60
Girls:1.66, 1.69, 1.58, 1.55, 1.51, 1.56, 1.64, 1.69,
1.70, 1.57, 1.52, 1.58, 1.64, 1.68, 1.67
Display this information in a back-to-back stem-and-leaf plot.
Key: 1|5 = 15 vehicles
number of vehicles sold by the Ford and Holden
Leaf Stem Leaf
dealerships in a Sydney suburb each week for a threeFord
Holden
month period.
74
0
39
a State the median of both distributions.
952210
1
111668
b Calculate the range of both distributions.
8544
2
2279
c Calculate the interquartile range of both distributions.
0
3
5
d Show both distributions on a box-and-whisker plot.
4 The stem-and-leaf plot at right is used to display the
456

5 The box-and-whisker plot drawn below displays statistical data for two AFL teams over a
season.
Sydney Swans
Brisbane Lions
50 60 70 80 90 100 110 120 130 140 150 Points
a Which team had the higher median score?
b What was the range of scores for each team?
c For each team calculate the interquartile range.
6 Tanya measures the heights (in m) of a group of Year 10 boys and girls and produces the
following five-point summaries for each data set.

Boys: 1.45, 1.56, 1.62, 1.70, 1.81
Girls:1.50, 1.55, 1.62, 1.66, 1.73
Draw a box-and-whisker plot for both sets of data and display them on the same scale.
What is the median of each distribution?
What is the range of each distribution?
What is the interquartile range for each distribution?
Comment on the spread of the heights among the boys and the girls.
7 The box-and-whisker plots at right
Summer
show the average daily sales of cold
drinks at the school canteen in summer
Winter
and winter.
a Calculate the range of sales in
0 5 10 15 20 25 30 35 40 Daily sales
of cold
both summer and winter.
drinks
b Calculate the interquartile range
of the sales in both summer and
winter.
c Comment on the relationship between the two data sets, both in terms of measures of
centre and measures of spread.
8 MC Andrea surveys the age of people at
Movie A
two movies being shown at a local cinema.
The box-and-whisker plot at right shows the
Movie B
results.
0 10 20 30 40 50 60 70 80 Age
Which of the following conclusions could
be drawn based on the above information?
A Movie A attracts an older audience than Movie B.
B Movie B attracts an older audience than Movie A.
C Movie A appeals to a wider age group than Movie B.
D Movie B appeals to a wider age group than Movie A.
9 MC Note: There may be more than one correct answer.
The figures below show the age of the first 10 men and women to finish a marathon.
a
b
c
d
e
Men:
28, 34, 25, 36, 25, 35, 22, 23, 40, 24
Women: 19, 27, 20, 26, 30, 18, 28, 25, 28, 22
Which of the following statements is correct?
The mean age of the men is greater than the mean age of the women.
The range is greater among the men than among the women.
The interquartile range is greater among the men than among the women.
The standard deviation is greater among the men than among the women.
A
B
C
D
457

reasoNiNG
10 We12 CoryrecordedhismarksforeachtestthathedidinEnglishandSciencethroughoutthe
year.
English: 55,64,59,56,62,54,65,50
Science: 35,75,81,32,37,62,77,75
a InwhichsubjectdidCoryachievethebetteraveragemark?
b InwhichsubjectwasCorymoreconsistent?Explainyouranswer.
11 ThepolicesetuptworadarspeedchecksonabackstreetofSydneyandonamainroad.In
bothplacesthespeedlimitis60km/h.Theresultsofthefirst10carsthathavetheirspeed
checkedaregivenbelow.
Backstreet: 60,62,58,55,59,56,65,70,61,64
Mainroad: 55,58,59,50,40,90,54,62,60,60
a Calculatethemeanandstandarddeviationofthereadingstakenateachpoint.
b Onwhichroadaredriversgenerallydrivingfaster?
c Onwhichroadisthespreadofthereadingtakengreater?Justifyyouranswer.
12 NathanandTimanaarewingersintheirlocalrugbyleagueteam.Thenumberoftriestheyhave
scoredineachseasonarelistedbelow.
Nathan: 25,23,13,36,1,8,0,9,16,20
Timana: 5,10,12,14,18,11,8,14,12,19
Calculatethemeannumberoftriesscoredbyeachplayer.
Whatistherangeoftriesscoredbyeachplayer?
Whatistheinterquartilerangeoftriesscoredbyeachplayer?
Whichplayerwouldyouconsidertobethemoreconsistentplayer?Justifyyouranswer.
13 InboxesofSmartiesitisadvertisedthatthereare50Smartiesineachbox.Twomachines
areusedtodistributetheSmartiesintotheboxes.Theresultsfromasampletakenfromeach
machineareshowninthestem-and-leafplotbelow.
a
b
c
d
Key: 5|1=51 5*|6=56

Leaf Stem
MachineA
4
4
99877665
4*
43222111000000
5
55
5*
Leaf
MachineB
57899999999
0000011111223
9
a Displaythedatafrombothmachinesonparallelbox-and-whiskerplots.
b Calculatethemeanandstandarddeviationofthenumberofmatchesdistributedfrom
bothmachines.
c Whichmachineisthemoredependable?Justifyyouranswer.
458

14 a Go to the internet or some other information source and find the maximum daily
temperature in two cities each day over a period of one month.

b Enter the results into a spreadsheet.
c Use the AVERAGE function to find the mean daily temperature in each location.
d Use the STDEV function to find the standard deviation of the daily temperature in each
location.
e Draw a line graph to show the maximum daily
temperature in each location.

f Describe the similarities and differences of the
temperature pattern in each location.
Skewness
When comparing data sets, it is advisable to consider the

distribution of the data within the sets.
Consider the graph that has been drawn at right.
This graph is symmetrical, and we can see that the mean, median
and mode are all equal to 3. The majority of scores are clustered
around the mean. This is an example of a normal distribution.
Frequency
13f
reflection
What statistical values should be

used when comparing data sets?
10
9
8
7
6
5
4
3
2
1
The second graph shows a data set in which the scores are not
clustered and there are two modes at either end of the distribution.
In this example, although it is still symmetrical there are two
modes, 1 and 5, while the mean and median are still 3. This graph
can be described as bi-modal.
Frequency
1 2 3 4 5
Score
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5
Score
The figure at right shows the distribution of a set of scores on an exam.

a Is the graph symmetrical?
b What is the mode?
c Can the mean and median be seen from the graph and, if so, what are
their values?
Frequency
Worked Example 13
10
9
8
7
6
5
4
3
2
1
1617 18 19 20
Score
459
Think
Write
a Consider the columns either side of the middle. If
a The graph is symmetrical.
they are equal, then the graph is symmetrical.

b Look for the score or scores that occur the most
often.
c Since the graph is symmetrical, the middle score
will be the mean and the median.
b Mode = 17 and 19
c
Mean = 18
Median = 18
When a graph is not symmetrical, the mean and median cannot

be easily seen from the graph.
Consider the graph at right where the scores are gathered to the
lower end of the distribution.
The way in which the data are gathered to one end of the
distribution is called the skewness.
When a greater number of scores is distributed at the lower end
of the distribution, the data are said to be positively skewed.
Frequency
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6
Score
Similarly, when most of the scores are distributed at the

upper end, the data are said to be negatively skewed, as
shown at right.
Frequency
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6
Score
20
16
12
8
4
5160
6170
7180
8190
91100
The distribution at right shows the results of a Mathematics exam at

a certain school.
a What is the modal class?
b Describe the skewness of the data set.
Frequency
Worked Example 14
Exam score
Think
a Locate the modal class by considering which class
occurs most often. Which column is the largest?

b Observe where the majority of data are located. In
this case it is at the upper end of the distribution.
460
Write
a Modal class = 81 - 90
b The data are negatively skewed.
Therearemanyreasonswhyadatasetmaybeskewed.Inthecaseofanexam,aneasierexam
mayleadtonegativelyskeweddatawithmorestudentsobtainingahighermark,whileamore
difficultexammayleadtomorestudentsatthelowerendofthedistributionandhencethe
datawillbepositivelyskewed.
reMeMber
1. Adistributionissymmetricalwhenthedataareequallydistributedaroundthemean.
2. Whenthedataaresymmetrical,themedianandmeanwillbothbethemiddlescore.
3. Whenthedataareclusteredaroundthemean,thestandarddeviationissmaller.
4. Whenthemajorityofscoresareatthelowerendofadistribution,itissaidtobe
positivelyskewed.
5. Whenthemajorityofscoresareattheupperendofthedistribution,itissaidtobe
negativelyskewed.
13f
iNDiviDUal
pathWays
eBook plus
Activity 13-F-1
Skewed data
doc-5143
skewness
flUeNcy
1 We13 Thefigureatrightshowsthedistributionofasetofscores.
a Isthegraphsymmetrical?
b Whatisthemode?
c Canthemeanandmedianbeseenfromthegraphand,
ifso,whataretheirvalues?
Frequency
exercise
5
4
3
2
1
Activity 13-F-2
6 7 8 9 10
Score
More skewed data

doc-5144
2 Considerthedistributionshownatright.
a Arethedatasymmetrical?
b Whatisthemodalclass?
c Canthemeanandmedianbeseenfromthegraphand,
ifso,whataretheirvalues?
30
25
20
15
10
5
110
1120
2130
3140
4150
Tricky skewed data

doc-5145
Frequency
Activity 13-F-3
Score
3 Thetablebelowshowsthenumberofgoalsscoredbyasoccerteamthroughoutaseason.
a
b
c
d
Number of goals
Frequency
Showthisinformationinafrequencyhistogram.
Arethedatasymmetrical?
Whatisthemode?
Canthemeanandmedianbeseenforthisdistributionand,ifso,whataretheirvalues?
461

Understanding
Frequency
4 WE14 Consider the distribution shown at right.

a What is the modal class?
b Describe the skewness of the distribution.
70
60
50
40
30
20
10
1 2 3 4 5
Score
5 The table below shows the number of goals scored by a netball team throughout a season.
Number of goals
Frequency
1-10
13
1120
16
2130
27
3140
33
4150
31
6 MC The distribution represented by the graph at right is:

A positively skewed
B negatively skewed
C symmetrical
D normally distributed
Frequency
a Draw a frequency histogram of the data.

b Describe the data set in terms of its skewness.
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6
Score
Reasoning
7 A movie is shown at 30 cinemas across Sydney on its opening day. The number of people
attending at each cinema is shown in the table below.
a
b
c
d
462
Number of people
Frequency
150
51100
101150
151200
201250
10
Present the data in a frequency histogram.

Are the data symmetrical?
What is the modal class?
Describe the skewness of the distribution and explain possible reasons for the skewness.

8 Year10studentsatMerrigongHighSchoolsitexamsinScienceandMaths.Theresultsare
showninthetablebelow.
Mark
Number of students
Science
Number of students
Maths
5160
6170
10
7180
12
8190
91100
a Iseitherdistributionsymmetrical?
b Ifeitherdistributionisnotsymmetrical,statewhetheritispositivelyornegatively
skewed.
c Discussthepossiblereasonsforanyskewness.
d Statethemodalclassofeachdistribution.
e Inwhichsubjectisthestandarddeviationgreater?Explainyouranswer.
9 Drawanexampleofagraphthatis:
a symmetrical
b positivelyskewedwithonemode
c negativelyskewedwithtwomodes.
10 Anewdrugforthereliefofcoldsymptomshasbeendeveloped.Totestthedrug,40people
wereexposedtoacoldvirus.Twentypatientswerethengivenadoseofthedrugwhileanother
20patientsweregivenaplacebo.(In
medicaltestsacontrolgroupisoften
givenaplacebodrug.Thesubjectsin
thisgroupbelievethattheyhavebeen
giventherealdrugbutinfacttheirdose
containsnodrugatall.)Allparticipants
werethenaskedtoindicatethetime
whentheyfirstfeltreliefofsymptoms.
Thenumberofhoursfromthetimethe
dosewasadministeredtothetimewhen
thepatientsfirstfeltreliefofsymptoms
aredetailedbelow.
Group A (drug)
25
29
32
45
42
38
44
42
Group B (placebo)
25
17
35
42
34
32
25
18
18
35
21
47
37
62
42
17
62
34
13
32
35
22
28
28
20
21
32
24
38
32
35
36
a Detailthedataonaback-to-backstem-and-leafplot.
b Displaythedataforbothgroupsonabox-and-whisker
plot.
c Makecomparisonsofthedata.Usestatisticsinyour
eBook plus
Digital doc
WorkSHEET 13.3
doc-5325
answer.
d Doesthedrugwork?Justifyyouranswer.
e Whatotherconsiderationsshouldbetakenintoaccount
whentryingtodrawconclusionsfromanexperimentof
thistype?
reflectioN
What is a quick way to

remember the shape of
positively and negatively
skewed graphs?
463
Summary
For ungrouped data the following measures of central tendency are used.
The mean is the sum of scores in a given set of data divided by the number of scores in
the set.
x
x=
is used when a list of scores is given.
n
( f x )
x=
is used when a frequency distribution table is given.
n
The median is:
(a) the middle score for an odd number of scores arranged in numerical order
(b) the average of the two middle scores for an even number of scores arranged in numerical
order.
n +1
th position.
Its location is determined by finding the score in the
2
The mode is the score that occurs most often in a set of data.
For grouped data the following measures of central tendency are used.
( f x )
The mean is x =
, where x represents the midpoint of a class interval.
n
The median can be estimated from the ogive by finding the 50th percentile.
The modal class is given by the class interval with the highest frequency.
Measures of spread
Range = highest score - lowest score or range = Xmax - Xmin

The difference between the upper and lower quartiles is called the interquartile range, IQR.
IQR = Q3 - Q1. The IQR considers the middle 50% of the data.
For continuous data, the quartiles can be estimated from the ogive.
A five-point summary is a list consisting of the lowest score, lower quartile, median, upper
quartile and greatest score of a set of data.
A box-and-whisker plot is a graphical representation of a five-point summary and is a
powerful tool to show the spread of data.
The box spans the interquartile range; the median is marked by a vertical line inside the box
and the whiskers extend to the lowest and greatest scores.
Box-and-whisker plots are always drawn to scale.
If an extreme value (outlier) occurs in a set of data, it can be denoted by a small cross; the
whisker is then shortened to the next largest (or smallest) value.
The standard deviation
The standard deviation is the most useful measure of spread.

The standard deviation is found by entering the data set into the statistics function of your
scientific or graphics calculator.
A lower standard deviation indicates that the data are more bunched or clustered while a
higher standard deviation indicates that the data are more spread out.
Standard deviation can be used to measure consistency (a low standard deviation indicating
greater consistency.)
Comparing data sets
464
When multiple displays are used for two or more sets of data, we can compare and contrast
the data sets and determine whether any relationship exists between them.
Amultiplestem-and-leafplotallowsforaquickcomparisonofthedatafromwhichwecan
easilycomparemedians,rangesandinterquartileranges.
Thesummarystatisticsfromtwodatasetscanbecomparedquicklyonabox-and-whisker
plot.
Themostcommonlyusedcomparisonsaresummarystatisticstocomparewhatisatypical
scoreandwhatthespreadofthedatais.
Skewness
Adistributionissymmetricalwhenthedataareequallydistributedaroundthemean.
Whenthedataaresymmetrical,themedianandmeanwillbothbethemiddlescore.
Whenthedataareclusteredaroundthemean,thestandarddeviationissmaller.
Whenthemajorityofscoresareatthelowerendofadistribution,itissaidtobepositively
skewed.
Whenthemajorityofscoresareattheupperendofthedistribution,itissaidtobenegatively
skewed.
Homework
Book
465
Chapter review
Fluency
1 Find the mean, median and mode for each of the
following sets of data:

a 7, 15, 8, 8, 20, 14, 8, 10, 12, 6, 19
b Key: 1|2 = 12
Stem Leaf
1 26
2 178
3 033468
4 01159
5 136
c
Score (x)
Frequency (f)
70
71
72
73
74
79
23689
02455788
1258899
03578
003
a pair of parallel box-and-whisker plots to

represent the two sets of data.
b Find the mean, median, range, interquartile
range and standard deviation of each set.
c Compare the two distributions, using your
answers to parts a and b.
5 Consider the box-and-whisker plot drawn
13
14
15
16
17
18
19
12
c Key: 1|8 = 18
Leaf
7889
12445777899
0001347
3 For each of the following data sets, find the
interquartile range.
a 18, 14, 15, 19, 20, 11, 16, 19, 18, 19
b Key: 9|8 = 9.8
Stem Leaf
8 7889
9 02445777899
10 0 1 1 1 3
4 The following back-to-back stem-and-leaf plot
shows the typing speed in words per minute (wpm)

of 30 Year 8 and Year 10 students.
below.
10 15 20
40 Score
6 The following data give the amount of cut meat
(in kg) obtained from each of 20 lambs.

4.5 6.2 5.8 4.7 4.0 3.9 6.2 6.8 5.5 6.1
5.9 5.8 5.0 4.3 4.0 4.6 4.8 5.3 4.2 4.8
a Detail the data on a stem-and-leaf plot. (Use a
class size of 0.5 kg.)

b Prepare a five-point summary of the data.
c Draw a box-and-whisker plot of the data.
7 Find the standard deviation of each of the following
data sets.
a 58, 12, 98, 45, 60, 34, 42, 71, 90, 66
b
12
Stem
0
1
2
25 30 35
a Find the median.

b Find the range.
c Find the interquartile range.
c Key: 1|4 = 14
466
Leaf
Year 10
a Using a calculator or otherwise, construct
2 For each of the following data sets, find the range.

a 4, 3, 6, 7, 2, 5, 8, 4, 3
b
Stem
1
2
3
Key: 2|6 = 26 wpm

Leaf Stem
Year 8
99
0
9865420
1
988642100
2
9776410
3
86520
4
5
6
Leaf
1344578
00012245789
022357

8 MC The Millers obtained a number of quotes on
the price of having their home painted. The quotes,

to the nearest hundred dollars, were:
4200 5100 4700 4600
4800 5000 4700 4900
The standard deviation for this set of data, to

the nearest whole number is:
A 12
B 14
C 17
D 35
10 Each week, varying amounts of a chemical are
added to a filtering system. The amounts required
(in mL) over the past 20 weeks are shown in the
stem-and-leaf plot below.
Key: 3|8 represents 0.38 mL
Stem Leaf
2 1
2 2 2
2 4 4 4 5
2 6 6
2 8 8 9 9
3 0
3 2 2
3 4 5
3 6
3 8
Calculate to 2 decimal places the standard
deviation of the amounts used.
problem solving
11 A sample of 30 people was selected at random
from those attending a local swimming pool.

Their ages (in years) were recorded as
follows:
The standard deviation for this set of data, to the
nearest whole dollar, is:
A 260
B 278
C 324
D 325
9 MC The number of Year 12 students who, during
semester 2, spent all their spare periods studying in

the resource centre is shown on the stem-and-leaf
plot below.
Key: 2|5 = 25 students
Stem Leaf
0 8
1
2 5 6 6 7
3 0 2 3 6 9
4 7 9
5 6
6 1
19 7
40 37
40 36
20 29
58
32
33
38
41
29
59
24
17
21
65
10
23 62 55
18 16 10
68 15 9
30
a Find the mean and the median age of the
people in this sample.

b Group the data into class intervals of
c
d
e
f
10 (09 etc) and complete the frequency

distribution table.
Use the frequency distribution table to estimate
the mean age.
Calculate the cumulative frequency and, hence,
plot the ogive.
Estimate the median age from the ogive.
Compare the mean and median of the original
data in part a with the estimates of the mean
and the median obtained for the grouped data
in parts c and e.
Were the estimates good enough? Explain your
answer.
467

12 Consider the box-and-whisker plot below which
shows the number of weekly sales of houses by two

real estate agencies.
15 The table below shows the number of cars that
are garaged at each house in a certain street each

night.
HJ Looker
Hane & Roarne
0 1 2
3 4
5 6
9 10 Number of
weekly sales
a What is the median number of weekly sales for
each real estate agency?

b Which agency had the greatest range of sales?
c Which agency had the greatest interquartile
range of sales?
d Which agency performed better? Explain your
answer.
13 Kloe compares her English and Maths marks. The
results of eight tests in each subject are shown
below.
Number of cars
Frequency
English: 76, 64, 90, 67, 83, 60, 85, 37

Maths: 80, 56, 92, 84, 65, 58, 55, 62
a Calculate Kloes mean mark in each subject.
b Calculate the range of marks in each subject.
c Calculate the standard deviation of marks in
each subject.
d Based on the above data, in which subject
would you say that Kloe has performed more

consistently?
14 Consider the data set represented by the frequency
histogram below.
Frequency
10
9
8
7
6
5
4
3
2
1
0
1 2 3 4 5
Score
a Are the data symmetrical?

b Can the mean and median of the data be seen?
If so, what are their values?

c What is the mode of the data?
468
a Show these data in a frequency histogram.

b Are the data positively or negatively skewed?
Justify your answer.

16 Find the mean, median and mode of this data set:
2, 5, 6, 2, 5, 7, 8. Comment on the shape of the

distribution.

17 Mc Adatasethasameanof75andastandard
deviationof5.Anotherscoreof50isaddedtothe
dataset.Whichofthefollowingwilloccur?
A Themeanwillincreaseandthestandard
deviationwillincrease.
B Themeanwillincreaseandthestandard
deviationwilldecrease.
C Themeanwilldecreaseandthestandard
deviationwillincrease.
D Themeanwilldecreaseandthestandard
deviationwilldecrease.
18 Mc Note:Theremaybemorethanonecorrect
answer.
Adatasethasameanof60andastandard
deviationof10.Ascoreof100isaddedtothe
dataset.Thisscorebecomesthehighestscorein
thedataset.Whichofthefollowingwillincrease?
A Mean
B Standarddeviation
C Range
D Interquartilerange
eBook plus
Interactivities

int-2861
int-2859
int-2860
469
eBook plus
activities
Chapter opener
(page429)
Hungrybrainactivity(doc-5298):Chapter13
Digital doc
Are you ready?
(page430)
SkillSHEET13.1(doc-5299):Findingthemeanofa
smalldataset
SkillSHEET13.2(doc-5300):Findingthemedianof
asmalldataset
SkillSHEET13.3(doc-5301):Findingthemodeofa
smalldataset
SkillSHEET13.4(doc-5302):Findingthemean,
medianandmodefromastem-and-leafplot
SkillSHEET13.5(doc-5303):Presentingdataina
frequencydistributiontable
SkillSHEET13.6(doc-5304):Drawingstatistical
graphs
Digital docs
13A Measures of central tendency

Digital docs
Activity13-A-1(doc-5128):Mean,medianand
mode(page435)
Activity13-A-2(doc-5129):Practicewithmean,
medianandmode(page435)
Activity13-A-3(doc-5130):Mean,medianand
modeindepth(page435)
SkillSHEET13.1(doc-5299):Findingthemeanofa
smalldataset(page435)
SkillSHEET13.2(doc-5300):Findingthemedianof
asmalldataset(page436)
SkillSHEET13.3(doc-5301):Findingthemodeofa
smalldataset(page436)
SkillSHEET13.4(doc-5302):Findingthemean,
medianandmodefromastem-and-leafplot
(page436)
SkillSHEET13.5(doc-5303):Presentingdataina
frequencydistributiontable(page437)
SkillSHEET13.6(doc-5304):Drawingstatistical
graphs(page438)
13B Measures of spread
Digital docs
Activity13-B-1(doc-5131):Rangeandquartiles
(page442)
Activity13-B-2(doc-5132):Practicewithrangeand
quartiles(page442)
Activity13-B-3(doc-5133):Rangeandquartilesin
depth(page442)
WorkSHEET13.1(doc-5311):UnivariatedataI
(page444)
470
13C Box-and-whisker plots
(page447)
Activity13-C-1(doc-5134):Constructing
boxplots
Activity13-C-2(doc-5135):Boxplotsandoutliers
Activity13-C-3(doc-5136):Boxplotswith
decimals
Digital docs
13D The standard deviation

Digital docs
Activity13-D-1(doc-5137):Standarddeviation
(page451)
Activity13-D-2(doc-5138):Practicewithstandard
deviation(page451)
Activity13-D-3(doc-5139):Standarddeviationin
depth(page451)
WorkSHEET13.2(doc-5318):UnivariatedataII
(page453)
13E Comparing data sets
Interactivity (page454)
Parallelboxplots(int-2788)
Digital docs (page455)
Activity13-E-1(doc-5140):Comparingdata1
13F Skewness
Digital docs
Activity13-F-1(doc-5143):Skeweddata(page461)
Activity13-F-2(doc-5144):Moreskeweddata
(page461)
Activity13-F-3(doc-5145):Trickyskeweddata
(page461)
WorkSHEET13.3(doc-5325):UnivariatedataIII
(page463)
Chapter review
Interactivities (page468)
chapter
chapter

www.jacplus.com.au
stAtistiCs AND probAbility DAtA represeNtAtioN AND iNterpretAtioN
14
bivariate data
14a Identifying related pairs of variables

14b Graphing bivariate data
14c Scatterplots
WhAt Do yoU kNoW ?
1 List what you know about data that
shows relationships between two
variables (such as height and mass data
for a group of people). Create a concept
map to show your list.
data of this type.
eBook plus
Digital doc

Chapter 14
doc-5326
opeNiNg QUestioN
If you graphed the height against the

mass for all the people in this group,
would the result be a straight line?
Are you ready?
eBook plus
Digital doc
SkillSHEET 14.1
doc-5327
eBook plus
Digital doc
SkillSHEET 14.2
doc-5328
eBook plus
Digital doc
SkillSHEET 14.3
doc-5329
eBook plus
Digital doc
SkillSHEET 14.4
doc-5330
Distinguishing qualitative from quantitative data

1 Statewhetherthefollowingpiecesofdataarenumericalornon-numerical.
a Themonthlytemperatures
b Thebrandsofsoftdrinks
c Thetypesofdogs
d Thebalanceinabankaccount
Distinguishing discrete from continuous data
2 Statewhetherthefollowingpiecesofdataarediscreteorcontinuous.
a Thedailytemperature
b Yourheight
c Thetimetakentoswim100m
d Thenumberofchildreninyourfamily
Determining independent and dependent variables
3 Foreachofthefollowing,statetheindependentandthedependentvariables.
a Thenumberofkilogramsofpotatoespurchasedandthetotalcost.
b Thenumberofswimmersinapublicswimmingpoolandthetemperatureforthatday.
c Theheightandageofastudent.
Reading scales (how much is each interval worth?)
4 Forthescalesshown,howmuchiseachintervalworth?
a 20
30
b
eBook plus
Reading a column graph

Cost of grapes (per kg) between January and May
Digital doc
SkillSHEET 14.5
doc-5331
4.40
4.20
Price ($)
4.00
3.80
3.60
3.40
3.20
3.00
January February March

Month
April
May
5 Usetheabovecolumngraphtoanswerthefollowingquestions.
a WhatwasthepriceofgrapesinMarch?
b Inwhichmonthdidgrapescosttheleast?
c Duringhowmanymonthswasthecostofgrapesrecorded?
d Inwhichmonthwasthecostofgrapesthehighest,andwhatwasthiscost?
472
Digital doc
SkillSHEET 14.6
doc-5332
Reading line graphs

6 Thelinegraphatrightshowstheheight
ofachild(Timmy)over5years.
a HowtallwasTimmyatthestartofthe
measurementperiod?
b HowmuchdidTimmygrowinthe
firstyear?
c HowmuchdidTimmygrowoverthe
fiveyears?
d HowmanyyearsdidittakeforTimmy
togrow10cm?
170
Increase in Timmys height

between 2005 and 2010
160
Height (cm)
eBook plus
150
140
130
120
110
100
2005 2006 2007 2008 2009 2010
Years
eBook plus
Digital doc
SkillSHEET 14.7
doc-5333
Plotting coordinate points

7 StatethesizeandthedirectionofthemovesfromtheoriginofaCartesianplaneneededto
locateeachofthefollowingpoints.
a A(3,2)
b B(5,0)
c C(0,7)
d D(2.5,1.5)
Chapter 14 bivariate data
473
statistics AND probability Data representation and interpretation
14A
Identifying related pairs of variables

Univariate and bivariate data
Univariate data have only one variable for each piece of data.
This is the type of data we have considered so far. For example, we have looked at data
like the heights of a group of students and the number of children per family in a group of
families.
Bivariate data have pairs of variables for each piece of data; for example, a persons height
and weight.
Variables
Variables (like height and weight) are shown as symbols, that can take the place of a range of
numbers or pieces of data. For example, we might let the height of a tree be represented by
the variable h, or the length of the shadow of the tree by the variable l.
By using variables and their symbols in this way, we are able to write relationships between
variables in terms of an equation.
Data can be qualitative (nominal, ordinal) or quantitative (discrete, continuous). In this
chapter we deal mainly with quantitative data.
Worked Example 1
Classify the following types of data.

a Time b Shoe size c Eye colour
Think
Write
a Time can be measured in various units, such as years,
a Time measurements give quantitative,
days, minutes and seconds. It is recorded in numbers;

that is, how many there are of these units (and any of
their fractions, so it is continuous).
b Shoes come only in set sizes. You cannot get sizes in
continuous data.
b Shoe sizes are quantitative, discrete
data.
between these.
c
Eye colour does not measure how much or how many. It

represents a description of the colour of the eye.
Eye colour is qualitative, nominal data.
Dependent and independent variables
Bivariate data consist of two variables.

One variable is generally the dependent variable, and the other the independent variable.
The dependent variable, as the name suggests, is the one whose value depends on the other
variable. The independent variable takes on values that do not depend on the value of the
other variable.
When data are expressed in the form of a table, generally the independent variable is written
in the first row or the first column.
The independent variable is placed on the x-axis and the dependent variable on the y-axis.
Worked Example 2
State the dependent and the independent variable in each of the following pairs of data.
a Age and height of a child
b Cost of bus fare and distance travelled in the bus
c Number of people at a football match and the number of drinks sold there.
474
Think
Write
a Generally, a child grows taller with increasing
a Height is the dependent variable, and age the
age (height depends on age).

b The fare is more when you travel further (fare
independent variable.
b Cost is the dependent variable, and distance the
depends on distance).
c
More drinks will be sold if more people are

there (number of drinks sold depends on
number of people).
c
Number of drinks sold is the dependent variable,

while number of people at the match is the
Identifying a relationship
The options we have when considering two variables are as follows.

There is a relationship between them.
There is no relationship between them.
If there is a relationship, it can be classified as being strong, moderate or weak. The
relationship can also be regarded as positive or negative.
If one variable increases as the other increases, the relationship is positive.
If one variable increases as the other decreases, the relationship is negative.
Worked Example 3
For each of the following pairs of variables, indicate:

i whether you think there is a relationship between them, and if so
ii whether the relationship is positive or negative, and
iii the strength of the relationship.
a A persons height (h) and mass (m)
b The length of a song (l) and its position on a CD (p)
c The speed of travel (s) and the time taken to reach a destination (t).
Think
a
Write
Generally as a person grows taller, their

mass changes.
ii
With increasing height, generally mass also

increases.
The relationship is positive.
iii
This change tends to be quite consistent.
The relationship is quite strong.
Short songs are not put at the beginning, and

long songs at the end. There is no particular
order to the songs.
a There is a relationship between h and m.
b There is no relationship between the l and p.
As speed changes, the time taken to reach a

destination also changes.
ii
With a faster speed it takes less time to

reach a destination.
The relationship is negative.
iii
The change tends to be consistent since

travelling at twice the speed will halve the
time.
There is a strong negative relationship.
There is a relationship between s and t.
Chapter 14 Bivariate data
475
reMeMber
1. Datacanbequalitative(nominal,ordinal)orquantitative(discrete,continuous).
2. Thedependentvariableistheonewhosevaluedependsontheothervariable.The
independentvariabletakesonvalueswhichdonotdependonthevalueoftheother
variable.Theindependentvariableisrecordedinthefirstroworcolumnofatable,and
placedonthex-axisofagraph.
3. Ifthereisarelationshipbetweentwovariables:
itcanbepositiveornegative
itcanbestrong,moderateorweak.
exerCise
14A
iNDiViDUAl
pAthWAys
eBook plus
Activity 14-A-1
Pairs of variables
doc-5146
Activity 14-A-2
More pairs of
variables
doc-5147
Activity 14-A-3
Advanced pairs of
variables
doc-5148

flUeNCy
1 We1 Classifythefollowingtypesofdata,usingtwowordsfromthefollowing:qualitative,
quantitative,nominal,ordinal,discreteandcontinuous.
a Thenumberofchildreninyourschool
b Thetypesofbicyclesstudentsridetoschool
c Theheightsofstudentsinyourclass
d Themassofyourtextbooks
e Thelanguagesyouspeakathome
f Thetimeittakesyoutotraveltoschool
g Thenumberofcousinseachpersoninyourclasshas
h Thetimeittakesyoutorun100m.
2 Explainthedifferencebetweendiscreteandcontinuousdata.
3 Explainwhetherdatacanbe:
a nominalanddiscrete
b ordinalandcontinuous.
4 We2 Statethedependentandtheindependentvariableineachofthefollowingpairsof
data.
a Timespenttravellingtoschoolanddistancetoschool
b Theheartrateofarunnerandtherunningspeed
c ThevalueofaCDcollectionandthenumberofCDsinthecollection
d Theamountofcomputermemoryusedbyafileandthelengthofthefile
e Thecostofasecond-handcarandtheageofthecar.
5 We3 Foreachofthefollowingpairsofvariables,indicate:
i whetheryouthinkthereisarelationshipbetweenthemand,ifso,
ii whethertherelationshipispositiveornegative,and
iii thestrengthoftherelationship.
a Lengthofyourfoot(f )andlengthofyourhair(h)
b CostofaTVset(c)andthesizeofitsscreen(s)
c Lengthofarace(l)andthetimetaken(t)
d Sizeofananimalspaw(p)andthesizeoftheanimal(a)
e Heightofaperson(h)andtheirarmspan(a)
f TimeittakesatraintotravelfromAtoB(t)andthetimeittakesabustotravelfrom
AtoB(b).
476

Understanding
6 It was a hot day at the beach. The lifesavers
noticed there was an increase of 20% in the

number of people seeking help with
sunburn. On the same day, the caf also
recorded an increase of 20% in their
ice-cream sales. Since both of these
variables increased, explain whether there is
a relationship between the two, and if so,
the strength of the relationship.
reflection
How can we know if there
is a relationship between
two variables?
14B
Graphing bivariate data
When a set of bivariate data is collected, it is generally first organised into a table.
A graph is then drawn to display the trends in the data.
This visual representation shows at a glance whether there is a relationship between the
two variables and, if so, the strength of the relationship.
Drawing column graphs from data tables
When we dealt previously with column graphs for univariate data, we used qualitative data
with a frequency distribution table.
When we draw column graphs from bivariate data, both variables are quantitative data.
As mentioned previously, when drawing a graph we must make sure we place the independent
variable on the x-axis and the dependent variable on the y-axis.
Worked Example 4
1
This table shows data collected by measuring the length of the shadow of a stick every 2 hour from
noon until 4.00 pm.
Time (t)
Length of shadow (l) (cm)
12.00 pm
20
12.30 pm
32
1.00 pm
48
1.30 pm
60
2.00 pm
76
2.30 pm
88
3.00 pm
100
3.30 pm
112
4.00 pm
128
Draw a column graph to display the data.

477
Think
Write/DRAW
The length of the shadow

depends on the time of day, so
time is the independent variable,
so it must be placed on the
x-axis. Choose a suitable scale.
Draw columns for each reading.
Draw up axes with time on the x-axis and length of shadow on

the y-axis.
Length of shadow (cm)
Shadow length over time
130
120
110
100
90
80
70
60
50
40
30
20
10
0
12.00 12.30 1.00 1.30 2.00 2.30 3.00 3.30 4.00

Noon pm pm pm pm pm pm pm pm
Time
Using a column graph to create a scatterplot
Once a column graph has been drawn, the height of each column can be used to plot points of
the bivariate data.
These types of graphs are called scatterplots.
Worked Example 5
a Use the column graph showing length of a shadow over time from Worked example 4 to create a
scatterplot of the bivariate data.
b Comment on the trend shown by the scatterplot.

Think
1
Place dots at the tops of

the columns to represent
the length of the shadow
at that time.
Write/DRAW
130
120
110
100
90
80
70
60
50
40
30
20
10
0
478
12.00 12.30 1.00 1.30 2.00 2.30 3.00 3.30 4.00

Time
Erase the columns,

leaving the dots on the
graph.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
b Examine the points on the
graph, looking for trends. As the

time increases, the length of the
shadow increases.
12.00 12.30 1.00 1.30 2.00 2.30 3.00 3.30 4.00

Time
b The scatterplot shows a strong, positive relationship between the
time of the reading and the length of the shadow.
Note that this trend applies only to the data shown. It is obvious that the trend in this case
will not continue much longer, as the sun will soon set and there will be no shadow. Would
the trend be the same if the experiment was conducted in the morning? It is important to
understand that the trends of data collected from an experiment may change under different
circumstances.
Even when we do not know what the particular variables represent, we can still determine the
type of relationship between them.
Worked Example 6
This column graph shows the relationship between two variables, p and m.
a Produce a scatterplot from the column graph.
b Comment on the trend shown by the scatterplot.
p
479
Think
Place dots at the tops of

the columns then erase the
columns, leaving the dots on
the graph.
Write/DRAW
0
b
Examine the points on the

graph, looking for trends.
As the value of p increases,
the value of m generally
decreases.
b The scatterplot shows a negative relationship. As the value of p
increases, the value of m generally decreases. The points do not

all lie on a straight line. The negative relationship is fairly strong.
When working with bivariate data, it is a good idea to examine the data and consider the
questions that could be posed about the data.
Consider this scatterplot, which shows the number of sick days taken
in a year by 10 employees, and relates this to the number of children
they have.
Write two questions which an employer may be hoping to answer from
this data.
Think
Number of sick days
Worked Example 7
12
8
4
0
0 2 4 6
Number of children
Write
Think of questions that an

employer would like to know
about the number of sick days
taken by her staff.
Do those employees with more children have more sick days?

If the staff allocation is 5 sick days a year, which staff members
are taking more than their allocation?
Which employees need assistance with regard to the number of
sick days they take?
remember
1. Scatterplots can be drawn from column graphs.

2. The position of the points on a scatterplot indicates the relationship between the two
variables.
3. Examine collected bivariate data and consider the questions that could be answered.
480
iNDiViDUAl
pAthWAys
eBook plus
Activity 14-B-1
Scatterplots
doc-5149
Activity 14-B-2
More scatterplots
doc-5150
Activity 14-B-3
Advanced
scatterplots
doc-5151
graphing bivariate data

flUeNCy
1 We 4 Thistableshowsthenumberofgoalsscoredinaballgame.
Time after start (min)
10
20
30
40
50
60
70
80
90
100
Number of goals
12
17
19
25
28
30
35
38
42
Drawacolumngraphtodisplaythedata.
2 We 5 a UsethecolumngraphyoucreatedinQuestion1tocreateascatterplot.
b Commentonthetrendshownbythescatterplot.
3 We 6 Thiscolumngraphshowstherelationshipbetweentwovariablesrandb.
70
60
50
40
30
20
10
0
9 10 11 12
a Produceascatterplotfromthecolumngraph.
b Commentonthetrendshownbythescatterplot.
4 We 7 Writeonequestionthatcouldbeaskedforeachofthefollowingsetsofbivariate
datacollected.
a Lengthofnewbornbabyandheightoffather
b Lengthofformaleducationandincomeinajob
c Ageandexerciseperformed.
UNDerstANDiNg
5 Eachpointonthescatterplotatrightshowsthetime
(inweeks)spentbyapersononahealthydietandthe
correspondingmasslost(inkg).
Studythescatterplotandstatewhethereachofthe
followingistrueorfalse.
a Thenumberofweeksthatthepersonstaysonadietis
theindependentvariable.
b They-coordinatesofthepointsrepresentthetime
spentbyapersononadiet.
c Thereisevidencetosuggestthatthelongertheperson
staysonadiet,thegreaterthelossinmass.
d Thetimespentonadietistheonlyfactorthat
contributestothelossinmass.
Loss in mass (kg)
14b
exerCise
Number of weeks
481

e The relationship between
Temperature (C)
the number of weeks on

the diet and the number
of kilograms lost is
positive.
6 MC The scatterplot that best
represents the relationship between
the amount of water consumed
daily by a certain household for a
number of days in summer and the
daily temperature is:
Water usage (L)
Water usage (L)
Temperature (C)
Temperature (C)
Water usage (L)
Water usage (L)
of sides and the sum of interior angles for a

number of polygons.
Which of the following statements is not
true?
a The relationship between the number of
sides and the angle sum of the polygon is
perfectly linear.
b The increase in the number of sides causes
the increase in the size of the angle sum.
c The number of sides depends on the sum
of the angles.
d The angle sum is the dependent variable.
e The relationship between the two variables
is positive.
Sum of angles ()
7 MC The scatterplot at right shows the number
482
Water usage (L)
Temperature (C)
Temperature (C)
1300
1200
1100
1000
900
800
700
600
500
400
300
200
3
5 6 7 8 9 10
Number of sides

8 MC Afterstudyinganon-linearscatterplot,itwasconcludedthattherewasevidencethatthe
greaterthelevelofonevariable,thesmallertheleveloftheothervariable.Thescatterplotmust
haveshowna:
a strong,positiverelationship
b strong,negativerelationship
c moderate,positiverelationship
d moderate,negativerelationship
e weak,positiverelationship.
9 MC Inwhichofthefollowingisnorelationshipevidentbetweenthevariables?
a y
b y
c y
x
x
d y
e y
eBook plus
Digital doc
10 Giveanexampleofasituationwherethescatterplotmaylookliketheonesbelow.
a y
b y
WorkSHEET 14.1
doc-5334
refleCtioN
Why is a scatterplot an important
tool for analysing data?
14C
eBook plus
Interactivity
Scatterplots
int-2789
scatterplots
Anidealwaytodeterminewhetherthereisarelationshipbetweentwovariablesisthrough
theuseofscatterplots.
Aswesaw,thepositionofthepointsshowsthedirectionandstrengthoftherelationship.
Thedirectionshowswhethertherelationshipispositiveornegative,whilethestrength
indicateswhethertherelationshipisstrong,mediumorweak.
Considertwovariables,xandy.
y
x
Perfectly linear
positive relationship
x
Strong positive
relationship
x
Moderate positive
relationship
483

y
Weak positive
relationship
x
No relationship
The scattering of the points can also slope in a

downwards direction, indicating a negative
relationship.
The first graph shows a perfectly linear negative
relationship, while the second one shows a
moderate negative relationship.
Worked Example 8
Data were collected to investigate whether the outside

temperature is related to the number of people preferring to
spend time in a recreation room at an island resort.
Temperature (C) 25 33 30 22 15 18 27 22 28 20
People in room
26 18 19 31 46 40 20 36 31 42
a Propose a question that this set of data might be able
to answer.
b Draw a scatterplot of the data.

c Describe the trend shown by the scatterplot.
d What advice would you give the management regarding the use of the room?
Think
a Look at the data and consider a
Write/DRAW
a Does the outside temperature have an influence on the number
question it could answer.

b The temperature outside is the
of people spending time in the recreation room?

b
independent variable, so it should

be placed on the x-axis. Choose
a suitable scale for both axes and
plot the points.
Outside temperature and

people in room
People in room
50
40
30
20
10
0
Look at the direction and strength

of the plotted points.
d Provide useful tips for the
management.
484
10 20 30 40 50
Temperature outside (C)
The general trend is a negative one. As the temperature

increases, fewer people spend time in the recreation room. The
relationship between the two variables is moderate to strong.
d It seems that as the temperature increases, more people prefer to
spend their time outside. A suggestion could then be to provide

more activities outside for the guests to enjoy at these times.
Making predictions
After a scatterplot has been drawn, it is possible to draw a straight line which is a reasonable
estimation of the trend of the data.
Unless we have a perfectly linear relationship, there is no single straight line that would go
through all the points.
A line can be drawm which is as close as possible to all the data points.
This line is called the line of best fit and is positioned by eye so that there is an equal number
of points above and below the line. Alternative methods for fitting this line will be explained
in chapter 23.
Using this line, we are then able to make predictions about values of data within the data set.
It is important to remember that predictions made outside the data set are not considered
reliable, as the trend may not continue in the same manner.
The data graphed in the previous worked example were quantitative and discrete on the
y-axis, while the x-axis data were quantitative and continuous.
Since both axes represent quantitative data, we can use the line of best fit to make predictions
about the temperature of the room with a particular number of people present, or the number
of people present when the temperature was at a particular value.
It must be remembered that values predicted in this way are simply estimations, unless the
relationship is perfectly linear.
Worked Example 9
people in room
50
People in room
Consider the scatterplot from Worked example 8.

a Draw the line of best fit.
b Use the line of best fit to predict:
ithe temperature outside when 22 people are in the
room
iithe number of people in the room when the outside
temperature is 17C
iiithe number of people in the room when the outside
temperature is 50C.
c Comment on your answers from part b.
40
30
20
10
0
Think
Align a ruler to draw a

line with roughly the same
number of points above and
below the line. The line does
not necessarily have to pass
through any of the points.
Write/DRAW
a

people in room
50
People in room
10 20 30 40 50
40
Line of best fit
30
20
10
0
10 20 30 40 50
485
Note that these answers are only

estimates.
iRule a horizontal line from
22 on the y-axis to meet the
line of best fit. From that
point, draw a line vertically
to the x-axis and read this
value.
iiRule a vertical line from
17C on the x-axis to meet
the line of best fit. From
that point, draw a line
horizontally to the y-axis
and read this value. Note
that because this variable
represents discrete data, the
answer must be rounded to
the nearest whole number, if
necessary.
iiiIt seems not possible to draw
a line from 50C to the line
of best fit (even if the line
was extended).
Examine the answers for

appropriateness.

people in room
50
People in room
42
40
Line of best fit
30
(i) 22
20
(ii) 17C
10
31C
0
10 20 30 40 50
iWhen 22 people are in the room, the outside temperature is

about 31C.
iiWhen the temperature is 17C outside, about 42 people are
in the room.
iiiA temperature of 50C is probably not possible. Even if a
line could be drawn from 50C to the line of best fit, the
answer would not be appropriate.
The answers to parts i and ii are estimates only. Part iii sends a
warning to always check for the appropriateness of an answer.
One of our previous worked examples looked at the length of the shadow of a stick during
part of the day. Both of these data values are quantitative and continuous. In this case we
can therefore use the line of best fit to make predictions from one variable to the other for a
continuous set of values. After all, the shadow length doesnt just jump from one recorded
value to the next; it grows continuously in length, even while recording is not taking place.
This scatterplot from Worked

example 5 shows the recorded shadow
length of a stick over a time period
from noon to 4 pm.
a Draw the line of best fit.
b Use this line to predict:
ithe length of the shadow at
2.15 pm.
iithe time when the shadow length
would be 50cm.
iii the time when there is no shadow.
c Comment on your answers to part b.
Worked Example 10
130
120
110
100
90
80
70
60
50
40
30
20
10
0
486
Noon 12.30 1.00 1.30 2.00 2.30 3.00 3.30 4.00

pm pm pm pm pm pm pm pm
Time
Think
a Draw a line that is as close as
Write/Draw
a
possible to all the points.
130
120
110
100
90
80
70
60
50
40
30
20
10
Line of
best fit
b iLocate the position of
b
2.15 pm on the x-axis.

(It is half way between 2pm
and 2.30 pm.) From here, draw
a vertical line until it meets the
line of best fit. From this point,
draw a horizontal line to the
y-axis. Read the shadow length
on the y-axis. (Note that since
length is a continuous data
variable, the answer does not
have to be a whole number.)
130
120
110
100
90
80
70
60
50
40
30
20
10
(ii) 50 cm
(i) 2.15 pm
1.06 pm
Noon 12.30 1.00 1.30 2.00 2.30 3.00 3.30 4.00
Time
iThe shadow is about 81cm long at 2.15 pm.

iiThe shadow length would be 50cm at about 1.06 pm.
iiLocate 50cm on the y-axis.

From here, draw a horizontal
line until it meets the line of
best fit. From this point, draw
a vertical line to the x-axis.
Read the time on the x-axis.
(Note that since time is a
continuous data variable, the
answer does not have to be a
whole number.)
iiiLook at the graph to see when
the shadow length is 0.
Examine the answers to part b
and make a comment.
Line of
best fit
81 cm
Noon 12.30 1.00 1.30 2.00 2.30 3.00 3.30 4.00

Time
iiiAt no time within the range of the data is there no shadow.

c
The answers to parts i and ii are estimated answers. You would

think that there would be no shadow at noon. However, this is
only the case when the sun is directly overhead. This depends on
the season and on latitude.
487
Inprovidinganswersforquestionsposedaboutbivariatedata,itisimportanttobeableto
justifywhyaparticularconclusionisreached.Itisnotadvisabletosimplystateananswer
withoutalsoprovidingareason.
reMeMber
1. Scatterplotscanbeusedtoobservethedirectionandstrengthofarelationship.
2. Alineofbestfitcanbedrawnbyeye,withapproximatelyanequalnumberofpoints
aboveandbelowtheline.
3. Predictionsmadefromthelineofbestfitwithinthedatasetareconsideredreliable.
Thosemadebeyondthedatasetarenotreliable.
exerCise
14C
iNDiViDUAl
pAthWAys
scatterplots
flUeNCy
1 We8 ThetablebelowshowsthemarksobtainedbyninestudentsinEnglishandHistory.
eBook plus
Activity 14-C-1
Types of
relationships
doc-5152
Activity 14-C-2
More relationships
doc-5153
Activity 14-C-3
Advanced
relationships
doc-5154
English
55
20
27
33
73
18
37
51
79
History
72
37
53
74
73
44
59
55
84
a Drawascatterplotofthedata.
b Describethetrendshownbythescatterplot.
2 Thetablebelowshowsthedailytemperatureandthenumberofhotpiessoldattheschool
canteen.
Temperature (C)
24
32
28
23
16
14
26
20
29
21
No. of pies sold
56
20
24
60
84
120
70
95
36
63
a Drawascatterplotofthedata.
b Describethetrendshownbythescatterplot.
c Whatadvicecouldyougivethemanagersoftheschoolcanteen?
3 Drawalineofbestfitforthefollowingscatterplots,whichshowrelationshipsbetweenthe
variablesxandy.Remembertotrytoplaceanapproximatelyequalnumberofpointsabove
andbelowtheline.
a
x
d
x
488
x
e

y
70
60
50
40
30
20
10
0
4 WE9 Use the given scatterplot and line of best
fit to predict:
a the value of y when x = 45
b the value of x when y = 15.
5 Analyse the graph at right and use the line of
best fit to predict:

a the value of y when the value of x is:
i 7
ii 22
iii 36
b the value of x when the value of y is:
i 120
ii 260
iii 480
y
600
500
400
300
200
100
0
10 20 30 40 50 60 70 80 x
10 15 20 25 30 35 40 45 x
6 WE10 A random sample of ten Year 10 students who have part-time jobs was selected. Each
student was asked to state his/her average number of hours worked per week and average
weekly earnings (to the nearest dollar). The results are summarised in the table below.
Hours worked
Weekly earnings ($)
4
23
8
47
15
93
18
122
a Draw a scatterplot of the data.

b Draw the line of best fit.
c Use your line of best fit to determine:
i how many hours per week would
ii how much would be earned by
iii the average rate of pay for the students.
10
56
5
33
12
74
16
110
14
78
6
35
23
3
56
8
95
14
return $100
working 9 hours per week
7 The data in this table show the distance
travelled by 10 cars, and the amount of fuel

(to the nearest litre) used for their journeys.
Distance travelled (km)
Petrol used (L)
52
7
36
5
83
9
12
2
44
7
67
9
74
12
a Construct a scatterplot of the data.

b Draw the line of best fit.
c Use your line of best fit to determine:
i how much petrol would be used on a 60-km journey
ii how far a car could travel on 10 L of petrol
iii the average petrol consumption in km/L.
Understanding
8 As a part of her project Rachel is growing a crystal. Every day she measures the crystals mass
using special laboratory scales and notes it in her book. The table below shows the results of
her experiment.
Day number
Mass (g)
1
2.5
2
3.7
3
4.2
4
5.0
5
6.1
8
8.4
9
8.9
10
11
12
15
16
11.2 11.6 12.8 16.1 17.3
489
Measurementsondays6,7,13
and14aremissing,sincethese
were2consecutiveweekends
and,hence,Racheldidnothavea
chancetomeasurehercrystal,
whichiskeptintheschool
laboratory.
a Constructascatterplotofthe
data,anddrawinthelineof
bestfit.
b Forherreport,Rachelwould
liketofillinthemissing
measurementsfordays
6,7,13and14.Give
anestimateofthese
measurements.
c Rachelfellsickandcouldnt
recordthemassofthecrystal
forthelasttwodaysofthe
experiment(days17and18).
Whatwouldyoupredictthese
massestobe?
d Whatistheaveragedaily
increaseinmassofthe
crystal?
reAsoNiNg
9 Considerthisscatterplotandlineofbestfit.
y
10 20 30 40 50 60 70 x
eBook plus
Thelineofbestfitisusedtopredictvaluesofywhenx=15,x=40andwhenx=60.
Commentonthesepredictions.
10 Thisscatterplotisusedtopredictthevalueofywhenx=300.
y
Digital doc
WorkSHEET 14.2
doc-5335
500
400
300
200
100
0

refleCtioN
100 200 300 400 500 600 700 x
Commentontheprediction
490
Since lines of best fit are not really

accurate, why should we use them
at all?
summary
Datacanbequalitative(nominal,ordinal)orquantitative(discrete,continuous).
Thedependentvariableistheonewhosevaluedependsontheothervariable.The
independentvariabletakesonvalueswhichdonotdependonthevalueoftheothervariable.
Theindependentvariableisrecordedinthefirstroworcolumnofatable,andplacedonthe
x-axisofagraph.
Ifthereisarelationshipbetweentwovariables:
itcanbepositiveornegative
itcanbestrong,moderateorweak.
Graphing bivariate data
Scatterplotscanbedrawnfromcolumngraphs.
Thepositionofthepointsonascatterplotindicatestherelationshipbetweenthetwo
variables.
Examinecollectedbivariatedataandconsiderthequestionsthatcouldbeanswered.
Scatterplots
Scatterplotscanbeusedtoobservethedirectionandstrengthofarelationship.
Alineofbestfitcanbedrawnbyeye,withapproximatelyanequalnumberofpointsabove
andbelowtheline.
Predictionsmadefromthelineofbestfitwithinthedatasetareconsideredreliable.Those
madebeyondthedatasetarenotreliable.
Homework
book
491
Chapter review
flUeNCy
5 Thistableshowsthemaximumandminimumdaily
temperaturesinacityoveraone-weekperiod.
1 MC Theclassificationofdatadescribingthe
numberofiPodssoldduringtheyearis:
quantitative,discrete.
qualitative,nominal.
qualitative,ordinal.
quantitative,continuous.
noneofthese.
2 MC Theclassificationofdatawhichdescribea
personsmassis:
a quantitative,discrete.
b qualitative,nominal.
c qualitative,ordinal.
d quantitative,continuous.
e noneofthese.
a
b
c
d
e
1 2 3 4
Maximum (C)
12 13 10 11
10
Minimum (C)
3 3 2 1
Usethetabletoanswerthefollowingquestions.
a Whatwasthemaximumtemperatureonday3?
b Whichdayhadthelowestminimum
temperature?
c Whichdaywasthecoldest?
d Whichdayhadthewarmestovernight
temperature?
e Whatwasthetemperaturerange(variation)on
3 MC Thedatawhichdescribesandwichtypesata
takeawayoutletare:
a qualitative,nominal.
b quantitative,discrete.
c qualitative,ordinal.
d quantitative,continuous.
e noneofthese.
Day
day2?
f Whichdayhadthesmallestrangeof
temperatures?
6 Considerthistableshowingtheageandheightofa
childover6years.
Age (years) Height (cm)
1
2
3
4
5
6
a Whichvariableisthedependentvariable?
b Whichvariableshouldbegraphedonthe
4 Foreachofthefollowingpairs,decidewhichofthe
492
x-axis?
c Drawacolumngraphtodisplaythedata
d Describetherelationshipbetweenthe
twovariables.
7 Lookatthefollowinggraph,showingthechangein
sizeofaniceblockovertime.
Size of iceblock over a period of 11 minutes
1000
Size (mm3)
variablesisindependentandwhichisdependent.
a Numberofhoursspentstudyingfora
Mathematicstestandthescoreonthattest.
b Dailyamountofrainfall(inmm)anddaily
attendanceattheBotanicalGardens.
c Numberofhoursperweekspentinagymand
theannualnumberofvisitstothedoctor.
d Amountofcomputermemorytakenbyan
essayandthelengthoftheessay(inwords).
e Thecostofcareinachildcarecentreand
attendanceinthechildcarecentre.
f Thecostoftheproperty(realestate)andthe
ageoftheproperty.
g Thecut-offENTERscoreforacertaincourse
andthenumberofapplicationsforthatcourse.
h Theheartrateofarunnerandtherunning
speed.
80
85
88
93
99
104
800
600
400
200
0
5 6 7
Time (min)
10 11

9 MC Whichofthefollowinggraphsbest
depictsastrongnegativerelationshipbetween
thetwovariables?
a y
b y
c y
d y
e y
x
a Whataretheunitsonthex-axis?
b Whataretheunitsonthey-axis?
c Whichvariableistheindependent
variable?
Whatisthescaleonthey-axis?
Whattypeofdataisshownon:
i thex-axis
ii they-axis?
Howlongdidittakeforhalftheiceblock
tomelt?
g Describetherelationshipbetween
thetwovariables.
d
e

f
10 MC Whattypeofrelationshipisshownbythe
graphontheright?
y
Strongpositiverelationship
Moderatepositiverelationship
Moderatenegativerelationship
Strongnegativerelationship
Noneoftheabove
a
b
c
d
e
11 Statethetypeofrelationshipbetweenxandyfor
eachofthefollowingscatterplots.
a
8 MC Aresearcheradministersdifferentamounts
offertilisertoanumberoftrialplotsofpotato
crop.Shethenmeasuresthetotalmassofpotatoes
harvestedfromeachplot.Whendrawingthe
scatterplot,theresearchershouldgraph:
a massofharvestonthex-axisbecauseitisthe
independentvariable,andamountoffertiliser
onthey-axisbecauseitisthedependent
variable.
b massofharvestonthey-axisbecauseitisthe
independentvariable,andamountoffertiliser
onthex-axisbecauseitisthedependent
variable.
c massofharvestonthex-axisbecauseitisthe
dependentvariable,andamountoffertiliseron
they-axisbecauseitistheindependentvariable.
d massofharvestonthey-axisbecauseitisthe
dependentvariable,andamountoffertiliser
onthex-axisbecauseitistheindependent
variable.
e noneoftheabove.
x
c
x
d
x
e
x
f
x
493
c Drawascatterplotofthedata.
d Whattypeofrelationshipexistsbetweenthe
variables?
e WhatadvicewouldyougiveEugeneafter
x
k
x
l
examininghisrecordsofsales?
2 Therelationshipbetweentwovariablesxand yis
showninthisscatterplot.
y
50
x
m y
45
x
n
40
35
30
25
20
x
o
15
10
5
5 10 15 20 25 30 35 40 x
x
probleM solViNg
1 Eugeneissellinghandbagsatthelocalmarket.
Duringthedayhekeepsrecordsofhissales.The
tablebelowshowsthenumberofbagssoldover
oneweekendandtheircorrespondingprices(tothe
nearestdollar).
a Usethelineofbestfittopredictthevalueofy
whenthevalueofxis:
i 10
ii 35.
b Usethelineofbestfittopredictthevalueofx
whenthevalueofyis:
i 15
ii 30.
3 Thistableshowsthegestationtimeandthebirth
massof10babies.
Gestation
time
31 32 33 34 35 36 37 38 39 40
(weeks)
Birth
mass
(kg)
a Whattypeofdataisthis?
b Whichisthedependentvariable?
c Suggestaquestionthatcouldbeansweredby
Price ($)
of a bag
thisdata.
30 35 40 45 50 55 60 65 70 75 80
Number of
10 12 8 6 4 3 4 2 2 1 1
bags sold
a Whichisthedependentvariable?
b Whatwouldbearelevantquestionthatcould
beanswereduponexaminationofthedata?
494
1.1 1.5 1.8 2.1 2.2 2.5 2.8 3.1 3.1 3.4
d Constructascatterplotofthedataanddrawin
thelineofbestfit.
e Fulltermofgestationisconsideredtobe
40weeks,althoughsomepregnancieslast
longer.Useyourlineofbestfittopredictthe
massofababybornafter:
i 41weeks
ii 42weeks.

f Manybabiesarebornprematurely.Useyour
5 Forhisbirthday,Ariwasgivenasmallwhiterabbit.
lineofbestfittopredictthemassofababy
bornat30weeks.
g Whatwasthegestationtime(tothenearest
week)ofababybornwithabirthmassof
2.4kg?
h Consideryourquestionfrompartc.Supply
ananswer,indicatinghowyoucametothis
conclusion.
4 AspreparationforaMathematicstest,agroupof
22studentswasgivenarevisionsheetcontaining
60questions.Thetablebelowshowsthenumber
ofquestionsfromtherevisionsheetsuccessfully
completedbyeachstudentandthemark,outof
100,ofthatstudentonthetest.
Tomonitortherabbitsdevelopment,Aridecidedto
measureitonceaweek.Thetablebelowshowsthe
lengthoftherabbitforvariousweeks.
Number of
questions
9 12 37 60 55 40 10 25 50 48 60
Test result
18 21 52 95 100 67 15 50 97 85 89
Number of
questions
50 48 35 29 19 44 49 20 16 58 52
Test result
97 85 62 54 30 70 82 37 28 99 80
Week
number
Length
(cm)
20 21 23 24 25 30 32 35 36 37 39
8 10 13 14 17 20
a Constructascatterplotofthedata,anddraw
thelineofbestfit.
b Ascanbeseenfromthetable,Arididnot
measurehisrabbitonweeks5,7,9,11,12,
15,16,18and19.Useyourlineofbestfitto
predictthelengthoftherabbitforthoseweeks.
c Predictthelengthoftherabbitforthenext
3weeks.
d Commentonyourpredictionsforpartsbandc.
a Whichofthesevariablesisthedependent
variableandwhichistheindependentvariable?
b Suggestaquestionthatcouldbeansweredby
thissetofdata.
c Drawascatterplotofthedata.
d Whattypeofrelationshipexistsbetweenthe
twovariables?
e Whatanswerwouldyougivetothequestion
yousuggestedinpartb?Provideevidenceto
supportyouranswer.
eBook plus
Interactivities

int-2864
int-2862
int-2863
495
eBook plus
ACtiVities
chapter opener
Digital doc
(page 471)
are you ready?
Digital docs (pages 4723)
SkillSHEET14.1(doc-5327):Distinguishing
qualitativefromquantitativedata
discretefromcontinuousdata
SkillSHEET14.3(doc-5329):Determining
independentanddependentvariables
SkillSHEET14.4(doc-5330):Readingscales(how
muchiseachintervalworth?)
SkillSHEET14.5(doc-5331):Readingacolumn
graph
SkillSHEET14.6(doc-5332):Readinglinegraphs
SkillSHEET14.7(doc-5333):Plottingcoordinate
points
14a Identifying related pairs of variables

Activity14-A-1(doc-5146):Pairsofvariables
Activity14-A-2(doc-5147):Morepairsofvariables
Activity14-A-3(doc-5148):Advancedpairsof
variables
14b Graphing bivariate data

Digital docs
Activity14-B-1(doc-5149):Scatterplots(page 481)
Activity14-B-2(doc-5150):Morescatterplots
(page 481)
496
Activity14-B-3(doc-5151):Advancedscatterplots
(page 481)
WorkSHEET14.1(doc-5334):BivariatedataI
(page 483)
14c Scatterplots
Digital docs
Activity14-C-1(doc-5152):Typesofrelationships
(page 488)
Activity14-C-2(doc-5153):Morerelationships
(page 488)
Activity14-C-3(doc-5154):Advancedrelationships
(page 488)
WorkSHEET14.2(doc-5335):BivariatedataII
(page 490)
Interactivity
Scatterplots(int-2789)(page 483)
chapter review
TestyourselfChapter14(int-2864):Taketheend-ofchaptertesttotestyourprogress.
chapter
chapter

www.jacplus.com.au
15
15A Populations and samples

15B Primary and secondary data
15C Evaluating inquiry methods and
statistical reports
What Do you kNoW ?
statistics in the
media
1 List what you know about how the media

reports data. Create a concept map to
show your list.
how the media reports data.
eBook plus
Digital doc

Chapter 15
doc-5336
opeNiNg QuestioN
When scientists conduct experiments and

tests in laboratories, how are their reports
released to the public?
are you ready?
Digital doc
SkillSHEET 15.1
doc-5337
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Digital doc
SkillSHEET 15.2
doc-5338
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Digital doc
SkillSHEET 15.3
doc-5339
eBook plus
Digital doc
SkillSHEET 15.4
doc-5340
eBook plus
Digital doc
SkillSHEET 15.5
doc-5341
498
Determining suitability of questions for a survey

1 Laurenwaspreparingaquestionnaireforasurveyongraphicscalculatorusageinthe
classroom.Wouldthefollowingbesuitablequestions?
a Doyouown(orhaveaccessto)agraphicscalculator?
b Doyouagreethatgraphicscalculatorsaretooexpensive?
c Howfrequently(onaverage)wouldyouuseagraphicscalculatorinamathslesson?
Finding proportions
2 Aschoolhas430studentsinthejuniorschool,260inthemiddleschooland170inthesenior
school.Determinetheproportionofstudentsineachofthethreesections.
Distinguishing between types of data

3 Decidewhetherthefollowingdataarecategoricalornumerical.Forcategoricaldata,state
whethertheyareordinalornominal.Fornumericaldata,statewhethertheyarecontinuousor
discrete.
a HeightofstudentsinYear10
b Petsownedbystudents
c Positionintheunder-15cross-countryrace
Reading bar graphs
4 Thegraphatrightrepresentsthe
favouritetelevisionshowsof
500teenagers.
a Whatarethemostpopularand
leastpopulartelevisionshows?
b Howmanyteenagersprefer
watchingcomedytelevision
shows?
c Howmanymoreteenagers
prefersoapstothriller
televisionshows?
Favourite television shows

Television shows
eBook plus
Comedy
Soaps
Police Drama
News
Documentaries
Cartoons
Science Fiction
Lifestyle
Thriller
5%
10% 15% 20%

Percentage favouring
Determining independent and dependent variables

5 Foreachofthefollowing,statetheindependentandthedependentvariables.
a Thenumberofkilogramsofpotatoespurchasedandthetotalcost.
b Thenumberofswimmersinapublicswimmingpoolandthedaytemperature.
c Theheightandageofastudent.
25%
15A
Populations and samples

Populations
The term population refers to a complete set of individuals, objects or events belonging to
some category.
When data are collected from a whole population, the process is known as a census.
It is often not possible, nor cost-effective, to conduct a census.
For this reason, samples have to be selected carefully from the population. A sample is a
subset of its population.
Worked Example 1
List some of the problems you might encounter in trying to collect data on the following populations.
a The life of a mobile phone battery
b The number of possums in a local area
c The number of males in Australia
d The average cost of a loaf of white bread
Think
write
For each of these scenarios, consider how the

data might be collected, and the problems in
obtaining this data.
a The life of a mobile phone battery
a The life of a mobile phone battery can not be measured
until it is dead. The battery life also depends on how

the phone is used, and how many times it has been
recharged.
b The number of possums in a local area
b It would be almost impossible to find all the possums
in a local area in order to count them. The possums also

may stray into other areas.
c
The number of males in Australia
d The average cost of a loaf of white
bread
The number of males in Australia is constantly

changing. There are births and deaths every second.
d The price of one particular loaf of white bread varies
widely from one location to another. Sometimes

the bread is on Special and this would affect the
calculations.
Since collecting data from a population is sometimes not an option, sampling provides a
viable alternative.
Many methods for obtaining appropriate samples have been discussed previously.
Samples
Surveys are conducted on samples. Ideally the sample should reveal generalisations about the
population.
A random sample is generally accepted as being an ideal representation of the population
from which it was drawn. However, it must be remembered that different random samples
from the same population can produce different results. This means that we must be cautious
about making predictions about a population from surveys conducted on samples.
A sample size must be sufficiently large. As a general rule, the sample size should be about
N , where N is the size of the population. It is a misconception that a larger sample will
produce a more reliable prediction of the characteristics of its population.
Chapter 15 Statistics in the media
499
Worked Example 2
A die was rolled 50 times and the following results were obtained.
6 5 3 1 6 2 3 6 2 5 3 4 1 3 2 6 4 5 5 4 3 1 2 1 6 4 5 2
3 6 1 5 3 3 2 4 1 4 2 3 2 6 3 4 6 2 1 2 4 2.
a Determine the mean of the population (to 1 decimal place).
b A suitable sample size for this population would be 7( 50 7.1).
i Select a random sample of 7 scores, and determine the mean of these scores.
ii Select a second random sample of 7 scores, and determine the mean of these.
iii Select a third random sample of 20 scores, and determine the mean of these.
c Comment on your answers to parts a and b.
Think
write
a Calculate the mean by first finding the
a Population mean
sum of all the scores, then dividing by the

number of scores (50).
Use a calculator to randomly generate

7 scores from 1 to 50
Relate these numbers back to the
scores, then calculate the mean.
x
n
169
=
50
= 3.4
=
b The 7 scores randomly selected are numbers 17, 50,
11, 40, 48, 12, 19 in the set of 50 scores.

These correspond to the scores 4, 2, 3, 3, 2, 4, 5.
23
The mean of these scores = 7 = 3.3
ii Repeat bi to obtain a second set of
Ignore the second and third attempts to select

7 random numbers because of repeated numbers.
The second set of 7 scores randomly selected is
numbers 16, 49, 2, 42, 31, 11, 50 of the set of 50.
These correspond to the scores 6, 4, 5, 6, 1, 3, 2.
27
The mean of these scores = 7 = 3.9
7 randomly selected scores.

This second set of random numbers
produced the number 1 twice. Try
again.
Another attempt produced the number
14 twice. Try again.
A third attempt produced 7 different
numbers. This set of 7 random
numbers will then be used to, again,
calculate the mean of the scores.
iii Repeat for a randomly selected
The set of 20 randomly selected numbers produced a

total of 68.
68
Mean of 20 random scores = 20 = 3.4
20 scores.
c
Comment on the results.
The population mean is 3.4.

The means of the two samples of 7 are 3.3 and 3.9.
This shows that, even though the samples are randomly
selected, their calculated means may be different.
The mean of the sample of 20 scores is 3.4. This indicates
that by using a bigger sample the result is more accurate
than those obtained with the smaller samples.
Note: This example deals with quite small numbers. It does, however, illustrate the fact that
randomly selected samples provide an estimate of population statistics, but different random
samples often produce different results.
500
To sample or to conduct a census?
The particular circumstances determine whether data are collected from a population, or from
a sample of the population. For example, suppose you collected data on the height of every
Year10student in your class. If your class was the only Year 10 class in the school, your class
would be the population. If, however, there were several Year 10 classes in your school, your
class would be a sample of the Year 10 population.
In the previous worked example, it was seen that different random samples can produce
different results. For this reason, it is important to acknowledge that there could be some
uncertainty when using sample results to make predictions about the population.
Worked Example 3
For each of the following situations, state whether the information was obtained by census or survey.
Justify why that particular method was used.
a A roll call is conducted each morning at school to determine which students are absent.
b TV ratings are collected from a selection of viewers to discover the popular TV shows.
c Every hundredth light bulb off an assembly production line is tested to determine the life of that
type of light bulb.
d A teacher records the examination results of her class.
Think
write
a Every student is recorded as
a This is a census. If the roll call only applied to a sample of the
being present or absent at the

roll call.
b Only a selection of the TV
students, there would not be an accurate record of attendance at

school. A census is essential in this case.
b This is a survey. To collect data from the whole viewer
audience contributed to this data.

c
Only 1 bulb in every 100 is

tested.
d Every students result is
recorded.
population would be time-consuming and expensive. For this

reason, it is appropriate to select a sample to conduct the survey.
c
This is a survey. Light bulbs are tested to destruction (burn-out)

to determine their life. If every bulb was tested in this way, there
would be none left to sell! A survey on a sample is essential.
d This is a census. It is essential to record the result of every
student.
remember
1. The term population refers to a complete set of individuals, objects or events belonging
to some category.
2. When data are collected from a whole population, the process is known as a census.
3. Surveys are conducted on samples. Ideally the sample should reveal generalisations
about the population.
4. Different random samples from the same population can produce different results.
5. As a general rule, the sample size should be about N , where N is the size of the
population.
6. It is a misconception that a larger sample will produce a more reliable prediction of the
characteristics of its population.
7. The particular circumstances determine whether data are being collected from the
population, or from a sample of the population.
8. It is important to acknowledge that there could be some uncertainty when using sample
results to make predictions about the population.
501
exercise
15a
iNDiviDual
pathWays
eBook plus
Activity 15-A-1
Populations and
samples
doc-5155
Activity 15-A-2
More populations
and samples
doc-5156
Activity 15-A-3
In depth populations
and samples
doc-5157
populations and samples

flueNcy
1 We1 Listsomeoftheproblemsyoumightencounterintryingtocollectdatafromthe
followingpopulations.
a Thelifeofalaptopcomputerbattery.
b Thenumberofdogsinyourneighbourhood
c Thenumberoffishforsaleatthefishmarkets
d Theaveragenumberofpiecesofpopcorninabagofpopcorn
2 We2 ThedatabelowshowtheresultsoftherolleddiefromWorkedexample2.
6 5 3 1 6 2 3 6 2 5 3 4 1 3 2 6 4 5 5 4 3 1 2 1 6 4 5
2 3 6 1 5 3 3 2 4 1 4 2 3 2 6 3 4 6 2 1 2 4 2.
Themeanofthepopulationis3.4.Selectyourownsamplesforthefollowingquestions.
Selectarandomsampleof7scores,anddeterminethemeanofthesescores.
Selectasecondrandomsampleof7scores,anddeterminethemeanofthese.
Selectathirdrandomsampleof20scores,anddeterminethemeanofthese.
Commentonyouranswerstopartsa,bandc.
3 We3 Ineachofthefollowingscenarios,statewhethertheinformationwasobtainedby
censusorsurvey.Justifywhythatparticularmethodwasused.
a Seatingforallpassengersisrecordedforeachaeroplaneflight.
b Movieratingsarecollectedfromaselectionofviewerstodiscoverthebestmoviesfor
theweek.
c Everyhundredthsoftdrinkbottleoffanassemblyproductionlineismeasuredto
determinethevolumeofitscontents.
d Acardrivinginstructorrecordsthenumberofhourseachlearnerdriverhasspentdriving.
4 Foreachofthefollowing,statewhetheracensusorasurveyhasbeenused.
a Twohundredpeopleinashoppingcentreareaskedtonominatethesupermarketwhere
theydomostoftheirgroceryshopping.
b Tofindthemostpopularnewcarontheroad,500newcarbuyersareaskedwhatmake
andmodeltheypurchased.
c Tofindthemostpopularnewcarontheroad,dataareobtainedfromthetransport
department.
d YourYear10Mathsclasscompletedaseriesofquestionsontheamountofmaths
homeworkforYear10students.
a
b
c
d
uNDerstaNDiNg
5 Toconductastatisticalinvestigation,Glorianeedstoobtaininformationfrom630students.
a Whatsizesamplewouldbeappropriate?
b Describeamethodofgeneratingasetofrandomnumbersforthissample.
6 Alocalcouncilwantstheopinionsofitsresidentsregardingitsendeavourstoestablishanew
sportingfacilityforthecommunity.Ithasspecificallyrequestedallresidentsover10yearsof
agetorespondtoasetofon-linequestions.
a Isthisacensusorasurvey?
b Whatproblemscouldyouencountercollectingdatathisway?
7 ApollwasconductedataschoolafewdaysbeforetheelectionforHeadBoyandHeadGirl.
Aftertheelection,itwasdiscoveredthatthepollswerecompletelymisleading.Explainhow
thiscouldhavehappened.
8 Asamplingerrorissaidtooccurwhenresultsofasamplearedifferentfromthoseofthe
populationfromwhichthesamplewasdrawn.Discusssomefactorswhichcouldintroduce
samplingerrors.
502

9 Since1961,acensushasbeenconductedinAustraliaevery5years.Somepeopleobjecttothe
censusonthebasisthattheirprivacyisbeinginvaded.Otherssaythattheexpenseinvolved
couldbedirectedtoabettercause.Otherssaythatasamplecouldobtainstatisticswhichare
justasaccurate.Whatareyourviewsonthis?Justifyyourstatements.
reasoNiNg
10 AustraliahasaverysmallpopulationcomparedwithothercountrieslikeChinaandIndia.
Thesearetheworldsmostpopulousnations,sotheproblemsweencounterinconductinga
censusinAustraliawouldbeinsignificantcomparedwiththoseencounteredinthosecountries.
Whatdifferentproblemswouldauthoritiescomeacrosswhenconductingacensusthere?
11 ThegameofLottoinvolvespickingthesame6numbersintherange1to45ashasbeen
randomlyselectedbyamachinecontaining45numberedballs.Theballsaremixed
thoroughly,then8ballsareselectedrepresentingthe6mainnumbers,plus2extranumbers,
calledsupplementarynumbers.
Hereisalistofthenumberoftimeseachnumberhadbeendrawnoveraperiodoftime,and
alsothenumberofweekssinceeachparticularnumberhasbeendrawn.
NUMBER OF WEEKS SINCE

EACH NUMBER DRAWN
NUMBER OF TIMES EACH NUMBER

DRAWN SINCE DRAW 413
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
12
10
25
26
27
28
29
30
31
32
11
17
22
33
34
35
36
37
38
39
40
12
41
42
43
44
45
31
Digital doc
WorkSHEET 15.1
doc-5342
10
11
12
13
14
15
16
228 213 250 233 224 221 240 223

17
18
19
20
21
22
23
24
217 233 240 226 238 240 253 228

25
26
27
28
29
30
31
32
252 239 198 229 227 204 230 226

33
34
35
36
37
38
39
40
246 233 232 251 222 221 219 259

41
42
43
44
45
245 242 237 221 224
Ifthesenumbersarerandomlychosen,explainthe
differencesshowninthetables.
eBook plus
15b
246 238 244 227 249 241 253 266
reflectioN
A well-known saying about

statistics is: Statistics means never
having to say youre certain. What
does this saying mean?
primary and secondary data

primary data
Primary datacollectioninvolvescollectingdatayourself.
Thismeansthatyouhaveownershipofthedata,andnooneelsehasaccesstothedatauntilit
isreleasedorpublished.
Avarietyofmethodsofcollectingprimarydataisavailable.Theseincludeobservation,
measurement,survey,experimentorsimulation.
chapter 15 statistics in the media
503
Observation
This involves recording the behavioural patterns of people, objects and events in a systematic
manner.
The data can be collected as a disguised observation (respondents are unaware they are being
observed) or undisguised observation (the respondent is aware). CCT cameras are an example
of people knowing that their movements are being recorded, but are not always aware of
where the recording takes place.
Observations can be in a natural environment (for example, in a food hall), or a contrived
environment (a food-tasting session for a food company).
Mechanical devices (video cameras, closed circuit television, counting devices across a road)
can also be used.
Measurement
Measurement involves using some measuring device to collect data.

This generally involves conducting an experiment of some type.
The height of everyone in your class can be measured.
The mass of all new-born babies can be collected.
A pedometer measures the number of paces the wearer takes.
Surveys
Surveys involve designing a questionnaire to interview people. Often the questionnaire

requires many rewrites to obtain one which is clear and unbiased.
The interview can be in person face to face or by telephone. The advantage of this method
is that you are able to see the reactions of those you are interviewing, and explain particular
questions, if necessary.
Most frequently these days, email is used; however, there are advantages and disadvantages to
using this type of survey.
Advantages
Can cover a large number of people or organisations
A wide geographic coverage is possible
It avoids embarrassment on the part of the respondent
There is no interviewer bias
The respondent has time to consider responses
Its relatively cheap
Disadvantages
The questions have to be relatively simple
The response rate is often quite low (inducements often given as an incentive to return)
The reliability of the answers is questionable
No control over who actually completes the questionnaire
Problems with incomplete questionnaires
Experiment
Generally, when conducting an experiment the data collected are quantitative.

Particular care should be taken to ensure that the experiment is conducted in a manner which
would produce similar results if repeated.
Care must be taken with the recording of results.
The results must be in a form which can readily be analysed.
All results need to be recorded, including the weird or unexpected outcomes
Simulation
504
Experiments such as rolling a die, tossing a coin or drawing a card from a deck may be
conducted to model some real-life situation.
Simulations occur in areas such as business, engineering, medical and scientific research.
They are often used to imitate real-life situations which may be dangerous, impractical or too
expensive to explore by other means.
Worked Example 4
It is widely believed that there is equal chance of having a boy or girl with each birth. Genetics and
the history of births in a family sometimes have a great influence on the sex of the child as well.
Ignore those factors in this question.
a Design an experiment to simulate the chance of giving birth to a boy or a girl.
b Describe how your experiment could be conducted to determine the number of children a couple
should have, on average, to ensure they have offspring of both sexes.
Think
write
a Use a device that can simulate two
outcomes which are equally likely.

This could be a random number generator to
generate two integers, say a 0 (representing
a boy) and 1 (representing a girl).
A fair coin could be tossed, such that, a Head
represents a boy, and a Tail represents a girl.
b
Describe how the experiment will

be conducted.
Display the table of results.
a A fair coin will be tossed with a Head representing
a boy (B), and a Tail representing a girl (G).
b The experiment will be conducted 50 times, and a
record kept of each experiment.

For each experiment, the coin will be tossed until both
sexes result. This may mean that there could be 7 trials
in an experiment (GGGGGGB) before both sexes are
represented.
The table below shows the results of the 50experiments.
Exp.
No. of
no.
Results trials
1
BG
2
2
GGB
3
3
BG
2
4
GGGGB
5
5 BBBBBBG 7
6
GGGB
4
7
BBG
3
8
BBG
3
9
BBBBG
5
10
GB
2
11
BG
2
12
GGGB
4
13
BBG
3
14
BBG
3
15
GB
2
16
BG
2
17
GGB
3
18
GB
2
19
GGB
3
20
BBBG
4
21
BG
2
22
GB
2
23
GGGGB
5
24
BG
2
25
GGGGB
5
Exp.
no.
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
No. of
Results
trials
GGGB
4
GGGGB
5
GGGB
4
BG
2
BBBG
4
BG
2
GB
2
GGGB
4
BG
2
GGGGGGB 7
BBBBBBG 7
GB
2
BG
2
GGB
3
GGGGB
5
BBG
3
BBBBBG 6
GGB
3
GGB
3
BBBG
4
BBG
3
GGGGGGB 7
BG
2
BBG
3
GGGGGB 6
Total
175
This table shows that 175 trials were undertaken in
50 experiments where each experiment resulted in both
sexes.
505
175
Determine the average number

of children required to produce
offspring of both sexes.
Average number of children =
Write a conclusion.
The average number of children a couple should have to

reach the goal of having both sexes is 4.
50
= 3.5
Before collecting any primary data, it must be clear what data are to be collected.
A decision must be made as to the method of collection.
The advantages and disadvantages of the collection method must be acknowledged.
The reason for the data collection should be clear from the outset.
Worked Example 5
You have been asked to obtain primary data to determine the methods of transport used to travel
to school by the students at your school. The data collected are to provide support for the Student
Councils proposal for a school bus.
a What data should be collected?
b Outline possible methods which could be used to collect this data.
c Decide which method you consider to be the best option, and discuss its advantages and
disadvantages.
Think
write
a Outline the various forms of transport
a The modes of transport available to students at the
available to the students.

b Consider all the alternatives for collecting
school are:
car, bus, train, bicycle and walking
b Several methods could be used to collect the data.
the data.
C
ould stand at the school gate one morning and
ask students as they arrive
A questionnaire could be designed
Students could be asked to write their mode
of transport on a piece of paper and place in a
collection tin.
Decide on best option.
Discuss advantages and disadvantages.
The first option of standing at the school gate is

very time-consuming, and students could arrive at
the back gate.
The third option does not seem reliable, as some
students may not comply, and other students may
place multiple pieces of paper in the collection tin.
The second option seems the best of the three.
The advantages of a questionnaire include:
There is a permanent record on paper.
It is not time-consuming to distribute or collect.
Students can complete it at their leisure.
Disadvantages include:
Students may not return it.
Expense involved in producing copies.
Note: This example does not represent the views of all those collecting such data. It merely
serves to challenge students to explore and discuss available options.
506
Sometimes the primary data required are not obvious at the outset of the investigation.
For example, you are asked to investigate the claim:
Most students do not eat a proper breakfast before school.
What questions would you ask to prove or refute this claim?
Secondary data
Secondary data are data which have already been collected by someone else.
The data can come from a variety of sources:
Paper books, journals, magazines, company reports
Electronic online databases, internet, broadcasts, DVDs
Government sources ABS provides a wealth of statistical data
General business sources academic institutions, stockbroking firms, sporting clubs
Media newspapers, TV reports.
Secondary data sources often provide data which would not be possible for an individual to
collect.
The data can be qualitative or quantitative.
The accuracy and reliability of the data sometimes needs to be questioned, depending on its
source.
The age of the data should always be considered.
Often the data which surrounds us passes by unnoticed.
It is important to learn the skills to be able to critically analyse secondary data.
Worked Example 6
Subway advertises the energy and fat content of some of their

subs on their napkins.
a What information can you gain from this data?
b Subway advertise that they have a range of subs with less
than 6 grams of fat. Comment on this claim.
c This could be the starting point of a statistical investigation.
How could you proceed from here?
d Investigations are not conducted simply for the sake of
investigating. Suggest some aims for investigating further.
Think
a Look at the data on the napkin to gain as
much information as possible.
write
a The napkin reveals the following information:
A higher energy content of a sub does not

necessarily mean that its fat content is higher.
As the fat content of a sub increases, generally
the saturated fat content also increases.
The addition of some types of protein (ham,
turkey, beef, chicken) increases the energy
content of the sub.
These data are only for those subs on white or
wheat bread with salads and meat.
The addition of condiments (sauces) or cheese
will alter these figures.
An apple slice has much less energy and fat
than a sub.
507

b Examine the data to discover if there is
b All the subs displayed have less than 6 grams of
evidence to support the claim. Make further

comment.
What would be the next step in the

investigation?
d What are some interesting facts which could
be revealed through a deeper investigation?
fat, so Subways claim is true.

It must be remembered that the addition of cheese
and sauce to these subs would increase their fat
content. Also, if the sub was on any bread other
than white or wheat, the fat content could go
beyond 6 grams.
c
The napkin displays a toll-free phone number for

further information.
Their web site also contains additional detailed
information.
d Suggested aims for investigating further could be:
How much extra fat is added to a sub by the

addition of cheese and/or sauce?
What difference does a different type of bread
make to the fat content of the sub?
Which sub contains the highest fat content?
What is the sugar content of the subs?
remember
1. Primary data collection

This involves collecting data yourself.
You have ownership of the data, and no one else has access to the data until it is
released or published.
A variety of methods of collecting the data is available including observation,
measurement, survey, experiment or simulation.
2. Secondary data collection
This is data which has already been collected by someone else.
The data can come from a variety of sources including: paper, electronic,
government sources, general business sources and the media.
Secondary data sources often provide data which would not be possible for an
individual to collect.
The accuracy and reliability of the data sometimes needs to be questioned,
depending on its source.
Exercise
15b
Primary and secondary data

fluency
1 WE4 Devise an experiment to simulate each of the following situations and specify the device
used to represent the outcomes.

a A true/false test in which answers are randomly distributed.
b A casino game with outcomes grouped in colours of either red or black.
508
iNDiviDual
pathWays
eBook plus
Activity 15-B-1
Data collection
doc-5158
Activity 15-B-2
Further data
collection
doc-5159
Activity 15-B-3
Advanced data
collection
doc-5160
Breakfastcerealboxescontaining4differenttypesofplastictoys.
Inagroupofsixpeople,onepersonistobechosenastheleader.
Achoiceofthreemainmealsonarestaurantsmenu,allofwhichareequallypopular.
Fivepossibleholidaydestinationsofferedbyatravelagent;suchthatalldestinationsare
equallyavailableandequallypriced.
g Fivetypesoftakeawayfastfoodsavailableinonearea,whereonepizzaistwice
aspopularaseachoftheotherstypesoftakeawayfood(theother4areequally
popular).
2 We5 Youhavebeenaskedtoobtainprimarydatafromstudentsatyourschooltodetermine
internetaccessstudentshaveathome.Thedatacollectedaretoprovidesupportforopeningthe
computerroomforstudentuseatnight.
a Whatdatashouldbecollected?
b Outlinepossiblemethodswhichcouldbeusedtocollectthisdata.
c Decidewhichmethodyouconsidertobethebestoption,anddiscussitsadvantagesand
disadvantages.
3 We6 ThislabelshowsthenutritionalinformationofBrandXrolledoats.
c
d
e
f
Nutrition Information
Servings Per Package: 25
Serving Size 30g
Per 100g
Per Serving 30g %Dl* Per Serving
Energy
486kJ
6%
1620kJ
Protein
4.3g
9%
14.3g
Fat - Total
2.8g
4%
9.3g
- Saturated
0.5g
2%
1.7g
- Trans
Less than 0.1g
- Less than 0.1g
- Polyunsaturated
1.0g
3.2g
- Monounsaturated
1.3g
4.4g
Carbohydrate
16.8g
5%
56g
- Sugars
0.9g
1%
3.0g
Dietary Fibre
3.1g
10%
10.4g
Sodium
0.7mg
0.1%
2mg
* % DI = Percentage daily intake
a Whatinformationcanyougainfromthisdata?
b Thiscouldbethestartingpointofastatisticalinvestigation.Howcouldyouproceedfrom
here?
c Suggestsomeaimsforinvestigatingfurther.
4 a
b

Providealistofmethodsyoucouldusetocollectprimarydata.
Describewhichmethodyouwouldusetocollectthefollowingprimarydata.
i Heightsoftreesalongthefootpathsofatree-linedstreet
ii Numberofbusesthattransportstudentstoyourschoolinthemorning
iii Sunrisetimesduringsummer
iv Studentopinionregardinglengthoflessons
uNDerstaNDiNg
Forquestions5and6,designanexperimenttosimulatethesituation,carryouttheexperiment
andgivetheresultsoftheexperiment.
5 Amouseinamazecanmakeleftorrightturnsateachjunction.Assumingeachturnisequally
likely,howmanyjunctionsonaveragemustthemousegothroughbeforeeachtypeofturnwill
havebeenmade?
6 Arestaurantmenufeatures4dessertswhichareassumedtobeequallypopular.Howmany
dessertordersmustbefilled(onaverage)beforetheownercanbesurealltypeswillhavebeen
ordered?
509

7 This label shows the nutritional information of Brand Y rolled oats.
nutrition information
Servings per package: 30
Serving size: 30g
Avg. Quantity
Avg. Quantity
Per serving 30g
Per 100g
Energy
480kJ (115Cal) 1600kJ (383Cal)
Protein
3.2g
10.5g
Fat, total
2.4g
8.0g
- saturated LESS THAN 1g
1.5g
Carbohydrate
18.3g
61.0g
- sugars
0.0g
0.0g
Dietary Fibre, total
3.3g
10.0g
Sodium
LESS THAN 5mg LESS THAN 5mg
ingredients
Oats (100%)
attention
THIS PRODUCT CONTAINS

GLUTEN.
storage
Store in a cool, dry place.
Compare the nutritional information with that on the Brand X label on page 509.
8 Comment on this claim.
We did a survey on 100 people regarding eating chocolate.

60 of these people said they regularly ate chocolate.
We then measured the heights of all 100 people.
**** The result ****
Eating chocolate makes you taller!!
9 Russel operates a computer software sales outlet. He keeps a log of all complaints from
customers. Suggest how he could organise his log.

10 The following claim has been made regarding secondary data.
Theres a lot more secondary data than primary data, its a lot cheaper and its easier to
acquire.
Comment on this statement.
Reasoning
11 The local Bed Barn was having a sale on selected beds by Sealy
and Sleepmaker. Four of the beds on sale were:

Sealy Posturepremier
on sale for $1499 a saving of $1000
Sealy Posturepedic
Sleepmaker Casablanca on sale for $1199 a saving of $800
Sleepmaker Umbria
The store claimed that all these beds had been discounted by
40%. Comment on whether this statement is true, supporting
your comments with sound mathematical reasoning.
510
reflection
When using
secondary data from
other countries,
what different unit
classifications could
you encounter?
15c
eBook plus
evaluating inquiry methods and

statistical reports
Interactivity
Compare
statistical
reports
int-2790
Datainvestigationsinvolvecollectingdata,recordingthedata,analysingthedatathen
reportingthedata.
Data collection methods
Collectionmethodsinvolvegatheringprimarydata,orusingsecondarydatafromstoredrecords.
Primarydatacanbecollectedbyobservation,measurement,survey,experimentorsimulation
asdiscussedearlier.
Secondarydatacanbecollectedelectronicallyorviaahardcopy.
Itisimportanttobeabletojustifytheparticularmethodchosenforeachoftheseprocesses.
Sometimesalternativemethodsarejustasappropriate.
WorkeD example 7
You have been given an assignment to investigate which year level uses the school library, after
school, the most.
a Explain whether it is more appropriate to use primary or secondary data in this case. Justify your
choice.
b Describe how the data could be collected. Discuss any problems which might be encountered.
c Explain whether an alternative method would be just as appropriate.
thiNk
a Norecordshave
Write
a Sincerecordsarenotkeptonthelibraryuse,secondarydataisnotanoption.
beenkeptonlibrary
use.
b Thedatacanbe
Primarydatacollectioncouldbeeithersamplingorcensus.Asufficiently
largesamplesizecouldbechosen;thiswouldtakelesstimethanconducting
acensus,althoughitwouldnotbeasaccurate.
Samplingwouldbeconsideredappropriateinthiscase.
b Aquestionnairecouldbedesignedanddistributedtoarandomly-chosen
collectedviaa
questionnaireorin
person.
c
Acensusistheother
option.
sample.Theproblemherewouldbethenon-returnoftheforms.
Observationcouldbeusedtopersonallyinterviewedstudentsastheyentered
thelibrary.Thiswouldtakemoretime,butrandominterviewtimescouldbe
selected.
c
Acensuscouldbeconducted,eitherbyquestionnaireorobservation.This
shouldyieldamoreaccurateoutcome.
WorkeD example 8
Which method would be the most appropriate to collect the following data? Suggest an alternative
method in each case.
a The number of cars parked in the staff car park each day.
b The mass of books students carry to school each day.
c The length a spring stretches when weights are added to it.
d The cost of mobile phone plans with various network providers.
thiNk
a Observation
Write
a Thebestwaywouldprobablybeobservationbyvisitingthestaffcarparkto
countthenumberofcarsthere.
Analternativemethodwouldbetoconductacensusofallworkerstoaskif
theyparkedinthestaffcarpark.Thisisprobablynotasgood.
511

b Measurement
b The mass of the books could be measured by weighing each students pack
on scales.
A random sample would probably yield a reasonably accurate result.
c
Experiment
d Internet search
Conduct an experiment and measure the extension of the spring with various
weights.
There is probably no alternative to this method.
d An internet search would enable data to be collected.
Alternatively, a visit to mobile phone outlets would yield similar results.
Analysing the data
Once the data have been collected and collated, a decision must be made with regard to the
best methods for analysing the data.
A measure of central tendency should be chosen mean, median or mode
A measure of spread (range, interquartile range) indicates how the data is distributed.
An appropriate graph gives a visual representation of the data.
Graphing statistical data
Statistical data can be graphed in a variety of ways line graphs, bar graphs, histograms,
stem plots, box plots, etc. These have all been discussed in detail previously.
In media reports it is common to see line and bar graphs.
Because graphs give a quick visual impression, the temptation is to not look at them in great
detail. Often these graphs can be quite misleading.
It is easy to manipulate a graph to give an impression which is supported by the creator of the
graph. This is achieved by careful choice of scale on the horizontal and vertical axes.
Shortening the horizontal axis tends to highlight the increasing/decreasing nature of the
trend of the graph. Lengthening the vertical axis tends to have the same effect.
Lengthening the horizontal and shortening the vertical axes tends to level out the trends.
Worked Example 9
This report shows the annual change in

median house prices in the local
government areas (LGA) of Queensland
from 200809 to 200910.
a Draw a bar graph which would give
the impression that the percentage
annual change was much the same
throughout the whole state.
b Construct a bar graph to give the
impression that the percentage
annual change in Brisbane was far
greater than that in the other local
government areas.
512
HOUSES
Suburb/locality
Median house price

200809
200910
Annual
change
Brisbane (LGA)
Ipswich City (LGA)
Redland City (LGA)
Logan City (LGA)
Moreton Bay (LGA)
Gold Coast City (LGA)
Toowoomba (LGA)
Sunshine Coast (LGA)
Fraser Coast (LGA)
Bundaberg (LGA)
Gladstone (LGA)
Rockhampton (LGA)
Mackay (LGA)
Townsville City (LGA)
Cairns (LGA)
$530,000
$323,000
$467,500
$360,000
$399,000
$505,000
$289,500
$470,000
$307,400
$282,000
$370,000
$315,250
$398,000
$375,000
$365,000
11.6%
4.2%
7.5%
5.9%
7.3%
8.6%
7.6%
5.6%
3.2%
2.5%
0.0%
5.1%
3.9%
4.5%
2.8%
$475,000
$310,000
$435,000
$340,000
$372,000
$465,000
$269,000
$445,000
$297,750
$275,000
$370,000
$300,000
$383,000
$359,000
$355,000
Think
a
Annual % change
a To flatten out trends,
Write/draw
lengthen the horizontal

axis and shorten the
vertical axis.
% house price changes in QLD 20089 to 200910

10
5
Cairns
Townsville
Mackay
Rockhampton
Gladstone
Bundaberg
Fraser Coast
Sunshine Coast
Toowoomba
Gold Coast
Moreton Bay
Logan
Redland
Ipswich
Brisbane
Area
% house price changes in QLD

20089 to 200910
12
11
10
9
8
7
6
5
4
3
2
0
Brisbane
Ipswich
Redland
Logan
Moreton Bay
Gold Coast
Toowoomba
Sunshine Coast
Fraser Coast
Bundaberg
Gladstone
Rockhampton
Mackay
Townsville
Cairns
shorten the horizontal

axis and lengthen the
vertical axis.
Annual % change
b To accentuate trends,
Area
Worked Example 10
Consider the data displayed in the table of Worked example 9. Use the data collected for the median
house prices in 200910.
a Explain whether this data would be classed as primary or secondary data.
b Why does this data show median house prices rather than the mean or modal house price?
c Calculate a measure of central tendency for the data. Explain the reason for this choice.
d Give a measure of spread of the data, giving a reason for the particular choice.
e Display the data in a graphical form, explaining why this particular form was chosen.
Think
a This is data which has been collected
by someone else.
b Median is the middle price, mean is the
average price, and mode is the most

frequently-occurring price.
Write
a This is secondary data because it has been collected by
someone else.
b The median price is the middle one. It is not affected by
outliers as the mean is. The modal house price may only
occur for two house sales with the same value. On the
other hand, there may not be any mode.
The median price is the most appropriate in this case.
513

c
Which measure of central tendency is

the most appropriate one?
d Consider the range and the interquartile
range as measures of spread.
Consider the graphing options.
The measures of central tendency are the mean, median

and mode.
The mean is affected by high values (i.e. $530000) and
low values (i.e. $282000). These are not typical values,
so the mean would not be appropriate.
There is no modal value, as all the house prices are
different.
The median house price is the most suitable measure
of central tendency to represent the house prices in the
Queensland local government areas. The median value
is $370 000.
d The five-number summary values are:
Lowest score = $282000

Lower quartile = $315250
Median = $370000
Upper quartile = $467500
Highest score = $530000
Range = $530000 - $282000

= $248000
Interquartile range = $467500 $315250

= $152250
The interquartile range is a better measure for the range
as the house prices form a cluster in this region.
e Of all the graphing options, the box plot seems the most
appropriate as it shows the spread of the prices as well
as how they are grouped around the median price.
280000
340000 400000 460000 520000

Median house price 2009-10 ($)
Secondary sources of data provide a great starting point for investigations.
Worked Example 11
The Australian womens national basketball team, the Opals, competed at the 2008 Olympic Games
in Beijing, winning a silver medal. These are the heights (in metres) of the 12 team members:
1.73, 1.65, 1.8, 1.83, 1.96, 1.88, 1.63, 1.88, 1.83, 1.88, 1.8, 1.96
Provide calculations and explanations as evidence to verify or refute the following statements.
a The mean height of the team is greater than their median height.
b The range of the heights of the 12 players is almost 3 times their interquartile range.
cOnly 5 players are on the court at any one time. A team of 5 players can be chosen such that their
mean, median and modal heights are all the same.
514
Think
a
Write
a Mean =
x 21.83
=
= 1.82 m
n
12
Calculate the mean height of the

12players.
Order the heights to determine the

median.
Comment on the statement.
Determine the range and the

interquartile range of the
12 heights.
Compare the two values.
Range = 0.33 m
Interquartile range = 0.115 m
Range
0.33
=
= 2.9
Interquartile range 0.115
Range = 2.9 interquartile range

This is almost 3 times, so the statement is true.
Choose 5 players whose mean,

median and modal heights are all
equal.
Trial and error is appropriate here.
There may be more than one
answer.
The heights of the players, in order, is:

1.63, 1.65, 1.73, 1.8, 1.8, 1.83, 1.83, 1.88,
1.88, 1.88, 1.96, 1.96
There are 12 scores, so the median is the average of the
6th and 7th scores.
1.83 + 1.83
Median =
= 1.83 m
2
The mean is 1.82 m, while the median is 1.83 m. This
means that the mean is less than the median, so the
statement is not true.
b Range = 1.96 - 1.63 = 0.33 m
Lower quartile is the average of 3rd and 4thscores.
1.73 + 1.8
Lower quartile =
= 1.765 m
2
Upper quartile is average of 3rd and 4th scores from the
end.
1.88 + 1.88
Upper quartile =
= 1.88 m
2
Interquartile range = 1.88 - 1.765 = 0.115 m
Three players have a height of 1.88 m. If a player

shorter and one taller are chosen both the same
measurement from 1.88 m, this would make the mean,
median and mode all the same.
Choose players with heights:
1.8, 1.88, 1.88, 1.88, 1.96
9.4
Mean =
= 1.88 m
5
Median = 3rd score = 1.88 m
Mode = Most frequent score = 1.88 m
The 5 players with heights 1.8 m, 1.88 m, 1.88 m,
1.88 m, 1.96 m have a mean, median and modal height
of 1.88 m.
It is true that a team of 5 such players can be chosen.
Statistical reports
Reported data must not be simply taken at face value; all reports should be examined with a
critical eye.
515
Worked Example 12
This is an excerpt from an article which appeared in a newspaper on Fathers Day. It was reported
to be a national survey findings of a Gallup Poll of data from 1255 fathers of children aged 17 and
under.
The great Aussie

dads survey
Thinking about all aspects of your life, how
happy would you say you are?
%
I am very happy.................................................26
I am fairly happy................................................49
Totally happy.....................................................75
Some days Im happy and some days
Im not...............................................................21
I am fairly unhappy.............................................3
I am very unhappy...............................................1
Total unhappy.....................................................4
How often, if ever, do you regret having
children?
Every day.............................................................1
Most days............................................................2
Some days.........................................................18
Never.................................................................79
Which one of these best describes the impact
of having children on your relationship with
your partner?
Were closer than ever.......................................29
We dont spend as much time together
as we should . ...................................................40
Were more like friends now than lovers..........21
We have drifted apart..........................................6
None of the above...............................................4
Which one of these best describes the
allocation of cooking and cleaning duties in
your household?
My partner does nothing/I do everything...........1
I do most of it....................................................11
We share the cooking and cleaning..................42
My partner does most of it................................41
I do nothing/my partner does everything............4
None of the above...............................................1
Which of these aspects of your childrens
future do you have concerns about?
Their safety........................................................70
Being exposed to drugs.....................................67
Their health.......................................................54
%
Bullying or cyber-bullying.................................50
Teenage violence...............................................50
Their ability to afford a home...........................50
Alcohol consumption and binge drinking........47
Achieving academic success..............................47
Feeling pressured into sex.................................41
Being able to afford the lifestyle they
expect to have....................................................38
Climate change..................................................23
Having them living with you in their
mid 20s..............................................................14
None of the above...............................................3
What is the best thing about being a dad?
The simple pleasures of family life....................61
Enjoying the successes of your kids.................24
The unpredictability it brings.............................9
The comfort of knowing that you will be
looked after in later life.......................................3
None of the above...............................................3
Key findings
75%
79%
67%
57%
of Aussie dads are totally

happy
have never regretted
having children
are worried about their
children being exposed
to drugs
would like more
intimacy with their
partner
Work-life balance is definitely

an issue for dads in 2010.
David Briggs
Galaxy principal
Source: The Sunday Mail, 5 Sept. 2010, pp. 1415.
a Comment on the sample chosen.

b Discuss the percentages displayed.
c Comment on the claim that 57% of dads would like more intimacy with their partner.
516
Think
Write
a How is the sample chosen?
a The results of a national survey such as this should reveal the
Is it truly representative of
the population of Australian
dads?
b Look at the percentages in
outlook of the whole nations dads. There is no indication of how

the sample was chosen, so without further knowledge we tend
to accept that it is representative of the population. A sample of
1255 is probably large enough.
b For the first question regarding happiness, the percentages total
each of the categories.
more than 100%. It seems logical that, in a question such as this,

the respondents would tick only one box, but obviously this has
not been the case.
In the question regarding aspects of concern of your childrens
future, these percentages also total more than 100%. It seems
appropriate here that dads would have more than one concerning
area, so it is possible for the percentages to total more than 100%.
In each of the other three questions, the percentages total 100%,
which is appropriate.
Look at the tables to try to

find the source of this figure.
Examining the reported percentages in the question regarding

relationship with your partner, there is no indication how a
figure of 57% was determined.
Frequently media reports make claims where the reader has no hope of confirming their truth.
Worked Example 13
This article appeared in a newspaper. Read the article, then answer the following questions.
Sponges are toxic

Washing dishes can pose a serious health risk,
with more than half of all kitchen sponges
containing high levels of dangerous bacteria,
research shows.
A new survey dishing the dirt on washing up
shows more than 50 per cent of kitchen sponges
have high levels of E coli, which can cause severe
cramps and diarrhoea, and staphylococcus
aureus, which releases toxins that can lead to
food poisoning or toxic shock syndrome.
Microbiologist Craig Andrew-Kabilafkas

of Australian Food Microbiology said
the Westinghouse study of more than
1000 households revealed germs can spread
easily to freshly washed dishes.
The only way to safeguard homes from
sickness was to wash utensils at very high
temperatures in a dishwasher.
Source: The Sunday Mail, 5 Sept. 2010, p. 36.
a Comment on the sample used in this survey.

b Comment on the claims of the survey.
c Is the heading of the article appropriate?
Think
a Look at sample size and
selection of sample.
Write
a The report claims that the sample size was more than 1000.
There is no indication how the sample was selected.

The point to keep in mind is whether this sample is truly
representative of the population consisting of all households. We
have no way of knowing.
517

b Whataretheresultsofthe
b Thesurveyclaimsthat50%ofkitchenspongeshavehighlevels
survey?
ofE. coliwhichcancauseseveremedicalproblems.
ThestudywasconductedbyWestinghouse,soitisnotsurprising
theyrecommendusingadishwasher.
Examinetheheadinginthe
lightofthecontentsthearticle.
Theheadingissensational,designedtocatchtheattentionof
readers.
remember
1. Collectingdata
Primarydatacanbegatheredinavarietyofways.
Theparticularmethodchosenforastatisticalinvestigationshouldbejustified.
Secondarydataaregatheredfromstoredrecords.
2. Analysingdata
Ameasureofcentraltendencyshouldbechosenmean,medianormode
Ameasureofspread(range,interquartilerange)indicateshowthedataisdistributed.
Anappropriategraphgivesavisualrepresentationofthedata.
3. Evaluatingreporteddata
Thedatashouldbeexaminedwithacriticaleye.
Oftengraphscanbemisleading.
Shorteningthehorizontalaxisandlengtheningtheverticalaxistendstohighlight
theincreasing/decreasingnatureofthetrendofthegraph.
Lengtheningthehorizontalandshorteningtheverticalaxestendstoleveloutthe
trends.
exercise
15c
iNDiviDual
pathWays
eBook plus
Activity 15-C-1
Collecting and
analysing data
doc-5161
Activity 15-C-2
More collecting and

analysing data
doc-5162
Activity 15-C-3
Detailed collecting
and analysing data
doc-5163
evaluating inquiry methods and statistical reports

flueNcy
1 We7,8 YouhavebeengivenanassignmenttoinvestigatewhichYearlevelhasthegreatest
numberofstudentswhoaredriventoschooleachdaybycar.
a Explainwhetheritismoreappropriatetouseprimaryorsecondarydatainthiscase.
Justifyyourchoice.
b Describehowthedatacouldbecollected.Discussanyproblemswhichmightbe
encountered.
c Explainwhetheranalternativemethodwouldbejustasappropriate.
2 We9 YourunasmallcompanythatislistedontheAustralianStockExchange(ASX).During
thepastyearyouhavegivensubstantialrisesinsalarytoallyourstaff.However,profitshave
notbeenasspectacularasintheyearbefore.Thistablegivesthefiguresforthesalaryand
profitsforeachquarter.
1st quarter
2nd quarter
3rd quarter
4th quarter
Profits
$000000
5.9
6.5
Salaries
$000000
Drawtwographs,oneshowingprofits,theothershowingsalaries,whichwillshowyouin
thebestpossiblelighttoyourshareholders.
518

3 WE10 The data below were collected from a real estate agent and show the sale prices of ten
blocks of land in a new estate.

$150 000, $190 000, $175 000, $150 000, $650 000, $150 000, $165 000,
$180 000, $160 000, $180 000
a Calculate a measure of central tendency for the data. Explain the reason for this
choice.
b Give a measure of spread of the data, giving a reason for the particular choice.
c Display the data in a graphical form, explaining why this particular form was chosen.
d The real estate agent advertises the new estate land as:
Own one of these amazing blocks of land for only $150 000 (average)!
Comment on the agents claims.
4 WE11 Use the data for the heights of the Opal players in Worked example 11 (page 514) to
answer the following question.
Provide calculations and explanations as evidence to verify or refute the following
statements.
a The mean height of the team is closer to the lower quartile than it is to the median.
b Half the players have a height within the interquartile range.
c Which 5 players could be chosen to have the minimum range in heights?
5 This table below shows the number of shoes of each size that were sold over a week at a shoe
store.
Size
Number sold
19
24
16
10
Calculate the mean shoe size sold.

Determine the median shoe size sold.
Determine the modal shoe size sold.
Explain which measure of central tendency has the most meaning to the store
proprietor.
6 The resting pulse of 20 female athletes was measured and is shown below.
50 62 48 52 71 61 30 45 42 48 43 47 51 52 34 61 44 54 38 40
a
b
c
d
a Represent the data in a distribution table using appropriate groupings.

b Find the mean, median and mode of the data.
c Comment on the similarities and differences between the three values.
Understanding
7 The batting scores for two cricket players over six innings were recorded as follows.
Player A 31, 34, 42, 28, 30, 41

Player B 0, 0, 1, 0, 250, 0
Player B was hailed as a hero for his score of 250.
Comment on the performance of the two players.
519

8 A small manufacturing plant employs 80 workers. This table below shows the structure of
the plant.
Position
Salary ($)
Number of employees
Machine operator
18000
50
Machine mechanic
20000
15
Floor steward
24000
10
Manager
62000
Chief Executive Officer
80000
a Workers are arguing for a pay rise, but the management of the factory claims that workers
are well paid because the mean salary of the factory is $22100. Explain whether this is a
sound argument.
b Suppose that you were representing the factory workers and had to write a short
submission in support of the pay rise. How could you explain the managements claim?
Provide some other statistics to support your case.
9 WE12,13 This report from Woolworths appeared in a newspaper.
Its a record
Woolworths posted 10.1% gain in

annual profit to $2.02b
11th consecutive year of double-digit
growth
Flags 8% to 11% growth in the
current financial year
Sales rose 4.8% to $51.2b
SHARES REBOUND
$
28.40
28.10
27.70
27.40
27.10
20.80
26.50
26.20
25.90
25.60
2.4%
Yesterday
Wants to increase its share of the fresh

food market
Announced $700m off-market share
buyback
Final fully franked dividend 62 a
share
NET PROFIT
+$2.02b
$b
2
+25.7%
1.5
1
+12.8%
+10.1%
+27.5%
+24.3%
0.5
May 26
Aug 26
Source: IRESS
Source: The Courier Mail, 27 Aug. 2010, pp. 401.
Comment on the report.

520
2006
2007
2008
2009
2010

Reasoning
10 This graph at right shows the fluctuation in the Australian dollar in terms of the US dollar
during the period 13 July to 13 September 2010.

The higher the Australian dollar, the cheaper it is for
Australian companies to import goods from overseas, and
the cheaper they should be able to sell their goods to the
Australian public.
The manager of Company XYZ produced a graph
to support his claim that, because there hasnt been much
change in the Aussie dollar over that period, there hasnt
been any change in the price he sells his imported goods to
the Australian public. Draw a graph which would support his
claim. Explain how you were able to achieve this effect.
reflection
US
92.8
US 93.29
90.9
88.8
86.8
84.8
82.8
80.8
Jul 13
Sep 13
Source: IRESS
What is the point of drawing a

misleading graph in a report?
15D
AUSSIE
Source: The Courier Mail,

14 Sept. 2010, p. 25.
Statistical investigations
Using primary data
This section deals with the steps involved in carrying out a statistical investigation with
primary data collection.
For this exercise we will assume you have been given this task.
Which pizza on the market is the best value for money?
This is a very broad investigation, and each stage of the investigation must be carefully
planned.
Collecting the data
Organising the data
Performing calculations
Analysing the data
Reporting the results
Collecting the data
At this initial stage, questions should be posed with regard to the data.
What data should be collected?
Best value for money involves the price and size of the pizza. Data on both of these need
to be collected.
Stores have different prices for different sizes.
Would size best be measured as area or mass?
Not all pizzas are round; some are rectangular.
What about the variety of toppings? A standard one should be chosen.
Should frozen pizzas be included?
How should the data be collected?
It is not possible to buy every pizza on the market, so what alternatives are there?
A store is probably not willing to allow their pizzas to be weighed, so mass is most likely
out of the question.
Will the store allow their pizzas to be measured?
What problems are likely to be encountered?
How many different companies market pizza?
521
Organising the data
The data should be organised into some sort of table format.

What format is appropriate for this investigation?
A table with column headings Price and Measurements will organise this data.
Take time to design the table so figures required for calculation are readily visible.
What calculations are required at this stage?
Measurements are required to calculate the area of each pizza.
Think forward and add extra columns for future calculations.
What further calculations are needed?
Area and Value for money need to be calculated. Provide two extra columns for these.
What calculations need to be performed?

The Area and Value for money are required in this case. How should this be calculated?
Dividing price by area gives ($/cm2), while dividing area by price gives (cm2/$).
Analysing the data
Are there any anomalies, or obvious calculation errors?

Do the calculated results make sense?
In this case, if Value for money is calculated in units of $/cm2, the pizza with the smallest of
these values is the best value for money. Using units of cm2/$, the pizza with the highest of
these values gives the best value for money.
Would the inclusion of graphs be appropriate?
The results should be reported in a clear, concise manner.

Justify any conclusions.
Are there any anomalies or exceptions to mention?
Using secondary data
The procedure for undertaking a statistical investigation using secondary data is similar to that
for primary data, the difference being that you sometimes have to search for data in several
areas before you find the appropriate source.
Suppose you were given this assignment.
There have been __________ Prime Ministers of Australia since 1901 until this day.
There have been _________ elections.
__________ Prime Ministers have been defeated at a general election.
There have been ________ changes of Prime Minister without an election.
The average length these Prime Ministers served in office is ____________ .
Undertake a statistical investigation to complete the details.
522
Collecting the data

What data should be collected?
Where can this data be found? The internet is probably a good starting point, but not all
sites are reliable.
If there are multiple sources for the data, are they all in agreement?
How many of these statements require calculations?
Organising the data
Design a table to record all the data.
Consider how many columns are necessary.
Leave columns for calculations.
There is at least one calculation here to determine the average length of time served in
office. Are there any more?
Analysing the data

Do all the calculated values make sense?
Would a graph be appropriate?
Complete the details.
Acknowledge the source of the secondary data.
Investigating media reports
Frequently reports in the media provide a good starting point for an interesting investigation.
Here are a few suggestions.
Media report 1
Here is an article on an analysis of the speech habits of two high-profile parliamentarians
Julia Gillard and Tony Abbott. It was written by Roly Sussex, a professor of English.
Roly Sussex
Word Limit
sussex@uq.edu.au
We all have individual features in the way
we speak. Our tone of voice, an intonation,
a rhythm, a favourite word or phrase the
things that make us quickly recognised
even on bad telephone connections. But
if you are a public figure, and especially
a political leader, your speech habits will
be picked up, criticised, satirised and
caricatured. As I discussed in previous
weeks, our current political leaders show a
wide variety of habits and idiosyncrasies.
Our new PM, Julia Gillard is a very
consecutive speaker. Like Kevin Rudd
before her, she speaks in long complete
sentences. But unlike Rudd, her sentences
contain a fair number of pre-programmed
mantras and phrases: happy to be judged,
enhanced the capacity, regional
neighbours. Her pronunciation is also
distinctive. She grew up in South Australia,
and so says W instead of L at the end of
a syllable. Her milk is MIWK, and her
football is FOOTBAW. And she is our
first Prime Minister to have high rising
tone, the rising intonation at the end of a
clause (rising pitch).
Her favourite word is obviously and
she has also quickly assumed the leaders
I. The closer you get to the top job, the
more the ego asserts itself in grammar.
Especially in answer to a probing
question: Im not going to be ....
Former PM John Howard perfected this
technique, and it is piously observed by
our current leaders. Treasurer Wayne
Swan is acquiring it. Aha.
Compared to the PM, Opposition Leader

Tony Abbott is a less fluent speaker. He is an
um, look and ah man. His sentences
contain pauses, sometimes for reflection,
sometimes for emphasis, sometimes both.
He is somewhat less given to mantra, and
greetings-wise he is more a man of the
people: he says Gday. But Gillard and
Abbott share three features which are now
so ingrained under the fingernails of our
pollies that they wont scrub off.
One feature is repetition. As I said in
my speech ... says the PM, ... as I said
in my speech. Well, yes, we know that.
We heard the speech. Abbott, on the other
hand, repeats repeated negatives about the
Government: Spin ... contradiction ...
incompetent ... disarray .... Its like
swearing the more you use these
words, the less meaning they convey.
The second shared feature is the preprogrammed response. A trigger in the
question presses a specific answer-button.
Asylum seekers, deficit, mining
super-tax, health and similar key issues
prompt the automatic rehearsed rejoinder.
You know its pre-programmed because
youll always hear the same words,
whenever the trigger is pressed.
The third thing they share is that they
wont say yes or no. Both respond to a
can you tell us, yes or no? with streams
of verbal flimflam. Interviewers should
give up trying to prise a clear yea/nay out
of either of them. But the public does
have a right to know, yes or no, where
they stand on issues, and we arent getting
what we crave.
Source: The Courier Mail, 1415 Aug. 2010, p. 25.
There is no doubt that these comments are true. How could you find evidence of this?
523
Media report 2
Single Women Earn More

WASHINGTON: The income of one
group of US women is catching up
to and even overtaking men, a study
shows.
They are single women in their 20s
without children, who live in large cities
and work full-time, according to a study
of census data by Reach Advisors, a
New Yorkbased strategy and research
firm focused on emerging shifts in the
consumer landscape.
These young women earn on average
8 per cent more than men in their age
group, but in some cities, such as Atlanta
in Georgia and Memphis, Tennessee,
women earn about one-fifth more than
men. On average, American women who
work full-time earn about 80 per cent of

what men earn.
The report says that one reason for the
finding is that girls are going to college in
droves.
Nearly three-quarters of girls who
complete high school go on to university,
compared with two-thirds of boys.
1
Women are 1 2 times more likely than
men to graduate from university and to
obtain a masters degree or higher.
Census data released in April showed
that 58 per cent of all US masters degrees
or PhDs were awarded to women. As
women go further in their education,
they are also delaying getting married and
starting a family.
Source: The Weekend Australian, 45 Sept. 2010, p. 20.
Is this report really true? Is it perhaps only true in America? (The heading seems to suggest
that it is universally true.) What is the status of women in other parts of the world? Further
investigation could reveal interesting comparisons.
Media report 3
Egg shortage is no yolk

Producers lay plan to
meet need
Peddy Hintz
Blame MasterChef or the Heart
Foundation, but its getting harder
to find the right kind of eggs at the
supermarket and its likely to stay that
way until Christmas.
Queensland egg producers are struggling
to keep up with demand but the boom in
sales has also been matched by the recent
interest in keeping backyard chickens.
The winter shortage of eggs on
Australian supermarket shelves will mean
that instead of sitting in a coolroom for a
week, eggs are being transferred to shelves
almost straight from the supplier.
Its currently taking only about 48 hours
from being laid to getting onto the shelves
so the eggs that people do buy will be a
really good, fresh product, chief executive
of Sunny Queen, one of the countrys
biggest suppliers, John OHara said.
The Australian Egg Corporation has
put the increased demand for eggs down
Source: The Courier Mail, 289 Aug. 2010, p. 13.
524
to revised Heart Foundation guidelines

raising the number of eggs recommended
for a healthy diet from two a week to six.
But, Mr OHara said, cooking shows
such as MasterChef had also led to a rise in
demand.
Current estimates have Australians
eating 203205 eggs per person a year,
compared with 195 last year, 156 the year
before and a low of 132 10 years ago.
UNSCRAMBLING EGGS
Annual egg consumption (per person)
Australia: 205
Japan: 320
US: 230
UK: 230
NZ: 214
Egg sales
65% caged
2425% free range
10% cage free
Fresh is best
The most effective way to test if an egg
is fresh is to put it in water. The more it
sinks, the fresher the egg. If it floats, its
nearly off.
Notethecatchyheadingonthisarticle.DoestheadvicefromtheHeartFoundationor
cookingshowslikeMasterChefreallyhavethatmucheffectoneggsales?Howdoesegg
consumptioninAustraliacomparewiththatintheothercountriesmentioned?Thisisworthy
offurtherinvestigation.
remember
1. Thefollowingstepsareinvolvedinastatisticalinvestigation.
Collectingthedata
Organisingthedata
Performingcalculations
Analysingthedata
Reportingtheresults
2. Mediareportsprovideastartingpointforfurtherinvestigations.
exercise
15D
iNDiviDual
pathWays
eBook plus
Activity 15-D-1
Analysing reports
doc-5164
Activity 15-D-2
Analysing reports in
depth
doc-5165
Activity 15-D-3
Analysing reports in
greater depth
doc-5166
statistical investigations
uNDerstaNDiNg
Thissectionhasguidedyouthroughundertakingastatisticalinvestigation.Applythis
knowledgeinansweringthesequestions.
1 a Writeaplandetailinghowyouwouldcollectprimarydatatoundertakeaninvestigationto
determinewhichpizzaonthemarketisthebestvalueformoney.
b Undertakeyourinvestigation.
c Reportontheresultsofyourfindings.
2 UndertaketheinvestigationonthehistoryofPrimeMinistersinAustralia.Reportyour
findings.
3 FindevidencefromspeechesofJuliaGillardandTonyAbbotttosupportRolySussexsreport
onthespeechhabitsofthesetwopoliticians.
4 Dosinglewomenreallyearnmore?Investigate.
5 WhatsthestoryoneggconsumptioninAustralia?
6 Searchforamediaarticleyouwouldliketoinvestigate.Provideafullreportonyour
findings.
reasoNiNg
7 BelowareafewstatisticsonFacebookusers.Thesefiguresarethosereportedinthe
Year2010.
Therearemorethan400millionactiveusers.
70%ofFacebookusersareoutsidetheUS.
50%ofactiveuserslogontoFacebookinanygivenday.
Morethan60millionupdatesarepostedeachday.
Morethan3billionphotosareuploadedtothesiteeachmonth.
Theaverageuserhas130friendsonthesite.
Theaverageuserspendsmorethan55minutesperdayonFacebook.
Thetop10countriesonFacebookrepresentjustalittleoverhalfoftheFacebookusers.
China(population1.3billion)andIndia(1.2billion)donotappearinthetop10list.Write
areportsummarisingtheusageofFacebookthroughouttheworld.(Seeoverleafforsome
statistics.)
525
Thesearethetop10countriesonFacebook.
Country
Population (millions)
% of world population
Users (millions)
USA
310.3
4.5
111.2
UK
62
0.9
23.5
Indonesia
237.6
3.5
19.5
Turkey
72.6
1.1
18.7
France
65.4
1.0
15.9
Italy
60.4
0.9
14.9
Canada
34.3
0.5
13.4
Philippines
94
1.4
10.6
Digital doc
Spain
46.1
0.7
8.9
WorkSHEET 15.2
doc-5343
10
108.4
1.6
8.2
eBook plus
Mexico
reflectioN
What would you consider to

be the most important factor in
reporting the results of a statistical
investigation?
526
Summary
Populations and samples
The term population refers to a complete set of individuals, objects or events belonging to
some category.
When data are collected from a whole population, the process is known as a census.
Surveys are conducted on samples. Ideally the sample should reveal generalisations about the
population.
Different random samples from the same population can produce different results.
As a general rule, the sample size should be about N , where N is the size of the population.
It is a misconception that a larger sample will produce a more reliable prediction of the
characteristics of its population.
The particular circumstances determine whether data are being collected from the population,
or from a sample of the population.
It is important to acknowledge that there could be some uncertainty when using sample
results to make predictions about the population.
Primary and secondary data
Primary data collection

This involves collecting data yourself.
You have ownership of the data, and no one else has access to the data until it is released or
published.
A variety of methods of collecting the data is available including observation,
measurement, survey, experiment or simulation.
Secondary data collection
This is data which has already been collected by someone else.
The data can come from a variety of sources including: paper, electronic, government
sources, general business sources and the media.
Secondary data sources often provide data which would not be possible for an individual to
collect.
The accuracy and reliability of the data sometimes needs to be questioned, depending on its
source.
Evaluating inquiry methods and statistical reports
Collecting data
Primary data can be gathered in a variety of ways.
The particular method chosen for a statistical investigation should be justified.
Secondary data are gathered from stored records.
Analysing data
A measure of central tendency should be chosen mean, median or mode
A measure of spread (range, interquartile range) indicates how the data is distributed.
An appropriate graph gives a visual representation of the data.
Evaluating reported data
The data should be examined with a critical eye.
Often graphs can be misleading.
Shortening the horizontal axis and lengthening the vertical axis tends to highlight the
increasing/decreasing nature of the trend of the graph.
Lengthening the horizontal and shortening the vertical axes tends to level out the trends.
527

Statistical investigations
Thefollowingstepsareinvolvedinastatisticalinvestigation.
Collectingthedata
Organisingthedata
Performingcalculations
Analysingthedata
Reportingtheresults
Mediareportsprovideastartingpointforfurtherinvestigations.
Homework
Book
528
Chapter review
Fluency
1 List some problems you might encounter in trying
to collect data from the following populations.

a The average number of mL in a can of soft
drink.
b The number of fish in a dam.
c The number of workers who catch public
transport to work each weekday morning.
2 a Calculate the mean of the integers 1 to 100.
b i Randomly select 10 numbers in the range
1 to 100.
ii Calculate the mean of these numbers.
c i Randomly select 20 numbers in the range
1 to 100.
ii Calculate the mean of these numbers.
d Comment on the similarities/differences
between your means calculated in parts a, b
and c.
3 For each of the following investigations, state
whether a census or a survey has been used.
a The average price of petrol in Canberra was
estimated by averaging the price at 30 petrol
stations in the area.
b The performance of a cricketer is measured by
looking at his performance in every match he
has played.
c Public opinion on an issue is sought by a
telephone poll of 2000 homes.
4 Traffic lights (red, amber, green) are set so that
each colour shows for a set amount of time.
Describe how you could use a spinner to simulate
the situation so that you could determine (on
average) how many sets of lights you must
encounter in order to get two green lights in
succession.
5 MC John and Bill play squash each week. In any
given game they are evenly matched. A device
which could not be used to represent the outcomes
of the situation is:
A a die
B a coin
C a circular spinner divided into 2 equal
sectors
D a circular spinner divided into 5 equal
sectors
E a circular spinner divided into 4 equal
sectors
6 The table below shows the number of students in
each year level from Years 7 to 12.

Year
Number of students
230
200
189
10
175
11
133
12
124
Draw two separate graphs to illustrate the

following.
a The principal of the school claims a high
retention rate in Years 11 and 12 (that is, most
of the students from Year 10 continue on to
complete Years 11 and 12).
b The parents claim that the retention rate of
students in Years 11 and 12 is low (that is, a
large number of students leave at the end of
Year 10).
7 Records from a school were examined to determine
the number of absent days of both boys and girls
over the two years of Year 9 and Year 10. The result
is shown in this stem-and-leaf plot.
Key: 2 | 1 = 21 days
Leaf Stem Leaf
Boys
Girls
0
17
7410
1
24799
9976653110
2
133466
87752
3
4448
2
4
36
5
4
a Calculate the median number of days absent
for both boys and girls.

b Calculate the range for both boys and girls.
c Comment on the distribution of days absent for
each group.
529

8 15 boys and 15 girls were randomly chosen from
a group of 900 students. Their heights (in metres)

were measured as shown below.
Boys:1.65, 1.71, 1.59, 1.74, 1.66, 1.69, 1.72,
1.66, 1.65, 1.64, 1.68, 1.74, 1.57, 1.59,
1.60
Girls:1.66, 1.69, 1.58, 1.55, 1.51, 1.56, 1.64,
1.69, 1.70, 1.57, 1.52, 1.58, 1.64, 1.68, 1.67
a State the median of both distributions.

b Calculate the range of both distributions.
c Calculate the interquartile range of both
distributions.
d Show both distributions on a parallel box plot.
10 The box plots drawn below display statistical data
for two AFL teams over a season.

Sydney Swans
Brisbane Lions
50 60 70 80 90 100 110 120 130 140 150 Points
a Which team had the higher median score?
b What was the range of scores for each team?
c For each team calculate the interquartile range.
11 Tanya measures the heights (in m) of a group of
Year 10 boys and girls and produces the following

five-point summaries for each data set.
Boys: 1.45, 1.56, 1.62, 1.70, 1.81
Girls: 1.50, 1.55, 1.62, 1.66, 1.73
a Draw a box plot for both sets of data and
display them on the same scale.

a Comment on the size of the sample.
b Display the data as a back-to-back stem plot.
c Compare the heights of the boys and girls.
9 The stem plot below is used to display the number
of vehicles sold by the Ford and Holden dealerships

in a Sydney suburb each week for a three-month
period.
Key: 1 | 5 = 15 vehicles
Leaf Stem Leaf
Ford
Holden
74
0
39
952210
1
111668
8544
2
2279
0
3
5
530
b What is the median of each distribution?

c What is the range of each distribution?
d What is the interquartile range for each
distribution?
e Comment on the spread of the heights among
the boys and the girls.

12 The box plots below show the average daily sales
of cold drinks at the school canteen in summer and

winter.
Summer
Winter
0
10 15 20
25 30 35
40 Daily sales
of cold
drinks

a Calculate the range of sales in both summer
and winter.
b Calculate the interquartile range of the sales in
both summer and winter.

c Comment on the relationship between the two
data sets, both in terms of measures of location

and measures of spread.
13 A movie theatre has taken a survey of the ages of
people at a showing of two of their movies. The

results are shown in these box plots.
Movie A
Movie B
0
10 20 30 40
50 60 70
80 Age
a Find the mean and the median age of the
people in this sample.

b Group the data into class intervals of
c
d
e
f
Which of the following conclusions could be

drawn based on the above information?
A Movie A attracts an older audience than
Movie B.
B Movie B attracts an older audience than
Movie A.
C Movie A appeals to a wider age group than
Movie B.
D Movie B appeals to a wider age group than
Movie A.
E More people went to Movie A.
problem solving
1 A sample of 30 people was selected at random
from those attending a local swimming pool.

Their ages (in years) were recorded as follows:
19, 7, 58, 41, 17, 23, 62, 55, 40, 37, 32, 29, 21, 18,
16, 10, 40, 36, 33, 59, 65, 68, 15, 9, 20, 29, 38, 24,
10, 30.
10 (09 etc) and complete the frequency

distribution table.
Use the frequency distribution table to estimate
the mean age.
Calculate the cumulative frequency and, hence,
plot the ogive.
Estimate the median age from the ogive.
Compare the mean and median of the original
data in part a with the estimates of the mean
and the median obtained for the grouped data
in parts c and e.
Were the estimates good enough? Explain your
answer.
2 The typing speed (words per minute) was
recorded for a group of Year 8 and Year 10

students. The results are displayed in this
back-to-back stem plot.
Key: 2 | 6 = 26 wpm
Leaf Stem Leaf
Year 8
Year 10
99
0
9865420
1
79
988642100
2
23689
9776410
3
02455788
86520
4
1258899
5
03578
003
6
Write a report comparing the typing speeds of the
two groups.
531

3 Theseparallelboxplotsshowthenumberof
weeklyhousesalesbytworealestateagenciesover
a3-monthperiod.
HJ Looker
Hane & Roarne
0 1 2
3 4
5 6
9 10 Number of
weekly sales
Prepareareporttocomparetheperformanceof
thetwoagencies.
4 Thistastetestoncornchipsappearedinanewspaper.
TasTe TesT: corn chips

Byron Bay Chilli Co. Corn chips
230g $3.40 ($1.48 per 100g)

Made in Australia
Fat 24.9g/100g
Saturated fat 11.8g/100g
Sodium 44mg/100g
Verdict: Crisp, thick chips with fresh
corn flavour and low sodium content. No
preservatives, no GM corn. Put Byron Bay in
the title and things cost more!
CCs Corn Chips
200g $2.69 ($1.34 per 100g)

Made in Australia
Fat 24.4g/100g
Sodium 550 mg/100g
Verdict: Chips are quite thin and very salty to
taste. Very high sodium content.
IGA Black and Gold Plain Corn chips
230g $1.99 (87 cents per 100g)

Made in Australia
Fat 24.9g/100g
Sodium 415mg/100g
Verdict: Cheap in comparison and quite nice.
A good budget option as they are as good as the
popular branded ones.
Doritos Corn Chips
200g $2.99 ($1.50 per 100g)

Made in Australia
Fat 23.2g/100g
Saturated Fat 11.2g/100g
Sodium 435mg/100g
Verdict: Very crisp and fresh, but really no better
than the home brand which is $1 cheaper.
Source: The Sunday Mail, 4 Apr. 2010, p. 26.
Commentontheinformationdisplayed.
532
5 Therehasbeenariseinsupermarket-ownbrands
inAustralia.Thesearecommonlyavailablein
supermarketslikeWoolworths,ColesandAldi.It
hasbeensaidthatthesebrandsaccountforalmost
one-quarterofallgrocerysales.Ithasalsobeen
claimedthatthequalityofsupermarket-ownbrands
iscomparablewiththeequivalentmarket-leading
brand,atamuchreducedcost.
Assumeyouareplanningundertakeastudy
ofaparticulargroceryline(e.g.,bakedbeans,
breakfastcereal,).Writeaplanofhowyou
wouldundertakethisstudy.
eBook plus
Interactivities

int-2867
int-2865
int-2866
eBook plus
activities
Chapter opener
Digital doc
(page 497)
Are you ready?
suitabilityofquestionsforasurvey
SkillSHEET15.2(doc-5338):Findingproportions
betweentypesofdata
SkillSHEET15.4(doc-5340):Readingbar
graphs
independentanddependentvariables
15A Populations and samples

Digital docs

Activity15-C-1(doc-5161):Collectingandanalysing
data
Activity15-C-2(doc-5162):Morecollectingand
analysingdata
Activity15-C-3(doc-5163):Detailedcollectingand
analysingdata

Digital docs
Activity15-D-1(doc-5164):Analysingreports
(page 525)
Activity15-D-2(doc-5165):Analysingreportsin
depth(page 525)
Activity15-D-3(doc-5166):Analysingreportsin
greaterdepth(page 525)
WorkSHEET15.2(doc-5343):Statisticsinthemedia
(page 526)
Chapter review
Activity15-A-1(doc-5155):Populationsandsamples
(page 502)
TestyourselfChapter15(int-2867):Taketheend-of Activity15-A-2(doc-5156):Morepopulationsand
chaptertesttotestyourprogress
samples(page 502)
Activity15-A-3(doc-5157):Indepthpopulations
andsamples(page 502)
chapter
WorkSHEET15.1(doc-5342):Populationsand
samples(page 503)
15B Primary and secondary data
chapter
Activity15-B-1(doc-5158):Datacollection
Activity15-B-2(doc-5159):Furtherdatacollection
www.jacplus.com.au
Activity15-B-3(doc-5160):Advancedcollection
15C Evaluating inquiry methods and statistical
reports
Interactivity
Comparestatisticalreports(int-2790)(page 511)
533
eBook plus
ict activity
climate change
SEARCHLIGHT ID: PRO-0100
Scenario
Climatechangeisuponusandhasbecomeoneof
thegreatchallengesfacinghumanity.Ourfossil
fueldriveneconomiesareproducinglargevolumes
ofgreenhousegases(watervapour,carbondioxide,
methaneandozone)thatarewarmingtheplanet.
Asourplanetheatsup,theicesheetsatthepoles
slowlymelt,causingsealevelstorise.Islandsin
thePacificOceanarealreadybeingovercomeby
water,leadingtheinhabitantsofislands,suchas
534
TuvaluIslandinthePacificOcean,toannounce
thattheyareabandoningtheirhomelanddueto
risingsealevels.InSydney,manywellknown
suburbscouldbethreatenedbyrisingsealevelsin
thefuture,includingCaringbah,Kurnell,Cromer,
ManlyVale,Newcastle,thecentralcoast,Homebush
Bay,NewingtonSilverwater,Arncliffe,Marrickville
andSydneyAirport.Climatechangecouldcause
theextinctionofmanyspeciesasecosystemsare
damagedbyrisingtemperatures.
Inordertoaddresstheseapocalypticissues,we
needtounderstandtheroleofhumanactivityin
climatechange.Itwillbeyourjobtoinvestigateand
understandtherelationshipsthatunderpinglobal
warming.Youcanthenmakerecommendationstoour
politicalleadersandtakeactionyourselftohelpsave
ourplanet.
Task
Youmusthaveagmail
SUGGESTED
accountandinternet
Youwillneedtoanalysereal data setstodevelopa
SOFTWARE
accesstousethe
mathematicalunderstandingofclimatechangeissues.
Microsoft Excel
Googledatatools.
Theanalysiswillinvolvetheuseofscatterplots,box Geogebra
and-whiskerplotsandfivenumbersummaries.Scatter Youwillneed
Internet connection
MicrosoftExceland
plotswillbeusedtoinvestigateandcommenton
Internet browser
GeoGebrainstalled
with Adobe Flash
relationshipsbetweentwoclimatechangevariables.
player installed.
onyourcomputer.
Datasetswillbecomparedusingbox-and-whisker
Use
the World Bank
GotoprojectsPLUS
plots,dotplotsandhistograms.Environmentaldata
weblink in your
onyoureBook,set
willbegraphed,suchthattheindependentvariable
eBookPLUS to locate
upagroupandthen
istime.Attheendofyourproject,yourimproved
banks of data in
opentheMedia Centre
mathematicalunderstandingofclimatechangewill
Excel form.
tolocateeverything
allowyoutomakekeyrecommendationsonhowwe
youneed.
canmeettheenvironmentalchallengesofthefuture.
OpentheWorddocumentstitledLesson1,
Process
Lesson2etc.Followtheinstructionsineach
YouwilluseMicrosoft Excel,Google Fusion Tables
documenttocompleteyourproject.
Atvariousstagesofyourproject,youwillneedto
andGoogle Public Data Explorertoinvestigate
globalenvironmentaldata.
accessdatasetsinMicrosoftExcelfiles.
Ict activity projectsplus
535
number AnD AlgebrA money AnD finAnciAl mAthemAtics
16
16A
16B
16C
16D
16E
16F
Purchasing goods
Buying on terms
Successive discounts
Compound interest
Depreciation
Loan repayments
WhAt Do you knoW ?
financial maths
1 List what you know about financial

maths. Create a concept map to show
your list.
that shos your classs knowledge of
financial maths.
eBook plus
Digital doc

Chapter 16
doc-5344
oPening Question
Which is the better interest rate

6.25% p.a. simple interest, or 6% p.a.
compound interest?
Are you ready?
eBook plus
Digital doc
SkillSHEET 16.1
doc-5345
eBook plus
Digital doc
SkillSHEET 16.2
doc-5346
eBook plus
Digital doc
SkillSHEET 16.3
doc-5347
eBook plus
Digital doc
SkillSHEET 16.4
doc-5348
eBook plus
Digital doc
SkillSHEET 16.5
doc-5349
538
Converting a percentage to a decimal

1 Converteachofthefollowingpercentagestoadecimal.
a 24%
b 17.5%
c 3%
3
d 9 4 %
Finding simple interest
2 Findthesimpleinterestearnedonaninvestmentof:
a $6000at7%p.a.for5years
b $14000at9.5%p.a.for8years
c $100000at7.6%p.a.for3years
d $45000at3.5%p.a.for15months.
Finding a percentage of a quantity (money)
a 15%of$200
b 8%of$540
c 2.5%of$44
1
d 6 2 %of$1250
Finding percentage discount

4 Findthepercentagediscountgivenoneachofthefollowing.
a Normalprice$90,saleprice$72
b Normalprice$450,saleprice$427.50
c Normalprice$1750,saleprice$1400
d Normalprice$5920,saleprice$4000
Decreasing a quantity by a percentage
5 Findthepurchasepriceofeachitemafteradiscountisallowedonthemarkedprice.
a $2300witha10%discount
b $590.00witha25%discount
c $896.00witha12.5%discount
1
d $5800witha6 4 %discount
maths Quest 10 for the Australian curriculum
16A
Purchasing goods
Therearemanydifferentpaymentoptionswhenpurchasingmajorgoods,suchasflatscreen
televisionsandcomputers.Paymentoptionsinclude:
cash
creditcard
lay-by
deferredpayment
buyingonterms
loan.
Thecostofpurchasinganitemcanvarydependingonthemethodofpaymentused.
Somemethodsofpaymentinvolveborrowingmoneyand,assuch,meanthatinterestis
chargedonthemoneyborrowed.
Thesimpleinterestformulacanbeusedtocalculatetheinterestchargedonborrowedmoney,
P r T
I=
100
where: Iisthesimpleinterest($)
Pistheprincipaloramountborrowedorinvested($)
ristherateofinterestpertimeperiod
Tisthetimeforwhichthemoneyisinvestedorborrowed.
IfTisinyears,thenristherateofinterestperannum(%p.a.).
WorkeD exAmPle 1
Find the simple interest on $4000 invested at 4.75% p.a. for 4 years.
think
Write
Writetheformulaandtheknownvaluesofthe
variables.
I=
P r T
,whereP=$4000,r=4.75%,T=4
100
SubstituteknownvaluestofindI.
I=
$4000 4.75 4
100
CalculatethevalueofI.
=$760
Whatarethewaysofpurchasingtheitemshownintheadvertisementbelow?
120 c m HD T V
5 year
ty
warran
High definition
HDMI ports
16 : 9 aspect ratio
1080i
$1200
chapter 16 financial maths
539
number AND algebra Money and financial mathematics
Payment options
Cash
With cash, the marked price is paid on the day of purchase with nothing more to pay.
A cash-paying customer can often negotiate, with the retailer, to obtain a lower price for
the item.
Lay-by
With lay-by, the item is held by the retailer while the customer makes regular payments
towards paying off the marked price.
In some cases a small administration fee may be charged.
Credit cards
With a credit card, the retailer is paid instantly from the credit card provider, generally a
financial lender.
The customer takes immediate possession of the goods.
The financial lender later bills the customer collating all purchases over a monthly period
and billing the customer accordingly. The entire balance shown on the bill can often be
paid with no extra charge, but if the balance is not paid in full, interest is charged on the
outstanding amount, generally at a very high rate.
Worked Example 2
The ticketed price of a mobile phone is $600. Andrew decides to purchase the phone using his credit
card. After 1 month the credit card company charges interest at a rate of 15% p.a. Calculate the
amount of interest that Andrew must pay on his credit card after 1 month.
Think
Write
Write the formula and the known values of the

1
variables. Remember that 1 month = 12 year.
P r T
100
1
P = $600, r = 15%, T = 12
Substitute known values to find I.
I=
Calculate the value of I.
I=
600 15 1
100 12
= $7.50
remember
1. There are alternatives to consider when deciding on how to pay for a major purchase.
P r T
2. The simple interest formula is I =
, where P = principal, r = interest rate and
100
T = time.
3. Credit card companies calculate interest on a monthly basis.
Exercise
16a
Purchasing goods
FLUENCY
1 WE1 Find the simple interest payable on a loan of $8000 at 6% p.a. for 5 years.
2 Find the simple interest on each of the following loans.
a $5000 at 9% p.a. for 4 years
b $4000 at 7.5% p.a. for 3 years
1
2
c $12000 at 6.4% p.a. for 2 years

540
d $6000 at 8% p.a. for 1 2 years
inDiViDuAl
PAthWAys
eBook plus
Activity 16-A-1
Simple interest
doc-5167
Activity 16-A-2
Harder simple
interest
doc-5168
Activity 16-A-3
Tricky simple interest

doc-5169
eBook plus
Digital docs
SkillSHEET 16.1
doc-5345
eBook plus
Digital doc
SkillSHEET 16.2
doc-5346
3 Findthesimpleinterestoneachofthefollowinginvestments.
a $50000at6%p.a.for6months
b $12500at12%p.a.for1month
c $7500at15%p.a.for3months
d $4000at18%p.a.for18months
4 Calculatethemonthlyinterestchargedoneachofthefollowingoutstandingcreditcard
balances.
a $1500at15%p.a.
c $2750at18%p.a.
e $5690at21%p.a.
b $4000at16.5%p.a.
d $8594at17.5%p.a.
unDerstAnDing
5 We2 Theticketedpriceofamobilephoneis$800.Elenadecidestopurchasethephoneusing
hercreditcard.After1monththecreditcardcompanychargesinterestatarateof15%p.a.
CalculatetheamountofinterestthatElenamustpayonhercreditcardafter1month.
6 Reecedecidestopurchaseanewstereosystemusinghercreditcard.Theticketedpriceofthe
stereosystemis$900.WhenReecescreditcardstatementarrives,itshowsthatshewillpay
nointerestifshepaysthefullamountbytheduedate.
a IfReecepays$200bytheduedate,whatisthebalanceowing?
b Iftheinterestrateonthecreditcardis18%p.a.,howmuchinterestwillReecebe
chargedinthemonth?
c WhatwillbethebalancethatReeceowesattheendofthemonth?
d AtthistimeReecepaysanother$500offhercreditcard.HowmuchinterestisReece
thenchargedforthenextmonth?
e Reecethenpaysofftheentireremainingbalanceofhercard.Whatwasthetruecostof
thestereoincludingalltheinterestpayments?
7 Carlyhasanoutstandingbalanceof$3000onhercreditcardforJuneandischargedinterestat
arateof21%p.a.
a CalculatetheamountofinterestthatCarlyischargedforJune.
b Carlymakestheminimumrepaymentof$150andmakesnootherpurchasesusingthe
creditcardinthenextmonth.CalculatetheamountofinterestthatCarlywillbecharged
forJuly.
c IfCarlyhadmadearepaymentof$1000attheendofJune,calculatetheamountof
interestthatCarlywouldthenhavebeenchargedforJuly.
d HowmuchwouldCarlysaveinJulyhadshemadethehigherrepaymentattheendof
June?
8 Shanebuysanewhometheatresystemusinghiscreditcard.Theticketedpriceofthebundleis
$7500.TheinterestratethatShaneischargedonhiscreditcardis18%p.a.Shanepaysoffthe
creditcardatarateof$1000eachmonth.
a Completethetablebelow.
Month
January
February
March
April
May
June
July
August
Balance owing
$7500.00
$6612.50
Interest
$112.50
$99.19
Payment
$1000.00
$1000.00
$1000.00
$1000.00
$1000.00
$1000.00
$1000.00
$1015.86
Closing balance
$6612.50
$0
b WhatisthetotalamountofinterestthatShanepays?
c Whatisthetotalcostofpurchasingthehometheatresystemusinghiscreditcard?
541

Reasoning
9 Design a table that compares the features of each method of payment: cash, lay-by and
credit card.
10 Choose the most appropriate method of payment for each of the described scenarios below.
Explain your choice.
Scenario 1: Andy has no savings and will not be paid for another two weeks. Andy would
like to purchase an HD television and watch
tomorrows football final.
reflection
Scenario 2: In September Lena spots on special a home
What can you do to remember
theatre system which she would like to
the simple interest formula?
purchase for her family for Christmas.
16b
Buying on terms
When buying an item on terms:

a deposit is paid
the balance is paid off over an agreed period of time with set payments
the set payments may be calculated as a stated arbitrary amount or interest rate
total monies paid will exceed the initial cash price.
Worked Example 3
The cash price of a computer is $2400. It can also be purchased on the following terms: 25% deposit
and payments of $16.73 per week for 3 years. Calculate the total cost of the computer purchased on
terms as described.
Think
Write
Calculate the deposit.
Deposit = 25% of $2400

= 0.25 $2400
= $600
Calculate the total of the weekly repayments.
Total repayment = $16.73 52 3

= $2609.88
Add these two amounts together to find the total

cost.
Total cost = $600 + $2609.88

= $3209.88
In some examples we need to be able to calculate the amount of each regular repayment using
the terms of the purchase.
Worked Example 4
A diamond engagement ring has a purchase price of $2500. Michael buys the ring on the following
terms: 10% deposit with the balance plus simple interest paid monthly at 12% p.a. over 3 years.
a Calculate the amount of the deposit.
b What is the balance owing after the initial deposit?
c Calculate the interest payable.
d What is the total amount to be repaid?
e Find the amount of each monthly repayment.
Think
a Calculate the deposit by finding 10% of $2500.
542
Write
a
Deposit = 10% of $2500

= 0.1 $2500
= $250

b Find the balance owing by subtracting the
Balance = $2500 - $250

= $2250
I=
deposit from the purchase price.

c
Find the simple interest on $2250 at 12% p.a.

for 3 years.
d Find the total repayment by adding the balance
owing with the interest payable.

e
Find the monthly repayment by dividing the

total repayment by the number of months over
which the ring is to be repaid.
P r T
, where P = $2250, r = 12%, T = 3
100
= $2250 0.12 3
= $810
d Total repayment = $2250 + $810
= $3060
Monthly repayment = $3060 36

= $85
Loans
Money can be borrowed from a bank or other financial institution, in order to pay cash for
an item.
Interest is charged on the amount of money borrowed.
Both the money borrowed and the interest charged must be paid back.
The interest rate on a loan is generally lower than the interest rate offered on a credit card
or when buying on terms.
The calculation of loan payments is done in the same way as for buying on terms; that
is, calculate the interest and add it to the principal before dividing into equal monthly
repayments.
remember
1. When buying an item on terms we usually pay a deposit with the balance plus interest
paid in weekly or monthly instalments over an agreed period of time.
2. To calculate the total cost of a purchase, add the deposit to the total of the regular
repayments.
3. The amount of each repayment is found by following these steps:
(a) Calculate the deposit.
(b) Find the balance owing by subtracting the deposit from the cash price.
(c) Find the total repayments by adding the interest to the balance owing.
(d) Divide the total amount to be repaid by the number of regular repayments that must
be made.
4. Loan repayments may be calculated in the same way; however, there is no deposit made.
Exercise
16b
Buying on terms
Fluency
1 Calculate the total cost of a $3000 purchase given the terms described below.
a i 12% deposit and monthly payments of $60 over 5 years
ii 20% deposit and weekly payments of $20 over 3 years
iii 15% deposit and annual payments of $700 over 5 years
b Which of these options is the best deal for a purchaser?
Chapter 16 Financial maths
543
inDiViDuAl
PAthWAys
eBook plus
Activity 16-B-1
Buying on terms
doc-5170
Activity 16-B-2
Buying on difficult
terms
doc-5171
Activity 16-B-3
Buying on tricky
terms
doc-5172
2 Calculatetheamountofeachrepaymentfora$5000purchasegiventhetermsdescribed
below.
a 10%depositwiththebalanceplussimpleinterestpaidmonthlyat15%p.a.over
5years
b 10%depositwiththebalanceplussimpleinterestpaidfortnightlyat12%over
5years
c 20%depositwiththebalanceplussimpleinterestpaidmonthlyat10%over
3years
3 Calculatethetotalrepaymentandtheamountofeachmonthlyrepaymentforeachofthe
followingloans.
a $10000at9%p.a.repaidover4years
b $25000at12%p.a.repaidover5years
c $4500at7.5%p.a.repaidover18months
d $50000at6%p.a.repaidover10years
e $200000at7.2%p.a.repaidover20years
unDerstAnDing
4 We3 Thecashpriceofabedroomsuiteis$4200.Thebedroomsuitecanbepurchasedonthe
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SkillSHEET 16.3
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544
followingterms:20%depositandweeklyrepaymentsof$43.94for2years.Calculatethetotal
costofthebedroomsuiteifyouboughtitonterms.
Guypurchasesacomputerthathasacashpriceof$3750onthefollowingterms:$500deposit
withthebalanceplusinterestpaidover2yearsat$167.92permonth.Whatisthetotalamount
thatGuypaysforthecomputer?
Robertwantstobuyausedcarwithacashpriceof$12600.Thedealerofferstermsof10%
depositandmonthlyrepaymentsof$812.70for2years.
a Calculatetheamountofthedeposit.
b Calculatethetotalamounttobepaidinmonthlyrepayments.
c WhatisthetotalamountRobertpaysforthecar?
d HowmuchmorethanthecashpriceofthecardoesRobertpay?(Thisistheinterest
chargedbythedealer.)
Kyliewantstopurchaseanentertainmentsystemthathasacashpriceof$5800.Shepurchases
theentertainmentsystemontermsofnodepositandmonthlyrepaymentsof$233.61for
3years.
a CalculatethetotalamountthatKyliepaysfortheentertainmentsystem.
b CalculatetheamountthatKyliepaysininterest.
c CalculatetheamountofinterestthatKyliepayseachyear.
d Calculatethisamountasapercentageofthecashpriceoftheentertainmentsystem.
We4 Ausedcarhasapurchasepriceof$9500.Daynabuysthecaronthefollowingterms:
25%depositwithbalanceplusinterestpaidat12%p.a.interestover3years.
b Whatisthebalanceowing?
c Calculatetheinterestpayable.
d Whatisthetotalamounttoberepaid?
e Findtheamountofeachmonthlyrepayment.
Adepartmentstoreoffersthefollowingterms:one-thirddepositwiththebalanceplusinterest
paidinequal,monthlyinstalmentsover18months.Theinterestratechargedis9%p.a.Ming
buysaloungesuitewithaticketedpriceof$6000.
b Whatisthebalanceowing?
c Calculatetheinterestpayable.
d Whatisthetotalamounttoberepaid?
e Findtheamountofeachmonthlyrepayment.

10 Calculatethemonthlypaymentoneachofthefollowingitemsboughtonterms.
(Hint:Usethestepsshowninquestion8.)
a Diningsuite:cashprice$2700,deposit10%,interestrate
12%p.a.,term1year
b Videocamera:cashprice$990,
deposit20%,interestrate15%p.a.,
term6months
c Car:cashprice$16500,deposit25%,
interestrate15%p.a.,term5years
d Mountainbike:cashprice$3200,
one-thirddeposit,interestrate9%p.a.,
1
term2 2 years
e Watch:cashprice$675,nodeposit,interest
rate18%p.a.,term9months
11 Fredwantstopurchasehisfirstcar.Hehassaved$1000asadepositbutthecostofthecaris
$5000.Fredtakesoutaloanfromthebanktocoverthebalanceofthecarplus$600worthof
on-roadcosts.
a HowmuchwillFredneedtoborrowfromthebank?
b Fredtakestheloanoutover4yearsat9%p.a.interest.HowmuchinterestwillFredneed
topay?
c WhatwillbetheamountofeachmonthlypaymentthatFredmakes?
d Whatisthetotalcostofthecarafterpayingofftheloan,includingtheon-roadcosts?
Giveyouranswertothenearest$.
12 mc Kellywantstoborrow$12000forsomehomeimprovements.Whichofthefollowing
loanswillleadtoKellymakingthelowesttotalrepayment?
A Interestrate6%p.a.over4years
B Interestrate7%p.a.over3years
1
C Interestrate5.5%p.a.over3 2 years
D Interestrate6.5%p.a.over5years
E Interestrate7.5%p.a.over3years
reAsoning
13 mc Withoutcompletinganycalculationsexplainwhichofthefollowingloanswillbethe
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bestvaluefortheborrower.
Interestrate8.2%p.a.over5years
Interestrate8.2%over4years
Interestrate8%over6years
14 Explainhow,whenpurchasinganitem,making
adepositusingexistingsavingsandtakingout
aloanforthebalancecanbeanadvantage.
A
B
C
D
E
reflection
When buying on terms, what arrangements

are the most beneficial to the buyer?
545
16c
Consider the case of Tony who is a mechanic.

Tony purchases his hardware from Tradeways
hardware store, which is having a 10%-off
sale. Tradeways also offers a 5% discount to
tradespeople. Tony purchases hardware that
has a total value of $800. What price does
Tony pay for these supplies?
After the 10% discount, the price of the
supplies is
90% of $800 = 0.90 $800
= $720
The 5% trades discount is then applied.
95% of $720 = 0.95 $720
= $684
So the price Tony pays is $684.
Now let us consider what single discount Tony has actually received.
Amount of discount = $800 - $684
= $116
$116
Percentage discount =
100%
$800
= 14.50%
So we can conclude that the successive discounts of 10% followed by a further 5% is
equivalent to receiving a single discount of 14.50%.
When two discounts are applied one after the other, the total discount is not the same as a
single discount found by adding the two percentages together.
The order of calculating successive discounts does not affect the final answer.
Worked Example 5
A furniture store offers a discount of 15% during a sale. A further 5% discount is then offered to
customers who pay cash.
a Find the price paid by Lily, who pays cash for a bedroom suite priced at $2500.
b What single percentage discount does Lily receive on the price of the bedroom suite?
Think
a
Subtract 15% from 100% to find the

percentage paid.
Calculate 85% of the price.
Subtract 5% from 100% to find the next

percentage paid.
Calculate 95% of $2125.
Calculate the amount of discount

received.
546
Write
Express the discount as a percentage of

the original marked price.
100% - 15% = 85%

85% of $2500 = 0.85 $2500
= $2125
100% - 5% = 95%
95% of $2125 = 0.95 $2125
= $2018.75
b Discount = $2500 $2018.75
= $481.25
$481.25
100%
$2500
= 19.25%
Percentage discount =
Thesinglediscountthatisequivalenttosuccessivediscountscanalsobeworkedoutby
workingoutapercentageofapercentage,asshownintheworkedexamplebelow.
WorkeD exAmPle 6
Find the single percentage discount that is equivalent to successive discounts of 15% and 5%.
think
Write
Subtract15%from100%tofindthepercentagepaid
afterthefirstdiscount.
100%-15%=85%
Subtract5%from100%tofindthepercentagepaid
aftertheseconddiscount.
100%-5%=95%
Find95%of85%.Thisisactuallythepercentageof
themarkedpricethatthecustomerpays.
95%of85%=0.950.85
=0.8075
=80.75%
Subtractthepercentagefrom100%tofindthesingle
percentagediscount.Thisanswershouldbelessthan
15%+5%.
Discount=100%-80.75%
=19.25%
Note:Thesinglepercentagediscountforsuccessivediscountsisalwayslessthanthesumofthe
individualdiscounts.
remember
1. Whentwoseparatepercentagediscountsaregiven,theymustbecalculatedoneafter
theother.Theirorderdoesnotaffectthefinalanswer.
2. Thesinglediscountreceivedisnotthetotalofthetwopercentagediscounts;rather,it
willalwaysbeslightlyless.
exercise
16c
13A
inDiViDuAl
PAthWAys
eBook plus
Activity 16-C-1
doc-5173
Activity 16-C-2
Difficult successive
discounts
doc-5174
Activity 16-C-3
Tricky successive
discounts
doc-5175
successive discounts
fluency
1 Ineachofthefollowing,anitemisreducedinprice.Calculatethepercentagediscount,correct
to1decimalplace.
a Ajumper,usually$29.95,isreducedto$24.95.
b Avideogame,usually$60,isreducedto$53.90.
c Achildsbike,usually$158,isreducedto$89.
d Anewcar,usually$29500,isreducedto$24950.
e Aplotofland,pricedat$192000,isreducedto
$177500foraquicksale.
2 We 6 Calculatethesinglepercentagediscountthatisequivalentto
successivediscountsof15%and10%.
3 mc Thesinglepercentagediscountthatisequivalentto
successivediscountsof10%and20%is:
A 10%
B 18%
C 28%
D 30%
E 35%
547
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4 Findthesinglepercentagediscountthatisequivalenttoeachofthefollowingsuccessivediscounts.
a 15%and20%
b 12%and8%
c 10%and7.5%
d 50%and15%
5 Calculatethesinglepercentagediscountthatisequivalenttotwosuccessive10%discounts.
unDerstAnDing
6 We 5 Asupplierofelectricalpartsofferstradespeoplea20%tradediscount.Ifaccountsare
settledwithin7days,afurther5%discountisgiven.
a Calculatethepricepaidbyanelectricianforpartstothevalueof$4000iftheaccountis
eBook plus
settledwithin7days.
Digital docs
b Whatsinglepercentagediscountdoestheelectricianreceiveonthepriceoftheelectrical
SkillSHEET 16.5
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SkillSHEET 16.6
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10
parts?
Ataconfectionarywholesaler,customershavetheiraccountsreducedby10%iftheyarepaid
within7days.
a Jacintapaysher$100accountwithin7days.Howmuchdoessheactuallypay?
b Ifcustomerspaycash,theyreceiveafurther5%discount.HowmuchwouldJacintapay
ifshepayscash?
c Byhowmuchintotalhasheraccountbeenreduced?
d Whatisthesinglepercentagediscountequivalenttothesesuccessivediscounts?
Afabricsupplieroffersdiscountstofashionstoresandafurtherdiscountifthestoresaccount
ispaidwith14days.DavidsFashionStoreshaveorderedfabrictothevalueof$2000from
thefabricsupplier.
a Iffashionstoresreceiveareductionof8%,howmuchdoesDavidsFashionStoresowe
onitsaccount?
b Thisamountisreducedbyafurther5%forpaymentwithin14days.Howmuchneedsto
bepaidnow?
c Whathasbeenthetotalreductioninthecost?
d Whatdothesuccessivediscountsof8%and5%equalasasinglepercentagediscount?
Tonyisamechanicwhowantstobuyequipmentworth$250atahardwarestore.Tonyreceives
15%offthemarkedpriceofallitemsandthenafurther5%tradediscount.
a CalculatetheamountthatisdueafterTonyisgiventhefirst15%discount.
b Fromthisamount,applythetradediscountof5%tofindtheamountdue.
c HowmuchisthecashdiscountthatTonyreceives?
d CalculatetheamountthatwouldhavebeenduehadTonyreceivedasinglediscountof
20%.Isthisthesameanswer?
e CalculatetheamountofcashdiscountthatTonyreceivesasapercentageoftheoriginalbill.
f Wouldthediscounthavebeenthesamehadthe5%discountbeenappliedbeforethe15%
discount?
g Calculatethesinglepercentagediscountthatisequivalenttosuccessivediscountsof10%
and20%.
Acarhasamarkedpriceof$25000.
a Findthepricepaidforthecaraftersuccessivediscountsof15%,10%and5%.
b Whatsinglepercentagediscountisequivalenttosuccessivediscountsof15%,10%and5%?
reAsoning
11 Isa12.5%discountfollowedbya2.5%discount,thesamesinglediscountasa2.5%discount
followedbya12.5%discount?Investigateandexplainyouranswergivingmathematical
evidence.
12 Deriveamathematicalformulatocalculatethe
reflection
singlediscount(expressedasadecimal)
In what situations might a successive
generatedbytwosuccessivediscounts,aandb
discount be applied?
(expressedasdecimals).
548
16D
eBook plus
Interactivity
Compound
interest
compound interest
int-2791
Interestontheprincipalinasavingsaccount,orshortorlongtermdeposit,isgenerally
calculatedusingcompoundinterestratherthansimpleinterest.
Wheninterestisaddedtotheprincipalatregularintervals,increasingthebalanceofthe
account,andeachsuccessiveinterestpaymentiscalculatedonthenewbalance,itiscalled
compound interest.
Compoundinterestcanbecalculatedbycalculatingsimpleinterestoneperiodatatime.
Theamounttowhichtheinitialinvestmentgrowsiscalledthecompoundedvalue.
WorkeD exAmPle 7
Kyna invests $8000 at 8% p.a. for 3 years with interest paid at the end of each year. Find the
compounded value of the investment by calculating the simple interest on each year separately.
think
Write
Writetheinitial(firstyear)principal.
Initialprincipal=$8000
Calculatetheinterestforthefirstyear.
Interestforyear1=8%of$8000
=$640
Calculatetheprincipalforthesecondyearbyadding
thefirstyearsinteresttotheinitialprincipal.
Principalforyear2=$8000+$640
=$8640
Calculatetheinterestforthesecondyear.
Interestforyear2=8%of$8640
=$691.20
Calculatetheprincipalforthethirdyearbyadding
thesecondyearsinteresttothesecondyears
principal.
Principalforyear3=$8640+$691.20
=$9331.20
Calculatetheinterestforthethirdyear.
Interestforyear3=8%of$9331.20
=$746.50
Calculatethefuturevalueoftheinvestmentby
addingthethirdyearsinteresttothethirdyears
principal.
Compoundedvalueafter3years
=$9331.20+$746.50
=$10077.70
Tocalculatetheactualamountofinterestreceived,wesubtracttheinitialprincipalfromthe
futurevalue.
Intheexampleabove,compoundinterest=$10077.70-$8000

=$2077.70
Wecancomparethiswiththesimpleinterestearnedatthesamerate.
P r T
100
8000 8 3
=
100
=$1920
I=
Thetablebelowshowsacomparisonbetweentheinterestearnedonaninvestmentof
$8000earning8%p.a.atbothsimpleinterest(I)andcompoundinterest(CI)overan
eightyearperiod.
Year
1
2
3
4
5
6
7
8
Total (I ) $640.00 $1280.00 $1920.00 $2560.00 $3200.00 $3840.00 $4480.00 $5120.00
Total (CI ) $640.00 $1331.20 $2077.70 $2883.91 $3754.62 $4694.99 $5710.59 $6807.44
549
We can develop a formula for the future value of an investment rather than do each example
by repeated use of simple interest. Consider Worked example 7. Let the compounded value
after each year, n, be An.
After 1 year, A1 = 8000 1.08 (increasing $8000 by 8%)

After 2 years, A2 = A1 (1.08)

= 8000 1.08 1.08 (substituting the value of A1)

= 8000 1.082
After 3 years, A3 = A2 1.08

= 8000 1.082 1.08 (substituting the value of A2)

= 8000 1.083
The pattern then continues such that the value of the investment after n years equals:
$8000 1.08n.
This can be generalised for any investment:

A = P(1 + R)n
where A = amount (or future value) of the investment

P = principal (or present value)

R = interest rate per compounding period expressed as a decimal

n = number of compounding periods.
To calculate the amount of compound interest (CI) we then use the formula
CI = A - P
Worked Example 8
William has $14000 to invest. He invests the money at 9% p.a. for 5 years with interest compounded
annually.
a Use the formula A = P(1 + R)n to calculate the amount to which this investment will grow.
b Calculate the compound interest earned on the investment.
Think
a
Write
Write the compound interest formula.
Write down the values of P, R and n.
P = $14000, R = 0.09, n = 5
A = $14000 1.095
Calculate.
= $21540.74
The investment will grow to $21540.74.
b Calculate the compound interest earned.
550
a A = P(1 + R)n
b CI = A - P
= $21540.74 - $14000
= $7540.74
The compound interest earned is $7540.74.
In the above example, interest is paid annually.

Interest can be paid more regularly it may be paid six-monthly (twice a year),
quarterly (4 times a year), monthly or even daily. This is called the compounding period.
The time and interest rate on an investment must reflect the compounding period. For
example, an investment over 5 years at 6% p.a. compounding quarterly will have:
n = 20 (5 4) and R = 0.015 (6% 4).
Tofindn:
TofindR:
n=numberofyearscompoundingperiodsperyear
R=interestrateperannumcompoundingperiodsperyear
WorkeD exAmPle 9
Calculate the future value of an investment of $4000 at 6% p.a. for 2 years with interest
compounded quarterly.
think
Write
Writethecompoundinterestformula.
A=P(1+R)n
WritethevaluesofP,Randn.
P=$4000,R=0.015,n=8
Substitutethevaluesintotheformula.
A=$40001.0158
Calculate.
=$4505.97
Thefuturevalueoftheinvestmentis$4505.97.
remember
1. Thefuturevalueofaninvestmentundercompoundinterestcanbefoundbycalculating
thesimpleinterestforeachyearseparately.
2. ThecompoundinterestformulaisA=P(1+R)n,whereAistheamounttowhichthe
investmentgrowsandPistheprincipalorinitialamountinvested.Thecompound
interestearnedisthencalculatedusingtheformulaCI=A-P.
3. Intheformula,nisthenumberofcompoundingperiodsoverthetermofthe
investment:
n=numberofyearscompoundingperiodsperyear.
4. Intheformula,Ristheinterestrate(asadecimal)percompoundingperiod:
R=interestrateperannumcompoundingperiodsperyear.
exercise
16D
inDiViDuAl
PAthWAys
eBook plus
Activity 16-D-1
Compound interest
puzzle 1
doc-5176
Activity 16-D-2
Compound interest
puzzle 2
doc-5177
Activity 16-D-3
Compound interest
puzzle 3
doc-5178
compound interest
fluency
1 UsetheformulaA=P(1+R)ntocalculatetheamounttowhicheachofthefollowing
investmentswillgrowwithinterestcompoundedannually.
a $3000at4%p.a.for2years
b $9000at5%p.a.for4years
c $16000at9%p.a.for5years
d $12500at5.5%p.a.for3years
e $9750at7.25%p.a.for6years
f $100000at3.75%p.a.for7years
2 Calculatethecompoundedvalueofeachofthefollowinginvestments.
a $870for2yearsat3.50%p.a.withinterestcompoundedsix-monthly
1
2
b $9500for2 yearsat4.6%p.a.withinterestcompoundedquarterly
1
c $148000for3 2yearsat9.2%p.a.withinterestcompoundedsix-monthly
d $16000for6yearsat8%p.a.withinterestcompoundedmonthly
e $130000for25yearsat12.95%p.a.withinterestcompoundedquarterly
551

UNDERSTANDING
3 WE7 Danielle invests $6000 at 10% p.a. for 4 years with interest paid at the end of each year.
4
5
6
7
8
9
10
11
12
13
14
Find the compounded value of the investment by calculating the simple interest on each year
separately.
Ben is to invest $13000 for 3 years at 8% p.a. with interest paid annually. Find the amount of
interest earned by calculating the simple interest for each year separately.
WE8 Simon has $2000 to invest. He invests the money at 6% p.a. for 6 years with interest
compounded annually.
a Use the formula A = P(1 + R)n to calculate the amount to which this investment will grow.
b Calculate the compound interest earned on the investment.
WE9 Calculate the future value of an investment of $14000 at 7% p.a. for 3 years with
interest compounded quarterly.
A passbook savings account pays interest of 0.3% p.a. Jill has $600 in such an account.
Calculate the amount in Jills account after 3 years, if interest is compounded quarterly.
Damien is to invest $35000 at 7.2% p.a. for 6 years with interest compounded
six-monthly. Calculate the compound interest earned on the investment.
Sam invests $40000 in a one-year fixed deposit at an interest rate of 7% p.a. with interest
compounding monthly.
a Convert the interest rate of 7% p.a. to a rate per month.
b Calculate the value of the investment upon maturity.
MC A sum of $7000 is invested for 3 years at the rate of 5.75%p.a., compounded quarterly.
The interest paid on this investment, to the nearest dollar, is:
A $1208
B $1308
C $8208
D $8308
E $8508
MC After selling their house and paying off their mortgage, Mr and Mrs Fernhill have
$73600. They plan to invest it at 7% p.a. with interest compounded annually. The value of
their investment will first exceed $110000 after:
A 5 years
B 6 years
C 8 years
D 10 years
E 15 years
MC Maureen wishes to invest $15000 for a period of 7 years. The following investment
alternatives are suggested to her. The best investment would be:
A simple interest at 8% p.a.
B compound interest at 6.7% p.a. with interest compounded annually
C compound interest at 6.6% p.a. with interest compounded six-monthly
D compound interest at 6.5% p.a. with interest compounded quarterly
E compound interest at 6.4% p.a. with interest compounded monthly
MC An amount is to be invested for 5 years and compounded semi-annually at 7% p.a.
Which of the following investments will have a future value closest to $10000?
A $700
B $6500
C $7400
D $9000
e $9900
Jake invests $120000 at 9% p.a. for a 1-year term. For such large investments interest is
compounded daily.
a Calculate the daily percentage interest rate, correct to 4 decimal places.
Use 1 year = 365 days.
b Calculate the compounded value of Jakes investment on maturity.
c Calculate the amount of interest paid on this investment.
d Calculate the extra amount of interest earned compared with the case where the interest is
calculated only at the end of the year.
REASONING
15 Daniel has $15500 to invest. An investment over a 2-year term will pay interest of 7%p.a.
a Calculate the compounded value of Daniels investment if the compounding period is:
i 1 year
ii 6 months
iii 3 months
iv monthly.
b Explain why it is advantageous to have interest compounded on a more frequent basis.
552

16 Jasmineinvests$6000for4yearsat8%p.a.simpleinterest.Davidalsoinvests$6000for
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16e
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eLesson
What is
depreciation?
eles-0182
4years,buthisinterestrateis7.6%p.a.withinterestcompoundedquarterly.
a CalculatethevalueofJasminesinvestmentonmaturity.
b ShowthatthecompoundedvalueofDavidsinvestmentisgreaterthanJasmines
investment.
c ExplainwhyDavidsinvestmentisworthmorethanJasminesinvestmentdespite
receivingalowerrateofinterest.
17 Quanhas$20000toinvestoverthenext3years.Hehasthechoiceofinvestinghismoneyat
6.25%p.a.simpleinterestor6%p.a.compoundinterest.
a CalculatetheamountofinterestthatQuanwillearnifheselectsthesimpleinterest
option.
b CalculatetheamountofinterestthatQuanwillearniftheinterestiscompounded:
i annually
ii sixmonthly
iii quarterly.
c ClearlyQuansdecisionwilldependonthecompoundingperiod.Underwhatconditions
shouldQuanacceptthelowerinterestrateonthecompoundinterestinvestment?
d Consideraninvestmentof$10000at8%p.a.simpleinterestover5years.Useatrialand-errormethodtofindanequivalentrateof
compoundinterestoverthesameperiod.
reflection
e Willthisequivalentratebethesameifwechange:
How is compound interest
i theamountoftheinvestment?
calculated differently to simple
ii theperiodoftheinvestment?
interest?
Depreciation
Depreciationisthereductioninthevalueofanitemasitagesoveraperiodoftime.For
example,acarthatispurchasednewfor$45000willbeworthlessthanthatamount1year
laterandlessagaineachyear.
Depreciationisusuallycalculatedasapercentageoftheyearlyvalueoftheitem.
Tocalculatethedepreciatedvalueofanitemusetheformula
A=P(1-R)n
hereAisthedepreciatedvalueoftheitem,Pistheinitialvalueoftheitem,Risthe
w
percentagethattheitemdepreciateseachyearexpressedasadecimalandnisthenumberof
yearsthattheitemhasbeendepreciatingfor.
Thisformulaisalmostthesameasthecompoundinterestformulaexceptthatitsubtractsa
percentageofthevalueeachyearinsteadofadding.
WorkeD exAmPle 10
A farmer purchases a tractor for $115 000. The value of the tractor depreciates by 12% p.a. Find the
value of the tractor after 5 years.
think
Write
Writethedepreciationformula.
A=P(1-R)n
WritethevaluesofP,Randn.
P=$115000,R=0.12,n=5
Substitutethevaluesintotheformula.
A=$115000(0.88)5
Calculate.
=$60689.17
Thevalueofthetractorafter5years
is$60689.17.
553
eBook plus
Interactivity
Different rates
of depreciation
int-1155
Inmanycases,depreciationcanbeataxdeduction.
Whenthevalueofanitemfallsbelowacertainvalueitissaidtobewrittenoff.Thatistosay
that,fortaxpurposes,theitemisconsideredtobeworthless.
Trial-and-errormethodscanbeusedtocalculatethelengthoftimethattheitemwilltaketo
reducetothisvalue.
WorkeD exAmPle 11
A truck driver buys a new prime mover for $500000. The prime mover depreciates at the rate of
15% p.a. and is written off when its value falls below $100000. How long will it take for the prime
mover to be written off?
think
Write
Makeanestimateof,say,n=5.Usethedepreciation
formulatofindthevalueoftheprimemoverafter
5years.
Considern=5.
A=P(1-R)n
=$500000(0.85)5
=$221852.66
Becausethevaluewillstillbegreaterthan$100000,trya
largerestimate,say,n=10.
Considern=10.
A=P(1-R)n
=$500000(0.85)10
=$98437.20
Asthevalueisbelow$100000,checkn=9.
Considern=9.
A=P(1-R)n
=$500000(0.85)9
=$115808.47
Becausen=10isthefirsttimethatthevaluefallsbelow
$100000,concludethatittakes10yearstobewrittenoff.
Theprimemoverwillbewrittenoffin
10years.
remember
1. Depreciationisthereducingvalueofamajorassetovertime.
2. Depreciationisusuallycalculatedasapercentageoftheyearlyvalueoftheitem.
3. ThedepreciationformulaisA=P(1-R)n,whereAisthedepreciatedvalueofthe
item,Pistheinitialvalue,Risthepercentagedepreciationperannumexpressedasa
decimalandnisthenumberofyearsthattheitemhasbeendepreciatingfor.
exercise
16e
inDiViDuAl
PAthWAys
eBook plus
Activity 16-E-1
Depreciation
doc-5179
Activity 16-E-2
Harder depreciation
doc-5180
Depreciation
fluency
1 Calculatethedepreciatedvalueofanitemfortheinitialvalue,depreciationrateandtime,in
years,givenbelow.
a Initialvalueof$30000depreciatingat16%p.a.over4years
b Initialvalueof$5000depreciatingat10.5%p.a.over3years
c Initialvalueof$12500depreciatingat12%p.a.over5years
unDerstAnDing
2 We10 Alaundromatinstallswashingmachinesandclothesdryerstothevalueof
$54000.Ifthevalueoftheequipmentdepreciatesatarateof20%p.a.,findthevalueofthe
equipmentafter5years.
554
inDiViDuAl
PAthWAys
eBook plus
Activity 16-E-3
Tricky depreciation
doc-5181
3 Adrycleanerpurchasesanewmachinefor$38400.Themachinedepreciatesat16%p.a.
a Calculatethevalueofthemachineafter4years.
b Findtheamountbywhichthemachinehasdepreciatedoverthisperiodoftime.
4 Atradesmanvalueshisnewtoolsat$10200.Fortaxpurposes,theirvaluedepreciatesatarate
of15%p.a.
a Calculatethevalueofthetoolsafter6years.
b Findtheamountbywhichthevalueofthetoolshasdepreciatedoverthese6years.
c Calculatethepercentageoftheinitialvaluethatthetoolsareworthafter6years.
5 Ataxiispurchasedfor$52500withitsvaluedepreciatingat18%p.a.
a Findthevalueofthetaxiafter10years.
b Calculatetheaccumulateddepreciationoverthisperiod.
6 Aprinterdepreciatesthevalueofitsprintingpressesby25%p.a.Printingpressesare
purchasednewfor$2.4million.Whatisthevalueoftheprintingpressesafter:
a 1year
b 5years
c 10years?
7 mc Anewcomputerworkstationcosts$5490.With26%p.a.reducing-valuedepreciation,
theworkstationsvalueattheendofthethirdyearwillbecloseto:
B $2225
C $2811
D $3082
E $3213
mc Thevalueofanewphotocopieris$8894.Itsvaluedepreciatesby26%inthefirstyear,
21%inthesecondyearand16%reducingbalanceintheremaining7years.Thevalueofthe
photocopierafterthistime,tothenearestdollar,is:
A $1534
B $1851
C $2624
D $3000
E $3504
mc Acompanywaspurchased8yearsagofor$2.6million.Withadepreciationrateof
12%p.a.,thetotalamountbywhichthecompanyhasdepreciatedisclosestto:
A $0.6million
B $1.0million
C $1.7million
D $2.0million
E $2.3million
mc Equipmentispurchasedbyacompanyandisdepreciatedattherateof14%p.a.The
numberofyearsthatitwilltakefortheequipmenttoreducetohalfofitsinitialvalueis:
A 4years
B 5years
C 6years
D 7years
E 8years
mc Anasset,boughtfor$12300,hasavalueof$6920after5years.Thedepreciationrateis
closeto:
A 10.87%
B 16.76%
C 18.67%
D 21.33%
E 27.34%
We11 Afarmerbuysalightaeroplaneforcrop-dusting.Theaeroplanecosts$900000.The
aeroplanedepreciatesattherateof18%p.a.andiswrittenoffwhenitsvaluefallsbelow
$150000.Howlongwillittakefortheaeroplanetobewrittenoff?
A $1684
10
11
12
555

13 A commercial airline buys a jumbo jet for $750 million. The value of this aircraft depreciates
at a rate of 12.5% p.a.

a Find the value of the plane after 5 years, correct to the nearest million dollars.
b How many years will it take for the value of the jumbo jet to fall below $100 million?
reasoning
14 A machine purchased for $48000 will have a value of $3000 in 9 years.
a Use a trial-and-error method to find the rate at which the machine is depreciating per
annum.
b Consider the equation x = a n , a =
x . Verify your answer to part a using this relationship.
15 Camera equipment purchased for $150000 will
have a value of $9000 in 5 years.

Find the rate of annual depreciation using trial
and error first and then algebraically with the
n
relationship, if x = a then a = n x . Compare
and contrast each method.
16f
reflection
How and why is the formula for

depreciation different to compound
interest?
Loan repayments
The simple interest formula is used to calculate the interest on a flat rate loan.
Worked Example 12
Calculate the interest payable on a loan of $5000 to be repaid at 12% p.a. flat interest over 4 years.
Think
Write
Write the simple interest formula.
I=
List the known values.
P = $5000, r = 12%, T = 4
I=
Calculate the interest.
= $2400
The interest payable is $2400.
556
P r T
100
5000 12 4
100
The total amount that would have to be repaid under the loan in Worked example 12 is $7400,
and this could be made in 4 equal payments of $1850. With a flat-rate loan, the interest is
calculated on the initial amount borrowed regardless of the amount of any repayments made.
In contrast, taking a reducible-interest-rate loan means that each annual amount of interest is
based on the amount owing at the time.
Consider the same loan of $5000, this time at 12% p.a. reducible interest and an agreed
annual repayment of $1850. At the end of each year, the outstanding balance is found
by adding the amount of interest payable and then subtracting the amount of each
repayment.
Interest for year 1 = 12% of $5000

= 0.12 $5000

= $600
Balance for year 2 = $5000 + $600 - $1850

= $3750
Interest for year 2 = 12% $3750

= 0.12 $3750

= $450
Balance for year 3 = $3750 + $450 - $1850

= $2350

= 0.12 $2350

= $282
Balance for year 4 = $2350 + $282 - $1850

= $782

= 0.12 $782

= $93.84
I n the fourth year, a payment of only $875.84 is required to fully repay the loan. The total
amount of interest charged on this loan is $1425.84, which is $974.16 less than the same loan
calculated using flat-rate interest.
Worked Example 13
Calculate the amount of interest paid on a loan of $10000 that is charged at 9%p.a. reducible
interest over 3 years. The loan is repaid in two annual instalments of $4200 and the balance at the
end of the third year.
Think
Write
Calculate the interest for the first year.

= 0.09 $10000
= $900
Calculate the balance at the start of the second year.
Balance for year 2 = $10000 + $900 - $4200

= $6700
Calculate the interest for the second year.

= 0.09 $6700
= $603
Calculate the balance at the start of the third year.
Balance for year 3 = $6700 + $603 - $4200

= $3103
Calculate the interest for the third year.

= 0.09 $3103
= $279.27
Chapter 16 Financial maths
557

6
Calculatetheamountofthefinalrepaymentand
ensurethattheloanisfullyrepaid.
Findthetotalamountofinterestpaidbyaddingeach
yearsamount.
Balanceremainingatendofyear3
=$3103+$279.27
=$3382.27
Interestcharged=$900+$603+$279.27
=$1782.27
remember
1. Loanscanbechargedbycalculatingeitherflat(simple)interestorbyreducible
interest.
2. Tocalculatethecostofaflat-rateinterestloan,usethesimpleinterestformula.
3. Tocalculatethecostofaloanatareducibleinterestrate,calculatetheamountof
interestpayableeachyearandthenrecalculatetheoutstandingbalanceoftheloanafter
eachpaymentismadebeforecalculatingthenextyearsinterest.
exercise
16f
inDiViDuAl
PAthWAys
eBook plus
Activity 16-F-1
Repaying a loan
doc-5182
Activity 16-F-2
Harder loan
repayments
doc-5183
Activity 16-F-3
Difficult loan
repayments
doc-5184
loan repayments
fluency
1 We12 Calculatetheinterestpayableonaloanof$10000toberepaidat15%p.a.flat-rate
interestover3years.
2 Calculatetheinterestpayableoneachofthefollowingloans.
a $20000at8%p.a.flat-rateinterestover5years
b $15000at11%p.a.flat-rateinterestover3years
c $7500at12.5%p.a.flat-rateinterestover2years
d $6000at9.6%p.a.flat-rateinterestover18months
e $4000at21%p.a.flat-rateinterestover6months
unDerstAnDing
3 Larryborrows$12000toberepaidat12%p.a.flatrateofinterestover4years.
a CalculatetheinterestthatLarrymustpay.
b WhatisthetotalamountthatLarrymustrepay?
c IfLarryrepaystheloaninequalannualinstalments,calculatetheamountofeach
repayment.
4 We 13 Calculatetheamountofinterestpaidonaloanof$12000thatischargedat10%p.a.
reducibleinterestover3years.Theloanisrepaidintwoannualinstalmentsof$5000andthe
balanceattheendofthethirdyear.
5 Calculatethetotalamountthatistoberepaidonaloanof$7500at12%p.a.reducibleinterest
over3yearswithtwoannualrepaymentsof$3400andthebalancerepaidattheendofthe
thirdyear.
6 Brianneedstoborrow$20000.Hefindsaloanthatcharges15%p.a.flat-rateinterestover
4years.
a CalculatetheamountofinterestthatBrianmustpayonthisloan.
b CalculatethetotalamountthatBrianmustrepayonthisloan.
c Brianrepaystheloanin4equalannualinstalments.Calculatetheamountofeach
instalment.
d Briancanborrowthe$20000at15%p.a.reducibleinterestinsteadofflat-rateinterest.If
Brianmakesthesameannualrepaymentattheendofthefirstthreeyearsandthebalance
inthefourth,calculatetheamountofmoneythatBrianwillsave.
558

7 Georgiaborrows$12000at10%p.a.reducibleinterestover3years.Georgiarepaystheloan
intwoequalannualpaymentsof$4900andthebalanceattheendofthethirdyear.
a CalculatetheamountofinterestthatGeorgiamustpayonthisloan.
b Georgiafindsthatshecanaffordtorepay$5200eachyear.HowmuchdoesGeorgiasave
bymakingthishigherrepayment?
8 Frankborrows$25000at12%p.a.reducibleinterestover3yearswithtwoannualrepayments
of$11000andthebalancerepaidattheendofthethirdyear.
a FindthetotalamountofinterestthatFrankpaysonthisloan.
b Whatistheaverageamountofinterestchargedonthisloanperyear?
c Bywritingyouranswertopartbasapercentageoftheinitialamountborrowed,findthe
equivalentflatrateofinterestontheloan.
9 Felicityborrows$8000at8%p.a.reducibleinterestover3years,repayingtheloanin
twoannualpaymentsof$3200andthebalancerepaidattheendofthethirdyear.
a Usingthemethoddescribedinquestion8,findtheequivalentflatrateofinterest.
b FindtheequivalentflatrateofinterestchargedifFelicityincreasestheamountofeach
annualrepaymentto$4000.
reAsoning
10 Nataliehasthechoiceoftwoloansof$15000.Eachloanistobetakenoverathree-yearterm
eBook plus
Digital doc
WorkSHEET 16.3
doc-5353
withannualrepaymentsof$6350.LoanAischargedat9%flat-rateinterest;LoanBischarged
at10%reducibleinterest.AsNataliesfinancialplanner,constructadetailedreporttoadvise
Nataliewhichloanwouldbebetterforhertotake.
11 Chrisborrows$13500at10%p.a.reducibleinterest
over2years,makinganannualrepaymentof$7800and
reflection
thebalancerepaidattheendofthesecondyear.Show
How does a loan at reducible
thatifinterestisaddedeverysixmonths,atwhich
interest compare with the same
timearepaymentof$3900ismade,asavingof
loan at flat-rate interest?
approximately$350ismade.
559
Summary
Purchasing goods
There are alternatives to consider when deciding on how to pay for a major purchase.
The simple interest formula is I =

T = time.
Credit card companies calculate interest on a monthly basis.
P r T
, where P = principal, r = interest rate and
100
Buying on terms
When buying an item on terms we usually pay a deposit with the balance plus interest paid in
weekly or monthly instalments over an agreed period of time.
To calculate the total cost of a purchase, add the deposit to the total of the regular
repayments.
The amount of each repayment is found by following these steps:

(a) Calculate the deposit.
(b) Find the balance owing by subtracting the deposit from the cash price.
(c) Find the total repayments by adding the interest to the balance owing.
(d) Divide the total amount to be repaid by the number of regular repayments that must be
made.
Loan repayments may be calculated in the same way, however there is no deposit made.
When two separate percentage discounts are given, they must be calculated one after the
other. Their order does not affect the final answer.
The single discount received is not the total of the two percentage discounts; rather, it will
always be slightly less.
Compound interest
The future value of an investment under compound interest can be found by calculating the
simple interest for each year separately.
The compound interest formula is A = P(1 + R)n, where A is the amount to which the
investment grows and P is the principal or initial amount invested. The interest earned is then
calculated using the formula CI = A - P.
In the formula, n is the number of compounding periods over the term of the investment:
n = number of years compounding periods per year.
In the formula, R is the interest rate (as a decimal) per compounding period:
R = interest rate per annum compounding periods per year.
Depreciation
560
Depreciation is the reducing value of a major asset over time.
Depreciation is usually calculated as a percentage of the yearly value of the item.
The depreciation formula is A = P(1 - R)n, where A is the depreciated value of the item,
P is the initial value, R is the percentage depreciation per annum expressed as a decimal
and n is the number of years that the item has been depreciating for.

Loan repayments
Loanscanbechargedbycalculatingeitherflat(simple)interestorbyreducibleinterest.
Tocalculatethecostofaflat-rateinterestloan,usethesimpleinterestformula.
Tocalculatethecostofaloanatareducibleinterestrate,calculatetheamountofinterest
payableeachyearandthenrecalculatetheoutstandingbalanceoftheloanaftereachpayment
ismadebeforecalculatingthenextyearsinterest.
Homework
Book
561
Chapter review
Fluency
1 Calculate the simple interest that is earned on
$5000 at 5% p.a. for 4 years.

2 Jim invests a sum of money at 9% p.a. Which one
of the following statements is true?

A Simple interest will earn Jim more money than
if compound interest is paid annually.
B Jim will earn more money if interest is
compounded annually rather than monthly.
C Jim will earn more money if interest is
compounded quarterly rather than six-monthly.
D Jim will earn more money if interest is
compounded annually rather than six-monthly.
E It does not matter whether simple interest or
compound interest is used to calculate the
growth of Jims investment.
3 Find the single discount that is equivalent to
successive discounts of 12.5% and 5%.

4 Which one of the following statements is correct?
A Successive discounts of 10% and 15% are less
than a single discount of 25%.

B Successive discounts of 10% and 15% are
equal to a single discount of 25%.

C Successive discounts of 10% and 15% are
greater than a single discount of 25%.

D Successive discounts of 10% and 15% are
equal to successive discounts of 12% and 13%.

E Successive discounts of 10% and 15% are
equal to successive discounts of 13% and 12%.

5 Brendan has a credit card with an outstanding
balance of $3600. The interest rate charged on the

loan is 18% p.a. Calculate the amount of interest
that Brendan will be charged on the credit card for
the next month.
6 An LCD television has a cash price of $5750. It
can be purchased on terms of 20% deposit plus

weekly repayments of $42.75 for 3 years. Calculate
the total cost of the television if it is purchased on
terms.
7 Erin purchases a new entertainment unit that has
a cash price of $6400. Erin buys the unit on the

following terms: 10% deposit with the balance plus
interest to be repaid in equal monthly repayments
over 4 years. The simple interest rate charged is
12% p.a.
a Calculate the amount of the deposit.
b Calculate the balance owing after the deposit
has been paid.
562
c Calculate the interest that will be charged.

d What is the total amount that Erin has to repay?
e Calculate the amount of each monthly
repayment.
8 A new car has a marked price of $40000. The car
can be purchased on terms of 10% deposit and
monthly repayments of $1050 for 5 years.
a Find the total cost of the car if it is purchased
on terms.
b Calculate the amount of interest paid.
c Calculate the amount of interest paid per year.
d Calculate the interest rate charged.
9 The single discount that is equivalent to successive
discounts of 15% and 20% is:
A 10%
B 18%
C 28%
D 30%
E 32%
10 A car dealership offers a 10% discount on the price
of service of a car purchased at the dealership.

a Calculate the price paid for a service valued at
$290.00 by a person who purchased their car at
the dealership.
b During November, the dealership offers
an extra 15% discount on all services and
mechanical repairs. Calculate the price Callum,
who purchased his car at the dealership, pays
for a service in November.
c What is the total discount given on this
service?
d Determine the single percentage discount that
would be equivalent to the successive discounts
of 10% and 15% that Callum receives.
11 Ryan invests $12500 for 3 years at 8% p.a. with
interest paid annually. By calculating the amount
of simple interest earned each year separately,
determine the amount to which the investment will
grow.
12 Calculate the compound interest earned on $45000
at 12% p.a. over 4 years if interest is compounded:
a annually
b six-monthly
c quarterly
d monthly.
13 A new computer server costs $7290. With 22% p.a.
reducing-value depreciation, the servers value at
the end of the third year will be close to:
A $1486
B $2257
C $2721
D $3023
E $3460

14 Anasset,boughtfor$34100,hasavalueof$13430
2 Gavinborrows$18000over5yearsfromthe
after5years.Thedepreciationrateiscloseto:
A 11%
B 17%
C 18%
D 21%
E 22%
15 Thevalueofanewcardepreciatesby15%p.a.
Findthevalueofthecarafter5yearsifitwas
purchasedfor$55000.
bank.Theloanischargedat8.4%p.a.flat-rate
interest.Theloanistoberepaidinequalmonthly
instalments.Calculatetheamountofeachmonthly
repayment.
3 Abuildingsocietyadvertisesinvestmentaccounts
atthefollowingrates:
a 3.875%p.a.compoundingdaily
b 3.895%p.a.compoundingmonthly
c 3.9%p.a.compoundingquarterly.
Peterthinksthefirstaccountisthebestone
becausetheinterestiscalculatedmorefrequently.
Paulthinksthelastaccountisthebestone
becauseithasthehighestinterestrate.Explain
whethereitheriscorrect.
Problem solVing
1 Thevalueofanewtractoris$175000.Thevalue
ofthetractordepreciatesby22.5%p.a.
a Findthevalueofthetractorafter8years.
b Whatpercentageofitsinitialvalueisthe
tractorworthafter8years?
eBook plus
Interactivities
Test yourself
Chapter 16
int-2870
Word search
Chapter 16
int-2868
Crossword
Chapter 16
int-2869
563
eBook plus
ActiVities
Chapter opener
Digital doc
(page537)
Are you ready?
SkillSHEET16.1(doc-5345):Convertinga
percentagetoadecimal
SkillSHEET16.2(doc-5346):Findingsimple
interest
SkillSHEET16.3(doc-5347):Findingapercentage
ofaquantity(money)
SkillSHEET16.4(doc-5348):Findingpercentage
discount
SkillSHEET16.5(doc-5349):Decreasingaquantity
byapercentage
16A Purchasing goods
(page541)
Activity16-A-1(doc-5167):Simpleinterest
Activity16-A-2(doc-5168):Hardersimpleinterest
Activity16-A-3(doc-5169):Trickysimpleinterest
SkillSHEET16.1(doc-5345):Convertinga
percentagetoadecimal
SkillSHEET16.2(doc-5346):Findingsimpleinterest
Digital docs
16B Buying on terms

Digital docs
Activity16-B-1(doc-5170):Buyingonterms
(page544)
Activity16-B-2(doc-5171):Buyingondifficultterms
(page544)
Activity16-B-3(doc-5172):Buyingontrickyterms
(page544)
SkillSHEET16.3(doc-5347):Findingapercentage
ofaquantity(money)(page544)
WorkSHEET16.1(doc-5350):Buyingonterms
(page545)
16C Successive discounts
Digital docs
Activity16-C-1(doc-5173):Successivediscounts
(page547)
Activity16-C-2(doc-5174):Difficultsuccessive
discounts(page547)
Activity16-C-3(doc-5175):Trickysuccessive
discounts(page547)
SkillSHEET16.4(doc-5348):Findingpercentage
discount(page548)\
SkillSHEET16.5(doc-5349):Decreasingaquantity
byapercentage(page548)
SkillSHEET16.6(doc-5351):Expressingone
quantityasapercentageofanother(page548)
564
16D Compound interest

Interactivity
Compoundinterest(int-2791)(page549)
Digital docs
Activity16-D-1(doc-5176):Compoundinterest
puzzle1(page551)
puzzle2(page551)
puzzle3(page551)
WorkSHEET16.2(doc-5352):Compoundinterest
(page553)
16E Depreciation
Interactivity
Differentratesofdepreciation(int-1155)(page554)
eLesson
Whatisdepreciation?(eles-0182)(page553)
Digital docs (pages5545)
Activity16-E-1(doc-5179):Depreciation
Activity16-E-2(doc-5180):Harderdepreciation
Activity16-E-3(doc-5181):Trickydepreciation
16F Loan repayments
Digital docs
Activity16-F-1(doc-5182):Repayingaloan
(page558)
Activity16-F-2(doc-5183):Harderloanrepayments
(page558)
Activity16-F-3(doc-5184):Difficultloan
repayments(page558)
WorkSHEET16.3(doc-5353):Loanrepayments
(page559)
Chapter review
(page563)
chapter
chapter
Interactivities

www.jacplus.com.au
probleM solving
17
problem
solving II
opening QUesTion
There are many strategies that can

be used when solving problems. List
6 strategies.
problem solving
1
2

1 2
What is the value of ?

4
Rachel is flying from Sydney to Perth. She left Sydney at 11:00 pm on January 6 and arrived
in Perth five hours later.
a What is the time in Sydney when Rachels plane landed in Perth?
b What is the time in Perth when Rachels plane landed?
The numbers 1 through 10 were written on pieces of paper and placed into a hat. Greg chose
one piece of paper from the hat, and without replacing that number, then chose a second piece
of paper from the hat.
a Is Gregs first choice dependent upon his second choice? Explain.
b Is Greg second choice dependent upon his first choice? Explain.
Asuka sells musical instruments at discount prices. She had a drum kit on sale for 15% off the
retail price of $5000. After two months the drum kit did not sell, and Asuka decided to apply
an extra 10% discount to the existing sale price.
a What is the total amount saved by the customer?
b What is the final price of the drum kit?
c Explain how a 25% discount on the retail price would compare with the successive
discounts?
5 I have a combination of $10 notes and $5 notes in my wallet. If I have 27 notes altogether and
their total value is $190, how many of each type of note do I have?
6 a Graph the equation y = 4-x using the following table:
x
2.5
2.0
1.5
1.0
0.5
y
b Describe what happens to y as x becomes larger.
c Describe what happens to y as x becomes smaller.
566
0.5
1.0
1.5
2.0
2.5
problem solving
7 Mariah the Mathematics teacher wanted to give her students a chance to win a reward at the
9
10
11
12
13
14
15
end of the term. She placed 20 cards into a box, and wrote the word ON on 16 cards, and
OFF on 4 cards. After a student chooses a card, that card is replaced into the box for the next
student to draw. If a student chooses an OFF card, then they do not have to attend school on a
specified day. If they choose an ON card, then they do not receive a day off.
a Mick, a student, chose a random card from the box. What is the probability he received a
day off?
b Juanita, a student, chose a random card from the box after Mick. What is the probability
that she did not receive a day off?
c What is the probability that Mick and Juanita both received a day off?
Thomas went to an electronics store to buy a flat screen HD TV together with some
accessories. The store offered him two different loans to buy the television and equipment.
The following agreement was struck with the store.
Thomas will not be penalised for paying off the loans early.
Thomas does not have to pay the principal and interest until the end of the loan period.
Loan 1 $7000 for 3 years at 10.5% p.a. compounding yearly
Loan 2 $7000 for 5 years at 8% p.a. compounding yearly
a Explain which loan Thomas should choose if he decides to pay off the loan at the end of
the first, second or third year.
b Explain which loan Thomas should choose for these two options.
Paying off Loan 1 at term
Paying off Loan 2 at the end of four years
c Thomas considers the option to pay off the loans at the end of their terms. Explain how
you can determine the better option without further calculations.
d Why would Thomas decide to choose Loan 2 instead of Loan 1 (paying over its full
term), even if it cost him more money?
Express 4.27 as an improper fraction.
What is the probability of choosing a red card or the Ace of Clubs from a standard pack of
cards?
n
The mean mass of a group of n people is m kg. If another people whose mean mass is
2
5m
kg join the group, the mean mass changes to (m + 6) kg. Evaluate m.
4
What is the cost of buying 2000 shares in the mining company DIGGER at $10.47 each if
there is a transaction fee of 0.1% OR $20, whichever is the larger?
A and B are complementary events and P(A) = a. Determine:
a P(B)
b P(A B)
c P(A B)
Lance lives in a small town with a population of 350 people. The town was predicted to grow
at rate of 10% per year.
a Write an equation to model the growth of this town over n years.
b How many years will it be until the population is over 1000 people? (Whole years only)
c How many years will it be until the population is over 2000 people? (Whole years only)
d Lance, using the data from part c, assumed that the town should have approximately
10000 people 95 years from now. Explain why his reasoning is incorrect.
e Explain how you can help Lance see how the population will change over the next
100 years.
A TV cost $700 cash. I buy it on terms, that are $200 deposit plus $30 per month for
20 months.
a How much more do I actually pay?
b Express this amount as a percentage of the cash price.
Chapter 17 Problem solving II
567
problem solving
16 Write the following expression in its simplest form.
18 x
(3 x 12)2
15 x + 30
15
x ( x + 2) ( x 4)2
17 A paint shop produces a unique type of paint by mixing two kinds of paint together indoor
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19
20
21
22
23
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paint and outdoor paint. The unique paint is subject to the following conditions:
i At least 20 litres of paint (indoor and outdoor combined) must be mixed.
ii Indoor paint requires 3 units of dye, while outdoor paint requires 8 units of dye and
there is a maximum of 110 units of dye available.
a If x litres of indoor paint and y litres of outdoor paint are mixed, write two inequations
for the conditions given.
b If 10 litres of outdoor paint is required, how much dye can be used for the indoor
paint?
c Discuss the effect that the information in part b has on the two inequations from part a.
What is the probability of rolling two even numbers in one throw of two unbiased, 6-sided
dice?
A calculator company took a poll of 80 Year 10 students to find out what types of calculators
students had used during their academic careers:
Scientific calculators: 70
Graphing calculators: 50
Graphing and Scientific calculators: 40
What is the probability that a student had used a graphing calculator given that they had
also used a scientific calculator?
Jan bought a computer for her business at a cost of $2500. She elected to use the diminishing
value method (compound depreciation), instead of the straight-line method of depreciation.
Her accountant told her that she was entitled to depreciate the cost of the computer over
5 years at 40% per year.
a How much was the computer worth at the end of the first year?
b By how much could Jan reduce her taxable income at the end of the first year? (The
amount Jan can reduce her taxable income is equal to how much value the asset lost
from one year to the next.)
c Explain whether the amount she can deduct from her taxable income will increase or
decrease at the end of the second year.
A Shend is a type of tropical pumpkin grown by the people of Outer Thrashia.
The diameter (D m) of a Shend increases over a number of months (m) according to the
rule D = 0.25 (10)0.01m.
a Determine the diameter of the pumpkin after 4 months.
b If the Shend is not harvested it will explode when it reaches a critical diameter of 0.5 metres.
Show that it takes approximately 30 months for an un-harvested Shend to explode?
There are 6 black discs and 9 red discs in a jar. Two discs are withdrawn simultaneously.
What is the probability that the discs are the same colour?
Natalina is going to build a movie theatre with n screens. At each screen, there will be
250 seats for the audience to watch that movie. In addition to audience members, there are
15 employees on the premises at any given time (selling tickets and popcorn and so on).
According to building regulations, she must have one toilet for every 100 people in the
building.
a Write an equation relating the number of screens (n) to the total number of people who
can possibly be in the building (p) any one time. Which variable is dependent? Which
variable is independent? Explain.
b Write an equation relating the total number of people who can possibly be in the
building (p) to the number of toilets (t).
c What kind of numbers do p, t and n have to be?
problem solving
d If Natalina builds 5 theatre screens, what is the minimum number of toilets she must
also build?
e If Natalina can only supply eight toilets, what is the maximum number of screens she
can build?
24 Jason and Paul go to the shopping car park on weekends to see if they can find any loose
change that people have dropped. Over the past year they have kept track of how much money
they have found. They found twelve $2 coins, three fifty-cent pieces, thirty-nine 20c coins,
thirty-eight 10c coins, and one hundred and fifty-two 5c coins. What is the probability that the
next coin they find will be worth more than ten cents? State your answer as a percent to the
nearest percent.
25 A set of examination results is displayed in the
following cumulative frequency histogram and
100
ogive.
80
a Stephanie knows that her result is in the
60
85th percentile. Explain whether Stephanie
can work out her exact result.
40
b What is the class median?
20
c Stephanies twin, Betty, knows that she got
70% for her exam. Can she compare her
0 30 40 50 60 70 80 90
exam result to Stephanies result?
Examination mark
d Approximately in which percentile would
Bettys result lie?
26 Dimitri constructed a back-to-back stem plot to compare the ages of the students in his dance
class.
Ages of students attending at the Ballroom Dancing Studio
Females
Males
123
022245
0017
52
67
320
4421
44
a Compare the range of distribution of the ages of males and females from this set of data.
b What is the mode for this set of data?
c One of Dimitris students, Anthea, used a grouped frequency distribution table of all the
students to calculate the mean age of the students at Dimitris Ballroom Dancing Studio.
Create the grouped frequency distribution table using class intervals of 09, 1019 etc.
d Anthea correctly calculated the mean from the grouped frequency distribution table to
be 39.5. Elena, another student, correctly used the original data in the back-to-back stem
plot and calculated the mean to be 38.2. Show how they both got their answers.
e What is the reason for the difference in the two answers?
27 Events A and B are independent. Prove that events A and B are independent.
28 Tylar is offered a new Beta Brava, a sleek 4 cylinder sports car for $56000. He borrows the
money and repays it at $12500 per year for 5 years.
All new cars depreciate in value; the Beta Brava is no different. It loses 10% in the first
year and then 5% of the previous years value each year thereafter.
a What is the car worth after 5 years ?
b Taking the depreciation into account and considering how much he paid for his car, how
much has Tylar lost, on average, each year over the 5 years?
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problem solving
29 The equation 2x + 3y = 6 is changed according to the following rules.
i The whole equation is doubled.
ii Only the x-value is doubled.
iii Only the y-value is doubled.
iv The y-intercept is doubled.
a Write the new equation in each case.
b Draw the graph of each new equation on the same axes as the original equation.
c Describe the effect of each transformation on the graph of the original equation.
30 Andrew does not know the answer to two questions on a multiple choice exam. The first
question has four choices and the second question he does not know has five choices.
a What is the probability that he will get both questions wrong?
b If he is certain that one of the choices cannot be the answer in the first question, how
will this change the probability that he will get both questions wrong?
31 Lara is employed as a salesperson. She is offered two methods of calculating her income.
Method 1: Commission only of 13% on all sales
Method 2: $350 per week plus a commission of 4.5% on all sales
Laras research shows that the average sales total per employee per month is $14 382.
a If Lara were to choose her method based on the average employee sales total, from
which method of payment would she receive the most income, in dollars per annum?
b Compare the difference, in dollars, between the two methods of payment based on the
average sales total. Justify your answer with calculations.

32 Annies and Barbaras ages add to 25, and have a difference of 11. If Annie is the older of the
two, how old are both Annie and Barbara?
33 Rosetta and Theo have been married for 16 years but have kept separate investment accounts
during that time. The graph below shows the value of their investments over time where
interest has been paid annually.
Value of investment ($)
Value of investments
Theos
account
Rosettas
account
A
25000
20000
15000
10000
5000
0
6 8 10 12 14 16
Time (years)
a What were the values of Rosettas and Theos initial investments?

b How much did Rosettas investment change yearly over time? What does this represent
in real terms?
c Give the equation to describe the value of Rosettas investment over time (A).
n
compounded
100
annually. Determine the rate at which Theos investment is growing?
e After initially investing the same amount of money, the graph shows that after
approximately 13 years their investments had grown to the same amount. Use your
equations to show that this is so.
f Compare the two investments over the 16 year period.
d Theos investment grew according to the general formula A = P 1 +
570
problem solving
34 The marks for two Mathematics tests, A and B, for a class are presented in the box plots below.
a Compare the five point
summary for each.

b Which statistic appears to be the
35
36
37
38
39
40
Mathematics test A
Mathematics test B
same for both tests? What does
this indicate?
0 10 20 30 40 50 60 70 80 90 100
c In which test did the students
appear to perform better?
d What can the teacher deduce about the tests from these results?
e What can the teacher deduce about her students learning from these results?
Three contestants A, B and C enter a race. If A is three times as likely to win as B and four
times as likely to win as C, find the probability that either A or B wins.
My weight is k kg. I put on a kg per month for m months after which my weight increases at
the compound rate of b% per month for c months. I start a diet and my weight drops at the
compound rate of d% per month for e months. What is my final weight?
Your big brother has buried your mp3 player in the backyard to tease you. Hes given you the
following Cartesian co-ordinate clues to help you find it, where x and y are the horizontal and
vertical distances from the back door in metres.
The back door is at (0, 0)
The tree is at (0, 3)
The shrub is at (8, 7)
The stump is at (8, 3)
The player is on the line y = 45 x + 10 which bisects the line connecting the tree and shrub
and it is also 3 metres from the stump.
Draw a diagram to represent this information and mark the possible locations of your
player on the Cartesian plane.
In the scientific area of Genetics, probability is used to assist in determining the likelihood of
inherited characteristics.
For example; a widows peak hairline is dominant; a straight hairline is recessive.
Consider a mother who is heterozygous dominant (Ww) for the widows peak and a father
who is homozygous recessive (ww).
W
w
a Complete this table.
w
b Use your table to determine the probability
w
that their offspring will have a widows peak.
Palmo is in his third year as an apprentice cabinet maker. He earns $855 gross salary per week.
a Calculate his income for the year, if he receives a 17.5% four week holiday loading.
b Palmo purchased cutting tools for $5000. In the first three years they depreciated at a
constant rate to $3635. How much did the tools depreciate each year?
Penny is a softball player. The number of runs she scored in her first eight games were
2, 3, 4, 5, 6, 6, 8, 9.
a Calculate the mean, median and mode for the number of runs to 1 decimal place.
Discuss which statistic is the best indicator of the measure of centre in this case.
b Based on the above figures:
i what is the probability that in future games, Penny will score at least six runs?
ii in how many of her next five games would you expect her to score at least six runs?
c Pennys coach claims that it is possible for her to achieve a median of 7 if she keeps up
her practice.
i What is the minimum number of games she must play to have a median run score
of 7? At least how many runs will she need in each game?
ii Give a possible set of scores for these games that would allow Penny to achieve this.
d Given your answer to part b above, how likely is this?
571
problem solving
41 This board game consists of 25 squares, each with side
42
43
44
45
lengths of 12 cm. The triangles are equilateral in shape,

with side lengths of 8 cm. A coin is tossed and lands on the
game board.
a What is the probability it will land on a square that
contains a triangle?
b What is the probability it will land on a triangle?
c What is the probability it will land on a green or blue
triangle?
d It costs $1 per throw and pays $2.50 for landing on a
square that contains a triangle, $5.00 for landing on a
triangle and $15 for landing on a green or blue triangle.
If you played 20 games what could be your potential return per game on each? Would
you make a profit or loss on your outlay?
e If you play 100 games, would you made a profit? Show your reasoning.
f What entices people to play these games?
The difference between two numbers is 3. If six times the larger number minus twice the
smaller number is 46, determine the two numbers.
The surface area of a lake is evaporating at a rate of 5% per year due to climate change. To
model this situation, a relationship between the surface area of the lake (S km2) over time is
given by S = 20000 0.95x, where x is the time in years.
a Explain whether this is an exponential relationship.
b What is the surface area of the lake initially?
c What will the surface area be in 10 years time?
d Plot a graph for this relationship.
e What will the surface area be in 100 years time?
f Explain whether this is a realistic model.
A bakery employs experienced bakers at $25 per hour and apprentices at $16 per hour. The
manager has a budget which will allow her to employ four experienced bakers to work a
40 hour week.
a How many apprentices who will only work for 30 hours per week can be employed for
the same amount of money?
b If the manager want to employ a combination of experienced bakers and apprentices,
how many of each could she employ for $4000 per week?
Bailey has built a wooden ramp to practise his skateboard tricks.
A
B
E
2.2 m
3.6 m
F
12 m
a Find the distance travelled up the ramp (i.e. distance FB).

b What angle does the ramp make with the ground?
c After construction, Bailey checks that the ramp is square by measuring the diagonals.
Find the length of AF.

d Two such ramps are made so that they can be placed 10 m apart. If Bailey can cover the
distance from the top of one ramp, along the ground, then to the top of the other, on his
skateboard, in 12 seconds, how fast is he going? (Answer in km/h).
572
problem solving
46 Brianas normal rate of pay is $15.25 per hour. Last week she was paid for 11 hours, at time-
and-a-half.
a If Briana was paid at double the hourly rate, how many hours would she need to work
the next week, to earn the same amount of money?
b Brianas boss is offering her the choice for two shifts, the rate paid depending on the
work days offered.
Shift 1: 15 hours at the normal rate plus 5 hours at time-and-a-half.
Or
Shift 2: 10 hours at the normal rate plus 8 hours at double time.
Which shift offers a better wage and by how much?
47 The height of each student in a Year 10 class was measured and it was found that the mean
height was 160 cm. Two students were absent. When their heights were included in the data
for the class, the mean height did not change.
Suggest a pair of heights that are possible for the two absent students. What reasoning
could be used to find a pair of possible heights?
48 The IT department for a school can buy mini-laptops from an educational supplier and receive
a discount. If the IT manager orders 150 mini-laptops (for all the Year 10 students), the cost
is $30 000 and if she orders 80 mini-laptops the cost is $16000. If she only had $20000 to
spend how many mini-laptops could she buy?
49 At the entrance to a car rally, 35 people were surveyed and asked which of three models of
4WD rally cars they preferred Toyota, Nissan or Subaru. Six of the group liked all three
types of 4WD vehicles. Eight of the group liked Toyota and Nissan, 10 liked Toyota and
Subaru and 12 liked Nissan and Subaru. Also 22 of the group liked Toyota, 18 liked Nissan
and 17 liked Subaru. Two people didnt like any of the models of 4WD rally cars.
a Display this information on a Venn diagram.
b Determine the probability of selecting a person who:
i liked Toyota only
ii does not like the Subaru.
c Find the probability that a person likes Subaru or Nissan but not Toyota.
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problem solving
50 Bronwyn decides to buy a new laptop. The ticketed price is $1200. When Bronwyns credit
card statement arrives, it shows that she will not pay any interest if she pays the full amount
by the due date.
a If Bronwyn pays $300 by the due date, what is the balance owing?
b If the interest rate on the credit card is 22% p.a., how much interest will Bronwyn be
charged on the balance owing in the next month?
c How much will Bronwyn owe at the end of that month?
d Bronwyn now pays $600 off her credit card. How much interest is she charged the
following month?
e Bronwyn then pays off the remaining balance on her credit card. How much does she pay?
f How much has the laptop cost her, including all the interest payments?
51 The data below shows the number of times 25 Year 10 students have used a computer in the
last week.
10, 19, 7, 0, 1, 6, 22, 3, 9, 15, 3, 6, 13, 2, 16, 8, 5, 4, 11, 10, 16, 4, 8, 5, 13
a Group the data into a frequency table in class intervals of size 5.
b Represent the grouped data as a histogram.
c Add a frequency polygon to the histogram.
d Construct a cumulative frequency polygon.
e From the cumulative frequency polygon, estimate how many students used a computer
more than 10 times in the week.
f Add a percentage cumulative frequency axis to the graph.
g Estimate the 50th percentile and the 30th percentile. Interpret these results.
52 The initial alcohol content in a glass of red wine is about 12%. If the initial concentration
is given by C0 and t represents the number of days after the wine has been opened, then the
reduction in concentration of alcohol is given by: C = C0 0.12kt
a Show that the value of k is 0.24, if the initial concentration is 100 mg/L and 60 mg/L
after 1 day.
b State the exponential equation.
c Draw the graph of this relationship.
d Find the concentration remaining after 5 days.
53 The following data show the ages of a
Male
Female
group of 30 males and 30 females as they
98 0 5
enter hospital for the first time.
9
9
8
8
8
6
3
21 1 77899
a Construct a pair of parallel box plots to
87764320 2 0012455679
represent the two sets of data, showing
86310 3 013358
working out for the median and 1st and
3rd quartiles.
752 4 2368
b Calculate the mean, range and IQR for
53 5 134
both sets of data.
6 2
c Determine any outliers if they exist.
8
7
d Write a short paragraph comparing the data.
54 Fiona invests $8000 for 4 years at 6% p.a. simple interest. Nathan also invests $8000 for
4 years; however, his interest rate is 5.6% p.a. compounded quarterly.

a Calculate the value of Fionas investment at maturity.
b Show that the compounded value of Nathans investment is greater than that of Fionas.
c Explain why Nathans investment after 4 years is greater than Fionas even though she is
receiving a higher rate of interest.
55 A pencil case contains 3 black pens and 2 red pens. The pencil case is shaken, one falls out and
is put back in the case. This is repeated twice more. Each pen has an equal chance of falling out.
a Represent this information on a tree diagram.
b Find the probability of getting three black pens.
c Find the probability of getting at least two red pens.
574
problem solving
56 Catherine invests $2000 in a term deposit account which pays interest at a rate of 4.5% per annum
57
58
59
60
61
62
on the balance at the beginning of each year.

a After one year what is her investment worth?
b What percentage of her original investment is her bank balance at the end of the year?
c What would Catherines investment be worth after two years?
d Plot the graph of this exponential function.
e Use the graph to predict when her investment will be worth $10000.
A well-known problem in mathematics is called the handshake problem.
a 3 people are in a room. How many handshakes are required so that everyone shakes
hands with everyone else once?
b Repeat the above exercise for 4 people.
c Develop a general rule for the number of handshakes for n people.
In preparation for the Christmas office party, Fred is put in charge of providing coffee. He
determines that each cup of coffee requires 3.2 grams of coffee ($19 per kg), 6.4 grams of
sugar ($0.98 per kg) and 10.5 grams of milk ($1.40 per kg) plus a plastic cup which costs
$2.00 for 24 cups.
a Determine the cost of providing a single cup of coffee.
b If Fred has $25 to spend, how many cups of coffee can he make, assuming that he
charges 10 cents a cup, and half the people pay?
The cost of a mobile phone from Company A is $40 per month plus $0.25 per SMS, while
Company B offers a plan for $30 a month but $0.30 per SMS. How many SMSs would make
the plans the same monthly cost?
Virgin Blue buys a new plane so that extra flights can be arranged between Sydney, Australia
and Wellington, New Zealand. The plane costs $1200000. It depreciates at a rate of
16.5% p.a. and is written off when its value falls below $150000. How long can Virgin Blue
use this plane before it is written off?
At a baby shower, we started discussing baby statistics. One of the women told us she had
heard a report that for every 100 babies born, there were 6 more boys than girls. If we were to
randomly pick a child from a representative group, what is the probability of picking a girl?
The numbat is an Australian animal which is in danger of becoming extinct because of habitat
loss and foxes. Since it only eats white ants, its source of food is also diminishing. The
number of numbats, t weeks after their habitat has been lost is modelled by the function
500
N = 60 +
numbats per hectare.
t+2
a How many numbats were there before their habitat was lost?
b How many numbats are there 10 weeks after their habitat loss?
c How long after habitat loss are there only 80 numbats per hectare?
d According to this model, will the numbats die out completely?
575
problem solving
63 The following data show the number of pets in each of the 12 houses in Coral Avenue, Rosebud.
2, 3, 3, 2, 2, 3, 2, 4, 3, 1, 1, 0
a Calculate the mean and median number of pets.
b The empty block of land at the end of the street was bought by a Cattery and now houses
20 cats. Recalculate the mean and median.

c Explain why the answers are so different, and which measure of central tendency is best
64
65
66
67
68
69
70
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used for certain data.

Erin borrows $12000 for a new car at 9% p.a. over 4 years.
a Calculate the total amount to be repaid if the interest is compounded monthly.
b How much will be paid in interest for this loan?
c How much would each repayment be in order to repay the loan in equal monthly
instalments?
Based on her performance throughout the year, Mary was given a probability of 0.7 of
winning her first tennis tournament. If the probability of winning both her first and second
tennis tournaments is 0.56, what is her probability of winning the second tennis tournament?
A syndicate won first prize in Tattslotto but isnt sure how many people participated. The total
amount won is $120000. The amount won by each person is a whole number of dollars.
a Make a table of values showing the amount, P, won by each person when the prize
money is shared among n people from 1 to 12 inclusively.
b Sketch the function.
c Write a rule that relates the number of people to the amount of prize won.
d What type of variation (function) is this? State the value of k.
e If 20 people had been in the syndicate, how much would each have received?
f If each person only received $1500, how many people would have been in the
syndicate?
The amount of money in an investment plan (V) grows exponentially with compound interest
according to the rule V = PAn , where n = the time (in years), P = the initial investment and A
is the compound interest term.
After 1 year (n = 1), the amount of money in the investment is $2662.50, while after 2
years the amount is $2835.56.
a Determine the values of P and A.
b Determine the annual rate of interest as a percentage.
In the game of draw poker, a player is dealt 5 cards from a deck of 52. To obtain a flush, all
5 cards must be of the same suit.
a Determine the probability of getting a diamond flush.
b Determine the probability of getting any flush.
The number of Year 10 students in all the 40 schools in the Northern District of the Education
Department was recorded as follows:
56, 134, 93, 67, 123, 107, 167, 124, 108, 78,
89, 99, 103, 107, 110, 45, 112, 127, 106, 111,
127, 145, 87, 75, 90, 123, 100, 87, 116, 128,
131, 106, 123, 87, 105, 112, 145, 115, 126, 92
a Using a interval of 10, produce a table showing the frequency for each interval.
b Use the table to estimate the mean.
c Calculate the mean of the ungrouped data.
d Compare the results from parts b and c and explain any differences.
An electronics store is having trouble selling the latest mp3 player. The original price was
$99 but on October 1 it was reduced 10%. On October 8 it was reduced a further 10%. On
October 12 the regional manager decided to increase all prices by 5%. On October 15 the
local manager decided to reduce the price by another 10% anyway.
a Calculate the prices on all 4 dates after the discounts/increases have been applied.
b What is the final percentage discount after Oct 15?
problem solving
71 You use this spinner to play a game. Explain whether it is a fair
game and whether you would play if the scoring was:

a if the pointer lands in A, you win $8, if the pointer lands in B,
you win $3
b if the pointer lands in A, you win $18, if the pointer lands in B,
you win $5.
B
A
72 Moores Law states that the capacity of computer hard drives doubles every 18 months.
Assume that on 1 January 2010 the capacity of a hard drive was 512 GB (1 GB = 220 bytes).
a Sketch a graph showing hard drive capacity going back at least 10 years.
b What was the capacity on 1 January 2000?
c Predict the capacity on 1 January 2016.
73 Complete this table regarding compound interest.
Annual
interest rate
Compounding
period
Length of
investment
$1000
6.4%
Monthly
11 months
$2000
7.82%
Daily
77 days
$4000
8.08%
Quarterly
8 years
Principal
Value of
investment
74 In the game of blackjack, players are initially given 2 cards from a deck of 52. Face cards
(jack, queen, king) are worth 10 points, an ace is either 1 or 11 (players choice) and other
cards (210) are worth their numerical value. The value of the 2 cards dealt is added together;
for example; 2 + king = 2 + 10 = 12.
a What is the probability of getting a total of 10 with the first 2 cards?
b What is the probability of getting a total of 20 with the first 2 cards?
75 A gold and copper bracelet weighs 238 grams. The volume of the bracelet is 15 cm3. Gold
weighs 19.3 grams per cm3, and copper weighs 9 grams per cm3. What percentage of gold (by
volume and by mass) is in the bracelet?
76 A small car yard has 60 cars, half of which are Toyotas. Since running a car on LPG rather
than petrol has become one of the most popular features, 25 cars are LPG based, including 20
of the Toyotas. There are some 4WD vehicles in the car yard, 5 of which are Toyota and 6 of
which have LPG systems. Unfortunately only one of the Toyota 4WDs is also LPG based. 18
of the vehicles have none of the characteristics already mentioned. Draw a Venn diagram and
then answer the following questions. If a customer looks at a vehicle, find the probability that
the vehicle is:
a a 4WD vehicle
b an LPG Toyota
c not LPG based
d not a Toyota
e either a Toyota or a 4WD
f neither LPG based nor 4WD
g an LPG system but is not a Toyota
h not an LPG based Toyota 4WD.
77 Patrick and Trisha were told that they needed a deposit of $34 000 before they could borrow
enough money to buy their new home. At that time Trisha had saved $6200 and Patrick had
saved $7400. They both worked and although they paid rent of $1280 per month they are able
to save $260 per week.
a When they made enquiries about the loan, how much less than the deposit did they have?
b At their current rate of savings, how long will it take them to save the rest of the
deposit?
577
problem solving
If the deposit is 10% of the cost of the home, what was the cost of the house.
How much money will they have to borrow once they get their deposit?
How much interest is charged for the first month, if the interest rate is 9% p.a. reducible.
If Trisha and Patrick use their savings every week and the amount they would have spent
on rent to repay the loan, how much can they afford to pay every month?
g How much would they owe at the beginning of the second month?
h What will happen if interest rates rise to 9.5% p.a. at the beginning of the second month?
i What would you advise Trisha and Patrick?
78 100 people seated at different tables in a Mexican restaurant were asked if their party had
ordered any of the following items: Burritos, Fajitas, or Tacos. The following information was
found.
23 people had ordered none of these items.
11 people had ordered all three of these items.
29 people had ordered fajitas or tacos but did not order burritos.
41 people had ordered tacos.
46 people had ordered at least two of these items.
13 people had ordered burritos and tacos but had not ordered fajitas.
26 people had ordered burritos and fajitas.
a Place this information in a Venn diagram.
b How many people ordered Burritos only?
c How many people ordered Fajitas?
79 Radioactive decay for a certain substance can be modelled using the relationship
M = Mo (1.0122)-t, where Mo is its original mass and M is its mass after t days.
a Prove that the substance has a half-life of 57.3 days.
b Calculate the percentage of mass lost by the substance after 20 days.
80 To determine whether a game is fair the expected value is calculated. In its simplest form:
expected value = P(win) (prize) - P(loss) (cost of game)
If there is more than one prize, with an associated probability, then add up the various
P(win) prize terms.
a A game is fair if expected value = ______
b Consider the following game based on the total of 2 dice.
c
d
e
f
10
11
12
W1
L2
W3
L4
W5
L5
W4
L3
W2
L1
W1
Where, for example, W5 means you win $5, L2 means you lose $2 and so on.
Determine the expected value and comment on your result.
81 A survey recorded the number of years of education of the parents of a class of Year 10
students. The results were as follows
12, 15, 12, 11, 13, 17, 10, 12, 14, 16,
12, 13, 11, 9, 11, 12, 12, 16, 12, 14,
12, 13, 11, 11, 14, 12, 11, 10, 15, 12,
13, 12, 12, 11, 10, 10, 12, 12, 14, 13,
11, 9, 12, 15, 16, 13, 12, 14, 15, 12
a Produce a table showing frequency and cumulative frequency for each number of
years.
b Produce a cumulative frequency polygon.
c From the results of part a and part b, produce a box-plot.
82 The annual rate of inflation is very similar to the annual interest rate on a compound interest
investment. Determine the annual rate of inflation in the following cases. Give your answers
as a percentage rounded to 2 decimal places.
a In 2005 the price of a family-sized pizza was $11. The exact same pizza in 2010 is $17.
578
problem solving
b In 2000 the price of a litre of petrol was $0.98. In 2009 the price was $1.45.
c In 1972 the price of a can of soft drink was $0.25 while in 2010 the price is $2.10.
83 Ethan wants to borrow $30000 to buy a new Toyota corolla. He finds a bank that will give
him the loan at 12% flat-rate interest over 5 years.

a Calculate the amount of interest that Ethan will pay on this loan.
b Calculate the total amount that Ethan must repay on his loan.
c Ethan decides to repay the loan in 5 equal yearly instalments. Calculate the amount of
each instalment.
d Ethan could have borrowed $30000 at 12% reducible interest instead of flat-rate interest.
If he makes the same repayments for 4 years, how much money will Ethan have saved?
84 a A Year 10 boy is talking with a Year 10 girl and asks her if she has any brothers or sisters.
She says, Yes, I have one. What is the probability that she has a sister?
b A Year 10 boy is talking with a Year 10 girl and asks her if she has any brothers or
sisters. She says, Yes, I have an older one. What is the probability that she has a sister?
85 A recent survey of the heights (in cm) of a group of Year 10 boys resulted in the following data.
172, 178, 159, 168, 167, 172, 177, 171, 169, 172,
170, 189, 173, 177, 169, 168, 171, 180, 174, 160,
175, 171, 173, 168, 170, 171, 172, 174, 168, 170
a Calculate the mean.
b Calculate the median.
c Examine the data and identify any possible outliers. If they exist, discuss the effect of
the outliers on the mean and the median.

86 An electronics store offers its customers 2 choices.
Option 1: 20% down then make equal payments (based on the money owing at the
beginning of the loan) every 6 months for 2 years. The interest rate (simple) is 8% (annual)
of the amount owing at the time of the payment.
Option 2: No money down, with 10 equal payments (based on the money owing at the
beginning of the loan), 1 per month. The interest rate (simple) is 12% (annual) of the
amount owing at the time of the payment.
In both cases, the balance owing at the end of the time period is to be paid in full.
Calculate the better deal on a $200 TV. Justify your conclusions with appropriate
calculations.
87 The times, in seconds, of the duration of 20 TV advertisements shown in the 68 pm time slot
are recorded below.
16 60 35 23 45 15 25 55 33 20 22 30 28 38 40 18 29 19 35 75
a From the data, determine the:
i mode
ii median
iii mean, write your answer correct to 2 decimal places
iv range
v lower quartile
vi upper quartile
vii interquartile range.
b Using your results from part a, construct a box plot for the time, in seconds, for the
20 TV advertisements in the 68 pm time slot.

c From your box plot, determine:
i the percentage of advertisements that are more than 39 seconds in length
ii the percentage of advertisements which last between 21 and 39 seconds
iii the percentage of advertisements which are more than 21 seconds in length
The types of TV advertisements during the 68 pm time slot were categorised as Fast
Food, Supermarkets, Program information, Retail (clothing, sporting goods, furniture).
579
problem solving
A frequency table for the frequency of these advertisements being shown during this time
slot is shown below.
Type
Frequency
Fast food
Supermarkets
Program information
Retail
d What type of data has been collected in the table?

e What percentage of advertisements are advertisements for fast food outlets?
f What would be good options for a graphical representation of this type of data?
88 In the game of major league baseball, a very rare event is what is called a perfect game. This
occurs when the pitcher gets all men out. Since there are 9 innings and 3 outs/inning, this
means that the pitcher must get 27 men in a row out.
The most recent perfect game was by Mark Buehrle, July 23, 2009.
a Given that the probability a batter who faces Mark Buehrle does not get out is 0.313,
determine the probability that he throws a perfect game.
b Given that there are about 2000 games per year, about how often is a perfect game
thrown.
89 Two experiments are performed to record the growth of different bacteria.
Bacteria A molecules grow according to the formula: A = 500(1.031)t, where t = time
in days.
Bacteria B molecules grow according to the formula: B = 200(1.086)t, where t = time
in days.
a On the same set of axes, sketch graphs of these 2 models.
b Estimate, graphically when the number of molecules of Bacteria A is the same as the
number of molecules of Bacteria B.
c Using a calculator, spreadsheet or another method, calculate the time the two bacteria
are equal in number. Give your answer to 2 decimal places.
90 When all of Saphrons team players turn up for their twice weekly netball training the chance
that they then win their Saturday game is 0.65. If not all players are at the training session
then the chance of winning their Saturday game is 0.40. Over a four week period, Saphrons
players all turn up for training three times.
a Using a tree diagram, with T to represent all players training and W to represent a win,
represent the winning chance of Saphrons netball team.

b Using the tree diagram constructed in part a, determine the probability of Saphrons
team winning their Saturday game. Write your answer correct to 4 decimal places.
c Determine the exact probability that Saphrons team did not train given that they won
their Saturday game.

580
problem solving
91 The speeds, in km/h, of 55 cars travelling along a major road are recorded below.
Speed
Frequency
6064
6569
7074
10
7579
13
8084
8589
9094
9599
100104
105109
110114
Total
55
a By finding the midpoint for each class interval, determine the mean speed, in km/h,
of the cars travelling along the road. Write your answer correct to two decimal
places.
b The speed limit along the road is 75 km/h. A speed camera is set to photograph
the license plates of cars travelling 7% more than the speed limit. A speeding fine
is automatically sent to the owners of the cars photographed. Based on the 55 cars
recorded, how many speeding fines were issued?
c Drivers of cars travelling 5 km/h up to 15 km/h over the speed limit are fined $135.
Drivers of cars travelling more than 15 km/h and up to 25 km/h over the speed limit are
fined $165 and drivers of cars recorded travelling more than 25 km/h and up to 35 km/h
are fined $250. Drivers travelling more than 35 km/h pay a $250 fine in addition to
having their drivers license suspended. If it is assumed that this data is representative
of the speeding habits of drivers along a major road and there are 30000 cars travelling
along this road on any given month. Determine:
i The amount, in dollars, collected in fines throughout the month. Write your answer
correct to the nearest cent.
ii How many drivers would expect to have their licenses suspended throughout the
month?
92 Calculate the total interest paid on a 6 month loan of $14000 with 10% p.a. reducible interest.
Each month $2000 is paid with the balance at the end of the 6 months.
93 Consider the case of a random 2-digit number (00, 01...98, 99) and determining the
probability that the 2 digits are different.
The 1st number can be anything (10 digits) while the 2nd number can be one of 9
that is different from the 1st. Therefore the probability that the 2 digits are different
10 9
=
= 0.9
10 10
An Australian bank note consists of 8 digits.
a Write the formula for the probability that all 8 digits are different.
b Calculate this probability exactly.
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problem solving
94 Year 10 student Ruby is a babysitter. Her babysitting fees are $12.50 per hour for up to three
hours. After three hours, her babysitting fees are at the half-hourly rate of $7.00.
a Write an expression that can be used to determine Rubys babysitting fees, R, for the
following:
i for any time, t, up to three hours
ii for any time, t, after three hours.
b Use an appropriate expression from part a. If Ruby receives $72.50 for babysitting, how
many hours did she spend babysitting?
c Ruby decides to restructure her babysitting fees.
For the first 3 hours her fee is $12.50 per hour.
For between four to six hours she charges a flat fee of $70.
By comparing her two fee structures, determine the expected amount, in dollars, Ruby
would receive using the new fee structure for each hour up to and including 6 hours.
95 Sixty Year 10 students were surveyed about driving. 80% of the students said that they
currently had their learners permit. Of the students with a learners permit, 40% of the
students said that they averaged more than 5 hours each week in driving practice and of these
students, 15% had also driven in wet conditions. 25% of the students with a learners permit
said that they had driven in wet conditions.
a Determine the probability that a student with a learners permit, selected at random had:
i practised driving for more than 5 hours each week and in dry conditions
ii not practised driving for more than 5 hours but had driven in wet conditions
iii practised for more than 5 hours given that they had driven in wet conditions
b A different group of 150 Year 10 students were surveyed. What would be the predicted
number of students who would have a learners permit and had driven in wet conditions?
96 The test scores, out of a total score of 50, for two classes A and B are shown in the stem plot
below.
Class A
5
9753
97754
886551
320
0
0
1
2
3
4
5
Class B
124
145
005
155
157789
00
a Ms. Vinculum teaches both classes and made the statement that Class As performance on
the test showed that the students ability was more closely matched than the students ability
in Class B. By finding the measure of centre, first and third quartiles, and the measure of
spread for the test scores for each class, explain if Ms. Vinculums statement was correct.
b Would it be correct to say that Class A performed better on the test than Class B? Justify
your answer by comparing the quartiles and median for each class.
97 There are two major methods of calculating depreciation; the usual reducing value
depreciation and what is called straight-line depreciation. In the latter you are allowed to
claim the same, fixed amount each year until there is no value left. For example, over 5 years
1
one can claim 5 of the items initial value each year.
Compare the two methods of depreciation in the following cases.
a Original price = $1000
Reducing value depreciation of 30% for 3 years
Straight-line depreciation of 20% of original value each year for 5 years
b Original price = $5000
Reducing value depreciation of 20% for 5 years
Straight-line depreciation of 16.7% of original value each year for 6 years
582
problem solving
98 In a mixture of dried fruit and nuts, the nuts
1
make up 6 of the total mass. An extra 4 kg of

nuts is added to the mixture, changing the nut
composition of the mixture to 1 of its mass. What
4
is the total mass of the fruit and nut mixture

now?
99 You often see side-by-side escalators in department stores, one travelling up and the other
travelling down at the same speed. Consider this scenario.

Ann walks down the down escalator, stepping on every step, and taking 1 second per
step. She takes 24 steps to reach the bottom.
Zoe walks down the up escalator, stepping on every step, and taking 1 second per step.
She takes 120 steps to reach the bottom.
The escalators are moving at the same speed, but in opposite directions. If they had not
been moving, how many steps would be visible on each escalator? (They both have the
same number of steps.)
100 Juanita receives an annual salary of $48500. She receives a pay increase of 3.5% each year
for three years. At the end of the three years, her pay is increased by an additional x% for
t years.
Ida receives an annual salary of $52750. She also receives a pay increase at the same
time at Juanita. Idas pay is increased by 2% each year for n years.
a Show that if Juanita and Ida both receive the same annual salary at the end of n years,
t
x
then 1.041 1.02t = 1 +

100
b If t = 5 years, show that x = 2.82%
101 Helena is the owner of the web store Warm as Toast which makes and sells sheepskin
slippers. It costs Helena $1000 for machinery and materials plus a cost of $15 for each slipper
made.
a Write an equation that determines the cost, C in dollars, of each slipper, s, made.
b Helena is able to sell each pair of slippers for $25. Write an equation that determines the
revenue, R, in dollars, Helena makes on each slipper sold, s.
c Using your equations from parts a and b, how many slippers does Helena need to sell to
meet her costs?
d Helena makes a profit of $2500. By writing an equation that determines the profit, P, in
dollars, Helena makes on each pair of slippers sold, determine the number of slippers
Helena sold to make this profit.
102 When walking home from school during the summer months, Harold buys either an ice cream
or a drink from the corner shop. If Harold bought an ice cream the previous day then there is
a 30% chance that he will buy a drink the next day. If he bought a drink the previous day then
there is a 40% that he will buy an ice cream the next day. On Monday, Harold bought an ice
cream. Determine the probability that he buys an ice cream on Wednesday.
583
problem solving
103 Fred purchases a plasma TV on a payment plan. He pays 15% deposit and then equal monthly
104
105
106
107
108
109
110
111
584
repayments of $105.50 for 24 months. The TV is priced at $2650.

a Determine the amount Fred pays in deposit. Write your answer to the nearest cent.
b After the deposit is paid, determine the amount owing on the TV.
c How much does Fred pay for the TV after he has made 24 equal repayments?
d Determine the amount Fred pays extra for the TV.
e Using your value from part d determine the percentage interest Fred pays on the money
he borrowed for the TV. Base your calculations on simple interest. Write your answer
correct to 1 decimal place.
A sheet of paper is torn in half, and the pieces placed on top of one another. These pieces
together are torn in half, and the new pieces are placed on top of one another. This process
continues through 20 such tears, with the pieces being placed on top of each other each time.
If the original piece of paper was 0.01 mm thick, what is the height of the final pile of pieces
of paper? Give your answer in metres, correct to 1 decimal place.
The amount of energy the sun delivers to the surface of the Earth each second is known as
the Solar Constant. It is measured to be 1.35 106 ergs/cm2 each second. If 1 watt is equal to
1 107 ergs/s, what is the Solar Constant each second, expressed in watts/m2.
Two standard dice are rolled.
Event A is the subset of that at least one of the numbers of the upper face is a multiple of 3
Event B is the subset of the sum of the numbers of the upper face is greater than 10.
Mutually exclusive events, A and B, follow the condition of P(A B) = 0.
a Using the condition for mutually exclusivity, show that events A and B are not mutually
exclusive.
If A and B are independent events, then P(A B) = P(A) P(B)
b Using the condition for independent events, can events A and B be described as
independent? Justify your answer using calculations.
Theresas home office equipment is depreciated based on reducing balance method at a rate of
x% per year until the scrap value is less than $300. The office equipment had an initial value
of $3700. After 7 years the office equipment will, for the first time, have a value below the
scrap value of $300. Determine the rate of depreciation, x, correct to 2 decimal places.
A container holds 100 mL of a salt solution. How many mL of water must be added to the
solution to decrease the saltiness by 20%?
An amoeba is a microscopic organism. It is able to reproduce itself in 3 minutes. One amoeba
is placed in a jar. In 3 hours the jar is completely filled with amoeba. How long did it take for
the jar to be one-quarter filled with amoeba?
Gloria is investing $25 000 in a bank account. She is offered two different interest options:
Option A: 4.5% p.a. compounded monthly
Option B: 4.75% p.a. compounded half yearly
Gloria decides to invest using Option B for a period of five years. Show, by finding the
amount Glorias investment has grown after 5 years, that she receives $319.08 more using
Option B than Option A.
Bianca and Hannah modify the game of darts for a fund
6
1
raising school fete. The dart board Bianca and Hannah use is
shown in the diagram at right
The dart board has a 40 cm diameter. The bulls eye
12 7
(red centre) has a diameter of 5 cm. The inner section, (i.e.
5
11
8
2
numbers 7 to 12 circle) has a radius of 10 cm.
10 9
The rules of their game are as follows:
To score, the player has to hit either the same number
4
three times, or the same number twice and the bulls eye.
3
It costs $2 to enter and players have three shots at the
dartboard.
problem solving
The table below shows how much players would receive for certain scores.
Score
112
113
114
115
Payout ($)
The same three numbers in the range 1 to 6
$5
The same three numbers in the range 7 to 12
$10
Bulls eye with any same two numbers in the

range 1 to 6
$15
Bulls eye with any same two numbers in the

range 7 to 12
$20
If 150 players enter Bianca and Hannahs dart game, what would be the expected amount,
in dollars, they would pay out? Justify your answer by determining the probabilities of
obtaining each of the required scores to receive a payout.
Tracy places her money in an investment account that earns x% interest per year for five
years. At the end of each year the amount of interest for the 12 months is added to the sum in
the account. At the end of the first year her $2500, with interest added, has grown to $2575.
At the end of the second year the amount of money in her account was $2652.25.
a If the rate of interest Tracys money earned over the first two years was constant,
determine the value of x.
b At the end of the second year, the rate of interest was increased. This rate did not change
for the next two years. At the end of the fourth year, the amount of money in Tracys
account was $2896.32. Determine the new rate of interest Tracys account earned during
the third and fourth years. Write your answer correct to 1 decimal place.
c After interest had been paid into Tracys account at the end of the fourth year, she was
able to deposit another $1000 into the account. The interest rate earned on the account
was increased by 1.5%. Determine the amount of money Tracy will have in her account
at the end of the fifth year. Write your answer to the nearest cent.
Andy and Tom have regular games of chess. So far, Tom has won 25% of the time and Andy
has won 18 games. How many games has Tom won?
Andy, Bill and Cam each have a mobile phone with a different payment plan.
Andys plan
40c flag fall plus 45c for every 30 sec or part thereof of a call
Bills plan
35c flag fall plus 92c per minute or part thereof of a call
Cams plan
36c flag fall plus 46c per 30 second or part thereof of a call
The boys call each other regularly, with calls lasting up to 3 min. Give an analysis of call
costs for each of them for calls lasting up to 3 mins.
This Venn diagram shows the relationship between four sets A, B, C and D.
16
10
11
12
13
14
15
What is the sum of the elements contained within the region (A B) (C D)?
585
problem solving
116 The tennis coach at school is retiring, and eight members of his squad decide to buy him a
117
118
119
120
121
farewell gift. They each contribute the same amount of money. When another two members of
the squad found out about the plan, they said they would join in, paying their share of the cost
of the gift. The original eight contributors then each received $3 back.
What was the cost of the gift?
In financial circles, there is a formula that is commonly used to determine the length of time it
takes to double a sum of money invested at a compound interest rate of R% p.a.
n
Number of years to double money = .
R
Using an investment of $1000 and an interest rate of 10% p.a., determine a value for n.
There are 40 children in a room and they are either right-handed or left-handed. There are 17
right-handed boys, and 9 left-handed children. Of the 40 children, 21 are girls.
How many left-handed girls are in the room?
Suppose you buy a rare stamp for $15, sell it for $20, buy it back for $22, and finally sell it for $30.
How much money did you make, or lose, in buying and selling this stamp?
Note: The answer is not $15.
In any leap year, the calendar for January is the same as the calendar for another month in the
year. Which month is this?
A draw for a tennis tournament looks like a tree diagram. This could be the draw for eight players.
Round 1
X
Round 2
Round 3
Champion
In this type of draw, a player is out of the tournament after one loss. With an odd number of
players, one of the competitors is given a bye, which means the player does not compete
in that round. No competitor can be given more than one bye in a tournament.
Consider a tournament of this type with nine tennis players.
a Draw a diagram showing how this draw could be played.
b What is the maximum number of games the champion will have to play?
c What would be the minimum number of games the champion could play?
122 Sandys savings account pays a simple interest rate of 3.5% on daily balances (the interest is
calculated daily on the balance in the account). Her statement for July looks like this.
Date
1/7
3/7
7/7
21/7
28/7
31/7
586
Deposit
Withdrawal
$100
$500
$725
$85
Balance
$4200
problem solving
a Complete the Balance column for the month of July.
b In order to calculate the interest she has earned for the month, complete the following
table.
Date
Number of days Balance
2/7
6/7
Interest calculation
4200 3.5
$4200
100
2
365
Interest earned
$0.81
20/7
27/7
31/7
123
124
125
126
What is Sandys total interest for the month?

In a school election for House Captain there are six candidates lets call them A, B, C, D, E
and F. After the election, the following facts were released.
A won with 50 votes.
B was second.
F was last with 5 votes.
No two candidates received the same number of votes.
100 students voted.
What is the greatest number of votes B could have received?
I have 6 bags of marbles, each containing fewer than 20 marbles. There is a total of
90 marbles in five of the bags. The sixth bag contains 5 fewer marbles than the average
number in all six bags. How many marbles are in the sixth bag?
In my drawer I have socks of 5 different colours, and 10 of each colour. They are not in pairs,
and randomly distributed in the drawer. In the dark I go to my drawer to get 4 socks of the
same colour. How many would I need to select to be certain of getting 4 of the same colour?
A die in the shape of a dodecahedron has regular pentagonal faces numbered 1 to 12. The
sum of the numbers on each pair of opposite faces equals 13.
With its face numbered 1 uppermost, it is adjacent to faces numbered 2, 4, 6, 5 and 3,
reading clockwise.
3
5
2
1
If the 6 was sitting uppermost, draw a diagram to show the numbers adjacent to its face.
127 Guests at a luxury resort are told that the entry code to the sauna is a 3-digit odd number with
no repeated digits. (It can not start with 0.) They are given this code written on a piece of
paper.
Suppose you lose this piece of paper, and wish to have a sauna. What is the maximum
number of numbers you will have to try to gain entry to the sauna?
128 A long rectangular table has boys and girls seated on either side, with no-one seated at
the ends. An equal number of children sit on both sides. On one side of the table there are
11 boys, while on the other side, there are 5 girls.
How many more boys than girls are seated at the table?
587
problem solving
129 The local take-away cafe is trying to promote its business by giving away drink vouchers.
Heres the deal.

Every disposable drink cup comes with a voucher attached to the cup.
Every 4 vouchers collected can be traded for a free drink, served in a new cup, with a
voucher attached.
Last month I spent $56 on $2 take-away drinks at the cafe. If I used all my vouchers when I
accumulated them, how many drinks did I have?
130 An interesting biological fact has been discovered about bees.
A male bee has only one parent a mother.
A female bee has two parents a mother and a father.
If we look back 5 generations into the ancestry of a male bee, draw a diagram to show how
many ancestors we would find.
588
number AND algebra REAL NUMBERS
18
18A
18B
18C
18D
18E
18F
18G
18H
Number classification review

Surds
Operations with surds
Fractional indices
Negative indices
Logarithms
Logarithm laws
Solving equations
What do you know ?
Real numbers
1 List what you know about real numbers.

real numbers.
opening question
Mannings formula is a formula used to

estimate the flow of water down a river in
a flood event, measured in metres per
2
R3 S 2
second. The formula is v =
, where
n
R is the hydraulic radius, S is the slope
of the river and n is the roughness
coefficient. What will be the flow of
water in the river if R = 8, S = 0.0025 and
n = 0.625?
number and algebra real numbers
are you ready?
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590
Identifying surds
1 Which of the following are surds?
a
c
7
49
10
d 4 2
b
Simplifying surds
48
c 5 12
a
98
d 3 72
Adding and subtracting surds

a 2 6 4 3 + 7 3 5 6
b 2 32 5 45 4 180 + 10 8
Multiplying and dividing surds

a
c
7 10
6
2
b 2 3 4 6
d
5 6
10 3
Evaluating numbers in index form

a 72
c (2.5)6
b 34
d (0.3)4
Using the index laws

a x3 x7
c 24a3b 6ab5
b 4y3 5y8
d (2m4)2
maths quest 10 + 10a for the australian Curriculum
18a
eBook plus
Interactivity
Classifying
numbers
number classification review
int-2792
The number systems used today evolved from a basic and practical need of primitive people
to count and measure magnitudes and quantities such as livestock, people, possessions, time
and so on.
As societies grew and architecture and engineering developed, number systems became more
sophisticated. Number use developed from solely whole numbers to fractions, decimals and
irrational numbers.
The Real Number System contains the set of rational and irrational numbers. It is denoted by
the symbol R. The set of real numbers contains a number of subsets which can be classified as
shown in the chart below.
Real numbers R
Irrational numbers I
(surds, non-terminating
and non-recurring
decimals, ,e)
Negative
Z
Rational numbers Q
Integers
Z
Zero
(neither positive
nor negative)
Non-integer rationals
(terminating and
recurring decimals)
Positive
Z+
(Natural
numbers N)
rational numbers (q )
A rational number (ratio-nal) is a number that can be expressed as a ratio of two whole
a
numbers in the form , where b 0.
b
Rational numbers are given the symbol Q. Examples are:
1 2 3 9
, , , ,
5 7 10 4
7, -6, 0.35, 1. 4
Chapter 18 real numbers
591
Integers (Z)
Rational numbers may be expressed as integers. Examples are:

5
1
= 5,
4
1
= -4,
27
1
15
= 27, - 1 = -15
The set of integers consists of positive and negative whole numbers and 0 (which is neither
positive nor negative). They are denoted by the letter Z and can be further divided into
subsets. That is:

Z = {..., -3, -2, -1, 0, 1, 2, 3, ...}

Z+ = {1, 2, 3, 4, 5, 6, ...}

Z- = {-1, -2, -3, -4, -5, -6, ...}
Positive integers are also known as natural numbers (or counting numbers) and are denoted
by the letter N. That is:
N = {1, 2, 3, 4, 5, 6, ...}
Integers may be represented on the number line as illustrated below.
-3 -2 -1 0 1 2 3 Z
The set of integers
1 2 3 4 5 6 N
The set of positive integers
or natural numbers
Z- -6 -5 - 4 -3 -2 -1
The set of negative integers
Note: Integers on the number line are marked with a solid dot to indicate that they are the
only points in which we are interested.
Non-integer rationals
Rational numbers may be expressed as terminating decimals. Examples are:

7
10
= 0.7, 4 = 0.25, 8 = 0.625, 5 = 1.8
These decimal numbers terminate after a specific number of digits.

Rational numbers may be expressed as recurring decimals (non-terminating or periodic
decimals). For example:
1
3
9
11
5
6
3
13
= 0.333333 ... or 0.3

(or 0.81)
= 0.818181 ... or 0.81
= 0.833333 ... or 0.83

(or 0.230769)
= 0.230769230769 ... or 0.230769
These decimals do not terminate, and the specific

-3.743 3
1
digit (or number of digits) is repeated in a pattern.
2 1.63
-24
3.6
Recurring decimals are represented by placing a dot or
line above the repeating digit or pattern.
- 4 -3 -2 -1 0 1 2 3 4 Q
Rational numbers are defined in set notation as:
Q = rational numbers
a
Q = , a, b Z , b 0 where means an element of.

b
Irrational numbers (I)
An irrational number (ir-ratio-nal) is a number that cannot be expressed as a ratio of two

a
whole numbers in the form , where b 0.
b
Irrational numbers are given the symbol I. Examples are:
7, 13, 5 21,
592
Maths Quest 10 + 10A for the Australian Curriculum
7
, p, e
9
Irrational numbers may be expressed as decimals. For example:
5 = 2.2360679775 ...
0.03 = 0.173205080757 ...
18 = 4.24264068712 ...
2 7 = 5.29150262213 ...
p = 3.14159265359 ...
e = 2.71828182846 ...
These decimals do not terminate, and the digits do not repeat themselves in any particular
pattern or order (that is, they are non-terminating and non-recurring).
Rational and irrational numbers belong to the set of
- 12
- 12 - 5
2
4
real numbers (denoted by the symbol R). They can

be positive, negative or 0. The real numbers may be
represented on a number line as shown at right (irrational - 4 -3 -2 -1 0 1 2 3 4
R
numbers above the line; rational numbers below it).
To classify a number as either rational or irrational:
1. Determine whether it can be expressed as a whole number, a fraction or a terminating or
recurring decimal.
2. If the answer is yes, the number is rational; if the answer is no, the number is irrational.

p (pi)
The symbol p (pi) is used for a particular number; that is, the circumference of a circle whose
diameter length is 1 unit.
It can be approximated as a decimal that is non-terminating and non-recurring. Therefore, p
is classified as an irrational number. (It is also called a transcendental number and cannot be
expressed as a surd.)
In decimal form, p = 3.14159265358979323... It has been calculated to
29000000 (29 million) decimal places with the aid of a computer.
Worked Example 1
Specify whether the following numbers are rational or irrational.

1
5
a b
25 c 13 d 3p e 0.54 f 3 64 g 3 32 h
Think
a
b
e
f
1
5
Evaluate 25.
The answer is an integer, so classify 25.
Evaluate 13.
The answer is a non-terminating and

non-recurring decimal; classify 13.
Use your calculator to find the value of

3p.
The answer is a non-terminating and

non-recurring decimal; classify 3p.
0.54 is a terminating decimal; classify it

accordingly.
2
1
27
Write
is already a rational number.
Evaluate 3 64 .
The answer is a whole number, so
classify 3 64 .
1
5
is rational.
25 = 5
25 is rational.
13 = 3.60555127546 ...
13 is irrational.
d 3p = 9.42477796077 ...
3p is irrational.
e
0.54 is rational.
64 = 4
64 is rational.
Chapter 18 Real numbers
593
Evaluate 3 32 .
The result is a non-terminating and

non-recurring decimal; classify 3 32 .
Evaluate
The result is a number in a rational form.
1
.
27
32 = 3.17480210394 ...
32 is irrational.
1 1
=
27 3
1
is rational.
27
remember
a
1. Rational numbers (Q) can be expressed in the form , where a and b are whole
b
numbers and b 0. They include whole numbers, fractions and terminating and
recurring decimals.
a
2. Irrational numbers (I) cannot be expressed in the form , where a and b are whole
b
numbers and b 0. They include surds, non-terminating and non-recurring decimals,
and numbers such as p and e.
3. Rational and irrational numbers together constitute the set of real numbers (R).
Exercise
18A

fluency
1 WE1 Specify whether the following numbers are rational (Q) or irrational (I).
c
g 2
1
2
100
14.4
1.44
o p
r 21
1000
t 7.216349157 ...
0.04
k -2.4
25
9
7
9
4
5
q 7.32
9
4
0.15
1
y 3 0.0001
16
2 Specify whether the following numbers are rational (Q), irrational (I) or neither.
1
11
0
1
a
b 625
c
d
e -6
7
8
4
8
u 81
81
g 11
21
64
16
22
u
7
594
v 3p
q
v
62
1.44
4
(5)2
n -
6
2
2
25
1.728
w 6 4
3
11
27
x 4 6
8
0
1
100
1
4
( 2)

3 MC Which of the following best represents a rational number?
A p
4
9
9
12
12
4 MC Which of the following best represents an irrational number?

A 81
6
5
343
22
5 MC Which of the following statements regarding the numbers -0.69,

A
7,
is the only rational number.

3
, 49 is correct?
3
7 and 49 are both irrational numbers.
C -0.69 and
49 are the only rational numbers.
D -0.69 is the only rational number.
7 is the only rational number.

1
11
6 MC Which of the following statements regarding the numbers 2 , - , 624, 3 99 is correct?
2
3
E
11
3
A - and
B
624 are both irrational numbers.
624 is an irrational number and 3 99 is a

rational number.
624 and 3 99 are both irrational numbers.
1
2
11
3
D 2 is a rational number and - is an irrational
number.
18b
99 is the only rational number.
reflection
Why is it important to understand

the real number system?
Surds
A surd is an irrational number that is represented by a root sign or a radical sign, for
example:
,3 ,4
Examples of surds include: 7, 5, 3 11 , 4 15
Examples that are not surds include:
9, 16 , 3 125 , 4 81
Numbers that are not surds can be simplified to rational numbers, that is:
9 = 3, 16 = 4 , 3 125 = 5, 4 81 = 3
Worked Example 2
Which of the following numbers are surds?

1
a 16 b 13 c
d 3 17 e 4 63 e 3 1728
16
Think
a
Write
Evaluate 16 .
The answer is rational (since it is a whole

number), so state your conclusion.
16 = 4
16 is not a surd.
595
Evaluate 13.
The answer is irrational (since it is a nonrecurring and non-terminating decimal),

so state your conclusion.
Evaluate
The answer is rational (a fraction); state

your conclusion.
Evaluate 3 17 .
The answer is irrational (a nonterminating and non-recurring decimal),

so state your conclusion.
Evaluate 4 63 .
The answer is irrational, so classify 4 63

accordingly.
Evaluate 3 1728 .
The answer is rational; state your

conclusion.
1
.
16
13 = 3.60555127546 ...
13 is a surd.
1 1
=
16 4
1
is not a surd.
16
d
17 = 2.57128159066 ...
17 is a surd.
63 = 2.81731324726 ...
63 is a surd.
1728 = 12
1728 is not a surd.

So b, d and e are surds.
Proof that a number is irrational
In Mathematics you are required to study a variety of types of proofs. One such method is
called proof by contradiction.
This method is so named because the logical argument of the proof is based on an assumption
that leads to contradiction within the proof. Therefore the original assumption must be false.
a
An irrational number is one that cannot be expressed in the form
(where a and b are
b
integers). The next worked example sets out to prove that 2 is irrational.
Worked Example 3
Prove that 2 is irrational.

Think
596
Write
a
Let 2 = , where b 0
b
Assume that 2 is rational; that is, it

a
can be written as
in simplest form.
b
We need to show that a and b have no
common factors.
Square both sides of the equation.
2=
Rearrange the equation to make a2 the

subject of the formula.
a2 = 2b2
a2
b2
[1]

4
If x is an even number, then x = 2n.
\ a2 is an even number and a must also be even;

that is, a has a factor of 2.
Since a is even it can be written as a = 2r.
\ a = 2r
Square both sides.
a2 = 4r2
But a2 = 2b2
[2]
from [1]
Equate [1] and [2].
\ 2b2 = 4r2
4r 2
b 2 =
2
= 2r2
\ b2 is an even number and b must also be even;
that is, b has a factor of 2.
Repeat the steps for b as previously done for a.
Both a and b have a common factor of 2.

This contradicts the original assumption that
a
2 = , where a and b have no common factor.
b
\ 2 is not rational.
\ It must be irrational.
The dialogue included in the worked example should be present in all proofs and is an
essential part of the communication that is needed in all your solutions.
Note: An irrational number written in surd form gives an exact value of the number; whereas
the same number written in decimal form (for example, to 4 decimal places) gives an
approximate value.
remember
A number is a surd if:

1. it is an irrational number (equals a non-terminating, non-recurring decimal)
2. it can be written with a radical sign (or square root sign) in its exact form.
exerCise
18b
surds
fluenCy
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1 We2 Which of the numbers below are surds?

a
81
3
4
48
16
1.6
0.16
3
27
1000
1.44
k 4 100
32
361
100
125
169
7
8
16
2
v ( 7 )
32
80
11
2 + 10
6+ 6
r 2p
33
0.0001
597
6
,
9
2 MC The correct statement regarding the set of numbers

A
27 and
9 are the only rational numbers of the set.
6
is the only surd of the set.
9
6
and
9
20 and
9 and
20 are the only surds of the set.

1
,
4
3 MC Which of the numbers of the set
1
, 21, 3 8 are surds?
8
1
,
27
21 only
1
only
8
1
and 21 only
8
1
and 21 only
4
12 is a surd.
c p is irrational but not a surd.
1
and 3 8
8
4 MC Which statement regarding the set of numbers ,

A
20 , 54 , 3 27 , 9 is:
1
, 12 , 16 , 3 + 1 is not true?
49
12 and 16 are surds.
12 and 3 + 1 are not rational.
E p is not a surd.
5 MC Which statement regarding the set of numbers 6 7 ,
not true?
A
144
when simplified is an integer.
16
c 7 6 is smaller than 9 2 .
E
144
, 7 6 , 9 2 , 18 , 25 is
16
144
and 25 are not surds.
16
d 9 2 is smaller than 6 7.
18 is a surd.
understanding
6 Complete the following statement by selecting appropriate words, suggested in brackets:
6
a is definitely not a surd, if a is ... (any multiple of 4; a perfect square and cube).
7 Find the smallest value of m, where m is a positive integer, so that 3 16m is not a surd.
Reasoning
8 WE3 Prove that the following numbers are irrational, using a proof by contradiction:
598
reflection
a is a surd?
18c

Simplifying surds
To simplify a surd means to make a number (or an expression) under the radical sign ( ) as
small as possible.
To simplify a surd (if it is possible), it should be rewritten as a product of two factors, one of
which is a perfect square, that is, 4, 9, 16, 25, 36, 49, 64, 81, 100 and so on.
We must always aim to obtain the largest perfect square when simplifying surds so that
there are fewer steps involved in obtaining the answer. For example, 32 could be written
as 4 8 = 2 8 ; however, 8 can be further simplified to 2 2 , so 32 = 2 2 2 ; that is
32 = 4 2 . If, however, the largest perfect square had been selected and 32 had been
written as 16 2 = 16 2 = 4 2 , the same answer would be obtained in fewer steps.
Worked Example 4
Simplify the following surds. Assume that x and y are positive real numbers.
a
1
384 b 3 405 c - 175 d 5 180 x 3 y5
8
Think
a
Write
384 = 64 6
Express 384 as a product of two factors

where one factor is the largest possible
perfect square.
Express 64 6 as the product of two

surds.
= 64 6
Simplify the square root from the perfect

square (that is, 64 = 8).
=8 6
Express 405 as a product of two factors,

one of which is the largest possible
perfect square.
Express 81 5 as a product of two

surds.
= 3 81 5
Simplify 81.
= 3 9 5
Multiply together the whole numbers

outside the square root sign (3 and 9).
= 27 5
Express 175 as a product of two factors

in which one factor is the largest possible
perfect square.
Express 25 7 as a product of 2 surds.
1
= 25 7
8
Simplify 25.
1
= 5 7
8
Multiply together the numbers outside

the square root sign.
b 3 405 = 3 81 5
1
1
175 =
25 7
8
8
5
7
8
599
5 180 x 3 y 5 = 5 36 5 x 2 x y 4 y
Express each of 180, x3 and y5 as a

product of two factors where one factor
is the largest possible perfect square.
Separate all perfect squares into one surd

and all other factors into the other surd.
= 5 36 x 2 y 4 5 xy
Simplify 36 x 2 y 4 .
= 5 6 x y 2 5 xy
Multiply together the numbers and the

pronumerals outside the square root sign.
= 30 xy 2 5 xy
Addition and subtraction of surds
Surds may be added or subtracted only if they are alike.

Examples of like surds include 7, 3 7 and 5 7. Examples of unlike surds include
11, 5 , 2 13 and 2 3.
In some cases surds will need to be simplified before you decide whether they are like
or unlike, and then addition and subtraction can take place. The concept of adding and
subtracting surds is similar to adding and subtracting like terms in algebra.
Worked Example 5
Simplify each of the following expressions containing surds. Assume that a and b are positive real
numbers.
a 3 6 + 17 6 2 6 b 5 3 + 2 12 5 2 + 3 8 c
Think
a
Write
All 3 terms are alike because they contain the

same surd ( 6 ).
Simplify.
1
1
100 a 3 b2 + ab 36 a 5 4 a2 b
2
Simplify surds where possible.
a 3 6 + 17 6 2 6 = (3 + 17 2) 6
= 18 6
b 5 3 + 2 12 5 2 + 3 8
= 5 3+2 435 2 +3 42
= 5 3 + 2 2 3 5 2 +3 2 2
= 5 3+4 35 2 +6 2
Add like terms to obtain the simplified

answer.
Simplify surds where possible.
=9 3+ 2
c
1
100 a3b 2 + ab 36a 5 4 a 2 b
2
1
= 10 a 2 a b 2 + ab 6 a 5 2 a b
2
1
= 10 a b a + ab 6 a 5 2 a b
2
= 5ab a + 6ab a 10 a b
600
Add like terms to obtain the simplified

answer.
= 11ab a 10 a b
Multiplication and division of surds

Multiplying surds
To multiply surds, multiply together the expressions under the radical signs. For example,
a b = ab , where a and b are positive real numbers.
When multiplying surds it is best to first simplify them (if possible). Once this has been done
and a mixed surd has been obtained, the coefficients are multiplied with each other and then
the surds are multiplied together. For example,
m a n b = mn ab
Worked Example 6
Multiply the following surds, expressing answers in the simplest form. Assume that x and y are
positive real numbers.
a 11 7 b 5 3 8 5 c 6 12 2 6 d 15 x 5 y2 12 x 2 y
Think
a
Write
Multiply the surds together, using
11 7 = 11 7
a b = ab (that is, multiply expressions under the

square root sign).
Note: This expression cannot be simplified any further.
= 77
Multiply the coefficients together and then multiply the

surds together.
b 5 3 8 5 = 58 3 5
= 40 3 5
= 40 15
Simplify 12 .
6 12 2 6 = 6 4 3 2 6
= 62 3 2 6
= 12 3 2 6
Multiply the coefficients together and multiply

the surds together.
= 24 18
Simplify the surd.
= 24 9 2
= 24 3 2
= 72 2
Simplify each of the surds.
15 x 5 y 2 12 x 2 y
= 15 x 4 x y 2 4 3 x 2 y
= x 2 y 15 x 2 x 3 y
= x 2 y 15 x 2 x 3 y
Multiply the coefficients together and

the surds together.
= x 2 y 2 x 15 x 3 y
Simplify the surd.
= 2 x 3 y 9 5 xy
= 2 x 3 y 45 xy
= 2 x 3 y 3 5 xy
= 6 x 3 y 5 xy
601
When working with surds, we sometimes need to multiply surds by themselves; that is, square
them. Consider the following examples:
( 2 )2 = 2 2 = 4 = 2
( 5 )2 = 5 5 = 25 = 5
Observe that squaring a surd produces the number under the radical sign. This is not
surprising, because squaring and taking the square root are inverse operations and, when
applied together, leave the original unchanged.
When a surd is squared, the result is the number (or expression) under the radical sign; that is,
( a )2 = a, where a is a positive real number.
Worked Example 7

a ( 6 )2
b ( 3 5 )2
Think
Write
Use ( a )2 = a, where a = 6.
a
b
2
a ( 6) = 6
Square 3 and use ( a )2 = a to square 5 .
1
2
b (3 5 )2 = 32 ( 5 )2
=95
= 45
Simplify.
Dividing surds
a
a
To divide surds, divide the expressions under the radical signs; that is,
=
, where a and
b
b
b are whole numbers.
When dividing surds it is best to simplify them (if possible) first. Once this has been done, the
coefficients are divided next and then the surds are divided.
Worked Example 8
Divide the following surds, expressing answers in the simplest form. Assume that x and y are positive
real numbers.
a
55
5
9 88
6 99
48
3
36 xy
25 x 9 y11
Think
a
602
Write
Rewrite the fraction, using
a
b
a
.
b
55
5
55
5
Divide the numerator by the denominator

(that is, 55 by 5).
Check if the surd can be simplified any

further.
Rewrite the fraction, using
Divide 48 by 3.
= 16
Evaluate 16 .
=4
Rewrite surds, using
a
b
= 11
a
.
b
9 88
6 99
Simplify the fraction under the radical

by dividing both numerator and
denominator by 11.
9 8
6 9
Simplify surds.
92 2
63
Multiply the whole numbers in the

numerator together and those in the
denominator together.
18 2
18
Cancel the common factor of 18.
= 2
Simplify each surd.
9 88
48
3
a
.
b
48
6 99
36 xy
9 11
25 x y
=
=
Cancel any common factors in this

case xy.
6 xy
8
5 x x y10 y
6 xy
5 x 4 y 5 xy
6
5x 4 y 5
Rationalising denominators
If the denominator of a fraction is a surd, it can be changed into a rational number. In other
words, it can be rationalised.
As discussed earlier in this chapter, squaring a simple surd (that is, multiplying it by itself)
results in a rational number. This fact can be used to rationalise denominators as follows.
a
b
b
b
ab
, where
b
b
b
=1
If both numerator and denominator of a fraction are multiplied by the surd contained in the
denominator, the denominator becomes a rational number. The fraction takes on a different
appearance, but its numerical value is unchanged, because multiplying the numerator and
denominator by the same number is equivalent to multiplying by 1.
603
Worked Example 9
Express the following in their simplest form with a rational denominator.

a
6
13
2 12
3 54
17 3 14
7
Think
a
Write
Write the fraction.
Multiply both the numerator and denominator by the surd

contained in the denominator (in this case 13). This has the
13
same effect as multiplying the fraction by 1, because
= 1.
13
Write the fraction.
Simplify the surds. (This avoids dealing with large numbers.)
6
13
=
=
6
13
2 12
3 54
2 12
3 54
=
=
Multiply both the numerator and denominator by 6.

(This has the same effect as multiplying the fraction by 1,
because
= 1.)
6
Note: We need to multiply only by the surd part of the
denominator (that is, by 6 rather than by 9 6).
604
Simplify 18.
Divide both the numerator and denominator by 6 (cancel down).
Write the fraction.
Multiply both the numerator and denominator by 7. Use

grouping symbols (brackets) to make it clear that the whole
numerator must be multiplied by 7.
13
78
13
13
2 43
3 96
22 3
33 6
4 3
9 6
4 3
9 6
4 18
96
4 92
96
43 2
54
12 2
54
2 2
9
6
6
17 3 14
7
=
( 17 3 14 )
7
7
7
Apply the Distributive Law in the numerator.

a(b + c) = ab + ac
=
4
17 7 3 14 7
7 7
119 3 98
7
119 3 49 2
7
119 3 7 2
=
7
119 21 2
=
7
=
Simplify 98.
Rationalising denominators using conjugate surds
The product of pairs of conjugate surds results in a rational number. (Examples of pairs
of conjugate surds include 6 + 11 and 6 11, a + b and a b, 2 5 7 and 2 5 + 7 .)
This fact is used to rationalise denominators containing a sum or a difference of surds.
To rationalise the denominator that contains a sum or a difference of surds, multiply both
numerator and denominator by the conjugate of the denominator.
Two examples are given below:
1. To rationalise the denominator of the fraction
1
a+ b
1
2. To rationalise the denominator of the fraction
, multiply it by
, multiply it by
a b
a b
a+ b
.
a b
a+ b
A quick way to simplify the denominator is to use the difference of two squares identity:
( a b )( a + b) = ( a )2 ( b )2
=a-b
Worked Example 10
Rationalise the denominator and simplify the following.

a
b
1
4 3
6+3 2
3+ 3
Think
a
Write
Write down the fraction.
Multiply the numerator and denominator

by the conjugate of the denominator.
(4 + 3 )
= 1.)
(Note that
(4 + 3 )
1
4 3
=
1
(4 3 )
(4 + 3 )
(4 + 3 )
605
Apply the Distributive Law in the

numerator and the difference of
two squares identity in the denominator.
Simplify.
Write down the fraction.
Multiply the numerator and denominator

by the conjugate of the denominator.
(3 3 )
= 1.)
(Note that
(3 3 )
Multiply the expressions in grouping

symbols in the numerator, and apply the
difference of two squares identity in the
denominator.
Simplify.
4+ 3
(4) 2 ( 3 ) 2
4+ 3
16 3
4+ 3
13
6 +3 2
3+ 3
=
( 6 + 3 2)
(3 + 3 )
(3 3 )
(3 3 )
6 3+ 6 3 +3 2 3+3 2 3
(3)2 ( 3 )2
3 6 18 + 9 2 3 6
93
18 + 9 2
6
92 +9 2
6
3 2 + 9 2
6
6 2
6
= 2
remember
1. To simplify a surd means to make a number (or an expression) under the radical sign as
small as possible.
2. To simplify a surd, write it as a product of two factors, one of which is the largest
possible perfect square.
3. Only like surds may be added and subtracted.
4. Surds may need to be simplified before adding and subtracting.
5. When multiplying surds, simplify the surd if possible and then apply the following
rules:
(a) a b = ab
(b) m a n b = mn ab , where a and b are positive real numbers.
606
6. When a surd is squared, the result is the number (or the expression) under the radical
sign: ( a )2 = a, where a is a positive real number.
7. When dividing surds, simplify the surd if possible and then apply the following rule:
a b=
a
b
b
where a and b are whole numbers, and b 0.
8. To rationalise a surd denominator, multiply the numerator and denominator by the surd
contained in the denominator. This has the effect of multiplying the fraction by 1, and
thus the numerical value of the fraction remains unchanged, while the denominator
becomes rational:
a
a
b
ab
=
=
b
b
b
b
where a and b are whole numbers and b 0.
9. To rationalise the denominator containing a sum or a difference of surds, multiply both
the numerator and denominator of the fraction by the conjugate of the denominator.
This eliminates the middle terms and leaves a rational number.
exerCise
18C
operations with surds

fluenCy
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SkillSHEET 18.2
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1 We4a Simplify the following surds.

a
12
24
27
125
54
112
68
180
88
245
448
a 2 8
b 8 90
c 9 80
d 7 54
e 6 75
f 7 80
g 16 48
162
2 We4b, c Simplify the following surds.
1
162
9
1
192
4
1
392
7
3
l
175
10
1
135
9
3 We4d Simplify the following surds. Assume that a, b, c, d, e, f, x and y are positive real
numbers.
a
16a 2
72a 2
90 a 2 b
338a3b3
68a3b 5
125 x 6 y 4
h 5 80 x 3 y 2
6 162c 7 d 5
2 405c 7 d 9
1
88ef
2
338a 4
1
392e11 f 11
2
4 We5a Simplify the following expressions containing surds. Assume that x and y are positive
real numbers.
a 3 5 + 4 5
b 2 3 + 5 3 + 3
c 8 5 + 3 3 + 7 5 + 2 3
d 6 11 2 11
e 7 2 + 9 2 3 2
f 9 6 + 12 6 17 6 7 6
g 12 3 8 7 + 5 3 10 7
h 2 x + 5 y + 6 x 2 y
607
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5 We5b Simplify the following expressions containing surds. Assume that a and b are positive
real numbers.
a
200 300
125 150 + 600
27 3 + 75
d 2 20 3 5 + 45
e 6 12 + 3 27 7 3 + 18
150 + 24 96 + 108
g 3 90 5 60 + 3 40 + 100
h 5 11 + 7 44 9 99 + 2 121
2 30 + 5 120 + 60 6 135
j 6 ab 12ab + 2 9ab + 3 27ab
1
1
1
48 +
12
98 +
2
3
3
1
7
18 + 3 72
32
8
6
6 We5c Simplify the following expressions containing surds. Assume that a and b are positive
real numbers.
a 7 a 8a + 8 9a 32a
c
150 ab + 96ab 54 ab
d 16 4 a 2 24 a + 4 8a 2 + 96a
8a3 + 72a3 98a3
9a3 + 3a 5
h 6 a 5b + a 3b 5 a 5b
i
k
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b 10 a 15 27a + 8 12a + 14 9a
ab ab + 3ab a 2 b + 9a3b3
32a3b 2 5ab 8a + 48a 5b6
1
1
1
36a +
128a
144 a
2
4
6
a3b + 5 ab 2 ab + 5 a3b
4 a 2 b + 5 a 2 b 3 9a 2 b
7 We6 Multiply the following surds, expressing answers in the simplest form. Assume that a,
b, x and y are positive real numbers.

a
2 7
6 7
8 6
10 10
21 3
27 3 3
g 5 3 2 11
h 10 15 6 3
4 20 3 5
j 10 6 3 8
1
48 2 2
4
1
48 2 3
9
xy x 3 y 2
15 x 3 y 2 6 x 2 y 3
m
p
1
1
60
40
10
5
12a 7 b 6a3b 4
3a 4 b 2 6a 5b3
1
15a3b3 3 3a 2 b6
2
8 We7 Simplify each of the following.

a ( 2 )2
b ( 5 )2
c ( 12 )2
d ( 15 )2
e (3 2 )2
f (4 5 )2
g (2 7 )2
h (5 8 )2
9 We8 Simplify the following surds, expressing answers in the simplest form. Assume that a,
b, x and y are positive real numbers.

a
e
608
15
3
18
4 6
8
2
65
2 13
60
10
96
8
128
8
7 44
14 11
9 63
15 7
xy
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2040
x5y7
30
12 x8 y12
x 2 y3
x 4 y3
16 xy
x2y5
2 2a 2 b 4
5a3b6
8x 7 y 9
10 a 9 b3
3 a7b
10 We9a, b Express the following in their simplest form with a rational denominator.
a
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2
15
3
2 3
6
5 14
7 8
5
16 3
11
3 7
6 5
8 3
8 60
7
3 5
28
12
4 3
2 3
7 7
5 2
2 35
3 14
understanding
eBook plus
11 We9c Express the following in their simplest form with a rational denominator.
a
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SkillSHEET 18.8
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e
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SkillSHEET 18.9
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15 22
3
3 5+6 7
8
7 12 5 6
6 3
6
4 2 +3 8
2 3
6 2 5
4 8
6 2 15
10
3 11 4 5
18
6 35 5
7 20
2 18 + 3 2
5
2 72 5
12
3 5+7 3
5 24
12 We10 Rationalise the denominator and simplify.

a
d
f
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18d
6 + 12
5+2
5 3
3 5+4 2
12 7
12 + 7
3 6 15
6+2 3
8 5
4
2 11 13
83
8+3
3 1
refleCtion
5 +1
Under what circumstance might

you need to rationalise the
denominator of a fraction
5 3
4 2 3
fractional indices
1
Consider the expression a 2 . Now consider what happens if we square that expression.
(a 2 )2 = a (using the Fourth Index Law, (am)n = am n)

2
Now, from our work on surds we know that ( a ) = a.
2
2
From this we can conclude that (a 2 ) = ( a ) and further conclude that a 2 = a .
We can similarly show that a 3 = 3 a .
This pattern can be continued and generalised to produce a n = n a .
1
1
609
Worked Example 11
Evaluate each of the following without using a calculator.

1
a 9 2 b 64 3
Think
Write
1
Write 9 2 as 9.
Evaluate.
1
64 3
Write
Evaluate.
a 92 =
=3
as 3 64 .
1
64 3
= 3 64
=4
Worked Example 12
Use a calculator to find the value of the following, correct to 1 decimal place.
1
a 10 4 b 200 5
Think
Write
1
a 10 4 = 1.77827941
a Use a calculator to produce the answer.
1.8
b Use a calculator to produce the answer.
1
200 5
= 2.885399812
2.9
Consider the expression (a m ) n . Using our work so far on fractional indices, we can say
1
(a m ) n = n a m .
We can also say (a m ) n = a n using the index laws.

m
We can therefore conclude that a n = n a m .

Such expressions can be evaluated on a calculator either by using the index function, which is
usually either ^ or xy and entering the fractional index, or by separating the two functions for
power and root.
Worked Example 13
2
Evaluate 3 7 , correct to 1 decimal place.

Think
Write
2
3 7 1.4
Use a calculator to evaluate 3 7 .

1
610
We can also use the index law a 2 = a to convert between expressions that involve fractional
indices and surds.
Worked Example 14
Write each of the following expressions in simplest surd form.

1
a 10 2 b 5 2
Think
Write
a Since an index of
1
2
is equivalent to taking the square root, this

term can be written as the square root of 10.
a 10 2 = 10
3
A power of 32 means square root of the number cubed.
Evaluate 53.
= 125
Simplify 125.
=5 5
53
b 52 =
In Year 9 you would have studied the index laws and all of these laws are valid for fractional
indices.
Worked Example 15
2 2
1
1
2
x3
a m 5 m 5 b ( a2 b3 ) 6 c 3
y 4
Think
Write
1
a m5 m5
Multiply numbers with the same base by adding the indices.
Multiply each index inside the grouping symbols

(brackets) by the index on the outside.
= a6b6
Simplify the fractions.
= a3b2
= m5
1
b (a 2 b 3 ) 6
2 3
1 1
2 2
x3
c
3
y 4
1
Multiply the index in both the numerator and

denominator by the index outside the grouping symbols.
x3
3
8
y
611
remember
1. Fractional indices are those that are expressed as fractions.

2. Numbers with fractional indices can be written as surds, using the following identities:
m
1
an
n m
m
n
= a a n = a = ( a )
3. All index laws are applicable to fractional indices.
Exercise
18D
Fractional indices
Fluency
1 WE11 Evaluate each of the following without using a calculator if necessary.
1
a 16 2
b 25 2
c 812
d 8 3
e 27 3
f 125 3
2 WE12 Use a calculator to evaluate each of the following, correct to 1 decimal place if necessary.
1
a 814
b 16 4
c 3 3
1
52
1
75
f 8 9
3 WE13 Use a calculator to find the value of each of the following, correct to 1 decimal place.
3
a 12 8
b 100 9
c 50 3
4
(0.6) 5
3 4
e
4
4 3
f
5
4 WE14 Write each of the following expressions in simplest surd form.

1
a 7 2
b 12 2
c 72 2
d 2 2
e 3 2
f 10 2
5 Write each of the following expressions with a fractional index.

a
10
e 2 t
6
6 WE15a Simplify each of the following. Leave your answer in index form.
d
a 4 5 4 5
3
d x 4 x 5
e 5m 3 2m 5
2
g 4 y 2 y 9
c a 2 a 3
b 2 8 2 8
1 7
b 4b 7
2
5x3 x 2
2 8
a 0.05a 4
5

2 3
3 2
1 3
a a 3 b 4 a 3 b 4
3
d 6m 7
612
1 1
b x 5 y 9 x 5 y 3
1 1
1 4 5
m n
3
1 1 1
e x 3 y 2 z 3 x 6 y 3 z 2
3 4
c 2ab 3 3a 5 b 5
2 3 1
3 3
f 2a 5 b 8 c 4 4 b 4 c 4

1
6
a7
b 5 3 5 4
c 122 12 2
a 3 2 3 3
3
a7
3
x2
1
x4
m5
5
m9
3
2x 4
3
4x 5
7 n2
4
21n 3
25b 5
1
20 b 4

5 2
4 3
a x 3 y 2 x 3 y 5
d
4
10 x 5 y
3 4
2 2
b a 9 b 3 a 5 b 5
2 1
5x 3 y 4
c m 8 n 7 3n 8
3 3
7 1
5a 4 b 5
p8 q 4
1 1
20 a 5 b 4
2 1
7 p3q6

a
d
( )
3
3 5
24
1
(a3 )10
g 4
( )
14
3 15
p7
( )
(m )
(x )
1
2 4
53
(7 )
( 2b )
(3m )
( )
3
4 8
9
n
m p
n
1
5
1
1 3
2
b
a c
b
Understanding
11 WE15b, c Simplify each of the following.
a
( )
1
1 1 2
a2b3
b (a
1
1 3 3 3
3a 3 b 5 c 4
3
4
b)
3 7
x5y8
1
1 2 2 2
x2y3z5
3 3
a4
f
b
4
m5
g 7
8
n
33
b5
h 4
9
c
4x7 2
i
3
2 y 4
If ( )
m
3 n
a4
is equal to
1
a4,
then m and n could not be:
A 1 and 3
C 3 and 8
B 2 and 6
D 4 and 9

a
a8
b9
m16
16 x 4
8y 9
16 x8 y12
27m 9 n15
32 p5q10
216a6 b18
613

reasoning
14 At the start of this chapter we looked at Mannings formula, which is used to calculate the ow
2
R3S 2
of water in a river during a ood situation. Mannings formula is v =
, where R is the
n
hydraulic radius, S is the slope of the river and n is the roughness coefficient. This formula is
used by meteorologists and civil engineers to analyse potential ood situations.
We were asked to find the ow of water in metres per second in the river if
R = 8, S = 0.0025 and n = 0.625.
a Use Mannings formula to find the ow of water in the river.
b To find the volume of water owing through the river, we multiply the ow rate by the
average cross-sectional area of the river. If the average cross-sectional area is 52 m2, find the
volume of water (in L) owing through the river each second. (Remember 1 m3 = 1000 L.)
c If water continues to ow at this rate, what will
be the total amount of water to ow through in
refleCtion
one hour? Justify your answer.
How will you remember the rule
d Use the Internet to find the meaning of the terms
for fractional indices?
hydraulic radius and roughness coefficient.
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18e
negative indices
Consider the following division

23
23
2
= 21 (using the Second Index Law).
8 1
Alternatively, 4 =
= .
16 2
2
1
We can conclude that 21 = .
2
In general form:
1
1
n
and a = n .
a
a
When using a calculator to evaluate expressions that involve negative indices, we need to
familiarise ourselves with the keys needed.
a 1 =
614
Worked Example 16
Evaluate each of the following using a calculator.

a 4-1 b 2-4
Think
Write
a Use a calculator to evaluate 4-1.
a 4-1 = 0.25
b Use a calculator to evaluate 2-4.
b 2-4 = 0.0625
1
Consider the index law a 1 = . Now let us look at the case in which a is fractional.
a
1
a
Consider the expression .
b
a

b
1
a
b
= 1
b
a
b
a
We can therefore consider an index of -1 to be a reciprocal function.
=
Worked Example 17
Write down the value of each of the following without the use of a calculator.
2
a b
3
5
1
4
c 1
Think
Write
2
a To evaluate
3
b
2
take the reciprocal of .
3
1
1
To evaluate
5
Write
1
Write 1 as an improper fraction.
4
Take the reciprocal of
1
take the reciprocal of .
5
2

3
1

5
5
as a whole number.
1
5
.
4
3
2
5
1
=5
c
1
1
4
5
=
4
=
4
5
615
remember
or the x-1 function.

xy
2. An index of -1 can be considered as a reciprocal function and applying this to fractions
1
b
a
gives us the rule = .
b
a
1. To evaluate an expression that involves negative indices, use the
Exercise
18E
Negative indices
Fluency
1 WE16 Evaluate each of the following using a calculator.
a 5-1
b 3-1
-1
d 10
e 2-3
-2
g 5
h 10-4
c 8-1
f 3-2
2 Find the value of each of the following, correct to 3 significant figures.

a 6-1
b 7-1
c 6-2
-3
-3
d 9
e 6
f 15-2
-2
-4
g 16
h 5
a (2.5)-1
b (0.4)-1
c (1.5)-2
-2
-3
d (0.5)
e (2.1)
f (10.6)-4
-3
-4
g (0.45)
h (0.125)
a (-3)-1
b (-5)-1
c (-2)-2
-2
-1
d (-4)
e (-1.5)
f (-2.2)-1
-1
-2
g (-0.6)
h (-0.85)
5 WE17 Write down the value of each of the following without the use of a calculator.
a
5
10
e
2
f
4
g
8
13
20
10
1
1
1
k 1
l 5
2
4
10
6 Find the value of each of the following, leaving your answer in fraction form if necessary.
i
1
1
2
c
8
j 2

a
2
b
5
2
1
1
f 2
4
2
7 Find the value of each of the following.
e 1

2
3
2
3
616
c
3
3
5
1
5
1
3
g 1

1
4
1
5
h 2

1
d
4
1
2
g 1
10
3
4
h 2
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reasoning
8 Consider the expression 2-n. Explain what happens to
refleCtion
the value of this expression as n increases.
WorkSHEET 18.3
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How can division to used to

explain negative indices?
logarithms
18f
The index, power or exponent in the statement y = ax is also known as a logarithm (or log for
short).
Logarithm (or index or power or exponent)
x
y=a
Base
This statement y = ax can be written in an alternative form as loga y = x, which is read as the
logarithm of y to the base a is equal to x. These two statements are equivalent.
ax = y
Index form
logay = x
Logarithmic form
For example, 32 = 9 can be written as log3 9 = 2. The log form would be read as the
logarithm of 9, to the base of 3, is 2. In both forms, the base is 3 and the logarithm is 2.
Worked example 18
Write the following in logarithmic form.

a 104 = 10 000
b 6x = 216
think
a
Write
a 104 = 10 000
Write the given statement.
Identify the base (10) and the logarithm (4) and write
the equivalent statement in logarithmic form. (Use
ax = y logay = x, where the base is a and the log is x.)
Write the given statement.
Identify the base (6) and the logarithm (x) and write
the equivalent statement in logarithmic form.
log10 10 000 = 4
b 6x = 216
log6 216 = x
Worked example 19
Write the following in index form.

a log2 8 = 3
b log25 5 =
1
2
think
a
Write
Write the statement.
Identify the base (2) and the log (3) and write the
equivalent statement in index form. Remember that the
log is the same as the index.
a log2 8 = 3
23 = 8
617
1
2
b log25 5 =
Write the statement.
1
Identify the base (25) and the log
2
and write the equivalent statement in index form.
1
2
25 2 = 5
In the previous examples, we found that:

log2 8 = 3 23 = 8 and log10 10000 = 4 104 = 10000.
We could also write log2 8 = 3 as log2 23 = 3 and log10 10000 = 4 as log10 104 = 4.
Can this pattern be used to work out the value of log3 81? We need to find the power when the
base of 3 is raised to that power to give 81.
Worked Example 20
Evaluate log3 81.

Think
Write
Write the log expression.
log3 81
Express 81 in index form with a base of 3.
= log3 34
Write the value of the logarithm.
=4
remember
1. Logarithm is another name for an index, power or exponent.

For example, in the statement 23 = 8, the logarithm is 3.
2. The logarithm of a number to any positive base is the index when the number is
expressed as a power of the base.
That is, ax = y loga y = x, where a > 0, y > 0.
3. One way of evaluating the logarithm of a number is to write the number in index form
to the given base.
That is, loga ax = x.
For example, log3 81 = log3 34 = 4.
Exercise
18F
Logarithms
Fluency
1 WE18 Write the following in logarithmic form.
a 42 = 16
b 25 = 32
c 34 = 81
3
2
e 1000 = 10
f 25 = 5
g 43 = x
d 62 = 36
h 5x = 125
7x = 49
1
p4 = 16
1
2
t
2 MC The statement w = h is equivalent to:
A w = logt h
C t = logw h
m 2 = 8 3
618
n 21 =
0.1 = 10-1
k 9 2 = 3
o a0 = 1
p 4 2 = 8
B h = logt w
D t = logh w

3 WE19 Write the following in index form.
a log2 16 = 4
b log3 27 = 3
d log5 125 = 3
e log16 4 =
1
2
1
= log49 7
2
h log3 x = 5
log10 0.01 = -2
k log8 8 = 1
4 MC The statement q = logr p is equivalent to:

A q = rp
C r = pq
5 WE20 Evaluate the following logarithms.
a log2 16
c log11 121
e log3 243
g log5 1
i
1
log3
3
1
100
k log10
6 Write the value of each of the following.

a log10 1
c log10 100
e log10 10000
c log10 1000000 = 6
f log4 64 = x
1
2
1
l log64 4 =
3
i
log81 9 =
B p = rq
D r = qp
b
d
f
h
log4 16
log10 100000
log2 128
log9 3
log6 6
log125 5
b log10 10
d log10 1000
f log10 100000
Understanding
7 Use your results to question 6 to answer the following.
a Between which two whole numbers would log10 7 lie?
b Between which two whole numbers would log10 4600 lie?
c Between which two whole numbers would log10 85 lie?
d Between which two whole numbers would log10 12750 lie?
e Between which two whole numbers would log10 110 lie?
f Between which two whole numbers would log10 81000 lie?
Reasoning
8 a If log10 g = k, find the value of log10 g2. Justify your answer.
b If logx y = 2, find the value of logy x. Justify your answer.
c By referring to the equivalent index statement, explain
reflection
How are indices and

logarithms related?
why x must be a positive number given log4 x = y, for all

values of y.
18G
Logarithm laws
From previous work, you will be familiar with the index laws.
am
1. am an = am + n
2. n = a m n
3. (am)n = amn
a
1
4. a0 = 1
5. a1 = a
6. a1 =
a
We can use these index laws to produce equivalent logarithm laws.
619
Law 1
If x = am and y = an, then loga x = m and loga y = n (equivalent log form).

Now
xy = am an
(First Index Law).
or
xy = am + n
(equivalent log form)
So
loga (xy) = m + n
(substituting for m and n).
or
loga (xy) = loga x + loga y
loga x + loga y = loga (xy)
This means that the sum of two logarithms with the same base is equal to the logarithm of the
product of the numbers.
Worked Example 21
Evaluate log10 20 + log10 5.

Think
Write
Since the same base of 10 is used in each log

term, use
loga x + loga y = loga (xy) and simplify.
Evaluate. (Remember that 100 = 102.)
log10 20 + log10 5 = log10 (20 5)

= log10 100
=2
Law 2
If x = am and y = an, then loga x = m and loga y = n (equivalent log form).

x am
=
y an
x
= am n
y
Now
or
(Second Index Law).
So
x
log a = m n
y
or
x
log a = log a x log a y
y
(substituting for m and n).
x
loga x - loga y = loga
y
This means that the difference of two logarithms with the same base is equal to the logarithm
of the quotient of the numbers.
Worked Example 22
Evaluate log4 20 - log4 5.

Think
620
Since the same base of 4 is used in each

x
log term, use log a x log a y = log a and
y
simplify.
Write
20
log4 20 - log4 5 = log4
5
= log4 4
=1
Worked Example 23
Evaluate log5 35 + log5 15 - log5 21.

Think
Write
Since the first two log terms are being added,

use loga x + loga y = loga (xy) and simplify.
To find the difference between the two

remaining log terms, use
x
log a x log a y = log a and simplify.
y
log5 35 + log5 15 - log5 21

= log5 (35 15) - log5 21
= log5 525 - log5 21
525
= log 5
21
= log5 25
=2
Once you have gained confidence in using the first two laws, you can reduce the number of
steps of working by combining the application of the laws. In Worked example 23, we could
write:
35 15

log 5 35 + log 5 15 log 5 21 = log 5
21
= log5 25
=2
Law 3
If x = am, then loga x = m (equivalent log form).

Now
or
So
or
or
xn = (am)n
xn = amn
loga xn = mn
loga xn = (loga x) n
loga xn = n loga x.
(Third Index Law).

(substituting for m)
loga xn = n loga x
This means that the logarithm of a number raised to a power is equal to the product of the
power and the logarithm of the number.
Worked Example 24
Evaluate 2 log6 3 + log6 4.

Think
Write
2 log6 3 + log6 4 = log6 32 + log6 4

= log6 9 + log6 4
The first log term is not in the required form

to use the log law relating to sums. Use
loga xn = n loga x to rewrite the first term in
preparation for applying the first log law.
Use loga x + loga y = loga (xy) to simplify the

two log terms to one.
= log6 (9 4)
= log6 36
=2
621
Law 4
As

a0 = 1
loga 1 = 0
(Fourth Index Law),

(equivalent log form).
loga 1 = 0
This means that the logarithm of 1 with any base is equal to 0.
Law 5
As

a1 = a
loga a = 1
(Fifth Index Law),

(equivalent log form).
loga a = 1
This means that the logarithm of any number a with base a is equal to 1.
Law 6
Now
1
log a = log a x 1
x
(Sixth Index Law)
or
1
log a = 1 log a x
x
(using the fourth log law)
or
1
log a = log a x.
x
1
log a = log a x
x
Law 7
Now
or
or
loga ax = x loga a
loga ax = x 1
loga ax = x.
(using the third log law)

(using the fifth log law)
loga ax = x
remember
The index laws can be used to produce the following logarithm laws.
1. loga x + loga y = loga (xy)
3. loga xn = n loga x
5. loga a = 1
x
2. log a x log a y = log a
y
4. loga 1 = 0
1
6. log a = log a x
x
7. loga ax = x
Exercise
18G
Logarithm laws
Fluency
1 Use a calculator to evaluate the following, correct to 5 decimal places.
a log10 50
b log10 25
c log10 5
d log10 2
2 Use your answers to question 1 to show that each of the following statements is true.
a log10 25 + log10 2 = log10 50
b log10 50 - log10 2 = log10 25
c log10 25 = 2 log10 5
d log10 50 - log10 25 - log10 2 = log10 1
622

3 WE21 Evaluate the following.
a log6 3 + log6 2
c log10 25 + log10 4
e log6 108 + log6 12
b log4 8 + log4 8
d log8 32 + log8 16
f log14 2 + log14 7

a log2 20 - log2 5
c log4 24 - log4 6
e log6 648 - log6 3
b log3 54 - log3 2
d log10 30000 - log10 3
f log2 224 - log2 7

a log3 27 + log3 2 - log3 6
c log6 78 - log6 13 + log6 1
b log4 24 - log4 2 - log4 6

d log2 120 - log2 3 - log2 5
6 Evaluate 2 log4 8.
a 2 log10 5 + log10 4
b log3 648 - 3 log3 2
c 4 log5 10 - log5 80
1
log2 16 - 2 log2 5
2
d log2 50 +
8 Evaluate the following.
a log8 8
b log5 1
c log2
2
d log4 45
e log6 6-2
f log20 20
g log2 1
h log3
9
log 5 5
k log 3
1
log4
2
log 2 8 2
Understanding
9 Use the logarithm laws to simplify each of the following.
a loga 5 + loga 8
b loga 12 + loga 3 - loga 2
c 4 logx 2 + logx 3
d logx 100 - 2 logx 5
e 3 loga x - loga x2
f 5 loga a - loga a4
g logx 6 - logx 6x
h loga a7 + loga 1
i
log p p
1
a
k 6 log a

log k k k
1
log a 3
a

a The equation y = 10x is equivalent to:
A x = 10y
B x = log10 y
C x = logx 10
D x = logy 10
b The equation y = 104x is equivalent to:
A x = log10 4 y
1
C x = 10 4
B x = log10
D x =
1
log10 y
4
c The equation y = 103x is equivalent to:
1
A x = log10 y
3
C x = log10 y 3
B x = log10
1
y3
D x = 10y 3
623

d The equation y = manx is equivalent to:
m
y
A x =
1 my
a
n
B x = log a
C x =
1
(log a y log a m)
n
D x =
1
y
log
n a m
11 Simplify, and evaluate where possible, each of the following without a calculator.
a log2 8 + log2 10
b log3 7 + log3 15
c log10 20 + log10 5
d log6 8 + log6 7
e log2 20 - log2 5
f log3 36 - log3 12
1
1
i log4 25 + log4
+ log2 9
3
5
4
1
j log10 5 - log10 20
k log3 - log3
l log2 9 + log2 4 - log2 12
5
5
m log3 8 - log3 2 + log3 5
n log4 24 - log4 2 - log4 6
12 MC a The expression log10 xy is equal to:
A log10 x log10 y
B log10 x - log10 y
C log10 x + log10 y
D y log10 x
b The expression log10 xy is equal to:
A x log10 y
B y log10 x
C 10 logx y
D log10 x + log10 y
1
c The expression log2 64 + log2 10 is equal to:
3
A log2 40
B log2 80
64
C log2
D 1
10
g log5 100 - log5 8
h log2
Reasoning
13 For each of the following, write the possible strategy you intend to use.
a Evaluate (log3 81)(log3 27).
b Evaluate
log a 81
.
log a 3
c Evaluate 5
reflection
log 5 7
.
In each case, explain how you obtained your final answer.
18H
The equation loga y = x is an example of a general logarithmic equation. Laws of logarithms

and indices are used to solve these equations.
Worked Example 25
Solve for x in the following equations.

a log2 x = 3
c log3 x4 = -16
b log6 x = -2
d log5 (x - 1) = 2
Think
624
Write
Write the equation.
Rewrite using = y loga y = x.

Rearrange and simplify.
What technique will you use

to remember the log laws?
Solving equations
ax
log2 x = 3
23 = x
x=8

b
Write the equation.
Rewrite using ax = y loga y = x.
Write the equation.
Rewrite using loga xn = n loga x.

ax
Rewrite using
Write the equation.
Rewrite using
Solve for x.
6-2 = x
1
x= 2
6
1
=
36
c
log3 x4 = -16
4 log3 x = -16
log3 x = -4
3-4 = x
1
x= 4
3
1
=
81
= y loga y = x.
ax
log6 x = -2
d log5 (x - 1) = 2
= y loga y = x.
52 = x - 1
x - 1 = 25
x = 26
Worked Example 26
Solve for x in logx 25 = 2, given that x > 0.

Think
Write
logx 25 = 2
Write the equation.
Solve for x.
Note: x = -5 is rejected as a solution
because x > 0.
x2 = 25
x = 5 (because x > 0)
Worked Example 27
Solve for x in the following.

1
3
a log2 16 = x b log3 = x c log9 3 = x

Think
a
Write
Write the equation.

ax
= y loga y = x.
Rewrite using
Write 16 with base 2.
Equate the indices.
a log2 16 = x
2x = 16
= 24
x=4
625
Write the equation.
b log 3 = x
3
3x =
=
1
with base 3.
3
Equate the indices.
Write the equation.
31
3x = 3-1
Write
ax
1
3
1
x = -1
c
log9 3 = x
= y loga y = x.
9x = 3
Rewrite using
Write 9 with base 3.
Remove the grouping symbols.
32x = 31
Equate the indices.
2x = 1
Solve for x.
(32)x = 3
x=
1
2
Worked Example 28
Solve for x in the equation log2 4 + log2 x - log2 8 = 3.

Think
Write
Write the equation.
Simplify the left-hand side.

Use loga x + loga y = loga (xy) and
log2 4 + log2 x - log2 8 = 3

4 x
=3
log 2
8
x
log a x log a y = log a .
y
Simplify.
Solve for x.
626
x
log 2 = 3
2
23 =
x
2
x = 2 23
=28
= 16
When solving an equation like log2 8 = x, we could rewrite it in index form as 2x = 8. This can
be written with the same base of 2 to produce 2x = 23. Equating the indices gives us a solution
of x = 3.
Can we do this to solve the equation 2x = 7? Consider the method shown in the next worked
example. It involves the use of logarithms and the log10 function on a calculator.
Worked Example 29
Solve for x, correct to 3 decimal places, if

a 2x = 7 b 3-x = 0.4
Think
a
Write
2x = 7
Write the equation.
Take log10 of both sides.
Use the logarithm-of-a-power law to

bring the power, x, to the front of the
logarithmic equation.
Divide both sides by log10 2 to get x by

itself.
Use a calculator to evaluate the

logarithms and write the answer correct
to 3 decimal places.
Write the equation.
Take log10 of both sides.
Use the logarithm of a power law to

bring the power, x, to the front of the
logarithmic equation.
Divide both sides by log10 3 to get the -x

by itself.
x =
Use a calculator to evaluate the

logarithms and write the answer correct
to 3 decimal places.
-x = -0.834
Divide both sides by -1 to get x by itself.
log10 2x = log10 7
x log10 2 = log10 7
Therefore, x =
log10 7
log10 2
= 2.807
3-x = 0.4
log10 3-x = log10 0.4
-x log10 3 = log10 0.4
log10 0.4
log10 3
x = 0.834
Therefore, we can state the following rule:

If ax = b, then x =
log10 b
.
log10 a
This rule applies to any base, but since your calculator has base 10, this is the most
commonly used for this solution technique.
remember
1. In a logarithmic equation the unknown, x, can be:

(a) the number, log2 x = 5
(b) the base, logx 8 = 3
(c) the logarithm, log2 4 = x.
2. The laws of logarithms and indices can be used to solve these equations.
log10 b
3. If ax = b, then x =
.
log10 a
627
Exercise
18H
Solving equations
Fluency
1 WE25 Solve for x in the following.
a log5 x = 2
b log3 x = 4
d log4 x = -2
e log10 x2 = 4
g log3 (x + 1) = 3
h log5 (x - 2) = 3
j log10 (2x + 1) = 0
k log2 (-x) = -5
m log5 (1 - x) = 4
n log10 (5 - 2x) = 1
c
f
i
l
log2 x = -3
log2 x3 = 12
log4 (2x - 3) = 0
log3 (-x) = -2
2 WE26 Solve for x in the following, given that x > 0.

a logx 9 = 2
b logx 16 = 4
1
8
2
3
g logx 6 = 2
h logx 4 = 3
a log2 8 = x
d logx 125 =
3
4
c logx 25 =
1
= -2
64
e logx = -3

1
5
e log4 2 = x
g log6 1 = x
i log 1 2 = x
f logx
b log3 9 = x
1
=x
16
f log8 2 = x
h log8 1 = x
j log 1 9 = x
c log5 = x

d log4

a log2 x + log2 4 = log2 20
c log3 x - log3 2 = log3 5
e log4 8 - log4 x = log4 2
g log6 4 + log6 x = 2
i 3 - log10 x = log10 2
k log2 x + log2 6 - log2 3 = log2 10
m log3 5 - log3 x + log3 2 = log3 10
b
d
f
h
j
l
n
log5 3 + log5 x = log5 18

log10 x - log10 4 = log10 2
log3 10 - log3 x = log3 5
log2 x + log2 5 = 1
5 - log4 8 = log4 x
log2 x + log2 5 - log2 10 = log2 3
log5 4 - log5 x + log5 3 = log5 6
5 MC a The solution to the equation log7343 = x is:

A x = 2
B x = 3
C x = 1
b If log8 x = 4, then x is equal to:
A 4096
B 512
C 64
1
c Given that logx 3 = , x must be equal to:
2
A 3
B 6
d If logax = 0.7, then logax2 is equal to:
A 0.49
B 1.4
6 Solve for x in the following equations.
D 2
C 81
D 9
C 0.35
D 0.837
b 3x = 9
c 7 x =
1
49
e 5x = 625
f 64x = 8
g 6 x =
3x =
1
3
m 3 x + 1 = 27 3
628
D x = 0
a 2x = 128
2
3
h 2 x = 2 2
k 9 x = 3 3
4x = 8
n 2 x 1 =
d 9x = 1
1
32 2
o 4 x + 1 =
1
8 2
2x =
1
4 2

understanding
7 We 29 Solve the following equations, correct to 3 decimal places.
a 2x = 11
b 2x = 0.6
c
x
d 3 = 1.7
e 5x = 8
f
g 0.4x = 5
h 3x + 2 = 12
i
j 8-x = 0.3
k 10-2x = 7
l
3x = 20
0.7x = 3
7-x = 0.2
82 -x = 0.75
8 The decibel (dB) scale for measuring loudness, d,
is given by the formula d = 10 log10 (I 1012),

whereI is the intensity of sound in watts per
square metre.
a Find the number of decibels of sound if the
intensity is 1.
b Find the number of decibels of sound
produced by a jet engine at a distance of
50 metres if the intensity is 10 watts per
square metre.
c Find the intensity of sound if the sound
level of a pneumatic drill 10 metres away is
90 decibels.
d Find how the value of d changes if the
intensity is doubled. Give your answer to the
nearest decibel.
e Find how the value of d changes if the
intensity is 10 times as great.
f By what factor does the intensity of sound
have to be multiplied in order to add
20 decibels to the sound level?
reasoning
9 The Richter scale is used to describe the energy of earthquakes. A formula for the Richter
2
log10 K 0.9, where R is the Richter scale value for an earthquake that
3
releases K kilojoules (kJ) of energy.
a Find the Richter scale value for an earthquake that releases the following amounts of
energy:

i 1000 kJ
ii 2000 kJ
iii 3000 kJ
iv 10 000 kJ
v 100 000 kJ
vi 1 000 000 kJ
b Does doubling the energy released double the Richter scale value? Justify your answer.
c Find the energy released by an earthquake of:

i magnitude 4 on the Richter scale
ii magnitude 5 on the Richter scale
iii magnitude 6 on the Richter scale.
d What is the effect (on the amount of energy released) of
increasing the Richter scale value by 1?
e Why is an earthquake measuring 8 on the Richter scale
so much more devastating than one that measures 5?
scale is: R =
eBook plus
Digital doc
WorkSHEET 18.4
doc-6754
refleCtion
Tables of logarithms were used in classrooms before calculators were used

there. Would using logarithms have any effect on the accuracy of calculations?
629
Summary
a
Rational numbers (Q) can be expressed in the form , where a and b are whole numbers
b
and b 0. They include whole numbers, fractions and terminating and recurring decimals.
a
Irrational numbers (I) cannot be expressed in the form , where a and b are whole
b
numbers and b 0. They include surds, non-terminating and non-recurring decimals, and
numbers such as p and e.
Rational and irrational numbers together constitute the set of real numbers (R).
Surds
A number is a surd if:

it is an irrational number (equals a non-terminating, non-recurring decimal)
it can be written with a radical sign (or square root sign) in its exact form.
To simplify a surd means to make a number (or an expression) under the radical sign as small
as possible.
To simplify a surd, write it as a product of two factors, one of which is the largest possible
perfect square.
Only like surds may be added and subtracted.
Surds may need to be simplified before adding and subtracting.
When multiplying surds, simplify the surd if possible and then apply the following rules:
(a) a b = ab
(b) m a n b = mn ab , where a and b are positive real numbers.

When a surd is squared, the result is the number (or the expression) under the radical
sign: ( a )2 = a, where a is a positive real number.
When dividing surds, simplify the surd if possible and then apply the following rule:
a b=
a
b
where a and b are whole numbers, and b 0.

To rationalise a surd denominator, multiply the numerator and denominator by the surd
contained in the denominator. This has the effect of multiplying the fraction by 1, and thus the
numerical value of the fraction remains unchanged, while the denominator becomes rational:
a
b
a
b
b
b
ab
b
where a and b are whole numbers and b 0.

To rationalise the denominator containing a sum or a difference of surds, multiply both
the numerator and denominator of the fraction by the conjugate of the denominator. This
eliminates the middle terms and leaves a rational number.
Fractional indices
Fractional indices are those that are expressed as fractions.

Numbers with fractional indices can be written as surds, using the following identities:
n m
m
n
a n = n a a n = a = ( a )
All index laws are applicable to fractional indices.
630

Negative indices
or the x-1 function.

xy
An index of -1 can be considered as a reciprocal function and applying this to fractions
1
b
a
gives us the rule = .
b
a
To evaluate an expression that involves negative indices, use the
Logarithms
Logarithm is another name for an index, power or exponent.

For example, in the statement 23 = 8, the logarithm is 3.
The logarithm of a number to any positive base is the index when the number is expressed as
a power of the base.
That is, ax = y loga y = x, where a > 0, y > 0.
One way of evaluating the logarithm of a number is to write the number in index form to the
given base.
That is, loga ax = x.
For example, log3 81 = log3 34 = 4.
Logarithm laws
The index laws can be used to produce the following logarithm laws.
1. loga x + loga y = loga (xy)
x
2. log a x log a y = log a
y
3. loga xn = n loga x
4. loga 1 = 0
5. loga a = 1
1
6. log a = log a x
x
7. loga ax = x
Solving equations
In a logarithmic equation the unknown, x, can be:

(a) the number, log2 x = 5
(b) the base, logx 8 = 3
(c) the logarithm, log2 4 = x.
The laws of logarithms and indices can be used to solve these equations.
log10 b
If ax = b, then x =
.
log10 a
Mapping your understanding
631
Chapter review
Fluency
8 Simplify the following, giving answers in the
6
, 0.81, 5,
1 MC Which of the given numbers,
12
3
-3.26, 0.5 , ,
are rational?
5 12
A
0.81, 5, -3.26, 0.5 and
and
12
5
6
3
, 0.81 and
12
12
3
12
a 7 12 + 8 147 15 27
1
3
1
100 a 5b 5
64 a3b3 ab 16ab +
2
4
5ab
b
3 MC Which of the numbers of the given set,
2 , 5 7 , 9 4 , 6 10 , 7 12 , 12 64 }, are surds?
A 9 4 , 12 64

a
20 3
, m , 3 8m are
m
b if m = 8?

a
50
c 2 32
10
3 20
6
2
D 3 2 , 5 7 , 6 10 and 7 12
m
,
16
30
180
d 5 80
simplified to:
a 196 x 4 y 3 2 y
B 2 x 4 y 3 14 y
c 14 x 4 y 3 2 y
D 14 x 4 y 3 2
7 Simplify the following surds. Give the answers in
the simplest form.

a 4 648 x 7 y 9
632
2 25 5 11
x y
5 64
b -
6 45
3 5
b
d
2 6
3 1
52
3 +1
13 Evaluate each of the following, correct to 1 decimal
place if necessary.
1
a 64 3
b 20 2
c 10 3
d 50 4
14 Evaluate each of the following, correct to 1 decimal
place.
2
a 20 3
b 2 4
8 7
6 MC The expression 392 x y may be
( 7 )2
12 6
14
12 Rationalise the denominator of each of the
following.
2
3
c
C 3 2 , 5 7 and 6 10 only
1
675 27
5
b 10 24 6 12
B 3 2 and 7 12 only
surds
a if m = 4?
d ( 5 )2
simplest form.
is rational or irrational and give the reason for your

answer:
2
a 12
b 121
c
9
d 0.6
e 3 0.08
2m , 25m ,
b 2 6 3 7
10 Simplify the following, giving answers in the
2 For each of the following, state whether the number
4 Which of
3 5
c 3 10 5 6
6
d 5, -3.26 and
12
{3
simplest form.
3
(0.7) 5
2 3
d
3
15 Write each of the following in simplest surd form.

1
a 2 2
b 18 2
c 5 2
d 8 3

16 Evaluate each of the following, without using a
26 Use the logarithm laws to simplify each of the
calculator. Show all working.

a
3
4
16
1
814
1
6 16 2
following.
a loga 16 + loga 3 - loga 2
1
2
2 2
125 3 27 3
b log x x x
c 4 loga x - loga x2
17 Evaluate each of the following, giving your answer
as a fraction.
a 4-1
b 9-1
c 4-2
d 10-3
18 Find the value of each of the following, correct to
3 significant figures.
a 12-1
b 7-2
-1
c (1.25)
d (0.2)-4
19 Write down the value of each of the following.
2
10
a
3
1
4
250 may be simplified to:
d 3

c
5
20 mC The expression
A 25 10
B 5 10
C 10 5
D 5 50
1
x
27 Solve for x in the following, given that x > 0.
a log2 x = 9
b log5 x = -2
c logx 25 = 2
d logx 26 = 6
e log3 729 = x
f log7 1 = x
28 Solve for x in the following.
a log5 4 + log5 x = log5 24
b log3 x - log3 5 = log3 7
29 Solve for x in the following equations.
1
1
x
a 6 x =
b 7 =
36
7
d 5 log x

c 2 x+1 = 8 2
30 Solve for x in the following equations, correct to
3 decimal places.
a 2x = 25
c 9-x = 0.84
21 mC When expressed in its simplest form,
2 98 3 72 is equal to:
b 0.6x = 7
problem solVing
A 4 2
B -4
1 Answer the following. Explain how you reached
C 2 4
D 4 2
your answer.
3
a What is the hundreds digit in 3 ?
b What is the ones digit in 6704?
c What is the thousands digit in 91000?
2 a Plot a graph of y = 4x by first producing a table
of values. Label the y-intercept and the equation
of any asymptotes.
b Draw the line y = x on the same set of axes.
c Use the property of inverse graphs to draw the
graph of y = log4 x. Label any intercepts and
the equation of any asymptotes.
d Use a graphics calculator or graphing software
to check your graphs.
3
22 mC When expressed in its simplest form,
equal to:
A
x x
2
8x
is
32
x3
4
x3
x x
D
2
4
23 Find the value of the following, giving your answer
in fraction form.
C
2
a
5
2
b
3
24 Find the value of each of the following, leaving
your answer in fraction form.

a 2-1
b 3-2
c 4-3
25 Evaluate the following.
a log12 18 + log12 8
b log4 60 - log4 15
c log9 98
d 2 log3 6 - log3 4
d
2
eBook plus
Interactivities
Test Yourself Chapter 18

int-2873
int-2871
int-2872
633
eBook plus
aCtiVities
Are you ready?
(page590)
SkillSHEET 18.1 (doc-5354): Identifying surds
SkillSHEET 18.2 (doc-5355): Simplifying surds
SkillSHEET 18.3 (doc-5356): Adding and
subtracting surds
SkillSHEET 18.4 (doc-5357): Multiplying and
dividing surds
SkillSHEET 18.5 (doc-5358): Evaluating numbers in
index form
SkillSHEET 18.6 (doc-5359): Using the index laws
Digital docs

Interactivity
Classifying numbers (int-2792) (page591)

18B Surds
Digital doc
SkillSHEET 18.1 (doc-5354): Identifying surds

(page597)
18C Oprations with surds
(pages6079)
SkillSHEET 18.2 (doc-5355): Simplifying surds
SkillSHEET 18.3 (doc-5356): Adding and
subtracting surds
SkillSHEET 18.4 (doc-5357): Multiplying and
dividing surds
SkillSHEET 18.7 (doc-5360): Rationalising
denominators
SkillSHEET 18.8 (doc-5361): Conjugate pairs
SkillSHEET 18.9 (doc-5362): Applying the
difference of two squares rule to surds
WorkSHEET 18.1 (doc-5363): Real numbers I
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634
18D Fractional indices

Digital doc
WorkSHEET 18.2 (doc-5364): Real numbers II

(page614)
18E Negative indices
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WorkSHEET 18.3 (doc-5365): Real numbers III

(page617)
18H Solving equations
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WorkSHEET 18.4 (doc-6754): Real numbers IV

(page629)
Chapter review
chapter
chapter

www.jacplus.com.au
19
19A Polynomials
19B Adding, subtracting and multiplying
polynomials
19C Long division of polynomials
19D Polynomial values
19E The remainder and factor theorems
19F Factorising polynomials
19G Solving polynomial equations
What do you know ?
Polynomials
1 List what you know about polynomials.

polynomials.
opening question
What does the graph of y = (x - 2)(x + 1)(x - 3)

look like?
How can we solve cubic equations such as
x3 + 3x2 - 17x - 2 = 0?
number and algebra patterns and algebra
are you ready?
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SkillSHEET 19.1
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SkillSHEET 19.2
doc-5367
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SkillSHEET 19.3
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SkillSHEET 19.4
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SkillSHEET 19.5
doc-5370
636
Expanding the product of two linear factors

1 Expand each of the following.
a (x + 1)(x - 3)
b (x + 6)2
c (3x - 4)(2x + 5)
Substitution into quadratic equations
2 Find the value of y for these parabolas when x = 2.
a y = x2 - 4
b y = x2 + 9x - 4
c y = -3x2 + 5x + 1
Factorising quadratic trinomials
a x2 + x - 6
b x2 - 5x - 6
c 2x2 - 5x - 3
Factorising difference of two squares expressions
a x2 - 4
b 25 - x2
c 3x2 - 147
5 Solve each of the following.
a (x + 1)(x - 3) = 0
b x2 - 2x - 15 = 0
c 2x2 - 7x + 6 = 0
19a
polynomials
A polynomial in x, sometimes denoted P(x), is an expression containing only non-negative

integer powers of x.
The degree of a polynomial in x is the highest power of x in the expression. For example:
3x + 1
is a polynomial of degree 1, or linear polynomial.
is a polynomial of degree 2, or quadratic polynomial.
x2 + 4x - 7
x
-5x3 +
is a polynomial of degree 3, or cubic polynomial.
2
10
is a polynomial of degree 0 (think of 10 as 10x0).
Expressions containing a term similar to any of the following terms are not polynomials:
1
x , 2x, sin x, etc.
, x-2,
x
For example, the following are not polynomials.
2
x2 + sin x + 1
-5x4 + x3 - 2 x
3x2 - 4x +
x
In the expression P(x) = 6x3 + 13x2 - x + 1
x is the variable.
6 is the coefcient of x3.
13 is the coefcient of x2.
-1 is the coefcient of x.
6x 3, 13x 2, -x and +1 are all terms.
The constant term is +1.
The degree of the polynomial is 3.
The leading term is 6x3 because it is the term that contains the highest power of x.
The leading coefficient is 6.
Any polynomial with a leading coefficient of 1 is called monic.
An example of where polynomials are useful is shown below.
The surface area, S, of a plant hothouse of length L and height x

can be approximated by the polynomial S(x) = p x2 + Lp x 4.
Chapter 19 polynomials
637
remember
1. A polynomial in x, sometimes denoted P(x), is an expression containing only nonnegative integer powers of x.
2. The degree of a polynomial in x is the highest power of x in the expression.
Exercise
19A
Polynomials
Fluency
1 State the degree of each of the following polynomials.
b 65 + 2x7
a x3 - 9x2 + 19x + 7
d x6 - 3x5 + 2x4 + 6x + 1
g 18
e5
6
c 3x2 - 8 + 2x
e y8 + 7y3 - 5
1 5 u4
u
+ 2u 6
2
3
h 2g - 3
1.5f6 - 800f
2 State the variable for each polynomial in question 1.

3 Which polynomials in question 1 are:
a linear?
b quadratic?
c cubic?
d monic?
4 State whether each of the following is a polynomial (P) or not (N).
a 7 x + 6 x 2 +
5
x
d 3 x 4 2 x 3 3 x 4
e k-2 + k - 3k3 + 7
f 5r r 9 +
4 c6 3c3 + 1
h 2x - 8x + 1
2
5 Consider the polynomial P(x) = -2x3 + 4x2 + 3x + 5.
a What is the degree of the polynomial?
b What is the variable?
c What is the coefficient of x2?
d What is the value of the constant term?
e Which term has a coefficient of 3?
f Which is the leading term?
6 Consider the polynomial P(w) = 6w7 + 7w6 - 9.
c What is the coefficient of w6?
d What is the coefficient of w?
e What is the value of the constant term?
f Which term has a coefficient of 6?
7 Consider the polynomial f(x) = 4 - x2 + x4.
b What is the coefficient of x4?
c What is the leading term?
d What is the leading coefficient?
g
638
x2
+x
9
b 33 - 4p
sin x + x2
1
3

Understanding
8 A sports scientist determines the following equation for the velocity of a breaststroke swimmer
during one complete stroke:

v(t) = 63.876t6 247.65t5 + 360.39t4 219.41t3 + 53.816t2 + 0.4746t
c How many terms are there?
d Use a graphics calculator or
graphing software to draw the
graph of this polynomial.
e Match what happens during
one complete stroke with
points on the graph.
reflection
How can you tell what the

degree of a polynomial is?
19B
Adding, subtracting and multiplying

polynomials
To add or subtract polynomials, we simply add or subtract any like terms in the expressions.
Worked Example 1

a (5x3 + 3x2 - 2x - 1) + (x4 + 5x2 - 4)
b (5x3 + 3x2 - 2x - 1) - (x4 + 5x2 - 4)
Think
a
Write
a (5x3 + 3x2 - 2x - 1) + (x4 + 5x2 - 4)
Remove any grouping symbols, watching

any signs.
= 5x3 + 3x2 - 2x - 1 + x4 + 5x2 - 4
Identify any like terms and change the

order.
= x4 + 5x3 + 3x2 + 5x2 - 2x - 1 - 4
Simplify by collecting like terms.
= x4 + 5x3 + 8x2 - 2x - 5
Remove any grouping symbols, watching

any signs.
= 5x3 + 3x2 - 2x - 1 - x4 - 5x2 + 4
Identify any like terms and change the

order.
= -x4 + 5x3 + 3x2 - 5x2 - 2x - 1 + 4
Simplify by collecting like terms.
= -x4 + 5x3 - 2x2 - 2x + 3
b (5x3 + 3x2 - 2x - 1) - (x4 + 5x2 - 4)
If we expand linear factors, for example, (x + 1)(x + 2)(x - 7), we may also get a polynomial
as the following worked example shows.
Chapter 19 Polynomials
639
Worked example 2
Expand and simplify:

a x(x + 2)(x - 3)
b (x - 1)(x + 5)(x + 2)
think
a
Write
a x(x + 2)(x - 3)
Expand the last two linear factors.
= x(x2 - 3x + 2x - 6)
= x(x2 - x - 6)
Multiply the expression in the grouping

symbols by x.
= x3 - x2 - 6x
Expand the last two linear factors.
= (x - 1)(x2 + 2x + 5x + 10)
Multiply the expression in the second

pair of grouping symbols by x and then
by -1.
= (x - 1)(x2 + 7x + 10)
= x3 + 7x2 + 10x - x2 - 7x - 10
Collect like terms.
= x3 + 6x2 + 3x - 10
b (x - 1)(x + 5)(x + 2)
remember
1. To add or subtract polynomials, add or subtract any like terms in the expression.
2. When expanding linear factors:
(a) expand two factors first, and then multiply by the remaining linear factors, one at a
time
(b) collect like terms at each stage
(c) (x + 2)3 may be written as (x + 2)(x + 2)(x + 2).
exerCise
19b
adding, subtracting and multiplying polynomials

FluenCy
1 We1a Simplify each of the following.
a (x4 + x3 - x2 + 4) + (x3 - 14)
b (x6 + x4 - 3x3 + 6x2) + (x4 + 3x2 + 5)
c (x3 + x2 + 2x - 4) + (4x3 - 6x2 + 5x - 9)
d (2x4 - 3x3 + 7x2 + 9) + (6x3 + 5x2 - 4x + 5)
e (15x4 - 3x2 + 4x - 7) + (x5 - 2x4 + 3x2 - 4x - 3)
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SkillSHEET 19.1
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640
2 We1b Simplify each of the following.

a (x4 + x3 + 4x2 + 5x + 5) - (x3 + 2x2 + 3x + 1)
b (x6 + x3 + 1) - (x5 - x2 - 1)
c (5x7 + 6x5 - 4x3 + 8x2 + 5x - 3) - (6x5 + 8x2 - 3)
d (10x4 - 5x2 + 16x + 11) - (2x2 - 4x + 6)
e (6x3 + 5x2 - 7x + 12) - (4x3 - x2 + 3x - 3)
3 We2a Expand and simplify each of the following.
a x(x + 6)(x + 1)
b x(x - 9)(x + 2)
c x(x - 3)(x + 11)
d 2x(x + 2)(x + 3)
e -3x(x - 4)(x + 4)
f 5x(x + 8)(x + 2)
g x2(x + 4)
i (5x)(-6x)(x + 9)
4 We2b Expand and simplify each of the following.

a (x + 7)(x + 2)(x + 3)
b
c (x - 1)(x - 4)(x + 8)
d
e (x + 6)(x - 1)(x + 1)
f
g (x + 11)(x + 5)(x - 12)
h
i (x + 2)(x - 7)2
j
(x - 2)(x + 4)(x - 5)
(x - 1)(x - 2)(x - 3)
(x - 7)(x + 7)(x + 5)
(x + 5)(x - 1)2
(x + 1)(x - 1)(x + 1)

a (x - 2)(x + 7)(x + 8)
c (4x - 1)(x + 3)(x - 3)(x + 1)
e (1 - 6x)(x + 7)(x + 5)
g -9x(1 - 2x)(3x + 8)
i (3 - 4x)(2 - x)(5x + 9)(x 1)
(x + 5)(3x - 1)(x + 4)
(5x + 3)(2x - 3)(x - 4)
3x(7x - 4)(x - 4)(x + 2)
(6x + 5)(2x - 7)2
2(7 + 2x)(x + 3)(x + 4)

a (x + 2)3
b (x + 5)3
3

c (x - 1)
d (x - 3)4
3

e (2x - 6)
f (3x + 4)4
19C
eBook plus
Interactivity
Long division
of polynomials
int-2793
h -2x2(7 - x)
j -7x(x + 4)2
b
d
f
h
j
reFleCtion
How do you add or subtract polynomials?
long division of polynomials
The reverse of expanding is factorising (expressing a polynomial as a product of its linear

factors).
Before learning how to factorise, you must be familiar with long division of polynomials. You
may remember in earlier levels doing long division questions.
Consider 745 3, or 3) 745 . The process used is as follows.
3 into 7 goes 2 times. Write 2 at the top.
2
3) 745
23=6
Write the 6.
2
3) 745
6
Subtract to get 1.
2
3) 745
6
1
Bring down the 4 to form 14.
2
3) 745
6
14
3 into 14 goes 4. Write 4 at the top.
24
3) 745
6
14
4 3 = 12
24
3) 745
6
14
12
Write the 12.
641
24
3) 745
6
14
12
2
Subtract to get 2.
24
3) 745
6
14
12
25
Bring down the 5 to form 25.

3 into 25 goes 8. Write 8 at the top.
248
3) 745
6
14
12
25
8 3 = 24
248
3) 745
6
14
12
25
24
Write the 24.

Divisor
Subtract to get 1.
Answer: 248 remainder 1
Quotient
Dividend
248
3) 745
6
14
12
25
24
1
Remainder
The same process can be used to divide polynomials by polynomial factors.

Consider (x3 + 2x2 - 13x + 10) (x - 3)or
x - 3) x3 + 2x2 - 13x + 10
x into x3 goes x2 times

(consider only the leading terms).
Write x2 at the top.
x - 3)
x3
x2
+ 2x2 - 13x + 10
x2 (x - 3) = x3 - 3x2
Write the x3 - 3x2.
x2
x - 3) x3 + 2x2 - 13x + 10
x3 - 3x2
Subtract.
(x3 - x3 = 0, 2x2 - -3x2 = 5x2)
x2
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2
x3
Note: Subtracting a negative is the same as changing the sign and adding.
642
Bring down the -13x.
x into
5x2
goes 5x. Write +5x at the top.
x2
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
x3
x2 + 5x
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
x3
Write the 5x2 - 15x.
x2 + 5x
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
5x2 - 15x
Subtract.
Note: 5x2 - 5x2 = 0, -13x - -15x = +2x
x2 + 5x
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
5x2 - 15x
2x
5x (x - 3) =
5x2
- 15x
x3
x3
Bring down the 10.
x into 2x goes 2. Write +2 at the top.
2 (x - 3) = 2x - 6
Write the 2x - 6.
Subtract to get 16.
Answer: x2 + 5x + 2 remainder 16
x2 + 5x
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
5x2 - 15x
2x + 10
x3
x2 + 5x + 2
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
5x2 - 15x
2x + 10
x3
x2 + 5x + 2
x - 3) + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
5x2 - 15x
2x + 10
2x - 6
x3
x2 + 5x + 2
x - 3) x3 + 2x2 - 13x + 10
x3 - 3x2
5x2 - 13x
5x2 - 15x
2x + 10
2x - 6
16
Quotient
Remainder
643
Worked Example 3
Perform the following long divisions and state the quotient and remainder.
a (x3 + 3x2 + x + 9) (x + 2) b (x3 - 4x2 - 7x - 5) (x - 1) c (2x3 + 6x2 - 3x + 2) (x - 6)
Think
a
Write the question in long division

format.
Perform the long division process.
Write the quotient and remainder.

format.
Write
Quotient is

format.
x2 +
x - 1; remainder is 11.
x2 - 3x - 10
x3 - x2
-3x2 - 7x
-3x2 + 3x
-10x - 5
-10x + 10
-15
b x - 1) x3 - 4x2 - 7x - 5
Quotient is x2 - 3x - 10; remainder is 15.
x2 + x - 1
a x + 2) + 3x2 + x + 9
x3 + 2x2
x2 + x
x2 + 2x
-x + 9
-x - 2
11
x3
2x2 + 18x + 105
2x3 - 12x2
18x2 - 3x
18x2 - 108x
105x + 2
105x - 630
632
x - 6) 2x3 + 6x2 - 3x + 2
Quotient is 2x2 + 18x + 105; remainder is 632.
Worked Example 4
State the quotient and remainder for (x3 - 7x + 1) (x + 5).

Think
1
Write the question in long division format.

Note that there is no x2 term in this equation.
Include 0x2 as a placeholder.
644
Write
x2 - 5x + 18
x + 5) + 0x2 - 7x + 1
x3 + 5x2
-5x2 - 7x
-5x2 - 25x
18x + 1
18x + 90
-89
x3
Quotient is x2 - 5x + 18; remainder is 89.
Worked Example 5
Find the quotient and the remainder when x4 - 3x3 + 2x2 - 8 is divided by the linear
expression x + 2.
Think
1
Write
Set out the long division with each polynomial

in descending powers of x. If one of the
powers of x is missing, include it with 0 as the
coefficient.
Divide x into
x4
and write the result above.
Multiply the result

result underneath.
x3
by x + 2 and write the
Subtract and bring down the remaining terms to

complete the expression.
-5x3
and write the result above.
x + 2) x4 - 3x3 + 2x2 + 0x - 8
x + 2)
x4
x3
- 3x3 + 2x2 + 0x - 8
x3
x + 2) - 3x3 + 2x2 + 0x - 8
x4 + 2x3
x4
x3 - 5x2
x + 2) - 3x3 + 2x2 + 0x - 8
-(x4 + 2x3)
-5x3 + 2x2 + 0x - 8
x4
x3 - 5x2 + 12x - 24
x + 2) x4 - 3x3 + 2x2 + 0x - 8
Divide x into
Continue this process to complete the long

division.
The polynomial x3 - 5x2 + 12x - 24, at the top,

is the quotient.
The quotient is x3 - 5x2 + 12x - 24.
The result of the final subtraction, 40, is the

remainder.
The remainder is 40.
-(x4 + 2x3)
-5x3 + 2x2 + 0x - 8
-(-5x3 - 10x2)
12x2 + 0x - 8
-(12x2 + 24x)
-24x - 8
-(-24x - 48)
40
remember
Long division of polynomials is similar to long division with numbers. The highest power
term is the main one considered at each stage. The key steps are:
1. determine how many times the first term of the divisor goes into the first term of dividend
2. multiply and write the result underneath
3. subtract. (If necessary, change the sign and add.)
4. bring down the next term
5. repeat the process until no pronumerals remain to be divided
6. state the quotient and remainder.
645
Exercise
19C
Long division of polynomials

fluency
1 WE3a Perform the following long divisions and state the quotient and remainder.
a (x3 + 4x2 + 4x + 9) (x + 2)
b (x3 + 2x2 + 4x + 1) (x + 1)
c (x3 + 6x2 + 3x + 1) (x + 3)
d (x3 + 3x2 + x + 3) (x + 4)
e (x3 + 4x2 + 3x + 4) (x + 2)
f (x3 + 6x2 + 2x + 2) (x + 2)
g (x3 + x2 + x + 3) (x + 1)
h (x3 + 8x2 + 5x + 4) (x + 8)
i (x3 + x2 + 4x + 1) (x + 2)
j (x3 + 9x2 + 3x + 2) (x + 5)
2 WE3b State the quotient and remainder for each of the following.
a (x3 + 2x2 - 5x - 9) (x - 2)
b (x3 + x2 + x + 9) (x - 3)
c (x3 + x2 - 9x - 5) (x - 2)
d (x3 - 4x2 + 10x - 2) (x - 1)
e (x3 - 5x2 + 3x - 8) (x - 3)
f (x3 - 7x2 + 9x - 7) (x - 1)
g (x3 + 9x2 + 2x - 1) (x - 5)
h (x3 + 4x2 - 5x - 4) (x - 4)
3 WE3c Divide the first polynomial by the second and state the quotient and remainder.
a 3x3 - x2 + 6x + 5, x + 2
b 4x3 - 4x2 + 10x - 4, x + 1
3
2
c 2x - 7x + 9x + 1, x - 2
d 2x3 + 8x2 - 9x - 1, x + 4
3
2
e 4x - 10x - 9x + 8, x - 3
f 3x3 + 16x2 + 4x - 7, x + 5
4 Divide the first polynomial by the second and state the quotient and remainder.
a 6x3 - 7x2 + 4x + 4, 2x - 1
b 6x3 + 23x2 + 2x - 31, 3x + 4
3
2
c 8x + 6x - 39x - 13, 2x + 5
d 2x3 - 15x2 + 34x - 13, 2x - 7
e 3x3 + 5x2 - 16x - 23, 3x + 2
f 9x3 - 6x2 - 5x + 9, 3x - 4
5 State the quotient and remainder for each of the following.
a
x 3 6 x 2 7 x 16
x +1
3 x 3 + 7 x 2 + 10 x 15
x3
2 x 3 + 9 x 2 + 17 x + 15
2x + 1
4 x 3 20 x 2 + 23 x 2
2 x + 3
6 WE4 State the quotient and remainder for each of the following.
a (x3 - 3x + 1) (x + 1)
b (x3 + 2x2 - 7) (x + 2)
3
2
c (x - 5x + 2x) (x - 4)
d (-x3 - 7x + 8) (x - 1)
2
e (5x + 13x + 1) (x + 3)
f (2x3 + 8x2 - 4) (x + 5)
3
g (-2x - x + 2) (x - 2)
h (-4x3 + 6x2 + 2x) (2x + 1)
7 WE5 Find the quotient and the remainder when each polynomial is divided by the linear
expression given.
x4 + x3 + 3x2 - 7x, x - 1
x4 - 13x2 + 36, x - 2
x5 - 3x3 + 4x + 3, x + 3
2x6 - x4 + x3 + 6x2 - 5x, x + 2
6x4 - x3 + 2x2 - 4x, x - 3
3x4 - 6x3 + 12x, 3x + 1
a
b
c
d
e
f
646
reflection
Can you think of an alternative

way to divide polynomials?
19D
Polynomial values
Consider the polynomial P(x) = x3 - 5x2 + x + 1.

The value of the polynomial when x = 3 is denoted by P(3) and is found by substituting x = 3
into the equation in place of x. That is:
P(3) = (3)3 - 5(3)2 + (3) + 1
P(3) = 27 - 5(9) + 3 + 1
P(3) = 27 - 45 + 4
P(3) = -14
Worked Example 6
If P(x) = 2x3 + x2 - 3x - 4, find:

a P(1) b P(-2) c P(a) d P(2b) e P(x + 1).
Think
a
Write
Replace each occurrence

of x with 1.
Simplify.

of x with -2.
Simplify.

of x with a.
No further simplification
is possible, so stop here.

of x with 2b.
Simplify.

of x with (x + 1).
Expand the right-hand

side and collect like
terms.
P(x) = 2x3 + x2 - 3x - 4
P(1) = 2(1)3 + (1)2 - 3(1) - 4
=2+1-3-4
= -4
P(x) = 2x3 + x2 - 3x - 4
P(-2) = 2(-2)3 + (-2)2 - 3(-2) - 4
= 2(-8) + (4) + 6 - 4
= -16 + 4 + 6 - 4
= -10
P(x) = 2x3 + x2 - 3x - 4
P(a) = 2a3 + a2 - 3a - 4
P(x) = 2x3 + x2 - 3x - 4
P(2b) = 2(2b)3 + (2b)2 - 3(2b) - 4
= 2(8b3) + 4b2 6b + 4
= 16b3 + 4b2 6b + 4
P(x) = 2x3 + x2 - 3x - 4
P(x + 1) = 2(x + 1)3 + (x + 1)2 - 3(x + 1) - 4
= 2(x + 1)(x + 1)(x + 1) + (x + 1)(x + 1) - 3(x + 1) - 4
= 2(x + 1)(x2 + 2x + 1) + x2 + 2x + 1 - 3x - 3 - 4
= 2(x3 + 2x2 + x + x2 + 2x + 1) + x2 - x - 6
= 2(x3 + 3x2 + 3x + 1) + x2 - x - 6
= 2x3 + 6x2 + 6x + 2 + x2 - x - 6
= 2x3 + 7x2 + 5x - 4
647
remember
P(a) means the value of P(x) when x is replaced by a and the polynomial is evaluated.
exerCise
19d
polynomial values
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1 We6 If P(x) = 2x3 - 3x2 + 2x + 10, find the following.

a P(0)
b P(1)
c P(2)
d P(3)
e P(-1)
f P(-2)
g P(-3)
h P(a)
i P(2b)
j P(x + 2)
k P(x - 3)
l P(-4y)
2 Copy the following table.
Column Column Column Column Column Column Column Column Column

1
2
3
4
5
6
7
8
9
P(x)
P(1)
P(2)
P(-1)
P(-2)
Rem
Rem
Rem
Rem
when
when
when
when
divided divided divided divided
by
by
by
by
(x - 1) (x - 2) (x + 1) (x + 2)
a
b
c
d
Complete columns 2 to 5 of the table for each of the following polynomials.

a P(x) = x3 + x2 + x + 1
b P(x) = x3 + 2x2 + 5x + 2
c P(x) = x3 - x2 + 4x - 1
d P(x) = x3 - 4x2 - 7x + 3
understanding
3 Find the remainder when each polynomial in question 2 is divided by (x - 1) and complete
column 6 of the table.

4 Find the remainder when each polynomial in question 2 is divided by (x - 2) and complete
5 Find the remainder when each polynomial in question 2 is divided by (x + 1) and complete
6 Find the remainder when each polynomial in question 2 is divided by (x + 2) and complete
648

7 Copy and complete:
a A quick way of finding the remainder when P(x) is divided by (x + 8) is to calculate
__________.
b A quick way of finding the remainder
when P(x) is divided by (x - 7) is to

calculate __________.
c A quick way of finding the remainder
when P(x) is divided by (x - a) is to
calculate __________.
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19e
reFleCtion
Is there a quick way to find a remainder

when dividing polynomials?
the remainder and factor theorems

the remainder theorem
In the previous exercise, you may have noticed that:

the remainder when P(x) is divided by (x - a) is equal to P(a).
That is, R = P(a).
This is called the remainder theorem.
We could have derived this result as follows.
If 13 is divided by 4, the quotient is 3, and the remainder is 1. That is:
13 4 = 3 +
1
4
and
13 = 4 3 + 1
Similarly, if P(x) = x3 + x2 + x + 1 is divided by (x - 2), the quotient is x2 + 3x + 7 and the
remainder is 15. That is:
15
(x3 + x2 + x + 1) (x - 2) = x2 + 3x + 7 +
and
x2
(x3 + x2 + x + 1) = (x2 + 3x + 7)(x - 2) + 15
In general, if P(x) is divided by (x - a), the quotient is Q(x) and the remainder is R, we can write:
R
P (x) (x - a) = Q (x) +
and
( x a)
P (x) = (x - a)Q (x) + R
Substituting x = a into this last expression yields
P(a) = (a - a)Q(x) + R
= 0 Q(x) + R
=R
(as before).
the factor theorem
The remainder when 12 is divided by 4 is zero, since 4 is a factor of 12.

Similarly, if the remainder (R) when P(x) is divided by (x - a) is zero, then (x - a) must be
a factor of P(x). Since R = P(a), all we need to do is to find a value of a that makes P(a) = 0,
and we can say that (x - a) is a factor.
If P(a) = 0, then (x - a) is a factor of P(x).
This is called the factor theorem.
Imagine P(x) could be factorised as follows:
P(x) = (x - a)Q(x),
where Q(x) is the other factor of P(x).
Then we have:
P(a) = (a - a)Q(a)
= 0 Q(a)
=0
So if P(a) = 0, (x - a) is a factor.
649
Worked Example 7
Without actually dividing, find the remainder when x3 - 7x2 - 2x + 4 is divided by:
a x - 3 b x + 6.
Think
a
Write
Name the polynomial.
The remainder when P(x) is divided by

(x - 3) is equal to P(3).
The remainder when P(x) is divided by (x + 6) is

equal to P(-6).
a Let P(x) = x3 - 7x2 - 2x + 4
R = P(3)
= 33 - 7(3)2 - 2(3) + 4
= 27 - 7(9) - 6 + 4
= 27 - 63 - 6 - 4
= -46
b
R = P(-6)
= (-6)3 - 7(-6)2 - 2(-6) + 4
= -216 - 7(36) + 12 + 4
= -216 - 252 + 12 + 4
= -452
Worked Example 8
The remainder when x3 + kx2 + x - 2 is divided by (x - 2) is equal to 20.

Find the value of k.
Think
Write
Let P(x) = x3 + kx2 + x - 2.
The remainder when P(x) is divided by (x - 2)

is equal to P(2).
R = P(2)
= 23 + k(2)2 + 2 - 2
= 8 + 4k
We are given R = 20.

Put 8 + 4k = 20.
Since R = 20,
8 + 4k = 20
Solve for k.
4k = 12
k=3
remember
1. The remainder when P(x) is divided by (x a) is equal to P(a). That is:

R = P(a).
This is known as the remainder theorem.
2. If P(a) = 0, then (x a) is a factor of P(x). This is known as the factor theorem.
Exercise
19e
The remainder and factor theorems

fluency
1 WE7 Without actually dividing, find the remainder when x3 + 3x2 - 10x - 24 is divided by:
a x - 1
b x + 2
c x - 3
d x + 5
e x - 0
f x - k
g x + n
h x + 3c.
650

2 Find the remainder when the first polynomial is divided by the second without performing long
division.
a x3 + 2x2 + 3x + 4, x - 3
c x3 + 3x2 - 3x + 1, x + 2
e 2x3 + 3x2 + 6x + 3, x + 5
g x3 + x2 + 8, x - 5
i -x3 + 8, x + 3
b
d
f
h
j
x3 - 4x2 + 2x - 1, x + 1
x3 - x2 - 4x - 5, x - 1
-3x3 - 2x2 + x + 6, x + 1
x3 - 3x2 - 2, x - 2
x3 + 2x2, x - 7
Understanding
3 WE8 a The remainder when x3 + kx + 1 is divided by (x + 2) is -19. Find the value of k.
b The remainder when x3 + 2x2 + mx + 5 is divided by (x - 2) is 27. Find the value of m.
c The remainder when x3 - 3x2 + 2x + n is divided by (x - 1) is 1. Find the value of n.
d The remainder when ax3 + 4x2 - 2x + 1 is divided by (x - 3) is -23. Find the value of a.
e The remainder when x3 - bx2 - 2x + 1 is divided by (x + 1) is 0. Find the value of b.
f The remainder when -4x2 + 2x + 7 is divided by (x - c) is -5. Find a possible whole
number value of c.
g The remainder when x2 - 3x + 1 is divided by (x + d) is 11. Find the possible values of d.

h The remainder when x3 + ax2 + bx + 1 is divided by (x - 5) is -14. When the cubic
polynomial is divided by (x + 1), the remainder is -2. Find a and b.

a When x3 + 2x2 - 5x - 5 is divided by (x + 2), the remainder is:
A -5
B -2
C 2
b Which of the following is a factor of 2x3 + 15x2 + 22x - 15?
A (x - 1)
B (x - 2)
C (x + 3)
c When x3 - 13x2 + 48x - 36 is divided by (x - 1), the remainder is:
A -3
B -2
C -1
d Which of the following is a factor of x3 - 5x2 - 22x + 56?
A (x - 2)
B (x + 2)
C (x - 7)
D 5
D (x + 5)
D 0
D (x + 4)
5 Find one factor of each of the following cubic polynomials.

a x3 - 3x2 + 3x - 1
b x3 - 7x2 + 16x - 12
c x3 + x2 - 8x - 12
d x3 + 3x2 - 34x - 120
Reasoning
6 Prove that each of the following is a linear factor of x3 + 4x2 - 11x - 30 by substituting values
into the cubic function: (x + 2), (x - 3), (x + 5).
7 Avoid division and show that the first polynomial is exactly divisible by the second (that is, the
second polynomial is a factor of the first).

a x3 + 5x2 + 2x - 8, x - 1
b x3 - 7x2 - x + 7, x - 7
c x3 - 7x2 + 4x + 12, x - 2
d x3 + 2x2 - 9x - 18, x + 2
e x3 + 3x2 - 9x - 27, x + 3
f -x3 + x2 + 9x - 9, x - 1
g -2x3 + 9x2 - x - 12, x - 4
h 3x3 + 22x2 + 37x + 10, x + 5
19f
reflection
How are the remainder and

factor theorems related?
Factorising polynomials
Using long division
Once one factor of a polynomial has been found (using the factor theorem as in the previous
section), long division may be used to find other factors. In the case of a cubic polynomial,
one possibly two other factors may be found.
651
Worked Example 9
Use long division to factorise the following.

a x3 - 5x2 - 2x + 24 b x3 - 19x + 30 c -2x3 - 8x2 + 6x + 4
Think
a
Write
Look for a value of x such that P(x) = 0.

For cubics containing a single x3, try a
factor of the constant term (24 in this case).
Try P(1).
a P(x) = x3 - 5x2 - 2x + 24
P(1) = 13 - 5 12 - 2 1 + 24
= 1 - 5 - 2 + 24
= 18
0
P(2) = 23 - 5 22 - 2 2 + 24
= 8 - 20 - 4 + 24
0
P(-2) = (-2)3 - 5 (-2)2 - 2 (-2) + 24
= -8 - 20 + 4 + 24
= -28 + 28
=0
(x + 2) is a factor.
P(1) 0, so (x - 1) is not a factor.

Try P(2).
P(2) 0, so (x - 2) is not a factor.
Try P(-2).
P(-2) does equal 0, so (x + 2) is a factor.
652
x2 - 7x + 12
x + 2) - 5x2 - 2x + 24
x3 + 2x2
-7x2 - 2x
-7x2 - 14x
12x + 24
12x + 24
0
2
P(x) = (x + 2)(x - 7x + 12)
Divide (x + 2) into P(x) using long

division to find a quadratic factor.
Write P(x) as a product of the two factors

found so far.
Factorise the quadratic factor if possible.

Note: There is no x2 term, so include 0x2.
Look at the last term in P(x), which is 30.

This suggests it is worth trying P(5) or
P(-5). Try P(-5). P(-5) = 0 so (x + 5) is
a factor.
Divide (x + 5) into P(x) using long

Write P(x) as a product of the two factors

found so far.
P(x) = (x + 5)(x2 - 5x + 6)
Factorise the quadratic factor if possible.
P(x) = (x + 5)(x -2)(x - 3)
x3
P(x) = (x + 2)(x - 3)(x - 4)

b
P(x) = x3 - 19x + 30
P(x) = x3 + 0x2 - 19x + 30
P(-5) = (-5)3 - 19 (-5) + 30
= -125 + 95 + 30
=0
So (x + 5) is a factor.
x2 - 5x + 6
3
x + 5) x + 0x2 - 19x + 30
x3 + 5x2
-5x2 - 19x
-5x2 - 25x
6x + 30
6x + 30
0

c
Let P(x) = -2x3 - 8x2 + 6x + 4
Write the given polynomial.
Take out a common factor of -2. (We

could take out +2 as the common factor,
but taking out -2 results in a positive
leading term in the part still to be
factorised.)
Let Q(x) = (x3 + 4x2 - 3x - 2).

(We have already used P earlier.)
Let Q(x) = (x3 + 4x2 - 3x - 2).
Evaluate Q(1).
Q(1) = 0, so (x - 1) is a factor.
Q(1) = 1 + 4 - 3 - 2
=0
So (x - 1) is a factor.
Divide (x - 1) into Q(x) using long

Write the original polynomial P(x) as a

product of the factors found so far.
In this case, it is not possible to further

factorise P(x).
= -2(x3 + 4x2 - 3x - 2)
x2 + 5x + 2
x - 1) + 4x2 - 3x - 2
x3 - x2
5x2 - 3x
5x2 - 5x
2x - 2
2x - 2
0
x3
P(x) = -2(x - 1)(x2 + 5x + 2)
Note: In these examples, P(x) may have been factorised without long division by finding all
three values of x that make P(x) = 0 (and hence three factors) and then checking that the three
factors multiply to give P(x).
Using short division
The process of long division can be quite time (and space) consuming. An alternative is short
division, which may take a little longer to understand, but is quicker once mastered.
Consider P(x) = x3 + 2x2 - 13x + 10. Using the factor theorem, we can find that (x - 1) is a
factor of P(x). So, P(x) = (x - 1)( ? ).
Actually, we know more than this: as P(x) begins with x3 and ends with +10, we could
write
P(x) = (x - 1)(x2 + ? - 10)
The x2 in the second pair of grouping symbols produces the desired x3 (the leading term in
P(x)) when the expressions are multiplied. The -10 in the second pair of grouping symbols
produces +10 (the last term in P(x)) when the expressions are multiplied.
Imagine expanding this version of P(x). Multiplying x in the first pair of grouping symbols by
x2 in the second would produce x3, which is what we want, but multiplying -1 in the first pair
of grouping symbols by x2 in the second gives -1x2.
Since P(x) = x3 + 2x2 - 13x + 10, we really need +2x2, not -1x2. That is, we need
+3x2 more. To get this, the ? must be 3x, because when x in the first pair of grouping
symbols is multiplied by 3x in the second pair, +3x2 results. That is, we have deduced
P(x) = (x - 1) (x2 + 3x - 10).
Factorising the expression in the second pair of grouping symbols gives
P(x) = (x - 1)(x + 5)(x - 2)
653
This procedure, which we will call short division, can be confusing at first, but with
persistence it can be a quick and easy method for factorising polynomials.
The following worked example is a repeat of a previous one, but explains the use of short,
rather than long, division.
Worked Example 10
Use short division to factorise x3 - 5x2 - 2x + 24.

Think
Write
Let P(x) = x3 - 5x2 - 2x + 24.
Look for a value of x such that P(x) = 0.

Try P(-2).
P(-2) = (-2)3 - 5 (-2)2 - 2 (-2) + 24

= -8 - 20 + 4 + 24
= -28 + 28
=0
So (x + 2) is a factor.
P(-2) does equal 0, so (x + 2) is a factor.

3
Look again at the original

P(x) = x3 - 5x2 - 2x + 24.
The first term in the grouping symbols must be x2,
and the last term must be 12.
P(x) = (x + 2)(x2 + 12)
Imagine the expansion of the expression in step 3.

We have x3 and 2x2, but require -5x2. We need an
extra -7x2. We get this by inserting a -7x term in the
second pair of grouping symbols.
P(x) = (x + 2)(x2 - 7x + 12)
Factorise the expression in the second pair of

grouping symbols if possible.
P(x) = (x + 2)(x - 3)(x - 4)
remember
To factorise a polynomial:
1. let P(x) = the given polynomial
2. use the factor theorem to find a linear factor (try factors of the constant term)
3. use long or short division to find the remaining factor
4. factorise the remaining factor if possible.
Exercise
19F
fluency
1 WE9a Use long division to factorise each dividend.
654
a x + 1) x3 + 10x2 + 27x + 18
b x + 2) x3 + 8x2 + 17x + 10
c x + 9) x3 + 12x2 + 29x + 18
d x + 1) x3 + 8x2 + 19x + 12
e x + 3) x3 + 14x2 + 61x + 84
f x + 7) x3 + 12x2 + 41x + 42

g x + 2) x3 + 4x2 + 5x + 2
x) x3 + 13x2 + 40x
k x) x3 + 7x2 + 12x
x + 5) x3 + 10x2 + 25x
m x + 1) x3 + 6x2 + 5x
n x + 6) x3 + 6x2
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x + 5) x3 + 14x2 + 65x + 100
2 We9, 10 Factorise the following as fully as possible.

a x3 + x2 - x - 1
b x3 - 2x2 - x + 2
3
2
c x + 7x + 11x + 5
d x3 + x2 - 8x - 12
3
2
e x + 9x + 24x + 16
f x3 - 5x2 - 4x + 20
3
2
g x + 2x - x - 2
h x3 - 7x - 6
3
2
i x + 3x - 4
j x3 + x2 + x + 6
3
2
k x + 8x + 17x + 10
l x3 + x2 - 9x - 9
m x3 - x2 - 8x + 12
n x3 + 9x2 - 12x - 160
3 Factorise as fully as possible.
a 2x3 + 5x2 - x - 6
c 3x3 + 2x2 - 12x - 8
e 5x3 + 9x2 + 3x - 1
g 4x3 + 16x2 + 21x + 9
i 10x3 + 19x2 - 94x - 40
4 Factorise as fully as possible.
a 3x3 - x2 - 10x
b 4x3 + 2x2 - 2x
c 3x3 - 6x2 - 24x
d -2x3 - 12x2 - 18x
e 6x3 - 6x2
f -x3 - 7x2 - 12x
g -x3 - 3x2 + x + 3
h -2x3 + 10x2 - 12x
i -6x3 - 5x2 + 12x - 4
j -5x3 + 24x2 - 36x + 16
k -x5 - x4 + 21x3 + 49x2 - 8x - 60
19g
h x + 3) x3 + 7x2 + 16x + 12
b
d
f
h
j
3x3 + 14x2 + 7x - 4
4x3 + 35x2 + 84x + 45
x3 + x2 + x + 1
6x3 - 23x2 + 26x - 8
7x3 + 12x2 - 60x + 16
reFleCtion
Explain the steps in

factorising polynomials
solving polynomial equations
A polynomial equation of the form P(x) = 0 may be solved by factorising P(x) and applying
the Null Factor Law.
The Null Factor Law applies to polynomial equations just as it does for quadratics.
If P(x) = (x - a)(x - b)(x - c) = 0, then the solutions can be found as follows.
Let each factor = 0:
x-a=0
x-b=0
x-c=0
Solving each of these equations produces the solutions
x=a
x=b
x = c.
If P(x) = k(lx - a)(mx - b)(nx - c) = 0, then the solutions can be found as follows.
Let each factor = 0:
lx - a = 0
mx - b = 0
nx - c = 0
Solving each of these equations produces the solutions
a
b
c
x=
x=
x= .
l
m
n
Note: The coefficient k used in this example does not produce a solution in x.
655
Worked Example 11
Solve:
a x3 = 9x
b -2x3 + 4x2 + 70x = 0
c 2x3 - 11x2 + 18x - 9 = 0.
Think
a
656
Write
a x3 = 9x
Write the equation.
Rearrange so all terms are on the left.
x3 - 9x = 0
Take out a common factor of x.
x(x2 - 9) = 0
Factorise the expression in the grouping

symbols using the difference of squares
rule.
x(x + 3)(x - 3) = 0
Use the Null Factor Law to solve.
x = 0, x + 3 = 0 or x - 3 = 0
x = 0, x = -3 or x = 3
Write the equation.
Take out a common factor of -2x.
-2x(x2 - 2x - 35) = 0
Factorise the expression in the grouping

symbols.
-2x(x - 7)(x + 5) = 0
-2x = 0, x - 7 = 0 or x + 5 = 0
x = 0, x = 7 or x = -5
Use the factor theorem to find a factor

(search for a value a such that
P(a) = 0). Consider factors of the
constant term (that is, factors of 9 such as
1, 3). The simplest value to try is 1.
b -2x3 + 4x2 + 70x = 0
Let P(x) = 2x3 - 11x2 + 18x - 9.
P(1) = 2 - 11 + 18 - 9
=0
So (x - 1) is a factor.
2x2 - 9x + 9
x - 1)
- 11x2 + 18x - 9
3
2x - 2x2
-9x2 + 18x
-9x2 + 9x
9x - 9
9x - 9
0
P(x) = (x - 1)(2x2 - 9x + 9)
2x3
Use long or short division to find another

factor of P(x).
Factorise the quadratic factor.
P(x) = (x - 1)(2x - 3)(x - 3)
Consider the factorised equation

to solve.
For (x - 1)(2x - 3)(x - 3) = 0
x - 1 = 0, 2x - 3 = 0 or x - 3 = 0
3
x = 1, x = 2 or x = 3
remember
To solve a polynomial equation:

1. let P(x) = . . .
2. use the factor theorem (try P(1), etc.) to find a factor of the form (x - a)
3. use long or short division to find the quotient
4. factorise the quotient if possible
5. let each linear factor equal zero and solve for x in each case.
6. If P(x) = (x a)(x b)(x c) = 0, then the solutions are:
x=a
x=b
x = c.
7. If P(x) = k(lx a)(mx b)(nx c) = 0, then the solutions are:
a
b
c
x=
x=
x= .
l
m
n
exerCise
19g
solving polynomial equations

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1 We11a, b Solve the following.

a x3 - 4x = 0
c 2x3 - 50x = 0
e x3 + 5x2 = 0
g -4x3 + 8x = 0
i 4x2 - 20x3 = 0
k x3 - 8x2 + 16x = 0
m 9x2 = 20x + x3
x3 - 16x = 0
-3x3 + 81 = 0
x3 - 2x2 = 0
12x3 + 3x2 = 0
x3 - 5x2 + 6x = 0
x3 + 6x2 = 7x
x3 + 6x = 4x2
2 We11c Use the factor theorem to solve the following.
a x3 - x2 - 16x + 16 = 0
b x3 - 6x2 - x + 30 = 0
c x3 - x2 - 25x + 25 = 0
d x3 + 4x2 - 4x - 16 = 0
e x3 - 4x2 + x + 6 = 0
f x3 - 4x2 - 7x + 10 = 0
g x3 + 6x2 + 11x + 6 = 0
h x3 - 6x2 - 15x + 100 = 0
i x3 - 3x2 - 6x + 8 = 0
j x3 + 2x2 - 29x + 42 = 0
k 2x3 + 15x2 + 19x + 6 = 0
l -4x3 + 16x2 - 9x - 9 = 0
m -2x3 - 9x2 - 7x + 6 = 0
n 2x3 + 4x2 - 2x - 4 = 0
3 mC Note: There may be more than one correct answer.
Which of the following is a solution to x3 - 7x2 + 2x + 40 = 0?
A 5
B -4
C -2
D 1
3
2
4 mC A solution of x - 9x + 15x + 25 = 0 is x = 5. How many other (distinct) solutions are
there?
A 0
B 1
C 2
D 3
b
d
f
h
j
l
n
657

5 Solve P(x) = 0.
a P(x) = x3 + 4x2 - 3x - 18
b P(x) = 3x3 - 13x2 - 32x + 12
c P(x) = -x3 + 12x - 16
d P(x) = 8x3 + 10x2 - 38x + 20
e P(x) = x4 + 2x3 - 13x2 - 14x + 24
f P(x) = -72 - 42x + 19x2 + 7x3 - 2x4
g P(x) = x4 + 2x3 - 7x2 - 8x + 12
h P(x) = 4x4 + 12x3 - 24x2 - 32x
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658

a x3 - 3x2 - 6x + 8 = 0
b x3 + x2 - 9x - 9 = 0
c 3x3 + 3x2 - 18x = 0
d 2x4 + 10x3 - 4x2 - 48x = 0
e 2x4 + x3 - 14x2 - 4x + 24 = 0
f x4 - 2x2 + 1 = 0
reFleCtion
Can you predict the number of solutions

a polynomial might have?
Summary
Polynomials
A polynomial in x, sometimes denoted P(x), is an expression containing only non-negative

integer powers of x.
The degree of a polynomial in x is the highest power of x in the expression.
Adding, subtracting and multiplying polynomials
To add or subtract polynomials, add or subtract any like terms in the expression.
When expanding linear factors:
(a) expand two factors first, and then multiply by the remaining linear factors, one at a
time
(b) collect like terms at each stage
(c) (x + 2)3 may be written as (x + 2)(x + 2)(x + 2).
Long division of polynomials
Long division of polynomials is similar to long division with numbers. The highest power term
is the main one considered at each stage. The key steps are:
determine how many times the first term of the divisor goes into the first term of
dividend
multiply and write the result underneath
subtract. (If necessary, change the sign and add.)
bring down the next term
repeat the process until no pronumerals remain to be divided
state the quotient and remainder.
Polynomial values
P(a) means the value of P(x) when x is replaced by a and the polynomial is evaluated.
The remainder and factor theorems
The remainder when P(x) is divided by (x a) is equal to P(a). That is:

R = P(a).
This is known as the remainder theorem.
If P(a) = 0, then (x a) is a factor of P(x). This is known as the factor theorem.
To factorise a polynomial:
let P(x) = the given polynomial
use the factor theorem to find a linear factor (try factors of the constant term)
use long or short division to find the remaining factor
factorise the remaining factor if possible.
Solving polynomial equations
To solve a polynomial equation:

let P(x) = ...
use the factor theorem (try P(1), etc.) to find a factor of the form (x - a)
use long or short division to find the quotient
factorise the quotient if possible
659
let each linear factor equal zero and solve for x in each case.
If P(x) = (x a)(x b)(x c) = 0, then the solutions are:
x = a x = b x = c.
If P(x) = k(lx a)(mx b)(nx c) = 0, then the solutions are:
a
b
c
x = x = x = .
l
m
n
660
Chapter review
FluenCy
1 mC Which of the following is not a polynomial?
A x 3
x2
+ 7x 1
3
x + 3x + 2
2 Consider the polynomial
C
B a4 + 4a3 + 2a + 2
D 5
f ( x ) = 7 x 4 + x 5 + 3.
What is the degree of f (x)?
What is the coefficient of x4?
What is the constant term?
What is the leading term?
3 mC The expansion of (x + 5)(x + 1)(x - 6) is:
A x3 - 30
B x3 + 12x2 - 31x + 30
C x3 - 31x - 30
D x3 + 5x2 - 36x - 30
a
b
c
d
4 mC x3 + 5x2 + 3x - 9 is the expansion of:

A (x + 3)3
B x(x + 3)(x - 3)
C (x - 1)(x + 3)2
D (x - 1)(x + 1)(x + 3)
5 Expand:
a (x - 2)2(x + 10)
b (x + 6)(x - 1)(x + 5)
c (x - 7)3
d (5 - 2x)(1 + x)(x + 2).
6 mC Consider the following long division.
x2 + x + 2
x + 4) + 5x2 + 6x - 1
x3 + 4x2
x2 + 6x
x2 + 4x
2x - 1
2x + 8
-9
a The quotient is:
A -9
B 4
C x + 4
D x2 + x + 2
x3
b The remainder is:

A -9
C 4
B 2
D 2x - 1
7 Find the quotient and remainder when the first
polynomial is divided by the second in each case.

a x3 + 2x2 - 16x - 3, x + 2
b x3 + 3x2 - 13x - 7, x - 3
c -x3 + x2 + 4x - 7, x + 1
8 mC If P(x) = x3 - 3x2 + 7x + 1, then P(-2) equals:
A -34
B -33
C -9
D 7
9 If P(x) = -3x3 + 2x2 + x - 4, find:
a P(1)
b P(-4)
c P(2a).
10 Without dividing, find the remainder when
x3 + 3x2 - 16x + 5 is divided by x - 1.

11 Show that x + 3 is a factor of x3 - 2x2 - 29x - 42.
12 Factorise x3 + 4x2 - 100x - 400.
13 Solve:
a (2x + 1)(x - 3)2 = 0
b x3 - 9x2 + 26x - 24 = 0
c x4 - 4x3 - x2 + 16x - 12 = 0
problem solVing
1 Let P(x) = an xn + an - 1 xn - 1 + . . . + a1 x + a0 be
a ploynomial where the coefficients are integers.

Also let P(w) = 0 where w is an integer. Show that
w is a factor of a0
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Interactivities

int-2876
int-2874
int-2875
661
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aCtiVities
Are you ready?
(page 636)
SkillSHEET 19.1 (doc-5366): Expanding the product
of two linear factors
SkillSHEET 19.2 (doc-5367): Substitution into
quadratic equations
SkillSHEET 19.3 (doc-5368): Factorising quadratic
trinomials
SkillSHEET 19.4 (doc-5369): Factorising difference
of two squares expressions
SkillSHEET 19.5 (doc-5370): Solving quadratic
equations
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19B Adding, subtracting and multiplying

polynomials
Digital doc
SkillSHEET 19.1 (doc-5366): Expanding the product

of two linear factors (pages 640)
19C Long division of polynomials
Interactivity
Long division of polynomials (int-2793) (page 641)

19D Polynomial values
19F Factorising polynomials

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SkillSHEET 19.3 (doc-5368): Factorising quadratic

trinomials (page 655)
19G Solving polynomial equations
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SkillSHEET 19.4 (doc-5369): Factorising difference

of two squares expressions (page 657)
SkillSHEET 19.5 (doc-5370): Solving quadratic
equations (page 657)
WorkSHEET 19.2 (doc-5376): Polynomials II
(page 658)
Chapter review
(page 661)
chapter
chapter
Interactivities
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SkillSHEET 19.2 (doc-5367): Substitution into

quadratic equations (page 648)
WorkSHEET 19.1 (doc-5375): Polynomials I
(page 649)
662

www.jacplus.com.au
20
20A
20B
20C
20D
20E

Exponential functions
Cubic functions
Quartic functions
Transformations
What do you know ?
Functions and
relations
1 List what you know about functions and

relations. Create a concept map to show
your list.
functions and relations.
opening question
The sails of the opera house are formed

from sections of what shape?
number and algebra linear and non-linear relationships
are you ready?
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Finding the gradient and y-intercept

1 Find the gradient and y-intercept of the following straight lines.
a y = 3x + 4
b 2x + y = 3
c 5x - 2y - 8 = 0
Sketching straight lines
2 Sketch the graph of each straight line.
a y = 2x + 1
c y = 2
Sketching parabolas
3 Sketch the graph of each parabola.
a y = x2
c y = -2x2
Digital doc
b y = x2 - 4
d y = (x - 2)2
Completing the square

4 Complete the square to change each of these quadratic equations into turning point form.
a y = x2 + 6x+ 11
b y = x2 - 4x - 1
c y = x2 + x - 2
Identifying equations of straight lines and parabolas

5 Identify each of the following as a straight line, a parabola or neither.
a y = 2x2 + 7
b x2 + y2 = 25
c 2x+y - 3 = 0
d y=(x- 2) (x- 4)
1
2
e y= x + 6
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b y = -4x + 2
f y= 2x + 3
Finding points of intersection

6 Find any points of intersection of the lines y = 2x + 3 and y = 4x - 5.
SkillSHEET 20.6
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664
Substitution into index expressions

7 Substitute the following values for x into y = 3x and evaluate.
a x = 4
b x = 1
c x = 0
d x = -3
20A
Relations
A relation is a set of ordered pairs of values such as all the points on the circle x2 + y2 = 4
or all the points on the exponential y = 2x. Relations can be grouped into the following four
categories.
y
One-to-one relations
A one-to-one relation exists if for any x-value there is only one

corresponding y-value and vice versa. For example:
One-to-many relations
A one-to-many relation exists if for any x-value there is more than one
y-value, but for any y-value there is only one x-value. For example:
Many-to-one relations
A many-to-one relation exists if there is more than one x-value for any
y-value but for any x-value there is only one y-value. For example:
0
Many-to-many relations
A many-to-many relation exists if there is more

than one x-value for any y-value and vice versa. For
example:
Worked Example 1
What type of relation does each graph represent?

y
y
a
b
Think
a
y
0
Write
For some x-values there is more than one

y-value. A line through some xvalues
shows that 2 y-values are available:
a One-to-many relation
y
x = -1
0
Chapter 20 Functions and relations
665
For any y-value there is only one xvalue.

A line through any y-value shows that
only one x-value is available:
y
y=1
x
For any x-value there is only one yvalue.
For any y-value there is only one xvalue.
For any x-value there is only one yvalue.
For some y-values there is more than one

xvalue.
b One-to-one relation
Many-to-one relation
Functions
Relations that are one-to-one or many-to-one are called functions. That is, a function is a
relation where for any x-value there is at most one y-value. For example:
y
y
1.

2.
Vertical line test
A function is determined from a graph if a vertical line, drawn anywhere on the graph cannot
intersect with the curve more than once.
Worked Example 2
State whether or not each of the following relations are functions.

y
a
b y
x
0
Think
a It is possible for a vertical line to intersect with
x
Write
a Not a function
the curve more than once.

b It is not possible for any vertical line to intersect
with the curve more than once.
666
b Function
Function notation
Consider the relation y = 2x, which is a function.

The y-values are determined from the x-values, so we say y is a function of x, which is
abbreviated to y = f(x).
So, the rule y = 2x can also be written as f(x) = 2x.
If x = 1, then y = f(1)

=21

=2
If x = 2, then y = f(2)

=22

= 4, and so on.
Evaluating functions
For a given function y = f(x), the value of y when x = 1 is written as f(1), the value of y when
x = 5 is written as f(5), the value of y when x = a as f(a), etc.
Worked Example 3
If f(x) = x2 - 3, find:
a f(1)
b f(-2)
c f(a)
d f(2a).
Think
a
Write
Write the rule.
Substitute x = 1 into the rule.
Simplify.
Write the rule.
Substitute x = -2 into the rule.
Simplify.
Write the rule.
Substitute x = a into the rule.
Write the rule.
Substitute x = 2a into the rule.
Simplify the expression if possible.
f(x) = x2 - 3
f(1) = 12 - 3
=1-3
= -2
f(x) = x2 - 3
f(-2) = (-2)2 - 3
=4-3
=1
f(x) = x2 - 3
f(a) = a2 - 3
f(x) = x2 - 3
f(2a) = (2a)2 - 3
= 22a2 - 3
= 4a2 - 3
Identifying features of functions
We can identify features of certain functions by observing what happens to the function value
(y value) when x approaches a very small value such as 0 (x 0) or a very large value such
as (x ).
667
Worked Example 4
Describe what happens to these functions as the value of x increases, that is, as x .
1
a f(x) = x2 b f(x) = 2-x c f(x) = + 1
x
Think
a
Write
a f(x) = x2
Write the function.
Substitute large x values into the function, such

as x = 10000 and x = 1000000.
f(10000) = 100000000
f(1000000) = 1 1012
Write a conclusion.
As x , f(x) also increases; that is,

f(x) .
Write the function.

as x = 10000 and x = 1000000.
Write a conclusion.
Write the function.

as x = 10000 and x = 1000000.
f(10000) = 1.0001
f(1000000) = 1.000001
Write a conclusion.
As x , f(x) 1.
b f(x) = 2-x
f(10000) 0
f(1000000) 0
As x , f(x) 0.
1
c f(x) = + 1
x
Points of intersection
If two functions are drawn on the one set of axes, there may be a point or points where the
curves intersect. The function equations can be solved simultaneously to find the coordinates
of these points of intersection.
Worked Example 5
1
Find any points of intersection between f(x) = 2x + 1 and g(x) = .
x
Think
1
Write the two equations.
f(x) = 2x + 1
1
g( x ) =
x
Points of intersection are common values

between the two curves. To solve the equations
simultaneously, equate both functions.
For points of intersection:

1
2x + 1 =
x
Rearrange the resulting equation and solve for x.

2x2 + x = 1
2
2x + x - 1 = 0
(2x - 1)(x + 1) = 0
1

x = 2 or -1
Substitute the x values into either function to find

the y values.
f( 1 ) = 2 12 + 1 = 2
f(-1) = 2 -1 + 1 = -1
Write the coordinates of the two points of intersection.
Points of intersection are ( 1 , 2) and (-1, -1).
668
Write
remember
1. A function is a relation so that for any x-value there is at most one y-value (one-to-one
or many-to-one relations).
2. Vertical line test: The graph of a function cannot be crossed more than once by any
vertical line.
y
Function
Not a function
3. f(x) = ... is used to describe a function of x. To evaluate the function, for example
when x = 2, find f(2) by replacing each occurrence of x on the RHS with 2.
4. Substitute appropriate x values to describe what happens to functions as x
(x approaches infinity) or x 0 (x approaches zero).
5. To find points of intersection, solve function equations simultaneously to find both x
and y values.
Exercise
20A

Fluency
1 WE1 What type of relation does each graph represent?
y
0
l
669

2 WE2 Use the vertical line test to determine which of the relations in question 1 are functions.
3 WE3 a If f(x) = 3x + 1, find
i f(0),
ii f(2),
b If g(x) =
i g(0),
iii f(-2) and
iv f(5) respectively.
iii g(5) and
iv g(-4) respectively.
x + 4 , find
ii g(-3),
1
c If g(x) = 4 - , find
x
1
,
2
i g(1),
d If f(x) = (x +
i f(0),
e If h(x) =
3)2,
and
ii g
iii g
iv g
respectively.
ii f(-2),
iii f(1) and
iv f(a) respectively.
ii h(4),
iii h(-6) and
iv h(12) respectively.
find
24
, find
x
i h(2),
understanding
Which of the following relations is a function?

y
B x2 + y2 = 9
a
C y = 8x - 3
5 Which of the following relations are functions?

a y = 2x + 1
b y = x2 + 2
x
c y = 2
d x2 + y2 = 25
2
2
e x + 4x + y + 6y = 14
f y = 4x
6 Given that f ( x ) =
10
x find:
x
a f(2)
d f(x2)
b f(-5)
e f(x + 3)
c f(2x)
f f(x - 1)
7 Find the value (or values) of x for which each function has the value given.
a f(x) = 3x - 4, f(x) = 5
b g(x) = x2 - 2, g(x) = 7
c f(x) =
1
, f(x) = 3
x
e g(x) = x2 + 3x, g(x) = 4

Reasoning
8 WE4 Describe what happens to:
a f(x) = x2 + 3 as x
b f(x) = 2x as x -
1
as x
x
d f(x) = x3 as x -
c f(x) =
e f(x) = -5x as x - .
670
d h(x) = x2 - 5x + 6, h(x) = 0
f f(x) = 8 x , f(x) = 3

9 We5 Find any points of intersection between the following curves.
a f(x) = 2x - 4 and g(x) = x2 - 4
2
x
c f(x) = x2 - 4 and g(x) = 4 - x2
b f(x) = -3x + 1 and g(x) = -
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eLesson
Exponential
growth
d f(x) =
3
x
4
1
64
and
x2
y2
reFleCtion
How do you determine the difference

between functions and relations?
= 25
exponential functions
eles-0176
Exponential functions can be used to model many real

situations involving natural growth and decay.
Exponential growth is when a quantity grows by
a constant percentage in each fixed period of time.
Examples of exponential growth include growth of
investment at a certain rate of compound interest and
growth in the number of cells in a bacterial colony.
Exponential growth
y
10
8
6
4
2
-4
-2
y = ax
Exponential decay
Exponential decay is when a quantity decreases by a
y
constant percentage in each fixed period of time.
10
Examples of exponential decay include yearly loss of
-x
y=a
8
value of an item (called depreciation) and radioactive
or 1
6
y
=
decay.
ax
4
Both exponential growth and decay can be modelled by
2
exponential functions of the type y = kax (y = k ax).
-4 -2 0
2
4
The difference is in the value of the base a. When a > 1,
there is exponential growth and when 0 < a < 1 there is
exponential decay.
The value of k corresponds to the initial quantity that is growing or decaying.
Worked example 6
The number of bacteria,N,in a Petri dish afterxhours is given by the equation N = 50 2 x.
a
b
c
d
Determine the initial number of bacteria in the Petri dish.

Determine the number of bacteria in the Petri dish after 3 hours.
Draw the graph of the function ofNagainst x.
Use the graph to estimate the length of time it will take for the initial number of bacteria to
treble.
671
Think
a
Write/draw
a N = 50 2x
Write the equation.
Substitute x = 0 into the given formula and

evaluate. (Notice that this is the value of k
for equations of the form y = k ax.)
When x = 0, N = 50 20

= 50 1

= 50
Write the answer in a sentence.
The initial number of bacteria in the Petri dish

is 50.
Substitute x = 3 into the formula and

evaluate.
Draw a set of axes, labelling the horizontal

axis as x and the vertical axis as N.
Plot the points generated by the answers to

parts a and b.
Calculate the value of N when x = 1 and

x = 2 and plot the points generated.
Join the points plotted with a smooth

curve.
b When x = 3, N = 50 23
= 50 8
= 400
After 3 hours there are 400 bacteria in the Petri

dish.
c
At x = 1, N = 50 21 At x = 2, N = 50 22

= 50 2
= 50 4

= 100
= 200
N
500
N = 50 2x
400
300
200
100
0
Label the graph.
Determine the number of bacteria required.
Draw a horizontal line from N = 150 to the

curve and from this point draw a vertical
line to the x-axis.
d Number of bacteria = 3 50
= 150
N
500
N = 50 2x
400
300
200
100
0
672
The point on the x-axis will be the estimate

of the time taken for the number of
bacteria to treble.
The time taken will be approximately 1.6 hours.
Worked Example 7
A new computer costs $3000. It is estimated that each year it will be losing 12% of the previous
years value.
a Determine the value, $V, of the computer after the first year.
b Determine the value of the computer after the second year.
c Determine the equation which relates the value of the computer to the number of years, n, it has
been used.
d Use your equation to determine the value of the computer in 10 years time.
Think
a
Write
a V0 = 3000
State the original value of the computer.
Since 12% of the value is being lost each

year, the value of the computer will be 88%
or (100 - 12)% of the previous years value.
Therefore, the value after the first year (V1) is
88% of the original cost.
V1 = 88% of 3000
= 0.88 3000
= 2640
The value of the computer after 1 year

is $2640.
The value of the computer after the

secondyear, V2, is 88% of the value after the
first year.
b V2 = 88% of 2640
= 0.88 2640
= 2323.2
The original value is V0.
The value after the first year, V1, is obtained

by multiplying the original value by 0.88.
V1 = 3000 0.88
The value after the second year, V2, is

obtained by multiplying V1 by 0.88, or by
multiplying the original value, V0, by (0.88)2.
V2 = (3000 0.88) 0.88

= 3000 (0.88)2
The value after the third year, V3, is obtained

by multiplying V2 by 0.88, or V0 by (0.88)3.
V3 = 3000 (0.88)2 0.88

= 3000 (0.88)3
By observing the pattern we can generalise as

follows: the value after the nth year, Vn, can
be obtained by multiplying the original value,
V0, by 0.88 n times; that is, by (0.88)n.
Vn = 3000 (0.88)n
Substitute n = 10 into the equation obtained

in part c to find the value of the computer
after 10 years.
The value of the computer after the second

year is $2323.20.
c
V0 = 3000
d When n = 10,
V10 = 3000 (0.88)10

= 835.50
The value of the computer after 10years is

$835.50.
Sometimes the relationship between the two variables closely resembles an exponential
pattern, but cannot be described exactly by an exponential function. In such cases, part of the
data are used to model the relationship with exponential growth or the decay function.
673
Worked Example 8
The population of a certain city is shown in the table below.

Year
1985
1990
1995
2000
2005
2010
Population ( 1000)
128
170
232
316
412
549
Assume that the relationship between the population, P, and the year, x, can be modelled by the
function P = kax, where x is the number of years after 1985. The value of P must be multiplied by
1000 in order to find the actual population.
a State the value of k, which is the population, in thousands, at the start of the period.
b Use a middle point in the data set to find the value of a, correct to 2 decimal places. Hence, write
the formula, connecting the population, P, with the number of years, x, since 1985.
c For the years given, find the size of the population using the formula obtained in part b. Compare
it with the actual size of the population in those years.
d Predict the population of the city in the years 2015 and 2020.
Think
Write/display
a From the given table, state the value of k
that corresponds to the population of the

city in the year 1985.
b
a k = 128
b P = kax
Write the given formula for the

population of the city.
Replace the value of k with the

value found in a.
P = 128 ax
Using a middle point of the data,

replace x with the number of
years since 1985 and P with the
corresponding value.
Middle point is (1995, 232).

When x = 10, P = 232, so
232 = 128 a10
Solve the equation for a.
a10 =
232
128
= 1.8125
a = 10 1.8125
a = 1.0613...
674
Round the answer to 2 decimal

places.
Rewrite the formula with this value

of a.
Draw a table of values and enter the

given years, the number of years
since 1985, x, and the population for
each year, P. Round values of P to
the nearest whole number.
Comment on the closeness of the fit.
Find the value of x, the number of

years after 1985.
Substitute this value of x into the

formula and evaluate.
a 1.06
So P = 128 (1.06)x
c
Year
1985
1990
1995
2000
2005
2010
10
15
20
25
128
171
229
307
411
549
The values for the population obtained using the

formula closely resemble the actual data.
d For the year 2015, x = 30.
P = 128 (1.06)30
= 735.166 87. . .
Round to the nearest whole number.
P 735
The predicted population for 2015 is 735000.
Repeat for the year 2020.
For the year 2020, x = 35.

P = 128 (1.06)35
= 983.819...
P 984
The predicted population for 2020 is 984000.
remember
In the function y = kax:

1. k represents the initial amount or quantity
2. a is the base.
If a > 1, the function represents exponential growth.
If 0 < a < 1, it represents exponential decay.
3. To find the value of a:
(a) in the case of exponential growth, add the % increase to 100% and change the
resulting percentage into a decimal
(b) in the case of exponential decay, subtract the % decrease from 100% and change
the resulting percentage into a decimal.
Exercise
20b
Fluency
1 WE6 The number of micro-organisms, N, in a culture dish after x hours is given by the
equation N = 2000 3x.

a Determine the initial number of micro-organisms in the dish.
b Determine the number of micro-organisms in a dish after 5 hours.
c Draw the graph of N against x.
d Use the graph to estimate the number of hours needed for the initial number of microorganisms to quadruple.
2 The value of an investment (in dollars) after n years is given by A = 5000 (1.075)n.
a Determine the size of the initial investment.
b Determine the value of the investment (to the nearest dollar) after 6 years.
c Draw the graph of A against n.
d Use the graph to estimate the number of years needed for the initial investment to double.
3 MC a The function P = 300 (0.89)n represents an:
A exponential growth with the initial amount of 300
B exponential growth with the initial amount of 0.89
C exponential decay with the initial amount of 300
D exponential decay with the initial amount of 0.89
E exponential decay with the initial amount of 300 0.89
b The relationship between two variables, A and t, is described by the function
A = 45 (1.095)t, where t is the time, in months, and A is the amount, in dollars.
This function indicates:
A a monthly growth of $45
B a monthly growth of 9.5 cents
C a monthly growth of 1.095%
D a monthly growth of 9.5%
E a yearly growth of 9.5%
675

4 mC The graph of y = 2x + 1 - 1 is best represented by:
y
A
B
1
0
-1
1
1
-1
-1
-1
-1
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5 mC The graph of y = 3x - 2 + 2 has an asymptote and y-intercept respectively at:

1
9
1
29
A y = 0, 2
B y = 2,
C y = 2, 2
D y = 2, 1
8
9
E y = 0, 2
understanding
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6 We7 A new washing machine costs $950. It is estimated that each year it will be losing 7% of
the previous years value.

a Calculate the value of the machine after the first year.
b Calculate the value of the machine after the second year.
c Determine the equation that relates the value of the machine, $V, to the number of years,
n, that it has been used.
d Use your equation to find the value of the machine in 12 years time.
7 A certain radioactive element decays in such a way that every 50 years the amount present
decreases by 15%. In 1900, 120 mg of the element was present.
a Calculate the amount present in 1950.
b Calculate the amount present in the year 2000.

c Determine the rule that connects the amount of the element present, A, with the number
of 50-year intervals, t, since 1900.

d Calculate the amount present in the year 2010. Round your answer to 3 decimal places.
e Graph the function of A against t.
f Use the graph to estimate the half-life of this element (that is, the number of years needed
for half the initial amount to decay).

8 When a shirt made of a certain fabric is washed, it loses 2% of its colour.
a Determine the percentage of colour that remains after:
i two washes
ii five washes.
b Write a function for the percentage of colour, C, remaining after w washings.
c Draw the graph of C against w.
d Use the graph to estimate the number of washes after which there is only 85% of the
original colour left.
9 WE8 The population of a certain country is shown in the table below.
Year
Population (in millions)
1990
118
1995
130
2000
144
2005
160
2010
178
Assume that the relationship between the population, P, and the year, n, can be modelled by
the formula P = kan, where n is the number of years since 1990.
a State the value of k.
b Use the middle point of the data set to find the value of a rounded to 2 decimal places.
Hence, write the formula that connects the two variables, P and n.
c For the years given in the table, find the size of the population, using your formula.
Compare the numbers obtained with the actual size of the population.
d Predict the population of the country in the year 2035.
10 The temperature in a room (in degrees Celsius), recorded at 10-minute intervals after the air
conditioner was turned on, is shown in the table below.
Time (min)
10
20
30
40
Temperature (C)
32
26
21
18
17
Assume that the relationship between the temperature, T, and the time, t, can be modelled by
the formula T = cat, where t is the time, in minutes, since the air conditioner was turned on.
a State the value of c.
b Use the middle point in the data set to find the value of a to 2 decimal places.
c Write the rule connecting T and t.
d Using the rule, find the temperature in the room 10, 20, 30 and 40 minutes after the air
conditioner was turned on and compare your numbers with the recorded temperature.
Comment on your findings. (Give answers correct to 1 decimal place.)
11 The population of a species of dogs (D) increases exponentially and is described by the
equation D= 60(1 - 0.6t) + 3, where t represents the time in years.
a Calculate the initial number of dogs.
b Calculate the number of dogs after 1 year.
c Determine the time taken for the population to reach 50 dogs.
677

12 Carbon-14 decomposes in such a way that the amount present can be calculated using the
equation, Q = Q0(1 - 0.038)t, where Q is measured in milligrams and t in centuries.

a If there is 40 mg present initially, how much is present in 10 years time and 2000 years
time?
b How many years will it take for there to be less than 10 mg?
reasoning
13 Fiona is investing $20 000 in a fixed term deposit earning 6% p.a. interest. When Fiona has
$30 000 she intends to put a deposit on a house.

a Determine an exponential function that will model the growth of Fionas investment.
b Graph this function.
c Determine the length of time (correct to the nearest year) that it will take for Fionas
investment to grow to $30 000.
d Suppose Fiona had been able to invest at 8% p.a. How much quicker would Fionas
investment have grown to the $30 000 she needs?
e Alvin has $15 000 to invest. Find the interest rate at which Alvin must invest his money,
if his investment is to grow to $30 000 in less than 8 years.
14 A Petri dish containing a bacteria colony was exposed to an antiseptic. The number of bacteria
within the colony, B, over time, t, in hours is shown in the diagram below.
(000) B
120
100
80
60
40
20
0
(1, 84)
(2, 58.8)
(3, 41.16)
(4, 28.81)
1 2 3 4
Hours
a Using the graph above, predict the number of bacteria in the Petri dish after 5 hours.
b Using the points from the graph, show that if B can be modelled by the function
B(in thousands) = abt, then a = 120 and b = 0.7.
c After 8 hours, another type of antiseptic was added to the Petri dish. Within three hours,
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the number of bacteria in the Petri dish had decreased to 50. If the number of bacteria
decreased at a constant rate, show that the total of number of bacteria that had decreased
within two hours was approximately 6700.
15 One hundred people were watching a fireworks display at a local park. As the fireworks
were set off, more people started to arrive to see the show. The number of people, P, at time,
t minutes, after the start of the fireworks display, can be modelled by the function, P = abt.
a If after 5 minutes there were approximately 249 people, show that the number of people
arriving at the park to watch the fireworks increased by 20% each minute.
The fireworks display lasted for 40 minutes. After 40 minutes, people started to leave
the park. The number of people leaving the park could be modelled by an exponential
function. 15 minutes after the fireworks
ceased there were only 700 people in
the park.
reFleCtion
b Derive an exponential function that
What are the main differences between
can determine the number of people,
a graph modelling exponential growth
N, remaining in the park after the
compared with one showing decay?
fireworks had finished at any time, m,
in minutes.
20c
Cubic functions
Cubic functions are those where the highest power of x is 3. These include functions such as
y = x3 or y = (x + 1)(x 2)(x + 3). These can be compared with quadratic functions such as
y = x2 or y = (x + 1)(x 2).
The graphs of cubic functions have predictable properties, just as the graphs of quadratic
functions do.
Worked Example 9
Plot the graph of y = x3 - 1 by completing a table of values.

Think
1
Prepare a table of values, taking x values from -3

to 3. Fill in the table by substituting each x value
into the given equation to find the corresponding
y value.
Write
-3
-2
-1
-28
-9
-2
-1
26
y
25
20
15
10
5
-3 -2 -1 0
-1
-5
-10
-15
-20
-25
1 2 3
y = x3 - 1
Worked Example 10
Plot the curve of y = x(x - 2)(x + 2) by completing a table of values.

Think
1
Prepare a table of values, taking x values from -3

to 3. Fill in the table by substituting each x value
into the given equation.
Write
-3
-2
-1
-15
-3
15
y
15
-3 -2 -1 0 1
-15
2 3
y = x (x - 2)(x + 2)
679
A good sketch of a cubic function shows:

1. x- and y-intercepts
2. the behaviour of the function at extreme values of x, that is, as x approaches infinity
(x + ) and as x approaches negative infinity (x - )
3. the general location of turning points.
Note that for cubic functions, humps are not symmetrical as they are for parabolas, but are
skewed to one side.
The graphs below show the two main types of cubic graph.
y
Point of Inflection
Turning
points
x
x
Consider the general factorised cubic y = (x - a)(x - b)(x - c).

The x-intercepts occur when y = 0, that is, when x = a or x = b or x = c. The y-intercept
occurs when x = 0, that is, the y-intercept is

y = (0 - a)(0 - b)(0 - c)
= -abc
y
-abc
Worked Example 11
Sketch the following, showing all intercepts:

a y = (x - 2)(x - 3)(x + 5)
b y = (x - 6)2(4 - x)
c y = (x - 2)3.
Think
a
680
Write
Write the equation.
The y-intercept occurs where x = 0.

Substitute x = 0 into the equation.
a y = (x - 2)(x - 3)(x + 5)
y-intercept: if x = 0,
y = (-2)(-3)(5)
= 30
Point: (0, 30)
Solve y = 0 to find the x-intercepts.
Combine the above steps to sketch.
x-intercepts: if y = 0,
x - 2 = 0, x - 3 = 0 or x + 5 = 0
x = 2, x = 3 or x = -5
Points: (2, 0), (3, 0), (-5, 0)
y
30
-5
b
b y = (x - 6)2(4 - x)
Write the equation.
Substitute x = 0 to find the y-intercept.
y = (-6)2(4)
= 144
Point: (0, 144)
x-intercepts: if y = 0,
x - 6 = 0 or 4 - x = 0
x = 6 or
x=4
Points: (6, 0), (4, 0)
Combine all information and sketch the

graph.
Note: The curve just touches the x-axis
at x = 6. This occurs with a double factor
such as (x - 6)2.
y
144
4
c
y = (x - 2)3
Write the equation.
Substitute x = 0 to find the y-intercept.
y = (-2)3
= -8
x-intercept: if y = 0,
x-2=0
x=2
Combine all information and sketch the

graph.
Note: The point of inflection is at
x = 2. This occurs with a triple factor such
as (x - 2)3.
-8
681
remember
To sketch a cubic function:

1. find the y-intercept (let x = 0)
2. find the x-intercepts (let y = 0)
3. use all available information to sketch
the graph.
y
20
y = (x +1)(2x - 5)(x - 4)
-1
Exercise
20c
5
2
Cubic functions
1 WE9, 10, 11 Sketch the following, showing all intercepts.
a y = (x - 1)(x - 2)(x - 3)
b y = (x - 3)(x - 5)(x + 2)
c y = (x + 6)(x + 1)(x - 7)
d y = (x + 4)(x + 9)(x + 3)
e y = (x + 8)(x - 11)(x + 1)
f y = (2x - 6)(x - 2)(x + 1)
g y = (2x - 5)(x + 4)(x - 3)
h y = (3x + 7)(x - 5)(x + 6)
i y = (4x - 3)(2x + 1)(x - 4)
j y = (2x + 1)(2x - 1)(x + 2)
k y = (x - 3)2(x - 6)
l y = (x + 2)(x + 5)2
2 Sketch the following (a mixture of positive and negative cubics).
a y = (2 - x)(x + 5)(x + 3)
b y = (1 - x)(x + 7)(x - 2)
c y = (x + 8)(x - 8)(2x + 3)
d y = (x - 2)(2 - x)(x + 6)
e y = x(x + 1)(x - 2)
f y = -2(x + 3)(x - 1)(x + 2)
g y = 3(x + 1)(x + 10)(x + 5)
h y = -3x(x - 4)2
2
i y = 4x (x + 8)
j y = (5 - 3x)(x - 1)(2x + 9)
k y = (6x - 1)2(x + 7)
l y = -2x2(7x + 3)
3 MC Which of the following is a reasonable sketch of y = (x + 2)(x - 3)(2x + 1)?
y
-3
C
1
2
-2 -
2 x
y
-2 - 1
2
D
3 x
4 MC The graph shown could be that of:

A y = x2(x + 2)
B y = (x + 2)3
C y = (x - 2)(x + 2)2
D y = (x - 2)2(x + 2)
3 x
1
2
y
1
2
3 x
-2
-8
682

y
5 MC The graph at right has the equation:

A y = (x + 1)(x + 2)(x + 3)
B y = (x + 1)(x - 2)(x + 3)
C y = (x - 1)(x + 2)(x + 3)
D y = (x - 1)(x + 2)(x - 3)
-3
-1
-6
6 MC If a, b and c are positive numbers, the equation of the graph shown below could be:
y
A y = (x - a)(x - b)(x - c)
B y = (x + a)(x - b)(x + c)
C y = (x + a)(x + b)(x - c)
D y = (x - a)(x + b)(x - c)
-b
reflection
Is it possible to get symmetrical humps

for the graphs of cubic functions?
20d
Quartic functions
Quartic functions are those where the highest power of x is 4. These include functions such as
y = x4 or y = (x + 1)(x 2)(x + 3)(x 5). These can be compared with cubic functions such as
y = x3 or y = (x + 1)(x 2)(x + 3).
It is necessary, when sketching the graphs of quartic functions, to find all the intercepts on
both the x- and y-axes. This is best achieved by factorising the expression.
Basic shapes of quartic graphs
The direction of a quartic graph is determined by the coefficient of the x4 term. This is similar
to the effect the coefficient of x2 has on the shape of a parabola. Consider the coefficient of x4
to be a.
When a is positive (a > 0)
1. y = ax4
2. y = ax4 + cx2, c 0
3. y = ax2(x - b)(x - c)
4. y = a(x - b)2(x - c)2
5. y = a(x - b)(x - c)3
6. y = a(x - b)(x - c)(x - d)(x - e)
b
0
c x
x
b
ex
683

y
When a is negative (a < 0)

If a was negative in each of the previous graphs, they would be
reflected in the x-axis.
The inverted form of y = x4 is shown below y = -x4.
To find the x-intercepts of a quartic function, let y = 0, and solve

the equation for x.
y = -x 4
Worked Example 12
Sketch the graph of y = x4 - 2x3 - 7x2 + 8x + 12, showing all intercepts.

Think
Write
Find the y-intercept.
When x = 0, y = 12.
Let P(x) = y.
Let P(x) = x4 - 2x3 - 7x2 + 8x + 12.
Find two linear factors of the quartic expressions,

if possible, using the factor theorem.
P(1) = (1)4 - 2(1)3 - 7(1)2 + 8(1) + 12

= 12
0
P(1) = (-1)4 - 2(-1)3 - 7(-1)2 + 8(-1) + 12
=0
(x + 1) is a factor.
P(2) = (2)4 - 2(2)3 - 7(2)2 + 8(2) + 12
=0
(x - 2) is a factor.
Find the product of the two linear factors.
(x + 1)(x - 2) = x2 - x - 2
Use long division to divide the quartic by the

quadratic factor x2 - x - 2.
x2
x2 - x - 6
- x - 2) - 7x2 + 8x + 12
4
3
x - x - 2x2
-x3 - 5x2 + 8x
-x3 + x2 + 2x
-6x2 + 6x + 12
-6x2 + 6x + 12
0
x4
2x3
Express the quartic in factorised form.
y = (x + 1)(x - 2)(x2 - x - 6)
= (x + 1)(x - 2)(x - 3)(x + 2)
To find the x-intercepts, solve y = 0.
If 0 = (x + 1)(x - 2)(x - 3)(x + 2)

x = -1, 2, 3, -2.
State the x-intercepts.
The x-intercepts are -2, -1, 2, 3.
Sketch the graph of the quartic.
y
12
-2 -10
684
2 3
remember
y
Quartic graphs
1. General equation is y = ax4 + bx3 + cx2 + dx + e.
2. Basic shape of quartic graphs:
(a) If a > 0:
y = a(x - b)(x - c)(x - d)(x - e)
y
y
b 0
c x
y = ax2(x - b)(x - c)
y = ax4 + cx2, c 0
ex
b c 0d
y = a(x - b)(x - c)3
(b) If a < 0, then the reflection in the x-axis of the types of graph in the figures above is
obtained.
Exercise
20d
Quartic functions
Understanding
1 WE12 Sketch the graph of each of the following showing all intercepts. You may like to verify
the shape of the graph using a graphics calculator.

y = (x - 2)(x + 3)(x - 4)(x + 1)
y = (x2 - 1)(x + 2)(x - 5)
y = 2x4 + 6x3 - 16x2 - 24x + 32
y = x4 + 4x3 - 11x2 - 30x
y = x4 + 4x3 - 12x - 9
y = x4 - 4x2 + 4
y = 30x - 37x2 + 15x3 - 2x4
y = 6x4 + 11x3 - 37x2 - 36x + 36
2 MC Consider the function f(x) = x4 - 8x2 + 16.
a When factorised, f(x) is equal to:
A (x + 2)(x - 2)(x - 1)(x + 4)
B (x + 3)(x - 2)(x - 1)(x + 1)
C (x - 2)3(x + 2)
D (x - 2)2(x + 2)2
b The graph of f(x) is best represented by:
a
b
c
d
e
f
g
h
A
-2
-16
-2
y
16
y
16
-2
-2
685

reasoning
3 Sketch the graph of each of the following functions.
a y = x(x - 1)3
b y = (2 - x)(x2 - 4)(x + 3)
c y = x4 - x2
d y = 9x4 - 30x3 + 13x2 + 20x + 4
e y = -(x - 2)2(x + 1)2
f y = x4 - 6x2 - 27
g y = (x + 2)3(x - 3)
h y = 4x2 - x4
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Verify your answers using a graphics calculator.

4 The function f (x) = x4 + ax3 - 4x2 + bx + 6 has
x-intercepts (2, 0) and (-3, 0). Find the values
of a and b.
5 The functions y = (a - 2b)x4 - 3x - 2 and
y = x4 - x3 + (a + 5b)x2 - 5x + 7 both have an x-intercept
of 1. Find the value of a and b.
reFleCtion
What are the basic differences

between cubic and quartic
functions?
transformations
Interactivity
Polynomial
transformations
int-2794
Once the basic shape of the graph of a particular function is known, it is not difficult to
predict the shape of a related function, which is a transformation of the basic function.
Transformations of parabolas have been dealt with previously, but for the sake of comparison
with other functions, it will be included in this chapter. Other functions considered are circles,
hyperbolas, exponential functions, cubic and quartic functions. This is essentially a summary
of transformations of functions discussed previously.
quadratic functions
The basic quadratic function is y = x2. The shape of its graph is:
y
y = x2
(0, 0)
Vertical translation
Adding or subtracting a constant to y = x2 moves the curve up or down the y-axis.

y
y = x2 + 2
y = x2
y = x2 - 3
y = x2
(0, 2)
x
686
(0, -3)
Horizontal translation
If the graph of y = x2 is translated b units horizontally, the equation becomes y = (x - b)2.

y
y = x2
(0, 1)
y = (x - 2)2
(0, 4)
(2, 0)
y = (x + 1)2
y = x2
(-1, 0)
Dilation
If the graph of y = x2 is dilated by factor a, the graph becomes narrower if a >1 and wider if
0 < a < 1.
y
y = 2x2
y = x2
(0, 0)
y = 14 x2
y = x2
(0, 0)
Reflection
If the x2 term is positive, the graph is concave up,

while if there is a negative sign in front of the x2
term, the graph is concave down.
y = x2
(0, 0)
y = -x2
Circles
The equation of a circle with centre (0, 0) and radius r is

x2 + y2 = r2.
P(x, y)
y
Translation
If the circle is translated b units to the right,

parallel to the x-axis, and k units upwards,
parallel to the y-axis, the equation of the circle,
centre (h, k) becomes (x - h)2 + (y - k)2 = r2.
y
y
k
P(x, y)
(y - k)
(x - h)
h
x x
687
Hyperbolas
k
The hyperbola is a function of the form xy = k or y = .
x
1
The graph of y = has the shape
x
y
2
1
-3 -2 -1
y = 1x
1 2 3
-1
-2
Dilation
k
1
Graphs of the form y = are the same basic shape as y = , with y-values dilated by a factor
x
x
of k.
y
-2 -1
8
4
y = 4x
1 2
-4
-8
Negative values of k
Negative values of k cause the graph to be reflected across the y-axis.

y
6
3
-3 -2 -1 0
-3
y = x3
1 2 3
x
-6
These functions are of the form y = ax, where a 1. The basic shape has a y-intercept of 1.
y
y = 2x
18
16
14
12
10
8
6
4
2
-4 -3 -2 -1 0
688
1 2 3 4
Functions for the form y = k ax
Multiplying by a factor of k causes the y-intercept to move to the point (0, k).
24
22
20
18
16
14
12
10
8
6
4
2
y
y = 3 2x
y=0
-3 -2 -1 0
1 2 3
Functions with a negative exponent
This causes the graph to be reflected in the y-axis.

y
y = 3-x
28
26
24
22
20
18
16
14
12
10
8
6
4
2
-3 -2 -1 0
y=1
y=0
x
1 2 3
Cubic functions
The basic form of a cubic function is y = x3. This can also be expressed in the form
y = a(x b)3 + c, where a = 1, b = 0 and c = 0.
y
y = x3
Translation
If a 1, b 0 and c 0, the graph is translated

+b units in the x direction, +c units in the y direction,
and dilated by a factor of a in the ydirection.
y = a(x - b)3 + c
(b, c)
x
689
Reflection
The cubic function can be expressed in factor form as y = a(x - b)(x - c)(x - d), where b, c
and d are the x-intercepts. If the value of a is negative, this causes the curve to be reflected in
the x-axis.
y
y = a(x - b)(x - c)(x - d)

where a > 0
y = -(x + 2)(x - 1)(x - 3)

y
-2
b
c d
3 x
Quartic functions
The basic form of the quartic function y = ax4, when a is

positive, has the following shape.
y
y = ax4
where a > 0
x
Reflection
Negative values of a cause the graph to be reflected

in the x-axis.
y = -x 4
Transformation in general polynomials
With knowledge of the transformations which occur in the functions just discussed, it is
possible to generate many other graphs without knowing the equation of the original function.
Consider a basic polynomial y = P(x) and what happens to the shape of the curve as the
function is changed.
Worked Example 13
Use the sketch of y = P(x) shown at right to sketch:

a y = P(x) + 1
b y = P(x) - 1
c y = -P(x)
y = P(x)
690
Think
a
Write/draw
Sketch the original y = P(x).
Consider the x-values. They remain

unchanged there is no horizontal
translation.
y = P(x)
3
Consider the y-values. They are increased

by 1 the curve is shifted up 1 unit.
1
x
y = P(x) + 1
Sketch the graph of y = P(x) + 1 using a

similar scale to the original.

translation.
y = P(x)
3
Consider the y-values. They are decreased

by 1 the curve is shifted down 1 unit.
-1
y = P(x) - 1
4
Sketch the graph of y = P(x) - 1 using a

691

c

translation.
y = P(x)
3
Consider the y-values. They will all

change sign the curve will be reflected
in the x-axis. That is, negative becomes
positive and positive becomes negative.
y = -P(x)
Sketch the graph of y = -P(x) using a

remember
To sketch general polynomials:

1. sketch the original curve
2. examine the changes in the x-values
3. examine the changes in the y-values
4. draw the final sketch using a similar scale.
Exercise
20e
Transformations
Understanding
y
1 WE13 Use the sketch of y = P(x) shown at right to sketch:

a y = P(x) + 1
b y = P(x) - 2
c y = -P(x)
d y = 2P(x)
2 Consider the sketch of y = P(x). Sketch:

a y = P(x) + 1
b y = -P(x)
c y = P(x + 2)
692
y = P(x)
y = P(x)

Reasoning
3 Draw any polynomial y = P(x). Discuss the similarities and differences between the graphs of
y = P(x) and y = -P(x).

y = P(x) and y = 2P(x).
y = P(x) and y = P(x) - 2.
6 Consider the sketch of y = P(x).
y
Give a possible equation for each of the following in terms of
P(x).
0
-1
x
y = P(x)
1
0
x
0
-2
-3
-4
reflection
Why is it important to understand

how transformations can affect
the shape of a graph?
693
Summary
A function is a relation so that for any x-value there is at most one y-value (one-to-one or
many-to-one relations).
y
y
Vertical line test: The graph of a function
cannot be crossed more than once by any
vertical line.
x
0
f(x) = ... is used to describe a function of
x
x. To evaluate the function, for example
0
when x = 2, find f(2) by replacing each
occurrence of x on the RHS with 2.
Function
Not a function
Substitute appropriate x values to describe what happens to functions as x (x approaches
infinity) or x 0 (x approaches zero).
To find points of intersection, solve function equations simultaneously to find both x and y values.
In the function y = kax:

k represents the initial amount or quantity
a is the base.
If a > 1, the function represents exponential growth.
If 0 < a < 1, it represents exponential decay.
To find the value of a:
(a) in the case of exponential growth, add the % increase to 100% and change the resulting
percentage into a decimal
(b) in the case of exponential decay, subtract the % decrease from 100% and change the
resulting percentage into a decimal.
Cubic functions
y
To sketch a cubic function:

find the y-intercept (let x = 0)
find the x-intercepts (let y = 0)
use all available information to sketch the graph.
20
-1
y = (x +1)(2x - 5)(x - 4)
5
2
Quartic functions
Quartic graphs
General equation is y = ax4 + bx3 + cx2 + dx + e.
Basic shape of quartic graphs:
(a) If a > 0:
y = a(x - b)(x - c)(x - d)(x - e)
y
b c 0d
ex
c x
b 0
y = ax2(x - b)(x - c)
y = a(x - b)(x - c)3
y=
+
c0
(b) If a < 0, then the reflection in the x-axis of the types of graph in the figures above is
obtained.
ax4
694
cx2,

Transformations
To sketch general polynomials:

sketch the original curve
examine the changes in the x-values
examine the changes in the y-values
draw the final sketch using a similar scale.
Using terms from the summary above, and other terms if you wish, construct a concept map
that illustrates your understanding of the key concepts covered in this chapter. Compare
your concept map with the one that you created in What do you know? on page 663.
695
Chapter review
Fluency
8 MC Which of the following shows the graph of
y = -2(x + 5)3 - 12?
1 Which of the following are functions?

y
y
a
b
B
x
x
C
2 Which of the following are functions?

a y = 2x - 7
b x2 + y2 =
c y = 2x
d y =
3 If
a
b
c
(-5, 12)
(-5, -12)
(5, 12)
30
(5, -12)
1
x +1
9 Sketch:
a y = x(x - 2)(x + 11)
b y = x3 + 6x2 - 15x + 8
c y = -2x3 + x2
f ( x ) = 4 x 2 , find:
f(0)
f(1)
f(2)
4 Sketch each of the following curves, showing all
10 MC The rule for the graph shown below could be:

y
intercepts.
a y = (x - 1)(x + 2)(x - 3)
b y = (2x + 1)(x + 5)2
5 Give an example of the equation of a cubic that
would just touch the x-axis and cross it at another

point.
6 Match each equation with its type of curve.
a y = x2 + 2
A circle
b x2 + y2 = 9
B cubic
2

x+2
d g(x) = 6-x
e h(x) = (x + 1)(x - 3)(x + 5)
c f ( x ) =
C exponential
D parabola
E hyperbola
f(x)
A f(x) = x(x + 2)3

C f(x) = x2(x - 2)2
B f(x) = -x(x - 2)2

D f(x) = x(x - 2)3
11 MC The graph of y = (x + 3)2(x - 1)(x - 3) is best
represented by:
A
7 MC The equation for this graph could be:

y
-3
-3
c
-3
A
B
C
D
696
-1
y = (x - 5)(x + 1)(x + 3)
y = (x - 3)(x - 1)(x + 5)
y = (x - 3)(x + 1)(x + 5)
y = (5 - x)(1 + x)(3 + x)
-3
-3

12 Sketch the graph of y = x4 - 7x3 + 12x2 + 4x - 16,
showing all intercepts.

13 Consider the sketch of y = P(x) shown at right.
Sketch y = -P(x).
14 Draw any polynomial y = P(x). Discuss the
similarities and differences between the graphs of

y = P(x) and y = P(x) + 3.
problem solVing
1 Find the value(s) of x for which:
a f(x) = x2 + 7 and f(x) = 16
b g( x ) =
1
and g(x) = 3
x 2
c h( x ) = 8 + x and h(x) = 6
2 Describe what happens to f(x) = -2x as x and
x - .
3 Find any points of intersection between
f(x) = x2 - 4 and g(x) = x3 + x2 - 12
4 The concentration of alcohol (mg/L) in a bottle of
champagne is modelled by C= C0 0.33kt where
t represents the time in days after the bottle is
opened. If the initial concentration is 80 mg/L and
the concentration after 1 day is 70 mg/L, find the
concentration remaining after:
a 3 days
b 1 week
c 18 hours.
5 A hot plate used as a camping stove is cooling
down. The formula which describes this cooling
pattern is T = 500 0.5t where T is the temperature
in degrees Celsius and t is the time in hours.
a What is the initial temperature of the stove?
b What is the temperature of the stove after
2 hours?
c Decide when the stove will be cool enough to
touch and give reasons.
A second camp stove is set up and turned on. Its
heating temperature is measured and listed below.
Time (hours)
Temperature (C)
50
temperature.
e If the stove is left on, what would the predicted
-1
d Determine the rule for this increase in
100 200 400 800
temperature be in 6 hours?
6 The number of hyenas, H, in the zoo is given by
H = 20(100.1t), where t is the number of years since
counting started. At the same time, the number of
dingoes, D, is given by D = 25(100.05t).
a Calculate the number of:
i hyenas
ii dingoes
when counting began.
b Calculate the numbers of each after:
i 1 year
ii 18 months.
c Which of the animals is the first to reach a
population of 40 and by how long?
d After how many months are the populations
equal and what is this population?
7 The temperature in a green house is monitored
when the door is left open. The following
measurements are taken.
Time (min)
10
15
20
Temperature (C)
45
35
27
23
16
a Determine an exponential equation to fit the
collected data.
b State the initial temperature of the green house.
c What will the temperature be after 30 minutes?
It is discovered that one of the temperature

readings is incorrect.
d Recalculate all the temperatures using the
exponential rule found in part a.
e If the original incorrect temperature was
omitted from the data, does this change
the rule?
f Will the temperature ever reach 0 C? Explain.
eBook plus
Interactivities

int-2879
int-2877
int-2878
697
eBook plus
aCtiVities
Are you ready?

SkillSHEET 20.1 (doc-5378): Finding the gradient
and y-intercept
SkillSHEET 20.2 (doc-5379): Sketching straight
lines
SkillSHEET 20.3 (doc-5380): Sketching parabolas
SkillSHEET 20.4 (doc-5381): Completing the
square
SkillSHEET 20.5 (doc-5382): Identifying equations
of straight lines and parabolas
SkillSHEET 20.6 (doc-5383): Finding points of
intersection
SkillSHEET 20.7 (doc-5384): Substitution into index
expressions
20A Functions and relations

Digital doc
WorkSHEET 20.1 (doc-5385): Functions and

relations (page671)
20B Exponential functions
eLesson
Exponential growth (eles-0176) (page671)

Digital docs
SkillSHEET 20.8 (doc-5386): Converting a

percentage to a decimal (page676)
698
SkillSHEET 20.9 (doc-5387): Decreasing a quantity

by a percentage (page676)
WorkSHEET 20.2 (doc-5388): Exponential growth
and decay (page678)
20D Quartic functions
Digital doc
WorkSHEET 20.3 (doc-5389): Cubic and quartic

functions (page686)
20E Transformations
Interactivity
Polynomial transformations (int-2794) (page686)

Chapter review
chapter
chapter

www.jacplus.com.au
measurement AND geometry Geometric reasoning
21
21A Angles in a circle

21B Intersecting chords, secants and
tangents
21C Cyclic quadrilaterals
21D Tangents, secants and chords
What do you know ?
Circle
geometry
1 List what you know about circle

geometry. Create a concept map to show
your list.
circle geometry.
opening question
How does an understanding of shapes

and angles help us design the most
effective sails for yachts?
measurement and geometry geometric reasoning
are you ready?
eBook plus
Digital doc
SkillSHEET 21.1
doc-5390
Using
1 a
b
c
tests to prove congruent triangles
True or false? Congruent triangles are identical triangles in every way.

State four tests that can be used to prove congruent triangles.
Prove that DABC DADC, giving reasons.
B
eBook plus
Digital doc
Corresponding sides and angles of congruent triangles

2 The two triangles below are congruent.
A
SkillSHEET 21.2
doc-5391
Q
P
C
a
b
c
d
eBook plus
Digital doc
SkillSHEET 21.3
doc-5392
Using
3 a
b
c
B
Triangle 1
Triangle 2
Which side in triangle 2 corresponds to side AB in triangle 1?

Which side in triangle 1 corresponds to side PQ in triangle 2?
Name the angle in triangle 2 that corresponds to ACB in triangle 1.
Name the angle in triangle 1 that corresponds to PRQ in triangle 2.
tests to prove similar triangles
True or false? Similar triangles have equal angles and sides.

State four tests than can be used to prove similar triangles.
Prove that DPQR ~ DPST, giving reasons.
eBook plus
Digital doc
SkillSHEET 21.4
doc-5393
Angles in a triangle
4 Find the value of the pronumeral in each of the following triangles.
a
c
b
a
b
43
Digital doc
SkillSHEET 21.5
doc-5394
700
55
53
c
46
eBook plus
More angle relations

5 Find the value of the pronumeral in each of the following.
a
b
77
b
x
a
28
maths quest 10 + 10a for the australian curriculum
130
c
31
140 y
49 95
21a
eBook plus
Interactivity
Angles in a
circle
angles in a circle
introduction
int-2795
eBook plus
Digital docs
SkillSHEET 21.1
doc-5390
SkillSHEET 21.2
doc-5391
SkillSHEET 21.3
doc-5392
In circle geometry, there are many theorems that can be used to solve problems. It is
important that we are also able to prove these theorems.
To prove a theorem is true:
1. state the aim of the proof
2. use given information and previously established theorems to establish the result
3. give a reason for each step of the proof
4. state a clear conclusion.
In proving circle geometry theorems, the most useful tool is to be able to prove both
congruent and similar triangles. The SkillSHEETs may assist you in revising these concepts.
You may also need to construct new lines on the diagram. By convention, we will use the
letter O to represent the centre of the circles.
In this chapter we will prove and then use 14 different theorems.
First, lets recall the definitions for various parts of a circle.
parts of a circle
Part (name)
Centre
Circumference
Radius
Diameter
Chord
Description
Diagram
The middle point, equidistant from all points on

the circumference. It is usually shown by a dot
and labelled O.
The outside length or the boundary forming the

circle. It is the circles perimeter.
A straight line from the centre to any point on the

circumference.
A straight line from one point on the

circumference to another, passing through the
centre.
A straight line from one point on the

circumference to another.
(continued)
chapter 21 circle geometry
701
Part (name)
Segment
Description
The area of the circle between a chord and the
circumference. The smaller segment is called
the minor segment and the larger segment is the
major segment.
Diagram
Sector
An area of a circle enclosed by 2 radii and the

circumference.
Arc
A portion of the circumference.

O
Tangent
A straight line that touches the circumference at

one point only.
O
Secant
702
A chord extended beyond the circumference on

one side.
Angles in a circle
In the diagram at right, chords AC and BC form the angle ACB.

We say that arc AB has subtended angle ACB.
Theorem 1 Code
The angle subtended at the centre of a circle is twice
the angle subtended at the circumference, standing on the same arc.
Proof:
Let PRO = x and QRO = y
O

RO = PO = QO (radii of the same
Q
circle are equal)
P

RPO = x
and RQO = y
R

POM = 2x (exterior angle of triangle)
xy
and QOM = 2y (exterior angle of triangle)

POQ = 2x + 2y
Q
O

= 2(x + y)
P
M
which is twice the size of PRQ = x + y.
The angle subtended at the centre of a circle is twice the angle subtended at the
circumference, standing on the same arc.
Theorem 2 Code
R
All angles that have their vertex on the circumference
S
and are subtended by the same arc are equal.
O
Proof:
Q
Join P and Q to O, the centre of the circle.
P
P
Q
Let PSQ = x
POQ = 2x (angle at the centre is twice
the angle at the circumference)
PRQ = x (angle at the circumference is half the angle of the centre)
PSQ = PRQ.
Angles at the circumference subtended by the same arc are equal.
The application of the first two circle geometry theorems can be seen in the following
worked example.
Worked Example 1
Find the values of the pronumerals in the diagram at right,

giving reasons for your answers.
Think
46
O
y
Write
Angles x and 46 are angles subtended by the

same arc and both have their vertex on the
circumference.
x = 46
Angles y and 46 stand on the same arc. The 46

angle has its vertex on the circumference and y has
its vertex at the centre. The angle at the centre is
twice the angle at the circumference.
y = 2 46
= 92
Chapter 21 Circle geometry
703
Theorem 3 Code
Angles subtended by the diameter, that is, angles in a semicircle, are right angles.
In the diagram at right, PQ is the diameter. Angles a, b
c
b
and c are right angles. This theorem is in fact a special
Q
case of Theorem 1.
O
Proof:
a
POQ = 180 (straight line)
Let S refer to the angle at the circumference subtended by the diameter. In the figure, S
could be at the points where a, b and c are represented on the diagram.
PSQ = 90 (angle at the circumference is half the angle at the centre)
Angles subtended by a diameter are right angles.
Constructing a tangent
There are a number of ways to construct a tangent to a circle. One of the techniques is outlined
below.
1. Draw a circle of radius 5 cm and centre O.
2. Draw a radius.
3. Call the point of intersection of the radius and the circumference, P.
4. Extend this radius through P to the point Q, 5 cm outside the circle.
5. Using O and Q as centres, draw intersecting arcs above and below the line OQ.
6. Draw a straight line joining the points of intersection. This line is the tangent.
7. What do you notice about the angle between OQ and the tangent?
8. Investigate another technique for constructing a tangent to a circle.
9. Write a set of instructions for this method of constructing a tangent.
Theorem 4 Code
If a radius is drawn to any point on the circumference and a tangent is
drawn at the same point, then the radius will be perpendicular to the
tangent.
In the diagram at right, the radius is drawn to a point, P, on the
circumference. The tangent to the circle is also drawn at P. The radius and
the tangent meet at right angles, that is, the angle at P equals 90.
Worked Example 2
Find the values of the pronumerals in the diagram at right,

giving a reason for your answer.
z
s
O
Think
704
Write
Angle z is subtended by the diameter. Use an

appropriate theorem to state the value of z.
z = 90
Angle s is formed by a tangent and a radius, drawn

to the point of contact. Apply the corresponding
theorem to find the value of s.
s = 90
Theorem 5 Code
The angle formed by two tangents meeting at an external point is bisected by a straight
line joining the centre of the circle to that external point.
Proof:
R
O
S
T
Consider DSOR and DSOT.

OR = OT (radii of the same circle are equal)
OS is common.
ORS = OTS = 90 (angle between a tangent and radii is 90)
\ DSOR @ DSOT (RHS)
So ROS = TOS and OSR = OST ( corresponding angles in congruent triangles
are equal)
The angle formed by two tangents meeting at an external point is bisected by a straight
line joining the centre of the circle to the external point.
Worked Example 3
Given that BA and BC are tangents to the circle, find the values of the
pronumerals in the diagram at right. Give reasons for your answers.
A
r
O 68
q
t
u
s
C
Think
Write
Angles r and s are angles formed by the tangent

and the radius, drawn to the same point on the
circle. State their size.
s = r = 90
In the triangle ABO, two angles are already known

and so angle t can be found using our knowledge
of the sum of angles in a triangle.
DABO: t + 90 + 68 = 180
t + 158 = 180
t = 22
ABC is formed by the two tangents, so the line

BO, joining the vertex B with the centre of the
circle, bisects this angle. This means that angles t
and u are equal.
ABO = CBO
ABO = t = 22, CBO = u
u = 22
AOB and COB are similar triangles.
In AOB and COB

r + t + 68 = 180
s + u + q = 180

r = s = 90 (proved previously)

t = u = 22 (proved previously)

\ q = 68
705
remember
1. An angle with its vertex at the centre of the circle is twice the size of an angle
subtended by the same arc, but with the vertex at the circumference.
2. Angles with their vertices on the circumference, subtended by the same arc, are
equal.
3. Angles subtended by the diameter are right angles.
4. A tangent and a radius, drawn to the same point on a circle, meet at a 90 angle.
5. An angle formed by two tangents is bisected by the line joining the vertex of that angle
to the centre of the circle.
exercise
21a
angles in a circle
Note: It is acceptable to use a code as a reason for a statement in geometric proofs.
Fluency
eBook plus
Digital doc
SkillSHEET 21.4
doc-5393
1 We1 Find the values of the pronumerals in each of the following, giving reasons for your
answers.
a
30
x 25 y
A
eBook plus
80 O x
A
g
i
O
50
O
x
42
30
O
x
40
32
Digital doc
SkillSHEET 21.5
doc-5394
B
28
2 We2 Find the values of the pronumerals in each of the following figures, giving reasons for
your answers.
a
d
38
x
75 O
x
y
706

understanding
3 WE3 Given that AB and DB are tangents, find the value of the pronumerals in each of the
following, giving reasons for your answers.

a
A
x
B
t O
40
y
w
O 70
A
r
z
D
c
s
D
d
A
20
x
O
A s 70 x
y
O z
y B
D
rz
D
e
z B
z
x
yO
15
20
In the diagram at right, which angle is subtended by the

same arc as APB?
A APC
b BPC
c ABP
d ADB
Referring to the diagram at right, which of the statements is true?
A 2AOD = ABD
b AOD = 2ACD
c ABF = ABD
d ABD = ACD
D
P
A
C
B
B
F
O
A
Reasoning
6 Values are suggested for the pronumerals in the diagram
below. AB is a tangent to a circle and O is the centre. In

each case give reasons to justify suggested values.
a s = t = 45
b r = 45
c u = 65
d m = 25
e n = 45
A
rs
25
C
O
u
n
D
F
707

7 Set out below is the proof of this result: The angle at the centre of a circle is twice the angle at
the circumference standing on the same arc.

R
a
O
b
P
Copy and complete the following to show that POQ = 2 PRQ.

Construct a diameter through R. Let the opposite end of the diameter be S.
Let ORP = x and ORQ = y.
OR = OP (____________________)
OPR = x (____________________)
SOP = 2x (exterior angle equals ____________________)
OR = OQ (____________________)
OQR = __________ (____________________)
SOQ = __________ (____________________)
Now PRQ = __________ and POQ = __________.
Therefore POQ = 2 PRQ.
R y
O
P
8 Prove that the segments formed by drawing tangents from an external point to a circle are
equal in length.
9 Prove that an angle formed by two tangents is bisected by the line joining the vertex of that
angle to the centre of the circle.
10 Use the figure drawn below to prove that angles subtended by the same arc are equal.
eBook plus
Digital doc
WorkSHEET 21.1
doc-5395
21b
reFlection
What are the common steps in proving a theorem?
intersecting chords, secants and

tangents
intersecting chords
In the diagram below, chords PQ and RS intersect at X.
P
S
X
1. Measure lengths PX, QX, RX and SX and complete the table below.
Line segment
PX
QX
RX
SX
Length
2. Calculate the following: PX QX and RX SX
3. What do you notice about the results in step 2 above?
4. Draw another circle and a pair of intersecting chords and repeat steps 1 to 3 above.
708
The results of this activity can be generalised for any circle as follows.
Theorem 6 Code
If the two chords intersect inside a circle, then the point of intersection
divides each chord into two segments so that the product of the lengths
of the segments for both chords is the same.
PX QX = RX SX or a b = c d
R
Proof:
Join PR and SQ.
Consider DPRX and DSQX.
PXR = SXQ (vertically opposite angles are equal)
RSQ = RPQ (angles at the circumference standing on the same arc are equal)
PRS = PQS (angles at the circumference standing on the same arc are equal)
DPRX ~ DSQX (equiangular)
PX RX
(ratio of sides in similar triangles is equal)
=
SX QX
or PX QX = RX SX
P
a
c X b
Q
Worked Example 4
Find the value of the pronumeral.

A
4
6
C
5 D
X
m
B
Think
Write
Chords AB and CD intersect at X. Point X divides

each chord into two parts so that the products of
the lengths of these parts are equal. Write this as a
mathematical statement.
AX BX = CX DX
Identify the lengths of the line segments.
AX = 4, BX = m, CX = 6, DX = 5
Substitute the given lengths into the formula and

solve for m.
4m = 6 5
30
m=
4
= 7.5
Intersecting secants
In the diagram below, chords CD and AB are extended to form secants CX and AX respectively.
They intersect at X.
Measure lengths AX, XB, XC and DX and calculate the products AX XB and XC DX.
What do you notice?
C
D
X
709
Your observation from the activity above can be generalised as follows.
Theorem 7 Code
If two secants intersect outside the circle as shown, then
the following relationship is always true:
AX XB = XC DX or a b = c d.
d
b
D
B
Proof:
Join D and A to O, the centre of the circle.
C
Let DCA = x.
D

DOA = 2x (angle at the centre is twice the angle
O
at the circumference standing on the
X
A
same arc)
B
Reflex DOA = 360 - 2x ( angles in a revolution add
to 360)

DBA = 180 - x (angle at the centre is twice the angle at the circumference standing
on the same arc)

DBX = x (angle sum of a straight line is 180)

DCA = DBX
Consider DBXD and DCXA.

BXD is common.

DCA = DBX (shown previously)

XAC = XDB (angle sum of a triangle is 180)
DAXC ~ DDXB (equiangular)
AX XC
=
DX XB
or AX XB = XC DX
Worked Example 5

C
y
D
6
X
Think
710
Write
Secants XC and AX intersect outside the circle at

X. Write the rule connecting the lengths of XC,
DX, AX and XB.
XC DX = AX XB
State the length of the required line segments.
XC = y + 6
AX = 7 + 5
= 12
Substitute the length of the line segments and

solve the equation for y.
(y + 6) 6 = 12 7
6y + 36 = 84
6y = 48
y=8
DX = 6
XB = 7
Intersecting tangents
In the diagram below right, tangents AC and BC intersect at C and AC = BC.
Theorem 8 Code
If two tangents meet outside a circle, then the lengths from
the external point to where they meet the circle are equal.
Proof:
Join A and B to O, the centre of the circle.
Consider DOCA and DOCB.
OC is common.
OA = OB (radii of the same circle are equal)
OAC = OBC (radius is perpendicular to tangent through
the point of contact)
DOCA @ DOCB (RHS)
AC = BC (corresponding sides of congruent
triangles are equal).
If two tangents meet outside a circle, the lengths from the
external point to the point of contact are equal.
A
C
B
A
C
O
B
Worked Example 6

B
3
C
m
A
Think
Write
BC and AC are tangents intersecting at C. State the

rule that connects the lengths BC and AC.
AC = BC
State the lengths of BC and AC.
AC = m, BC = 3
Substitute the required lengths into the equation to

find the value of m.
m=3
Chords and radii
In the diagram below, the chord AB and the radius OC intersect at X at 90; that is,
OXB= 90. OC bisects the chord AB; that is, AX = XB.
O
A
X
C
711
Theorem 9 Code
If a radius and a chord intersect at right angles, then the radius bisects the chord.
Proof:
O
A
X
C
Join OA and OB.

Consider DOAX and DOBX.
OA = OB (radii of the same circle are equal)
OXB = OXA (given)
OX is common.
DOAX @ DOBX (RHS)
AX = BX (corresponding sides in congruent triangles are equal)
If a radius and a chord intersect at right angles, then the radius bisects the chord.
The converse is also true:
If a radius bisects a chord, the radius and the chord meet at right angles.
Theorem 10
Chords equal in length are equidistant from the centre.
This theorem states that if the chords MN and PR are of equal length,
then OD = OC.
Proof:
P
B
C
Construct OA ^ MN and OB ^ PR.

Then OA bisects MN and OB bisects PR (Theorem 9)
Because MN = PR, MD = DN = PC = CR.
Construct OM and OP, and consider DODM and DOCP.
MD = PC (shown above)
OM = OP (radii of the same circle are equal)
ODM = OCP = 90 (by construction)
DODM @ DOCP (RHS)
So OD = OC (corresponding sides in congruent triangles are equal)
Chords equal in length are equidistant from the centre.
Worked Example 7
Find the values of the pronumerals, given that AB = CD.
C
G
E
m
3
n
O
2.5
P
B
C
D
N
712
Think
Write
Since the radius OG is perpendicular to the chord AB, the

radius bisects the chord.
AE = EB
State the lengths of AE and EB.
AE = m, EB = 3
Substitute the lengths into the equation to find the value of m.
m=3
AB and CD are chords of equal length and OE and OF are

perpendicular to these chords. This implies that OE and OF
are equal in length.
OE = OF
State the lengths of OE and OF.
OE = n, OF = 2.5
Substitute the lengths into the equation to find the value of n.
n = 2.5
remember
1. Code
2. Code
C
P
D
AX XB = XC DX
PX QX = RX SX
3. Code
4. Code
If OC ^ AB,
AX = XB.
A
O
C
A
B
AC = BC
5. Code
M
A
P
B
X
C
If MN = PR,
then OD = OC.
C
D
Exercise
21b
Intersecting chords, secants and tangents

Fluency
1 WE4 Find the value of the pronumeral in each of the following.
c
a
b
D
C
A
m 4
6
A
2
6 X
9
X B
m
8
C
D
B
C
A m
4 X
m
D
9
B
713

a
b
4
2
4.5
m
3
n
5
7
m
3 WE6 Find the value of the pronumerals in each of the following.

a
b
c
5
7
2.5
m
3.1
y

a
b
x
3.3
2.8
O
O
x
d
m
5.6 2.5 2.5 x

O
understanding
In which of the following figures is it possible to find the value of m through solving a linear
equation?
a
2
5
2
m
d
m
m
4
4
2
3
714

6 Find the length, ST, in the diagram below.
Q
5 cm
9 cm
R 4 cm
T
Reasoning
7 Prove the result: If a radius bisects a chord, then the radius meets the chord at right angles.
Remember to provide reasons for your statements.

8 Prove the result: Chords that are an equal distance from the centre are equal in length. Provide
reasons for your statements.

9 Prove that the line joining the centres of two intersecting
circles bisects their common chord at right angles.
Provide reasons for your statements.
21c
reflection
What techniques will you use

to prove circle theorems?
Cyclic quadrilaterals
Quadrilaterals in circles
1. Construct a circle of radius 10 cm.
2. Mark points A, B, C and D on different points on the circumference.
3. Join points A and B, B and C, C and D and A and D by straight lines to
B
A
construct a quadrilateral.
4. Accurately measure the interior angles at points A, B, C and D.
C
5. Repeat steps 1 to 4 for another circle.
6. What is the relationship between
D
(a) ABC and ADC
(b) BAD and BCD?
7. In each circle, extend AD to form an exterior angle at A and measure the exterior angle. What
is the relationship between this exterior angle at A and BCD?
A cyclic quadrilateral has all four vertices on the circumference of a
B
A
circle; that is, the quadrilateral is inscribed in the circle.
In the diagram at right, points A, B, C and D lie on the circumference;
C
hence, ABCD is a cyclic quadrilateral.
It can also be said that points A, B, C and D are concyclic; that is, the
D
circle passes through all the points.
Theorem 11 Code
The opposite angles of a cyclic quadrilateral are supplementary (add to 180).
Proof:
B
Join A and C to O, the centre of the circle.
A
Let ABC = x.
C
Reflex AOC = 2x (a ngle at the centre is twice the angle at the
O
circumference standing on the same arc)
D
Reflex AOC = 360 - 2x (angles in a revolution add to 360)
ADC = 180 - x (angle at the centre is twice the angle at the
circumference standing on the same arc)
ABC + ADC = 180
Similarly, DAB + DCB = 180.
Opposite angles in a cyclic quadrilateral are supplementary.
The converse is also true:
If opposite angles of a quadrilateral are supplementary, then the quadrilateral is cyclic.
715
Worked Example 8
Find the values of the pronumerals in the diagram at right.

Give reasons for your answers.
P 120
Q
75
y R
x
S
Think
Write
PQRS is a cyclic quadrilateral, so its opposite

angles are supplementary. First find the value of
x by considering a pair of opposite angles PQR
and RSP and forming an equation to solve.
PQR + RSP = 180 (the opposite angles of

a cyclic quadrilateral are supplementary.)
PQR = 75, RSP = x
x + 75 = 180

x = 105
Find the value of y by considering the other pair of

opposite angles (SPQ and QRS).
SPQ + QRS = 180

SPQ = 120, QRS = y
y + 120 = 180
y = 60
Theorem 12 Code
The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
Proof:
Q
T
P
b
a
a R
QPS + QRS = 180 (opposite angles of a cyclic quadrilateral)

QPS + SPT = 180 (adjacent angles on a straight line)
Therefore SPT = QRS.
Worked Example 9
Find the value of the pronumerals in the diagram at right.
A
50
D y
B
C x
Think
716
Write
ABCD is a cyclic quadrilateral. The exterior angle,

x, is equal to its interior opposite angle, DAB.
x = DAB, DAB = 50
So x = 50.
The exterior angle, 100, is equal to its interior

opposite angle, ADC.
ADC = 100, ADC = y

So y = 100.
100
remember
1. A cyclic quadrilateral has all four of its vertices on the circumference of a circle.
2. Opposite angles of a cyclic quadrilateral are supplementary.
3. The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
exercise
21c
cyclic quadrilaterals
Fluency
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SkillSHEET 21.6
doc-5396
1 We8 Find the values of the pronumerals in each of the following.

a
c
b
65
m
92
95
y
155
x
50
f
O
y
O
135
85
2 We9 Find the values of the pronumerals in each of the following.

a
c
b
y
x
80
x
y
85
115
95
x
110
e
d
150
x
y
f
120
130
120
n m
3 mc Note: There may be more than one correct answer.
Which of the following correctly states the relationship between x, y

and z in the diagram shown?
A x = y and x = 2z
B x = 2y and y + z = 180
C z = 2x and y = 2z
D x + y = 180 and z = 2x
x
O
z
y
717

understanding
4 The steps below show you how to set out the proof that the opposite
angles of a cyclic quadrilateral are equal.

a Find the size of DOB.
b Find the size of the reflex angle DOB.
c Find the size of BCD.
d Find DAB + BCD.
5 mc Note: There may be more than one correct answer.
x
O
C
D
q
t p
a Which of the following statements is always true for the diagram shown?
A r = t
B r = p
C r = q
D r = s
b Which of the following statements is correct for the diagram shown?
A r + p = 180
B q + s = 180
C t + p = 180
D t = r
reasoning
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21d
6 Prove that the exterior angle of a cyclic quadrilateral is
equal to the interior opposite angle.
reFlection
What is a cyclic quadrilateral?
tangents, secants and chords

the alternate segment theorem
Consider the figure shown. Line BC is a tangent to the circle at the

point A.
A line is drawn from A to anywhere on the circumference, point D.
The angle BAD defines a segment (the shaded area).
The unshaded part of the circle is called the alternate segment to
BAD.
Now consider angles subtended by the chord AD in the alternate
segment, such as the angles marked in red and blue.
The alternate segment theorem states that these are equal to the
angle that made the segment, namely:
BAD = AED and BAD = AFD
Theorem 13 Code
The angle between a tangent and a chord is equal to the angle
in the alternate segment.
Proof:
We are required to prove that BAD = AFD.
Construct the diameter from A through O, meeting the circle at G.
Join G to the points D and F.
BAG = CAG = 90
(radii ^ tangent at point of contact)
GFA = 90
(angle in a semicircle is 90)
GDA = 90
(angle in a semicircle is 90)
718
O
F
O
F
Consider DGDA. We know that GDA = 90.

GDA + DAG + AGD = 180

90 + DAG + AGD = 180

DAG + AGD = 90
BAG is also a right angle.

BAG = BAD + DAG = 90
Equate the two results.

DAG + AGD = BAD + DAG
Cancel the equal angles on both sides.

AGD = BAD
Now consider the fact that both triangles DAG and DAF are subtended from the same
chord (DA).
AGD = AFD (angles in the same segment standing on the same arc are (equal)
Equate the two equations.
AFD = BAD
Worked Example 10
Find the value of x and y, giving reasons.

A
x
B
D
62
T
Think
Write
Use the alternate segment theorem to find x.
x = 62 (angle between a tangent and a chord is

equal to the angle in the alternate segment)
The value of y is the same as x because x and y are

subtended by the same chord BT.
y = 62 (angles in the same segment standing

on the same arc are equal)
Tangents and secants
Theorem 14 Code
If a tangent and a secant intersect as shown, the following
relationship is always true:
XA XB = (XT)2 or a b = c2.
A
a
b
Proof:
Join BT and AT.
Consider DTXB and DAXT.
TXB is common.
XTB = XAT (angle between a tangent and a chord is equal to
the angle in the alternate segment)
XBT = XTA (angle sum of a triangle is 180)
DTXB ~ DAXT (equiangular)
XB XT
So
=
XT XA
or XA XB = (XT)2.
B
c
A
B
X
719
Worked Example 11

A
m
5
X
8
T
Think
Write
Secant XA and tangent XT intersect at X. Write

the rule connecting the lengths of XA, XB and XT.
XA XB = (XT)2
State the values of XA, XB and XT.
XA = m + 5, XB = 5, XT = 8
Substitute the values of XA, XB and XT into the

equation and solve for m.
(m + 5) 5 = 82
5m + 25 = 64
5m = 39
m = 7.8
remember
1. The angle formed by a tangent and a chord is equal to the angle in the alternate
segment.
B
2. If a tangent and a secant intersect as shown, then XA XB = (XT)2.

A
B
X
T
Exercise
21d
Tangents, secants and chords

Fluency
1 WE10 Find the value of the pronumerals in the following.
a
b
x
70
47
y
720
59

2 WE11 Find the value of the pronumerals in the following.
a
b
5
4
12
p
q
4
3 Line AB is a tangent to the circle as shown in the figure on
B y
the right. Find the values of the angles labelled x and y.
O
21
Questions 4 to 6 refer to the figure on the right. The line

MN is a tangent to the circle, and EA is a straight line. The
circles have the same radius.
F
O
G
C
4 Find 6 different right angles.
5 MC If DAC = 20, then CFD and FDG are respectively:

A 70 and 50
B 70 and 40
C 40 and 70
D 70 and 70
6 MC A triangle similar to FDA is:
A FDG
C EDA
B FGB
D GDE
A
y
7 Find the values of the angles x and y in the figure at right.
O
B
42
62
understanding
8 Show that if the sum of the two given angles in question 7 is 90, then the line AB must be a
diameter.
9 Find the value of x in the figure at right, given that the line
underneath the circle is a tangent.
x
100
20
10 In the figure at right, express x in terms of a and b. This is the
same drawing as in question 9.
x
a
b
721

11 Two tangent lines to a circle meet at an angle y, as shown in
10
the figure at right. Find the values of the angles x, y and z.
z
O
x
12 Solve question 11 in the general case (see the figure at right)
and show that y = 2a. This result is important for space

navigation (imagine the circle to be the earth) in that an object at
y can be seen by people at x and z at the same time.
z
O
y
x
13 In the figure at right, find the values of the angles x, y and z.
75
O
20
14 MC Examine the figure at right. The angles x and y
(in degrees) are respectively:

A 51 and 99
B 51 and 129
C 39 and 122
D 51 and 122
19
x
51
y
Questions 15 to 17 refer to the figure at right. The line BA

is a tangent to the circle at point B. Line AC is a chord that
meets the tangent at A.
C
x
y D
O
z 50
B
15 Find the values of the angles x and y.
45 A
16 MC The triangle which is similar to triangle BAD is:

A CAB
B BCD
C BDC
D AOB
17 MC The value of the angle z is:
A 50
C 95
B 85
D 100
Reasoning
18 Find the values of the angles x, y and z in the figure
at right. The line AB is tangent to the circle at B.
O
D
A
722
33
y
92
x
B

19 Find the values of the angles x, y and z in the figure below. The line AB is tangent to the circle
at B. The line CD is a diameter.

C
y D
25
B
20 Solve question 19 in the general case; that is, express angles x, y and z in terms of a (see the
figure below).
C
x
O
B
y D
a
21 Prove that, when two circles touch, their centres and the point of contact are collinear.
reflection
Describe the alternate

segment of a circle.
723
Summary
Angles in a circle
An angle with its vertex at the centre of the circle is twice the size of an angle subtended by
the same arc, but with the vertex at the circumference.
Angles with their vertices on the circumference, subtended by the same arc, are equal.
Angles subtended by the diameter are right angles.
A tangent and a radius, drawn to the same point on a circle, meet at a 90 angle.
An angle formed by two tangents is bisected by the line joining the vertex of that angle to the
centre of the circle.
Intersecting chords, secants and tangents
Code
P
S
X
PX QX = RX SX
Code
C
D
X
AX XB = XC DX
Code
A
C
B
AC = BC
Code
O
A
X
C
If OC ^ AB, AX = XB.
Code
M
A
P
B
C
If MN = PR, then OD = OC.

724

Cyclic quadrilaterals
A cyclic quadrilateral has all four of its vertices on the circumference of a circle.
Opposite angles of a cyclic quadrilateral are supplementary.
Tangents, secants and chords
The angle formed by a tangent and a chord is equal to the angle in the alternate segment.
B
If a tangent and a secant intersect as shown, then XA XB = (XT)2.

A
B
X
T
725
Chapter review
Fluency
Note: All questions in this exercise can be done without

a calculator.
2 Find the value of the pronumeral in each case.

a
x
1 Determine the values of the pronumerals in each of
the following.
a
b
50
48
25
b
x
y
O 70
x
28
O
z
c
x
O
x
d
x
70
110
250
70
110
3 Find the value of m in each of the following.

a
6
m
10
110
100
b
k
70
8
50
y
z
30
726
m
4
5 MC Note: There may be more than one correct
answer.
4
Which of the following statements is true for the

diagram shown?
d
10
8
7.5
4 MC Note: There may be more than one correct
answer.
B
A
B
C
D
AO = BO
AC = BC
OAC = OBC
AOC = 90
6 Two chords, AB and CD, intersect at E as shown. If
AE = CE, prove that EB = ED.

C
In which of the following figures is it possible to

get a reasonable value for the pronumeral?
a
B
A
5
m
D
7 Two circles intersect at X and Y. Two lines, AXB
and CXD, intersect one circle at A and C, and the

other at B and D, as shown. Prove that AYC =
BYD.
b
6
3
2
A
c
5
m
8 Name at least five pairs of equal angles in the
following diagram.
R
d
Q
7
U
O
P
T
727

9 Find the values of the pronumerals in the following
figures.
problem solving
1 Find the values of the pronumerals in the following
figures.
85
a
y
100
42
x
y
56
81
c
O
130
c
y
78
92
2 Find the value of the pronumerals in the following.

a
x
4
6
d
88
y
97
x
b
k
4
10 MC Which of the following statements is not
always true for the diagram below?

a
8
c
m
e
5
A
B
C
D
728
a + c = 180
b + d = 180
e + c = 180
a + e = 180
d
7
2
x
x
w
3
a
6
1
b
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8
11
Interactivities

int-2882
int-2880
int-2881
729
eBook plus
activities
Are you ready?

SkillSHEET 21.1 (doc-5390): Using tests to prove
congruent triangles
SkillSHEET 21.2 (doc-5391): Corresponding sides
and angles of congruent triangles
similar triangles
SkillSHEET 21.4 (doc-5393): Angles in a triangle
SkillSHEET 21.5 (doc-5394): More angle relations
21A Angles in a circle

Interactivity
Angles in a circle (int-2795) (page 701)

Digital docs

congruent triangles (page 701)
SkillSHEET 21.2 (doc-5391): Corresponding sides
and angles of congruent triangles (page 701)
similar triangles (page 701)
SkillSHEET 21.4 (doc-5393): Angles in a triangle
(page 706)
SkillSHEET 21.5 (doc-5394): More angle relations
(page 706)
730
WorkSHEET 21.1 (doc-5395): Circle geometry I

(page 708)
21C Cyclic quadrilaterals
Digital docs
SkillSHEET 21.6 (doc-5396): Angles in a

quadrilateral (page 717)
WorkSHEET 21.2 (doc-5397): Circle geometry II
(page 718)
Chapter review
Test yourself Chapter 21 (int-2882): Take the end-of
chapter test to test your progress
chapter
chapter

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measurement AND geometry Pythagoras & trigonometry
22
22A
22B
22C
22D
22E
22F
The sine rule

The cosine rule
Area of triangles
The unit circle
Trigonometric functions
Solving trigonometric equations
What do you know ?
Trigonometry II
1 List what you know about trigonometry.

trigonometry.
opening question
How would you find the height of this

water tower if you could not climb up to
the top?
measurement and geometry Pythagoras & trigonometry
are you ready?
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Labelling right-angled triangles

1 Label the sides of these triangles as opposite, adjacent and hypotenuse with respect to the angle
marked q.
a
Calculating sin, cos or tan of an angle

2 Evaluate each of the following, correct to 2 decimal places.
a sin 23
b cos 4728
Finding side lengths in right-angled triangles

3 Find the value of x, correct to 1 decimal place.
a
6 cm
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14 cm
x
20
35
eBook plus
c tan 1939
Calculating the angle from a sin, cos or tan ratio

4 Find the value of q, correct to the nearest degree.
a cos q =
1
2
b sin q = 0.866
c tan q = 1
Finding angles in right-angled triangles

5 Find the value of q, correct to the nearest minute.
a
b
12 cm
20 cm
15 cm
17 cm
732
22A
The sine rule

Exact values
Most of the trigonometric values that we will deal with in this chapter are only approximations.
However, angles of 30, 45 and 60 have exact values of sine, cosine and tangent.
B
30
60
A
opp
1
sin 30 =
hyp
2
adj
3
cos B =
cos 30 =

hyp
2
opp
1
3
tan B =
tan 30 =
or

adj
3
3
Consider an equilateral triangle, ABC, of side length 2 units.

If the triangle is perpendicularly bisected, then two congruent triangles, ABD and CBD, are
obtained. From triangle ABD it can be seen that altitude BD creates a right-angled triangle
with angles of 60 and 30 and base length (AD) of 1 unit. The altitude BD is obtained using
Pythagoras theorem.
B

(AB)2 = (AD)2 + (BD)2

22 = 12 + (BD)2
30

4 = 1 + (BD)2
2
2

4 - 1 = (BD)
3

(BD)2 = 3
60

BD = 3
A
D
Using triangle ABD and the three trigonometric ratios the following exact
1
values are obtained:
sin B =
D
2
opp
sin 60 =
hyp
adj
cos A =
cos 60 =
hyp
opp
tan A =
tan 60 =
adj
sin A =
3
2
1
2
3
or 3
1
Consider a right-angled isosceles triangle EFG whose equal sides are of

1 unit. The hypotenuse EG is obtained by using Pythagoras theorem.

(EG)2 = (EF)2 + (FG)2

= 12 + 12

=2

EG = 2
Using triangle EFG and the three trigonometric ratios, the following exact
values are obtained:
opp
1
2
sin E =
sin 45 =
or
hyp
2
2
adj
1
cos E =
cos 45 =
or 2
hyp
2
2
opp
1
tan E =
tan 45 = or 1
adj
1
45
1
Chapter 22 Trigonometry II
733
When working with nonright-angled triangles, it is usual to

B
label the angles A, B and C, and the sides a, b and c, so that side a
c
a
is the side opposite angle A, side b is the side opposite angle B
and side c is the side opposite angle C.
A
C
b
In a nonright-angled triangle, a perpendicular line, h, can be
drawn from the angle B to side b.
This divides the triangle into two right-angled triangles, ABD
B
and CBD.
Using triangle ABD and the sine trigonometric ratio for
c
a
h
h
right-angled triangles, we obtain sin A = . Using triangle CBD
c
A
C
D b
and the sine trigonometric ratio for right-angled triangles, we
h
h
h
c = sin A and a = sin C
obtain sin C = .
a
Transposing each equation to make h the subject, we obtain: h = c sin A and h = a sin C. Since
h is common to both triangles the two equations may be equated and we get c sin A = a sin C.
Dividing both sides of the equation by sin A gives:
a sin C
c=
sin A
Dividing both sides of the equation by sin C gives:
c
a
=
sin C sin A
In a similar way, if a perpendicular line is drawn from angle A to

side a, the two right-angled triangles would give h = c sin B and
h = b sin C.
b
c
This would give:
=
sin B sin C
From this, the sine rule can be stated.
In any triangle ABC:
B
c
h
A
a
b
c
=
=
sin A sin B sin C
Notes
c
1. When using this rule, depending on the values given, any
combination of the two equalities may be used to solve a
A
particular triangle.
2. To solve a triangle means to find all unknown side lengths and angles.
The sine rule can be used to solve nonright-angled triangles if we are given:
1. two angles and one side length
2. two side lengths and an angle opposite one of these side lengths.
Worked Example 1
In the triangle ABC, a = 4 m, b = 7 m and B = 80. Find A, C and c.

Think
1
Write/draw
Draw a labelled diagram of the triangle ABC and

fill in the given information.
B
c
A
734
b
h = c sin B and
h = b sin C
b=7
80 a = 4
C
B
a
b
Check that one of the criteria for the sine rule has
been satisfied.
The sine rule can be used since two side

lengthsand an angle opposite one of these
sidelengths have been given.
Write down the sine rule to find A.
To find angle A:
a
b
=
sin A sin B
Transpose the equation to make sin A the subject.
Evaluate.
Round off the answer to degrees and minutes.
Determine the value of angle C using the fact that

the angle sum of any triangle is 180.
C 180 - (80 + 3415)

= 6545
Write down the sine rule to find c.
To find side length c:

c
b
=
sin C sin B
10
11
Transpose the equation to make c the subject.
12
Evaluate. Round off the answer to 2 decimal

places and include the appropriate unit.
4
7
=
sin A sin 80
4 sin 80 = 7 sin A
4 sin 80
sin A =
7
4 sin 80
A = Sin 1
7
34.24600471
3415
c
b
=
sin 65 45 sin 80
c=
7 sin 65 45
sin 80
6.48 m
The ambiguous case
When using the sine rule there is one important issue to consider. If we are given two
side lengths and an angle opposite one of these side lengths, then two different triangles
may be drawn. For example, if a = 10, c = 6 and C = 30, two possible triangles could be
created.
B
B
c=6
A
a = 10
30
a = 10
c=6
C
30
I n the first case (above left), angle A is an acute angle, while in the second case (above right),
angle A is an obtuse angle.
When using the sine rule to find an angle, we have to use the inverse sine function. If we are
finding an angle, given the sine value, it is important to remember that an angle between 0
and 90 has the same sine value as its supplement. For example, sin 40 = 0.6427, and sin
140 = 0.6427.
735
Worked Example 2
In the triangle ABC, a = 10 m, c = 6 m and C = 30. Find two possible values of A, and hence two
possible values of B and b.
Case 1
Think
1
Draw a labelled diagram of the triangle

ABC and fill in the given information.
Write/draw
B
a = 10
c=6
30
Check that one of the criteria for the sine

rule has been satisfied.
The sine rule can be used since two side lengths

and an angle opposite one of these side lengths have
been given.
To find angle A:
a
c
=
sin A sin C
Transpose the equation to make sin A the

subject.
Evaluate angle A.
Round off the answer to degrees and

minutes.
Determine the value of angle B, using the

fact that the angle sum of any triangle is
180.
Write down the sine rule to find b.
10
11
Transpose the equation to make b the

subject.
Evaluate. Round off the answer to
2 decimal places and include the
appropriate unit.
12
10
6
=
sin A sin 30
10 sin 30 = 6 sin A
sin A =
10 sin 30
6
10 sin 30
A = sin 1
6
56.44269024
A 5627
B 180 - (30 + 5627)
= 9333
To find side length b:
b
c
=
sin B sin C
b
6
=
sin 93 33 sin 30
b=
6 sin 93 33
sin 30
11.98 m
The values we have just obtained are only one set of possible answers for the given dimensions of the
triangle ABC.
We are told that a = 10 m, c = 6 m and C = 30. Since side a is larger than side c, it follows that angle
A will be larger than angle C. Angle A must be larger than 30; therefore it may be an acute angle or an
obtuse angle.
736
Case 2
Think
1
Write/draw
B
Draw a labelled diagram of the triangle

a = 10
c=6
30
Write down the alternative value for

angle A. Simply subtract the value
obtained for A in Case 1 from 180.
To find the alternative angle A:

If sin A = 0.8333, then A could also be:
A 180 - 5627
= 12333
Determine the alternative value of angle

B, using the fact that the angle sum of
any triangle is 180.
B 180 - (30 + 12333)

= 2627
Write down the sine rule to find the

alternative b.
To find side length b:

b
c
=
sin B sin C
Transpose the equation to make b the

subject.

b
6
=
sin 26 27 sin 30
b=
6 sin 26 27
sin 30
5.34 m
Hence, for this example there were two possible solutions as shown by the diagrams below.
B
B
a = 10
c=6
A
a = 10
30
The ambiguous case does not work for each example. Consider Worked example 1, in
which we were required to solve the triangle ABC given a = 4 m, b = 7 m and B = 80. For
angle A, we obtained A = 3415. However, angle A could also have been A = 14545 (since
there are two possible values of A between 0 and 180 whose sine is the same; that is,
sin 3415 = 0.5628 and sin 14545 = 0.5628).
We will now see whether or not A = 14545 is a possible solution.
To obtain C subtract angles A and B from 180.

30
c=6
C = 180 - (80 + 14545)

= 180 - 22545
= -4545 (not possible)
Hence, for Worked example 1 only one possible solution exists.

It would be useful to know, before commencing a question, whether or not the ambiguous
case exists and, if so, to then find both sets of solutions.
The ambiguous case exists if C is an acute angle and a > c > a sin C, or any equivalent
statement; for example, if B is an acute angle and a > b > a sin B, and so.
In Worked example 2, where a = 10 m, c = 6 m and C = 30, there were two possible solutions
because C was an acute angle and a > c > a sin C, since 10 > 6 > 10 0.5.
In Worked example 1, where a = 4 m, b = 7 m and B = 80, there was only one possible solution
because even though B was an acute angle, the condition a > b > a sin B could not be satisfied.
737
Worked Example 3
To calculate the height of a building, Kevin measures the angle of elevation to the top as 52. He then
walks 20 m closer to the building and measures the angle of elevation as 60. How high is the building?
Think
1
Write/draw
Draw a labelled diagram of the situation and fill in

the given information.
h
52
120
60
B
20
D
x 20
Check that one of the criteria for the sine rule has
been satisfied for triangle ABC.
The sine rule can be used for triangle ABC since

two angles and one side length have been given.
Determine the value of angle ACB, using the fact

that the angle sum of any triangle is 180.
ACB = 180 - (52 + 120)

= 8
Write down the sine rule to find b (or AC).
To find side length b of triangle ABC:

b
c
=
sin B sin C
Transpose the equation to make b the subject.

Draw a diagram of the situation, that is, triangle

ADC, labelling the required information.
Note: There is no need to solve the rest of the
triangle in this case as the values will not assist in
finding the height of the building.
b
20
=
sin 120 sin 8
b=
20 sin 120
sin 8
124.45 m
C
124.45 m
52
A
738
Write down what is given for the triangle.
Have: angle and hypotenuse
10
Write down what is needed for the triangle.
Need: opposite side
11
Determine which of the trigonometric ratios is

required (SOHCAHTOA).
sin =
12
Substitute the given values into the appropriate

ratio.
sin 52 =
13
Transpose the equation and solve for h.
124.45 sin 52 = h
h = 124.45 sin 52
14
Round off the answer to 2 decimal places.
15
The height of the building is 98.07 m.
O
H
h
124 . 45
98.07
remember
1. Angles of 30, 45 and 60 have exact values of sine, cosine and tangent.
q
30
sin q
1
2
cos q
3
2
tan q
1
3
45
2
3
3
60
2
2
3
2
2
2
1
2
3
2. The sine rule states that for any triangle ABC:

a
b
c
=
=
sin A sin B sin C
3. When using this rule it is important to note that, depending on the values given, any
combination of the two equalities may be used to solve a particular triangle.
4. The sine rule can be used to solve nonright-angled triangles if we are given:
(a) two angles and one side length
(b) two side lengths and an angle opposite one of these side lengths.
5. The ambiguous case exists if C is an acute angle and a > c > a sin C.
Exercise
22A
The sine rule

Fluency
1 WE1 In the triangle ABC, a = 10, b = 12 and B = 58. Find A, C and c.
2 In the triangle ABC, c = 17.35, a = 26.82 and A = 10147. Find C, B and b.
3 In the triangle ABC, a = 5, A = 30 and B = 80. Find C, b and c.
4 In the triangle ABC, c = 27, C = 42 and A = 105. Find B, a and b.
5 In the triangle ABC, a = 7, c = 5 and A = 68. Find the perimeter of the triangle.
6 Find all unknown sides and angles for the triangle ABC, given A = 57, B = 72 and a = 48.2.
7 Find all unknown sides and angles for the triangle ABC, given a = 105, B = 105 and C = 15.
8 Find all unknown sides and angles for the triangle ABC, given a = 32, b = 51 and A = 28.
9 Find the perimeter of the triangle ABC if a = 7.8, b = 6.2 and A = 50.
In a triangle ABC, B = 40, b = 2.6 and c = 3. The value of C is approximately:

B 48
D 133
WE2 In the triangle ABC, a = 10, c = 8 and C = 50. Find two possible values of A, and hence
two possible values of b.
In the triangle ABC, a = 20, b = 12 and B = 35. Find two possible values for the perimeter of
the triangle.
Find all unknown sides and angles for the triangle ABC, given A = 27, B = 43 and c = 6.4.
Find all unknown sides and angles for the triangle ABC, given A = 100, b = 2.1 and C = 42.
Find all unknown sides and angles for the triangle ABC, given A = 25, b = 17 and a = 13.
A 47
C 132
11
12
13
14
15
739

understanding
16 We 3 To calculate the height of a building, Kevin measures the angle of elevation to the top
as 48. He then walks 18 m closer to the building and measures the angle of elevation as 64.
How high is the building?
reasoning
17 A river has parallel banks which run directly eastwest. Kylie takes a bearing to a tree on the
18
19
20
21
22
23
opposite side. The bearing is 047 T. She then walks 10 m due east, and takes a second bearing
to the tree. This is 305 T. Find:
a her distance from the second measuring point to the tree
b the width of the river, to the nearest metre.
A ship sails on a bearing of S20W for 14 km; then it changes direction and sails for 20 km
and drops anchor. Its bearing from the starting point is now N65W.
a How far is it from the starting point?
b On what bearing did it sail the 20 km leg?
A cross-country runner runs at 8 km/h on a bearing of 150 T for 45 mins; then he changes
direction to a bearing of 053 T and runs for 80 mins at a different speed until he is due east of
the starting point.
a How far was the second part of the run?
b What was his speed for this section?
c How far does he need to run to get back to the starting point?
From a fire tower, A, a fire is spotted on a bearing of N42E. From a second tower, B, the fire
is on a bearing of N12W. The two fire towers are 23 km apart, and A is N63W of B. How far
is the fire from each tower?
mC A boat sails on a bearing of N15E for 10 km and then on a bearing of S85E until it is
due east of the starting point. The distance from the starting point to the nearest kilometre is:
A 10 km
B 38 km
C 113 km
D 114 km
mC A hill slopes at an angle of 30 to the horizontal. A tree which is 8 m tall is growing at an
angle of 10 to the vertical and is part-way up the slope. The vertical height of the top of the
tree above the slope is:
A 7.37 m
B 8.68 m
C 10.84 m
D 15.04 m
A cliff is 37 m high. The rock slopes outward at an
angle of 50 to the horizontal and then cuts back at an
angle of 25 to the vertical, meeting the ground directly
below the top of the cliff.
Carol wishes to abseil from the top of the cliff to the
ground as shown in the diagram. Her climbing rope is
45 m long, and she needs 2 m to secure it to a tree at the
top of the cliff. Will the rope be long enough to allow
her to reach the ground?
50
25
Rope
eBook plus
Digital doc
WorkSHEET 22.1
doc-5403
740
reFleCtion
In what situations can the

sine rule be used?
Rock
37 m
22b
The cosine rule
In any nonright-angled triangle ABC, a perpendicular line can be drawn from angle B to
side b. Let D be the point where the perpendicular line meets side b, and let the length of the
perpendicular line be h. Let the length AD = x units. The perpendicular line creates two rightangled triangles, ADB and CDB.
B
c
A
D
b
bx
Using triangle ADB and Pythagoras theorem, we obtain:

c2 = h2 + x2
[1]
Using triangle CDB and Pythagoras theorem, we obtain:
a2 = h2 + (b - x)2
[2]
Expanding the brackets in equation [2]:
a2 = h2 + b2 - 2bx + x2
Rearranging equation [2] and using c2 = h2 + x2 from equation [1]:

a2 = h2 + x2 + b2 - 2bx

= c2 + b2 - 2bx

= b2 + c2 - 2bx
From triangle ABD, x = c cos A; therefore a2 = b2 + c2 - 2bx becomes

a2 = b2 + c2 - 2bc cos A
This is called the cosine rule and is a generalisation of Pythagoras theorem.
In a similar way, if the perpendicular line was drawn from angle A to side a or from angle C
to side c, the two right-angled triangles would give c2 = a2 + b2 - 2ab cos C and
b2 = a2 + c2 - 2ac cos B respectively. From this, the cosine rule can be stated:
In any triangle ABC
a2 = b2 + c2 - 2bc cos A
b2 = a2 + c2 - 2ac cos B
c2 = a2 + b2 - 2ab cos C
B
c
A
a
C
The cosine rule can be used to solve nonright-angled triangles if we are given:
1. three sides of the triangle
2. two sides of the triangle and the included angle (the angle between the given sides).
Worked Example 4
Find the third side of triangle ABC given a = 6, c = 10 and B = 76.

Think
1
Write/draw
Draw a labelled diagram of the triangle ABC and

fill in the given information.
B
c = 10
A
76
b
a=6
C
741
Check that one of the criteria for the cosine rule

has been satisfied.
Yes, the cosine rule can be used since two side

lengths and the included angle have been given.
Write down the appropriate cosine rule to find

side b.
To find side b:
b2 = a2 + c2 - 2ac cos B
Substitute the given values into the rule.
Evaluate.
= 62 + 102 - 2 6 10 cos 76
106.969 372 5
b 106.969 372 5
10.34
Note: Once the third side has been found, the sine rule could be used to find other angles if
necessary.
If three sides of a triangle are known, an angle could be found by transposing the cosine rule
to make cos A, cos B or cos C the subject.
b2 + c2 a2
a2 = b2 + c2 - 2bc cos A cos A =
2bc
2
a
+
c2 b2
b2 = a2 + c2 - 2ac cos B cos B =
2ac
2
a
b2 c2
+
c2 = a2 + b2 - 2ab cos C cos C =
2ab
Worked Example 5
Find the smallest angle in the triangle with sides 4 cm, 7 cm and 9 cm.
Think
1
Draw a labelled diagram of the triangle, call it

Note: The smallest angle will correspond to the
smallest side.
Write
C
b=7
A
a=4
c=9
Let a = 4
b=7
c=9
742

has been satisfied.
The cosine rule can be used since three side

lengths have been given.

angle A.
cos A =
b2 + c2 a2
2bc
Substitute the given values into the rearranged

rule.
72 + 92 4 2
279
Evaluate.
114
126
Transpose the equation to make A the subject by

taking the inverse cos of both sides.
114
A = cos-1
126
25.2087653
2513
Worked Example 6
Two rowers, Harriet and Kate, set out from the same point. Harriet rows N70E for 2000 m and
Kate rows S15W for 1800 m. How far apart are the two rowers?
Think
1
Write

2000 m
70
C
A Harriet
15
1800 m
B Kate
2

has been satisfied.
The cosine rule can be used since two side

lengths and the included angle have been
given.

side c.
To find side c:
c2 = a2 + b2 - 2ab cos C
Substitute the given values into the rule.
Evaluate.
= 20002 + 18002 - 2 2000 1800 cos 125

11369750.342
c 11369750.342
3371.91
The rowers are 3391.91 m apart.
remember
1. In any triangle ABC:

a2 = b2 + c2 - 2bc cos A
b2 = a2 + c2 - 2ac cos B
c2 = a2 + b2 - 2ab cos C
2. The cosine rule can be used to solve nonright-angled triangles if we are given:
(a) three sides of the triangle
(b) two sides of the triangle and the included angle (that is, the angle between the two
given sides).
3. If three sides of a triangle are known, an angle could be found by transposing the
cosine rule to make cos A, cos B or cos C the subject.
b2 + c2 a2
2bc
a2 + c2 b2
2ac
a2 + b2 c2
2ab
743
Exercise
22B
The cosine rule

Fluency
1 WE4 Find the third side of triangle ABC given a = 3.4, b = 7.8 and C = 80.
2 In triangle ABC, b = 64.5, c = 38.1 and A = 5834. Find a.
3 In triangle ABC, a = 17, c = 10 and B = 115. Find b, and hence find A and C.
4 WE5 Find the smallest angle in the triangle with sides 6 cm, 4 cm and 8 cm.
5
6
7
8
(Hint: The smallest angle is opposite the smallest side.)

In triangle ABC, a = 356, b = 207 and c = 296. Find the largest angle.
In triangle ABC, a = 23.6, b = 17.3 and c = 26.4. Find the size of all the angles.
WE6 Two rowers set out from the same point. One rows N30E for 1500 m and the other
rows S40E for 1200 m. How far apart are the two rowers?
Maria cycles 12 km in a direction N68W and then 7 km in a direction of N34E.
a How far is she from her starting point?
b What is the bearing of the starting point from her finishing point?
understanding
9 A garden bed is in the shape of a triangle, with sides of length 3 m, 4.5 m and 5.2 m.
a Calculate the smallest angle.
b Hence, find the area of the garden.
10
11
12
13
14
(Hint: Draw a diagram, with the longest length as the base of the triangle.)
A hockey goal is 3 m wide. When Sophie is 7 m from one post and 5.2 m from the other, she shoots
for goal. Within what angle, to the nearest degree, must the shot be made if it is to score a goal?
An advertising balloon is attached to two ropes 120 m and 100 m long. The ropes are anchored
to level ground 35 m apart. How high can the balloon fly?
A plane flies in a direction of N70E for 80 km and then on a bearing of S10W for 150 km.
a How far is the plane from its starting point?
b What direction is the plane from its starting point?
Ship A is 16.2 km from port on a bearing of 053 T and ship B is 31.6 km from the same port
on a bearing of 117 T. Calculate the distance between the two ships.
A plane takes off at 10.00 am from an airfield and flies at 120 km/h on a bearing of N35W. A
second plane takes off at 10.05 am from the same airfield and flies on a bearing of S80E at a
speed of 90 km/h. How far apart are the planes at 10.25 am?
Reasoning
15 Three circles of radii 5 cm, 6 cm and 8 cm are positioned so that they
just touch one another. Their centres form the vertices of a triangle.
Find the largest angle in the triangle.
16 For the given shape at near right,
5 cm
6 cm
determine:
x
150
8 cm
a the length of the diagonal
B
7
b the magnitude (size) of angle B
60
c the length of x.
10 m
17 From the top of a vertical cliff 68 m high, an observer
reflection
notices a yacht at sea. The angle of depression to the
In what situations would you
yacht is 47. The yacht sails directly away from the cliff,
use the sine rule rather than
and after 10 minutes the angle of depression is 15. How
the cosine rule?
fast does the yacht sail?
744
22c
Area of triangles
The area of any triangle is given by the rule area = 2 bh, where b is the base and h is the
perpendicular height of the triangle.
h
b
However, often the perpendicular height is not given directly

and needs to be calculated first. In the triangle ABC, b is the
base and h is the perpendicular height of the triangle.
Using the trigonometric ratio for sine:
h
sin A =
c
Transposing the equation to make h the subject, we obtain:
h = c sin A
Therefore, the area of triangle ABC becomes:
c
A
area = 2 bc sin A
Depending on how the triangle is labelled, the formula could read:

1
area = 2 ab sin C area = 2 ac sin B area = 2 bc sin A
The area formula may be used on any triangle provided that two sides of the triangle and the
included angle (that is, the angle between the two given sides) are known.
Worked Example 7
Find the area of the triangle shown.
7 cm
120
Think
1
9 cm
Write

B
c = 7 cm 120
a = 9 cm
Let a = 9 cm, c = 7 cm, B = 120

2
Check that the criterion for the area rule has been
satisfied.
The area rule can be used since two side

lengths and the included angle have been given.
Write down the appropriate rule for the area.
Area = 2 ac sin B
= 2 9 7 sin 120

27.28 cm2
Note: If you are not given the included angle, you will need to find it in order to calculate the
area. This may involve using either the sine or cosine rule.
745
Worked Example 8
A triangle has known dimensions of a = 5 cm, b = 7 cm and B = 52. Find A and C and hence
the area.
Think
1
Write/draw

B
52
A
a=5
b=7
Let a = 5, b = 7, B = 52
2
Check whether the criterion for the area rule has

been satisfied.
The area rule cannot be used since the included

angle has not been given.
To find angle A:
a
b
=
sin A sin B
Transpose the equation to make sin A the subject.
Evaluate.
Determine the value of the included angle, C,

using the fact that the angle sum of any triangle
is 180.
Write down the appropriate rule for the area.
10
2 5 7 sin 9345
11

17.46 cm2
5
7
=
sin A sin 52
5 sin 52 = 7 sin A
5 sin 52
sin A =
7
5 sin 52
A = sin 1
7
34.25415187
3415
C 180 - (52 + 3415)
= 9345
1
Area = 2 ab sin C
1
Herons formula
If we know the lengths of all the sides of the triangle but none of the angles, we could use the
cosine rule to find an angle and then use 1 bc sin A to find the area. Alternatively, we could
2
use Herons formula to find the area.
Herons formula states that the area of a triangle is:
Area =
s(s a)(s b)(s c)
where s is the semi-perimeter of the triangle; that is,

s = 12 (a + b + c)
Note: The proof of this formula is beyond the scope of this course.
746
Worked Example 9
Find the area of the triangle with sides of 4 cm, 6 cm and 8 cm.
Think
1
Write/draw

C
4 cm
B
6 cm
A
8 cm
Let a = 4, b = 6, c = 8
2
Determine which area rule will be used.
Since three side lengths have been given, use

Herons formula.
Write down the rule for Herons formula.
Area = s(s a)(s b)(s c)
Write down the rule for s, the semi-perimeter of

the triangle.
Substitute the given values into the rule for the

semi-perimeter.
s = 12 (a + b + c)
= 12 (4 + 6 + 8)
=9
Area = 9(9 4)(9 6)(9 8)
Substitute all of the known values into Herons

formula.
Evaluate.
= 9 5 31
= 135
11.618 950 04
Round off the answer to 2 decimal places and

include the appropriate unit.
11.62 cm2
remember
1. If two sides of any triangle and the included angle (that is, the angle between the two
given sides) are known, the following rules may be used to determine the area of that
triangle.
1
1
1
Area = 2 ab sin C Area = 2 ac sin B Area = 2 bc sin A
2. Alternatively, if the lengths of three sides of a triangle are known, Herons formula may
be used to find the area of the triangle:
Area = s(s a)(s b)(s c)
s = 12 (a + b + c)
Exercise
22c
Area of triangles
Fluency
1 WE7 Find the area of the triangle ABC with a = 7, b = 4 and C = 68.
2 Find the area of the triangle ABC with a = 7.3, c = 10.8 and B = 10440.
3 Find the area of the triangle ABC with b = 23.1, c = 18.6 and A = 8217.
4 A triangle has a = 10 cm, c = 14 cm and C = 48. Find A and B and hence the area.
747

5 We 8 A triangle has a = 17 m, c = 22 m and C = 56. Find A and B and hence the area.
6 A triangle has b = 32 mm, c = 15 mm and B = 38. Find A and C and hence the area.
7 mC In a triangle, a = 15 m, b = 20 m and B = 50. The area of the triangle is:
A 86.2 m2
B 114.9 m2
C 149.4 m2
D 172.4 m2
8 We 9 Find the area of the triangle with sides of 5 cm, 6 cm and 8 cm.
9 Find the area of the triangle with sides of 40 mm, 30 mm and 5.7 cm.
10 Find the area of the triangle with sides of 16 mm, 3 cm and 2.7 cm.
11 mC A triangle has sides of length 10 cm, 14 cm and 20 cm. The area of the triangle is:
A 41 cm2
B 65 cm2
C 106 cm2
D 137 cm2
12 A piece of metal is in the shape of a triangle with sides of length 114 mm, 72 mm and 87 mm.
Find its area using Herons formula.

13 A triangle has the largest angle of 115. The longest side is 62 cm and another side is 35 cm.
Find the area of the triangle.

14 A triangle has two sides of 25 cm and 30 cm. The angle between the two sides is 30. Find:
a its area
b the length of its third side
c its area using Herons formula.
understanding
15 The surface of a fish pond has the shape shown in the diagram at right.
How many goldfish can the pond support if each fish requires 0.3 m2
surface area of water?
1m
2m
5m
4m
16 Find the area of this quadrilateral.
3.5 m
8m
4m
60
5m
reasoning
17 A parallelogram has diagonals of length 10 cm and 17 cm. An angle between them is
125. Find:
a the area of the parallelogram
b the dimensions of the parallelogram.
18 A lawn is to be made in the shape of a triangle, with sides of length 11 m, 15 m and 17.2 m. How
much grass seed, to the nearest kilogram, is needed if it is sown at the rate of 1 kg per 5 m2?
748

19 A bushfire burns out an area of level grassland shown in the diagram. (Note: This is a
sketch of the area and is not drawn to scale.) What is the area, in hectares, of the land that
is burned?
400 m
20 An earth embankment is 27 m long and has a vertical cross-section
shown in the diagram. Find the volume of earth needed to build the
embankment.
km
2 km
River
1.8
200 m
Road
2m
130 100
80
50
5m
21 mC A parallelogram has sides of 14 cm and 18 cm and an angle between them of 72. The
area of the parallelogram is:

B 172.4 cm2
C 239.7 cm2
D 252 cm2
22 mC An advertising hoarding is in the shape of an isosceles triangle, with sides of length 15 m,
15 m and 18 m. It is to be painted with two coats of purple paint. If the paint covers 12 m2 per
litre, the amount of paint needed, to the nearest litre, would be:
A 9 L
B 18 L
reFleCtion
C 24 L
List three formulas for finding the area of a triangle.
D 36 L
A 118.4 cm2
eBook plus
Digital doc
WorkSHEET 22.2
doc-5404
22d
the unit circle
A unit circle is a circle with a radius of 1 unit.

The unit circle can be divided into 4 quadrants.
As you can see from the diagram, all angles in
quadrant 1 are between 0 and 90. All angles in
quadrant 2 are between 90 and 180, in quadrant 3
between 180 and 270, and in quadrant 4 between
270 and 360.
90
y
180
2nd 1st
quadrant quadrant
3rd 4th
quadrant quadrant
0
x
360
270
Chapter 22 trigonometry II
749
Worked Example 10
State the quadrant of the unit circle in which each of the following angles is found.
a 145 b 282
Think
Write
a The given angle is between 90 and 180.
a 145 is in quadrant 2.
b The given angle is between 270 and 360.
b 282 is in quadrant 4.
State the appropriate quadrant.

State the appropriate quadrant.
So far we have looked at triangles constructed in quadrant 1 of the unit circle, with the angle
q being less than 90. However, triangles can be drawn in other parts of the circle and we
need to know what happens when angles become greater than 90.
We can certainly use a calculator to find sine, cosine and tangent values for angles greater
than 90, but it is important to understand where these values have come from.
If a right-angled triangle containing angle q is
90
constructed in quadrant 1 of the unit circle, then
y
the value of sin q can be found by measuring the
1
P
length of the opposite side and the value of cos q by
measuring the length of the adjacent side.
0
q
The point of intersection of the radius (which is one
180
x
1
1
of the arms of angle q) with the unit circle is P. From
cos q
360
the diagram at right observe that cos q represents
the xcoordinate of point P and sin q represents its
1
ycoordinate. This observation provides us with the
270
technique for finding sine and cosine of any angle in
the unit circle, as shown at right.
To find the value of sine and/or cosine of any angle q from the unit circle, follow these steps:
1. Draw a unit circle.
2. Construct the required angle so that its vertex is at the origin and the angle itself is
measured from 0 (as marked on the x-axis) in an anticlockwise direction. Label the point
of intersection of the radius and the unit circle, P.
3. Use a ruler to find the coordinates of point P.
4. Interpret the results: x = cos q and y = sin q, where x and y are coordinates of P.
sin q
The 4 quadrants of the unit circle

For the following activity and exercise, we will need to be able to read values for sine and cosine
from a unit circle.
Constructing your own unit circle
Step 1.Using graph paper, carefully draw a circle centred at the origin and with a radius of 5
cm. Label the x- and y-axes.
Step 2.On your graph, mark in 0, 90, 180, 270 and 360.
Step 3.Since we need a unit circle, 5 cm will represent 1 unit; that is, 5 cm = 1 unit. Carefully
mark a scale on each axis, where each centimetre represents 0.2 units. (Draw as carefully
as possible, since you will need to read values from your axes in exercise 22D.)
Use a unit circle to investigate the following.
1. If P has coordinates (x, y) and is located on the unit circle, what is the highest value that the
x-coordinate can take? Hence, what is the largest value that the cosine of an angle can take?
2. What is the lowest value that the x-coordinate can take? Hence, what is the smallest value that
the cosine of an angle can take?
750
3. What is the highest value that the y-coordinate can take? Hence, what is the largest value that
the sine of an angle can take?
4. What is the lowest value that the y-coordinate can take? Hence, what is the smallest value that
the sine of an angle can take?
5. Note that P could be in any of the four quadrants (depending on the size of the angle). Hence,
its coordinates could take either positive or negative values, or zero.
Copy and complete the table below to summarise whether sine and cosine are positive or
negative for angles in each of the four quadrants.
1st quadrant
sin q
positive (+)
cos q
positive (+)
2nd quadrant
3rd quadrant
4th quadrant
negative (-)
negative (-)
6. Copy and complete the following sentences.

Sine is positive in the ______ and _______ quadrants and is negative in the _____ and
_______ quadrants.
Cosine is positive in the ______ and ______ quadrants and is negative in the ____ and
_______ quadrants.
sin
7. Use the identity tan q =
to work out whether the tangent of an angle in each quadrant
cos
is positive or negative. Copy and complete the following sentence: Tangent is positive in
the _____ and ____ quadrants and is negative in the _______ and _______ quadrants.
Worked Example 11
Find the value of each of the following using the unit circle.
a sin 200 b cos 200
Think
Write/draw
Draw a unit circle and construct an angle of 200.

Label the point corresponding to the angle of 200
on the circle P. Highlight the lengths, representing
the x- and y-coordinates of point P.
90
y
1
q = 200
180
-1
0
x
360
-1
270
a The sine of the angle is given by the
a sin 200 = -0.3
b Cosine of the angle is given by the
b cos 200 = -0.9
y-coordinate of P. Find the y-coordinate of P

by measuring the distance along the y-axis.
State the value of sin 200. (Note: The sine
value will be negative as the y-coordinate is
negative.)
x-coordinate of P. Find the x-coordinate
of P by measuring the distance along the
x-axis. State the value of cos 200. (Note:
Cosine is also negative in quadrant 3, as the
x-coordinate is negative.)
751
The results obtained in worked example 11 can be verified with the aid of a calculator:
sin 200 = -0.342020143 and cos 200 = -0.93969262.
Rounding these values to 1 decimal place would give -0.3 and -0.9 respectively, which
match the values obtained from the unit circle.
remember
1. The unit circle is divided into four quadrants, as shown.
180
2nd 1st
quadrant quadrant
3rd 4th
quadrant quadrant
90
y
1
0
x
360
180
q
cos q
P
sin q
90
y
0
x
360
1
270
270
2. Sine and cosine of any angle, q, are given as follows: x = cos q and y = sin q, where x
and y are coordinates of point P on the unit circle, corresponding to the given angle.
3. -1 sin q 1 and -1 cos q 1.
4. Sine is positive in quadrants 1 and 2 and negative in quadrants 3 and 4.
5. Cosine is positive in quadrants 1 and 4 and negative in quadrants 2 and 3.
Exercise
22d
The unit circle

Fluency
1 WE10 State which quadrant of the unit circle each of the following angles is in.
a 60
b 130
c 310
d 260
e 100
f 185
g 275
h 295
2 MC If q = 43, the triangle drawn to show this would be in:
A quadrant 1
B quadrant 2
C quadrant 3
D quadrant 4
3 MC If q = 295, the triangle drawn to show this would be in:
A quadrant 1
B quadrant 2
C quadrant 3
D quadrant 4
4 WE11 Find the value of each of the following using the unit circle.
a sin 20
b cos 20
c cos 100
d sin 100
e sin 320
f cos 320
g sin 215
h cos 215
5 Use the unit circle to find each of the following.
a sin 90
c sin 180
e sin 270
g sin 360
752
b
d
f
h
cos 90
cos 180
cos 270
cos 360

understanding
6 On the unit circle, use a protractor to measure an angle of
10
tan 20
sin 20
30 from the positive xaxis. Mark the point P on the circle.

Use this point to construct a triangle in quadrant 1 as shown.
P
a Find cos 30. (Remember that the length of the adjacent
sin 30
30
side of the triangle is cos 30.)
x
O
b Find sin 30. (This is the length of the opposite side of
cos 30
the triangle.)
c Check your answers in a and b by finding these values
with a calculator.
Using your graph of the unit circle, measure 150 with
y
a protractor and mark the point P on the circle. Use this
point to draw a triangle in quadrant 2 as shown.
P
a What angle does the radius OP make with the
150
sin
150
negative x-axis?
x
O
b Remembering that x = cos q, use your circle to find
cos 150
the value of cos 150.
c How does cos 150 compare to cos 30?
d Remembering that y = sin q, use your circle to find
the value of sin 150.
e How does sin 150 compare with sin 30?
y
On the unit circle, measure 210 with a protractor and
mark the point P on the circle. Use this point to draw a
triangle in quadrant 3 as shown.
210
cos 210
a What angle does the radius OP make with the
x
negative x-axis?
O
sin 210
b Use your circle to find the value of cos 210.
P
d Use your circle to find the value of sin 210.
On the unit circle, measure 330 with a protractor and
y
mark the point P on the circle. Use this point to draw a
triangle in quadrant 4 as shown.
a What angle does the radius OP make with the positive
330 cos 330
x-axis?
b Use your circle to find the value of cos 330.
x
O
sin 330
P
d Use your circle to find the value of sin 330.
On the unit circle, draw an appropriate triangle for the
angle of 20 in quadrant 1.
y
a Find sin 20.
b Find cos 20.
c Draw a tangent line and extend the hypotenuse of the
triangle to meet the tangent as shown.
20
x
Accurately measure the length of the tangent between
cos 20
the x-axis and the point where it meets the hypotenuse
and, hence, state the value of tan 20.
sin 20
d What is the value of
?
cos 20
sin 20
e How does tan 20 compare with
?
cos 20
753

11 On the unit circle, draw an appropriate triangle for the angle of 135 in quadrant 2.
tan 135
y
135
x
a Find sin 135.

b Find cos 135.
c Draw a tangent line and extend the hypotenuse of the triangle to meet the tangent as
tan 300
tan 220
shown.
Accurately measure the length of the tangent to where it meets the hypotenuse to find
the value of tan 135.
sin 135
?
cos 135
sin 135
?
cos 135
f How does tan 135 compare with tan 45?
12 On the unit circle, draw an appropriate triangle for the angle
y
of 220 in quadrant 3.
a Find sin 220.
b Find cos 220.
220
x
Find tan 220 by accurately measuring the length of
the tangent to where it meets the hypotenuse.
sin 220
?
cos 220
sin 220
?
cos 220
f How does tan 220 compare with tan 40? (Use a calculator.)
13 On the unit circle, draw an appropriate triangle for the angle
y
of 300 in quadrant 4.
a Find sin 300.
b Find cos 300.
300
x
Find tan 300 by accurately measuring the length of
the tangent to where it meets the hypotenuse.
sin 300
?
cos 300
sin 300
?
cos 300
f How does tan 300 compare with tan 60?
(Use a calculator.)
reflection
14 MC In a unit circle, the length of the radius is equal to:
What is the length of the
A sin q
B cos q
diameter of the unit circle?
C tan q
D 1
754
trigonometric functions
22e
sine and cosine graphs
eBook plus
The graphs of y = sin x and y = cos x are shown below, sketched from 0 to 360
y
y = sin x
Interactivity
Trigonometric
functions
y = cos x
int-2796
90
180
270
360
90
-1
180
270
360
-1
Trigonometric graphs repeat themselves continuously in cycles, and hence they are called
periodic functions.
The period of the graph is the distance between repeating peaks or troughs. In the example
above, the period between the repeating peaks is 360
The amplitude of the graph is half the distance between the maximum and minimum values
of the function. In the example above, the distance is half of two units (the distance between
-1 and 1), hence the amplitude is 1 unit. Amplitude can also be described as the amount by
which the graph goes above and below its mean value. In the above example, the mean value
lies along the x axis.
Worked examPle 12
Sketch the graphs of a y = 2 sin x and b y = cos 2x for 0 x 360

think
a
1
2
Write/draW
The graph must be drawn from

0 to 360.
Label the graph y = 2 sin x.
The graph must be drawn from

0 to 360.
y = 2 sin x
Compared to the graph of y = sin x

each value of sin x has been multiplied
by 2, therefore the amplitude of the
graph must be 2.
180
-2
b
y = cos 2x
Compared to the graph of y = cos x,

each value of x has been multiplied
by 2, therefore the period of the graph
must become 180.
Label the graph y = cos 2x.
360
90
180
270
360
-1
For the graph of y = asin nx, or y = acos nx, the amplitude is a and the period becomes
360
.
n
If the graph has a negative value of a, the amplitude is the positive value of a. i.e. The
amplitude is always | a |
755
Worked Example 13
For each of the following graphs, state:

i the amplitude
ii the period.
a y = 2 sin 3x
x
b y = cos
3
c
y
3
2
1
-1
180
360
540
720
-2
-3
Think
Write
a The value of a is 2.
b The value of a is 1.
ii Period =
and minimum values is 2.5. The graph goes

2.5 units above and below the mean value.
The distance between repetitions is 720
i Amplitude = 1
360
1
3
= 1080
360
Period is
.
n
c Half the distance between the maximum
i Amplitude = 2
360
3
= 120
360
Period is
.
n
ii Period =
i Amplitude = 2.5
ii Period = 720
remember
1. Trigonometric graphs repeat themselves continuously in cycles and hence they are
called periodic functions.
2. The period of the graph is the distance between repetitions. For y = sin x and y = cos x,
this is 360.
3. The amplitude of the graph is the amount the graph goes above and below its mean
value. It is half the distance between the maximum and minimum values. For y = sin x
and y = cos x the mean value is along the x-axis, hence the amplitude is 1 unit.
360
4. For the graph of y = asin nx, or y = acos nx the amplitude is a and the period is
n
756
Exercise
22e
Fluency
1 Using your calculator (or the unit circle if you wish), complete the following table.
30
60
90 120 150 180 210 240 270 300 330 360
sin x
x
390 420 450 480 510 540 570 600 630 660 690 720
sin x
2 On graph paper, rule x- and y-axes and carefully mark a scale along each axis. Use 1 cm = 30
3
4
on the x-axis to show x-values from 0 to 720. Use 2 cm = 1 unit along the y-axis to show
y-values from -1 to 1. Carefully plot the graph of y = sin x using the values from the table in
question 1.
How long does it take for the graph of y = sin x to complete one full cycle?
From your graph of y = sin x, find the value of y for each of the following.
a x = 42
b x = 130
c x = 160
d x = 200
e x = 180
f x = 70
g x = 350
h x = 290
From your graph of y = sin x, find the value of x for each of the following.
a y = 0.9
b y = -0.9
c y = 0.7
d y = -0.5
e y = -0.8
f y = 0.4
Using your calculator (or the unit circle if you wish), complete the following table.
x
30
60
90 120 150 180 210 240 270 300 330 360
cos x
x
390 420 450 480 510 540 570 600 630 660 690 720
cos x
8
9
10
11
12
y-values from -1 to 1. Carefully plot the graph of y = cos x using the values from the table in
question 6.
If you were to continue the graph of y = cos x, what shape would you expect it to take?
Is the graph of y = cos x the same as the graph of y = sin x? How does it differ? What features
are the same?
Using the graph of y = cos x, find a value of y for each of the following.
a 48
b 170
c 180
d 340
e 240
f 140
g 40
h 165
Using the graph of y = cos x, find a value of x for each of the following.
a y = -0.5
b y = 0.8
c y = 0.7
d y = -0.6
e y = 0.9
f y = -0.9
Using your calculator (or the unit circle if you wish), complete the following table.
x
30
60
90 120 150 180 210 240 270 300 330 360
tan x
x
390 420 450 480 510 540 570 600 630 660 690 720
tan x
757

14
15
16
17
y-values from -2 to 2. Carefully plot the graph of y = tan x using the values from the table in
question 12.
If you were to continue the graph of y = tan x, what shape would you expect it to take?
Is the graph of y = tan x the same as the graphs of y = sin x and y = cos x? How does it differ?
What features are the same?
Using the graph of y = tan x, find a value of y for each of the following.
a 60
b 135
c 310
d 220
e 500
f 590
g 710
h 585
Using the graph of y = tan x, find a value of x for each of the following.
a y = 1
b y = 1.5
c y = 0.4
d y = 2
e y = 0.2
f y = 1
18 WE12 Sketch the following graphs

a y = cos x, for x [-180, 180]
c y = sin 2x, for x [0, 360]
b y = sin x, for x [0, 720]

d y = 2 cos x, for x [-360, 0]
19 WE13 For each of the graphs in question 18, state

i the period ii the amplitude.
20 For each of the following, state:
i the period ii the amplitude.
a y = 3cos 2x
d y =
1
x
sin
2
4
x
2
b y = 4sin 3x
c y = 2cos
e y = -sin x
f y = -cos 2x
21 MC Parts a to c refer to the graph below.

y
3
2
1
90
-1
180
-2
-3
a The amplitude of the graph is:
A 180o
b 90
b The period of the graph is:
A 180o
b 360
c The equation of the graph could be:
c 3
d -3
e 6
c 90
d 3
e -3
A y = cos x
b y = sin x
d y = 3cos 2x
e y = 3sin 2x
c y = 3cos
understanding
22 Sketch each of the following graphs, stating the period and amplitude of each.
x
, for x [0, 360]
3
b y = -3sin 2x, for x [0, 360]
a y = 2cos
758
x
3
x
, for x [-180, 180]
2
d y = -cos 3x, for x [0, 360]
e y = 5cos 2x, for x [0, 180]
f y = -sin 4x, for x [0, 180]
23 Use technology to sketch the graphs of each of the following for 0 x 360
a y = cos x + 1
b y = sin 2x - 2
c y = cos (x - 60)
d y = 2sin 4x + 3
c y = 3sin
reasoning
24 a

b
Sketch the graph of y = cos 2x for x [0, 360]
ii What is the minimum value of y for this graph?

ii What is the maximum value of y for this graph?
Using the answers obtained in part a write down the maximum and minimum values of
y = cos 2x + 2.
c What would be the maximum and minimum values of the graph of y = 2sin x + 3. Explain
how you obtained these values.

25 a Complete the table below by filling in the exact values of y = tan x
x
30
60
90
120
150
180
y = tan x
b Sketch the graph of y = tan x for [0,180]
c What happens at x = 90?
d For the graph of y = tan x, x = 90 is called an asymptote. Write down when the next
asymptote would occur.
e State the period and amplitude of y = tan x
reFleCtion
26 a Sketch the graph of y = tan 2x, for [0,180]

b When do the asymptotes occur?
c State the period and amplitude of y = tan 2x
22F
eBook plus
Interactivity
Trigonometry
int-2797
For the graph of y = a tan nx, what

would be the period and amplitude?
solving trigonometric equations

solving trigonometric equations graphically
Because of the periodic nature of circular functions, there are infinitely many solutions to
trigonometric equations.
Equations are usually solved within a particular domain (x values), to restrict the number of
solutions.
The sine graph below shows the solutions between 0 and 360 for the equation sin x = 0.6
y
1
0.6
-1
180
360
In the example above, it can clearly be seen that there are two solutions to this equation,
which are approximately x = 37 and x = 143
The smaller the period, the greater the number of solutions within a particular domain.
It is difficult to obtain accurate answers from a graph. More accurate answers can be obtained
using technology.
759
Solving trigonometric equations algebraically

Exact answers can be found for some trigonometric equations using the table at the top of page739.
Worked Example 14
Solve the following equations

a sin x =
3
, x [0, 360]
2
b cos 2x = -
1
2
, x [0, 360]
Think
a
Write
3
2
a x = sin-1
The inverse operation of sine is sin-1.
The first solution in the given domain from

the table at the top of page 739 is x = 60.
Since sine is positive in the first and

second quadrants, another solution must
be x = 180 - 60 = 120.
The inverse operation of cosine is cos-1.
From the table of values, cos-1
Cosine is negative in the second and

third quadrants, which give the first two
solutions to the equation as:
180 - 45 and 180 + 45.
2x = 135, 225
Solve for x by dividing by 2.
x = 67.5, 112.5
Since the domain in this case is [0, 360],

and the period has been halved, there
must be 4 solutions altogether. The other
2solutions can be found by adding the
period on to each solution.
1
2
There are two solutions in the given domain,

x = 60 and x = 120.
b 2x = cos-1 1
= 45.
360
= 180
2
x = 67.5 + 180, 112.5 + 180
x = 67.5, 112.5, 247.5, 292.5
The period =
remember
1. Because of the periodic nature of circular functions, there are infinitely many solutions
to trigonometric equations.
2. Equations are usually solved within a particular domain (x values), to restrict the
number of solutions.
3. The smaller the period, the greater the number of solutions within a particular domain.
4. Solutions can be found for some trigonometric equations algebraically, using the exact
values table.
760
Exercise
22f

Fluency
1 Use the graph at right to find approximate
answers to the following equations for the

domain 0 x 360. Check your answers
using a calculator.
iii cos x = 0.9
iii cos x = 0.3
iii cos x = -0.2
iv cos x = -0.6
2 Solve the following equations for the domain
0 x 360
a sin x =
1
2
b sin x =
e sin x = 1
cos x =
180
3
2
cos x = -
-1
1
2
1
g sin x = -
2
c cos x = -
f cos x = -1
3
2
360
3
2
d cos x = -
h sin x = -
k sin x = 1
1
2
1
2
cos x = 0
understanding
3 WE14 Solve the following equations for the given values of x.
3
, x [0, 360]
2
1
c sin 2x = , x [0, 720]
2
3
, x [0, 360]
2
1
d sin 3x =
, x [-180, 180]
2
1
f sin 3x = - , x [-180, 180]
2
h cos 3x = 0, x [0, 360]
a sin 2x =
b cos 2x = -
1
2
g cos 4x = -1, x [0, 90]
e sin 4x = - , x [0, 180]
Reasoning
4 Solve the following equations for x [0, 360]
a 2sin x - 1 = 0
c
b 2cos x =
2cos x - 1 = 0
2sin x + 1 = 0
5 Sam measured the depth of water at the end of the Intergate jetty at various times on Friday
13 August 2010. The table below provides her results.

Time
6 am
Depth
1.5
10 11 12 pm
1.8 2.3 2.6 2.5 2.2
1.8
1.2 0.8 0.5 0.6 1.0 1.3 1.8 2.2 2.5
Plot the data.

Determine:
ii the period
ii the amplitude.
Sam fishes from the jetty when the depth is a
maximum. Specify these times for the next 3 days.
d Sams mother can moor her yacht when the depth is
above 1.5m. During what periods can she moor the
yacht on Sunday 16 January?
a
b

c
reflection
Explain why sine and cosine

functions can be used to
model situations which
occur in nature such as tide
heights and sound waves.
761
Summary
The sine rule
Angles of 30, 45 and 60 have exact values of sine, cosine and tangent.
q
30
sin q
1
2
cos q
3
2
tan q
1
3
45
2
3
3
60
2
2
3
2
2
2
1
2
The sine rule states that for any triangle ABC:

a
b
c
=
=
sin A sin B sin C
When using this rule it is important to note that, depending on the values given, any
combination of the two equalities may be used to solve a particular triangle.
The sine rule can be used to solve nonright-angled triangles if we are given:
(a) two angles and one side length
(b) two side lengths and an angle opposite one of these side lengths.
The ambiguous case exists if C is an acute angle and a > c > a sin C.
The cosine rule
In any triangle ABC:
a2 = b2 + c2 - 2bc cos A
b2 = a2 + c2 - 2ac cos B
c2 = a2 + b2 - 2ab cos C
The cosine rule can be used to solve nonright-angled triangles if we are given:
(a) three sides of the triangle
(b) two sides of the triangle and the included angle (that is, the angle between the two given
sides).
If three sides of a triangle are known, an angle could be found by transposing the cosine rule
to make cos A, cos B or cos C the subject.
b2 + c2 a2
2bc
a2 + c2 b2
2ac
a2 + b2 c2
2ab
Area of triangles
762
If two sides of any triangle and the included angle (that is, the angle between the two given
sides) are known, the following rules may be used to determine the area of that triangle.
1
1
1
Area = 2 ab sin C Area = 2 ac sin B Area = 2 bc sin A
Alternatively, if the lengths of three sides of a triangle are known, Herons formula may be
used to find the area of the triangle:
Area =
s(s a)(s b)(s c)

s = 12 (a + b + c)
The unit circle
The unit circle is divided into four quadrants, as shown.

90
y
180
2nd 1st
quadrant quadrant
3rd 4th
quadrant quadrant
90
y
1
0
x
360
270
180
q
cos q
P
sin q
0
x
360
1
270
Sine and cosine of any angle, q, are given as follows: x = cos q and y = sin q, where x and y
are coordinates of point P on the unit circle, corresponding to the given angle.
-1 sin q 1 and -1 cos q 1.
Sine is positive in quadrants 1 and 2 and negative in quadrants 3 and 4.
Cosine is positive in quadrants 1 and 4 and negative in quadrants 2 and 3.
Trigonometric graphs repeat themselves continuously in cycles and hence they are called
periodic functions.
The period of the graph is the distance between repetitions. For y = sin x and y = cos x, this is
360.
The amplitude of the graph is the amount the graph goes above and below its mean value. It is
half the distance between the maximum and minimum values. For y = sin x and y = cos x the
mean value is along the x-axis, hence the amplitude is 1 unit.
360
For the graph of y = asin nx, or y = acos nx the amplitude is a and the period is
n
Because of the periodic nature of circular functions, there are infinitely many solutions to
trigonometric equations.
Equations are usually solved within a particular domain (x values), to restrict the number of
solutions.
The smaller the period, the greater the number of solutions within a particular domain.
Solutions can be found for some trigonometric equations algebraically, using the exact values
table.
763
Chapter review
Fluency
10 MC The value of sin 53 is equal to:

A cos 53
B cos 37
C sin 37
D tan 53
11 Simplify
55
sin 53
.
sin 37
12 Draw a sketch of y = sin x from 0 x 360.
13 Draw a sketch of y = cos x from 0 x 360.

75
14 Draw a sketch of y = tan x from 0 x 360.
Non-calculator questions
12 cm
2 Find the value of q, correct to the nearest minute.
15 Label this triangle so that
x
y
=
.
sin 46 sin 68
B
105 3.7 m
10.2 m
A
3 Find all unknown sides and angles of triangle ABC,
given a = 25 m, A = 120 and B = 50.

4.8 cm
x
40
C
16 State the period and amplitude of each of the
following graphs.
a y = 2sin 3x
c
b y = -3cos 2x
y
1
5.6 cm
90
5 Find the value of q, correct to the nearest degree.

6 cm
6 cm
10 cm
6 A triangle has sides of length 12 m, 15 m and 20 m.
Find the magnitude (size) of the largest angle.

7 A triangle has two sides of 18 cm and 25 cm. The
angle between the two sides is 45. Find:
a its area
b the length of its third side
c its area using Herons formula.
8 If q = 290, the triangle to show this would be
drawn in which quadrant?
9 On the unit circle, draw an appropriate triangle for
the angle 110 in quadrant 2.
a Find sin 110 and cos 110, correct to 2
decimal places.
b Find tan 110, correct to 2 decimal places.
764
180
360
-1
17 Sketch the following graphs.
a y = 2sin x, x [0, 360]
b y = cos 2x, x [-180, 180]
18 Use technology to write down the solutions to the
following equations for the domain 0 x 360 to

2 decimal places.
a sin x = -0.2
b cos 2x = 0.7
c 3cos x = 0.1
d 2sin 2x = 0.5
1
a sin x = - , x [0, 360]
2
3
b cos x =
, x [0, 360]
2
1
c cos x =
, x [0, 360]
2
1
d sin x =
, x [0, 360]
2

20 mC The equation which represents the graph
below could be:
Problem solVing
1 A satellite dish is placed on top of an apartment
building as shown in the diagram below. Find the

height of the satellite dish.
y
3
2
1
0.22
60
-1
120
-2
48.3
-3
450 m
A y = 3sin 2x
C y = 3cos 2x
E y = 2sin 3x
B y = 2cos 3x
D y = 2sin 2x
21 a Use technology to help sketch the graph of
y = 2sin 2x - 3
b Write down the period and the amplitude of the

graph in part a.
22 Sketch the graphs of each of the following, stating
ii the period
ii the amplitude.
a y = 2cos 2x, x [0, 360]
b y = 3sin 4x, x [0, 180]
c y = -2cos 3x, x [-60, 60]
d y = 4sin 2x, x [-90, 90]
23 Solve each of the following equations for the given
values of x.
3
, x [0, 360]
2
a cos 2x =
1
2
b sin 3x = , x [-90, 90]

c sin 2x = d cos 3x =
1
2
1
, x [0, 360]
, x [0, 180]
2
e sin 4x = 0, x [0, 180]
f cos 4x = -1, x [0, 360]
24 Solve the following for x [0, 360]
a 2cos x - 1 = 0
b 2sin x = - 3
c - 2cos x + 1 = 0
d 2sin x + 1 = 0
25 Sketch the graph of y = tan 2x, x [0, 180].
Write down the period, amplitude and the equations
of any asymptotes.
2 A yacht sets sail from a mariner and sails on a
bearing of 065T for 3.5 km. It then turns and sails

on a bearing of 127T for another 5 km.
a How far is the yacht from the mariner?
b On what bearing to the nearest minute should
the yacht travel if it was to sail directly back to
the mariner?
3 Australian power points supply voltage, V, in volts,
where V = 240 sin 18 000t and t is measured in
seconds.
a Complete the table below and sketch the graph,
showing the fluctuations in voltage over time.
t
0.000
0.005
0.010
0.015
0.020
0.025
0.030
0.035
0.040
b Find the times at which the maximum voltage
output occurs.
c How many seconds are there between times of
maximum voltage output?

d How many periods
(or cycles) are there

per second?
eBook plus
Interactivities

int-2885
int-2883
int-2884
765
eBook plus
aCtiVities
Are you ready?
(page 732)
SkillSHEET 22.1 (doc-5398): Labelling right-angled
triangles
SkillSHEET 22.2 (doc-5399): Calculating sin, cos or
tan of an angle
SkillSHEET 22.3 (doc-5400): Finding side lengths
in right-angled triangles
SkillSHEET 22.4 (doc-5401): Calculating the angle
from a sin, cos or tan ratio
SkillSHEET 22.5 (doc-5402): Finding angles in
right-angled triangles
Digital docs
22A The sine rule

Digital doc
WorkSHEET 22.1 (doc-5403): The sine rule

(page 740)
22C Area of triangles
Digital doc
WorkSHEET 22.2 (doc-5404): Cosine rule and area

of triangles (page 749)
766
22E Trigonometric functions

Interactivity
Trigonometric functions (int-2796) (page 755)

22F Solving trigonometric equations
Interactivity
Trigonometry (int-2797) (page 759)

Chapter review
(page 765)
Test yourself Chapter 22 (int-2885): Take the
end-of-chapter test to test your progress
chapter
chapter
Interactivities

www.jacplus.com.au
23
Interpreting
data
23A Bivariate data

23B Lines of best fit
23C Time series
What do you know ?
1 List what you know about interpreting
bivariate data. Create a concept map to
show your list.
interpreting bivariate data.
opening question
Does an athletes performance continue

to improve with increasing age?
statistics and probability data representation and interpretation
are you ready?

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SkillSHEET 23.4
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Substitution into a linear rule
1 Substitute -1 for x in each of the following equations to calculate the value of y.
a y = 4x - 2
b y = 3 - x
c y = -2 - 5x

2 For each of the following equations, substitute:
i x = 0 to find the corresponding value of y
ii y = 0 to find the corresponding value of x
a 2x + 3y = 6
b x - 3y = 9
c 4y = 3x - 6
Transposing linear equations to standard form

3 Write the following equations in the form y = mx + c.
a 2y + 4x = 8
b 8x - 2y = 10
Measuring the rise and the run

4 Find the gradient for each of the following straight lines.
a
b
y
y
10
20
5
10
-10 -5 0
-5
-10
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768
5 10 x
-10 -5 0 5 10 x
-10
-20
c 2x + 3y + 5 = 0
y
10
5
-10 -5 0
-5
5 10 x
-10
Finding the gradient given two points

5 Find the gradient of the line passing through each of the following pairs of points.
a (1, 2) and (3, 7)
b (-1, -4) and (2, 3)
c (6, -1) and (-2, 1)
Graphing linear equations using the x- and y-intercept method

6 Graph each line with the following equations using the x- and y-intercept method.
a 5y - 4x = 20
b 4y - 2x = 5
c 3y + 4x = -12
23A
Bivariate data
Bivariate data is really two-variable data.

The list of bivariate data can be considered as numerical pairs of the type:
(x1, y1), (x2, y2),...,(xn, yn)
The easiest way to visualise bivariate data is by constructing a scatterplot.
Scatterplots
Each piece of data on a scatterplot is shown by a point on a Cartesian plane.

The x-coordinate of the point is the value of the independent variable, while the
y-coordinate is the corresponding value of the dependent variable.
Worked Example 1
The following table shows the total revenue from selling tickets for a number of different chamber
music concerts. Represent these data on a scatterplot.
Number of tickets sold
Total revenue ($)
400
200
450
350
8000
3600
8500
7700
300
500
400
5800 6000 11000 7500
350
250
6600
5600
Write
Determine the nature of the variables with

reasoning.
Rule up a set of axes on graph paper. Title the

graph. Label the horizontal axis Number of tickets
sold and the vertical axis Total revenue ($).
Scale the horizontal and vertical axes.
Plot the points on the scatterplot. In each pair

of values, treat the number of tickets as the
horizontal coordinate and the corresponding total
revenue as the vertical coordinate. For example,
the first pair of values in the table is represented
by the point with coordinates (400, 8000).
The total revenue depends on the number of

tickets being sold, so the number of tickets is the
independent variable and the total revenue is the
dependent variable.
11 000
Revenue obtained from selling

music concert tickets
10 000
Total revenue ($)
Think
250
9000
8000
7000
6000
5000
4000
3000
0
200 250 300 350 400 450 500

Number of tickets sold
Correlation
It is useful to determine whether any relationship exists between the two variables, and if it
does, what type of relationship it is.
The relationship between the variable is called correlation, and can be classified according to
three properties.
Form whether it is linear or non-linear
Direction whether it is positive or negative
Strength whether it is strong, moderate or weak.
These classifications are qualitative rather than quantitative.
Chapter 23 Interpreting data
769
Linear and non-linear relationships
If the scatterplot is in the shape of a straight, narrow band and a straight line seems to have a
reasonable fit, the relationship between the two variables can be called linear.
y
x
Linear relationships
If this is not the case, the relationship is non-linear.

y
x
Non-linear relationships
Non-linear relationships can be classified further as being quadratic, exponential and so on.
No correlation exists between the two variables if the points on the scatterplot appear to be
randomly spread over the set of axes.
y
x
No correlation
Positive and negative correlation
Positive correlation occurs if one variable increases as the other variable increases. The data
points on a scatterplot appear to form a path, directed from the bottom left to the top right
corner.
y
x
Positive correlation
Negative correlation occurs if one variable tends to decrease with the increase of the other.
The points on the scatterplot form a path directed from the top left to the bottom right
corner.
y
x
Negative correlation
770
Strength of the correlation
The narrower the path, the stronger the correlation between the two variables.
y
x
Strong correlation
x
Moderate correlation
x
Weak correlation
A perfectly linear correlation exists if the points on the scatterplot form a straight line.
y
x
Perfectly linear relationships
Worked Example 2
State the type of the relationship between the variables x and y,

suggested by the scatterplot at right.
x
Think
Write
Carefully analyse the scatterplot and comment

on its form, direction and strength.
The points on the scatterplot form a narrow path that

resembles a straight corridor (that is, it would be
reasonable to fit a straight line to it). Therefore the
relationship is linear.
The path is directed from the bottom left corner to
the top right corner and the value of y increases as x
increases. Therefore the correlation is positive.
Furthermore the points are quite tight; that is, they
form a thin corridor. So the correlation can be classified
as being strong.
There is a strong, positive, linear relationship between
x and y.
Correlation and causation
Even a strong correlation does not necessarily mean that the increase or decrease in the level
of one variable causes an increase or decrease in the level of the other. It is best to avoid
statements such as:
An increase in rainfall causes an increase in the wheat growth.
The following guidelines should be closely followed in order to draw a conclusion about the
relationship between the two variables based on the scatterplot.
If the correlation between x and y is weak, we can conclude that there is little evidence to
show that the larger x is, the larger (positive correlation) or smaller (negative correlation) y is.
771
If the correlation between x and y is moderate, we can conclude that there is evidence to show
that the larger x is, the larger (positive correlation) or smaller (negative correlation) y is.
If the correlation between x and y is strong, we can conclude that the larger x is, the larger
(positive correlation) or smaller (negative correlation) y is.
Worked Example 3
Mary sells business shirts in a department store. She always records the number of different styles of
shirt sold during the day. The table below shows her sales over one week.
Price ($)
14
18
20
21
24
25
28
30
32
35
Number of shirts sold
21
22
18
19
17
17
15
16
14
11

b State the type of correlation between the two variables and, hence, draw a corresponding conclusion.
Think
write
(independent variable) on the horizontal

axis and Number of shirts sold
(dependent variable) on the vertical
axis.
Number of shirts sold
a Draw the scatterplot showing Price ($)
28
26
24
22
20
18
16
14
12
10
5 10 15 20 25 30 35
Price ($)
Carefully analyse the scatterplot

and comment on its form, direction
and strength.
Draw a conclusion corresponding

to the analysis of the scatterplot.
b The points on the plot form a path that resembles a
straight, narrow band, directed from the top left corner

to the bottom right corner. The points are close to
forming a straight line. There is a strong, negative, linear
correlation between the two variables.
The price of the shirt appears to affect the number sold;
that is, the more expensive the shirt the fewer sold.
remember
1. Bivariate data involve two sets of related variables for each piece of data.
2. Bivariate data are best represented on a scatterplot. On a scatterplot each piece of data
is shown by a single point whose x-coordinate is the value of the independent variable,
and whose y-coordinate is the value of the dependent variable.
3. The relationship between two variables is called correlation. Correlation can be
classified as linear, non-linear, positive, negative, weak, moderate or strong.
4. If the points appear to be scattered about the scatterplot in no particular order, then no
correlation between the two variables exists. If the points form a straight line, then the
relationship between the variables is perfectly linear.
5. When drawing conclusions based on the scatterplot, it is important to distinguish between
the correlation and the cause. Strong correlation between the variables does not necessarily
mean that an increase in one variable causes an increase or decrease in the other.
772
exercise
23a
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bivariate data
fluency
1 For each of the following pairs, decide which of the variables is independent and which is
dependent.
a Number of hours spent studying for a Mathematics test and the score on that test.
b Daily amount of rainfall (in mm) and daily attendance at the Botanical Gardens.
c Number of hours per week spent in a gym and the annual number of visits to the doctor.
d Amount of computer memory taken by an essay and the length of the essay (in words).
e The cost of care in a childcare centre and attendance at the childcare centre.
f The cost of the property (real estate) and the age of the property.
g The entry requirements for a certain tertiary course and the number of applications for
that course.
h The heart rate of a runner and the running speed.
2 We1 The following table shows the cost of a wedding reception at 10 different venues.
Represent the data on a scatterplot.
No of guests
30
40
50
60
70
80
90
100
110
120
Total cost ( $1000)
1.5
1.8
2.4
2.3
2.9
4.3
4.5
4.6
4.6
3 We2 State the type of relationship between x and y for each of the following scatterplots.
a y
b y
c y
x
e y
d y
h y
x
j
f y
x
g y
x
n y
x
i
k y
m y
x
o y
x
chapter 23 Interpreting data
773
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4 We3 Eugene is selling leather bags at the local market. During the day he keeps records
of his sales. The table below shows the number of bags sold over one weekend and their
corresponding prices (to the nearest dollar).
Price ($) of a bag
30
35
40
45
50
55
60
65
70
75
80
Number of bags sold
10
12

b State the type of correlation between the two variables and,
hence, draw a corresponding conclusion.
understanding
5 The table below shows the number of bedrooms and the price of each of 30 houses.
Number of
bedrooms
Price
( $1000)
Number of
bedrooms
Price
( $1000)
Number of
bedrooms
Price
( $1000)
180
279
243
160
195
198
240
408
237
200
362
226
155
205
359
306
420
316
297
369
200
383
195
158
212
265
149
349
174
286

b State the type of correlation between the number of bedrooms and the price of the house
and, hence, draw a corresponding conclusion.

c Suggest other factors that could contribute to the price of the house.
6 The table below shows the number of questions solved by each student on a test, and the
corresponding total score on that test.

Number of questions
Total score (%)
22
39
69 100 56
18
60
36
87
45
84
32
63
10

b What type of correlation does the scatterplot suggest?
c Give a possible explanation as to why the scatterplot is not perfectly linear.
774

7 A sample of 25 drivers who had obtained a full licence within the last month was asked to
recall the approximate number of driving lessons they had taken (to the nearest 5), and the
number of accidents they had had while being on P plates. The results are summarised in the
table which follows.
Number of
lessons
Number of
accidents
Number of
lessons
Number of
accidents
20
20
15
40
25
25
10
30
35
15
35
15
10
30
20
15
40
20
25
10
10
a Represent these data on a scatterplot.

b Specify the relationship suggested by the scatterplot.
c Suggest some reasons why this scatterplot is not perfectly linear.
Reasoning
8 Each point on the scatterplot below shows the time (in weeks) spent by a person on a healthy
Loss in mass
diet and the corresponding mass lost (in kg).
Number of weeks
Study the scatterplot and state whether each of the following statements is true or false.
a The number of weeks that the person stays on a diet is the independent variable.
b The y-coordinates of the points represent the time spent by a person on a diet.
c There is evidence to suggest that the longer the person stays on a diet, the greater the loss
in mass.
d The time spent on a diet is the only factor that contributes to the loss in mass.
e The correlation between the number of weeks on a diet and the number of kilograms lost
is positive.
775

9 mc The scatterplot that best represents the relationship between the amount of water
Water usage (L)
Temperature (C)
consumed daily by a certain household for a number of days in summer and the daily
temperature is:
Water usage (L)

Temperature (C)
Water usage (L)
Temperature (C)
Water usage (L)
Temperature (C)
sides and the sum of interior angles for a number

of polygons.
Which of the following statements is not true?
A The correlation between the number of
sides and the angle sum of the polygon is
perfectly linear.
B The increase in the number of sides causes
the increase in the size of the angle sum.
C The number of sides depends on the sum of
the angles.
d The correlation between the two variables is
positive.
Sum of angles ()
10 mc The scatterplot below shows the number of
1300
1200
1100
1000
900
800
700
600
500
400
300
200
3
5 6 7 8 9 10
Number of sides
11 mc After studying a scatterplot, it was concluded that
there was evidence that the greater the level of one

variable, the smaller the level of the other variable. The
scatterplot must have shown a:
A strong, positive correlation
B strong, negative correlation
C moderate, positive correlation
d moderate, negative correlation
23b
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Interactivity
Applying
lines of
best fit
lines of best fit
int-2798
776
reflection
How could you determine
whether the change in one
variable causes the change
in another variable?
Although a relationship between two variables can be linear, quadratic, exponential and so on,
only linear relationships will be considered here.
The method used is to fit a straight line to the scatterplot. This is positioned by eye, so that
there are approximately an equal number of points on either side of the line, with the points
being as close to the line as possible. Such a line is called a line of best fit. It should be noted
that the position of this line is rather subjective.
Once a line of best fit has been placed on the scatterplot, an equation for this line can be
established, using the coordinates of any two points on the line. These two points do not
necessarily have to be actual data points, but if any data points do lie on the line, these are
chosen as their values are known accurately.
The equation for the line passing through these two selected points can then be calculated.
The equation through the two points (x1, y1) and (y2, y2) is given by:
y y
y = mx + c, where m = 2 1 .
x2 x1
Worked Example 4
The data in the table below show the cost of using the internet at a number of different internet cafes
based on hours used per month.
Hours used per month
10
12
20
18
10
13
15
17
14
11
Total monthly cost ($)
15
18
30
32
18
20
22
23
22
18

b Draw in the line of best fit.
c Find the equation of the line of best fit in terms of the variables n (number of hours) and
C (monthly cost).
Think
Write/draw
a Draw the scatterplot placing the
a
independent variable (hours used per

month) on the horizontal axis and the
dependent variable (total monthly cost)
on the vertical axis.
32
30
28
26
24
22
20
18
16
14
10 11 12 13 14 15 16 17 18 19 20
Carefully analyse the scatterplot.
Position the line of best fit so there

is approximately an equal number
of data points on either side of the
line and so that all points are close
to the line.
Note: With the line of best fit,
there is no single definite solution.
b
32
30
28
26
24
22
20
18
16
14
(20, 30)
(13, 20)
10 11 12 13 14 15 16 17 18 19 20
c
Select two points on the line which

are not too close to each other.
Calculate the gradient of the line.
Write the rule for the equation of a

straight line.
Let (x1, y1) = (13, 20) and (x2, y2) = (20, 30).
y2 y1
x2 x1
30 20
m=
20 13
10
=
7
y = mx + c
m=
777
10
x+c
7
10
20 = (13) + c
7
130
c = 20 7
140 130
=
7
10
=
7
y=

the equation.
Substitute one pair of coordinates

(say, 13, 20) into the equation to
calculate c.
Write the equation.
y=
10
10
x+
7
7
Replace x with n (number of

hours used) and y with C (the total
monthly cost) as required.
C=
10
10
n+
7
7
The line of best fit can be used to graphically predict the value of one variable from that
of another. Because of the subjective nature of the line, it should be noted that predictions
are not accurate values, but rough estimates. Although this is the case, predictions using
this method are considered valuable when no other methods are available.
Worked Example 5
Use the given scatterplot and line of best fit to predict:

Think
a
778
y
45
40
35
30
25
20
15
10
5
0
10 15 20 25 30 35 40 x
write
Locate 10 on the x-axis and draw

a vertical line until it meets with
the line of best fit. From that point,
draw a horizontal line to the y-axis.
Read the value of y indicated by
the horizontal line.
Write your answer.
y
45
40
35
30
25
20
15
10
5
0
10 15 20 25 30 35 40 x
When x = 10, y = 35

b
Locate 10 on the y-axis and draw a

horizontal line until it meets with
the line of best fit. From that point
draw a vertical line to the x-axis.
Read the value of x indicated by
the vertical line.
45
40
35
30
25
20
15
10
5
0
10 15 20 25 30 35 40 x
When y = 10, x = 27
Write your answer.
If the equation of the line of best fit is known, or can be calculated, predictions can be made
algebraically by substituting known values into the equation.
Worked Example 6
The table below shows the number of boxes of tissues purchased by hayfever sufferers and the
number of days affected by hay fever during the blooming season in spring.
Number of days affected by
hayfever (d)
12
14
10
Total number of boxes of

tissues purchased (T)
a Construct a scatterplot of the data and draw a line of best fit.

b Determine the equation of the line of best fit.
c Interpret the meaning of the gradient.
d Use the equation of the line of best fit to predict the number of boxes of tissues purchased by people
suffering from hayfever over a period of:

i 11 days
ii 15 days.
Think
a
write
Draw the scatterplot showing the

independent variable (number of
days affected by hayfever) on the
horizontal axis and the dependent
variable (total number of boxes of
tissues purchased) on the vertical
axis.
T
5
4
3
2
1
0
3 4 5 6 7 8 9 10 11 12 13 14 d
779
Position the line of best fit on the

scatterplot so there is approximately
an equal number of data points on
either side of the line.
(14, 5)
4
3
2
1
(3, 1)
0
b
Select two points on the line which are

not too close to each other.
Calculate the gradient of the line.
Write the rule for the equation of a

straight line.

the equation, substituting a known
coordinate pair (say, 3, 1) to calculate c.
Replace x with d (number of days

with hay fever) and y with T (total
number of boxes of tissues used) as
required.
Using the line of best fit, interpret the

meaning of the gradient.
Substitute the value d = 11 into the

equation and evaluate.
3 4 5 6 7 8 9 10 11 12 13 14 d
b Let (x1, y1) = (3, 1) and (x2, y2) = (14, 5).
m=
y2 y1
x2 x1
m=
5 1
4
=
14 3 11
y = mx + c
4
x+c
11
4
1 = (3) + c
11
12
c=111
1
=
11
4
1
y= x11 11
y=
T=
4
1
d11
11
The gradient indicates an increase in consumption

of tissues as the length of the illness continues. A
4
hayfever sufferer is using on average 11
(or about
0.36) of a box of tissues per day.
i When d = 11,
4
1
11
11
11
1
=4
11
T=
10
= 3 11
2
780
Interpret and write your answer.
In 11 days the hayfever sufferer will need about

4boxes of tissues.

ii
Substitute the value d = 15 into the

equation and evaluate.
ii When d = 15,
4
1
15
11
11
60 1
=
11 11
T=
= 5 11
2
eBook plus
Interactivity
Extrapolation
int-1154
Interpret and write your answer.
In 15 days the hayfever sufferer will need

6 boxes of tissues.
interpolation and extrapolation
Interpolation is the term used for predicting a value of a variable from within the range of the
given data.
Extrapolation occurs when the value of the variable being predicted is outside the range of the
given data.
T
In the previous worked example, the values of the
given set of data ranged from 3 days to 14 days.
5
(14, 5)
Extrapolation
This means that the predicted value for 11 days
(outside
the
4
was an example of interpolation, whereas the
given range)
predicted value for 15 days was an example of
3
Interpolation
extrapolation.
(inside the
given range)
Predictions involving interpolation are considered
2
to be quite reliable. Those involving extrapolation
1
can be viewed with caution, as they rely on the
(3, 1)
trend of the line remaining unchanged beyond the
0
range of the data.
3 4 5 6 7 8 9 10 11 12 13 14 d
reliability of predictions
When predictions of any type are made, it is always good to know whether they are reliable
or not.
If the line of best fit is used to make predictions, they can be considered to be reliable if each
of the following is observed.
The number of observations (that is, points constituting the scatterplot) is reasonably
large
the scatterplot indicates reasonably strong correlation between the variable
the predictions are made using interpolation.
least squares lines
Least squares regression involves an exact

mathematical approach to fitting a line of best
fit to bivariate data which shows a strong linear
correlation.
Consider the regression line shown at right.
The vertical lines give an indication of how
well the line best fits the data. The line of best
fit is placed so that these error lines are
minimised, by balancing the errors above and
below the line.
x
781
Least-squares regression takes these error lines, forms squares, and minimises the sum of the
squares.
y
The actual calculation of the equation of a least squares regression line is complicated;
however, a calculator can generate the equation with ease.
Correlation coefficient
Once a relationship between two variables has been established, it is helpful to develop a quantitative
value to indicate the strength of the relationship. One method is to calculate a correlation coefficient
(r). This is easily done using a calculator, but a manual method is shown below.
The formula for the correlation coefficient r is:
( x x )( y y )
r=
( x x )2 ( y y )2
wherex and y are the two sets of scores
x and y are the means of those scores
the symbol representing the sum of the expressions indicated.
The correlation coefficient is a value in the range 1 to +1. The value of 1 indicates a perfect
negative relationship between the two variables, while the value of +1 indicates a perfect
positive relationship. For values within this range, a variety of descriptors are used, typically
as described in the following table, for positive values of r.
Value of r
Description
1
Perfect
0.9 <1.0
Very strong/very high
0.7 <0.9
Strong/high
0.4 <0.7
Moderate/reasonable
0.2 <0.4
Weak/slight/low
0.0 <0.2
Negligible/very weak
0
Nil/no
Similar descriptors can also be used for negative values of r.
Worked Example 7
The percentages from two tests (an English and Maths)

for a group of 5 students are as shown:
a Calculate the correlation coefficient between the
two sets of results.
b Based on this value, describe the relationship
between the English and Maths results for this
group of students.
782
Student
1
2
3
4
5
English (%)
95
85
80
70
60
Maths (%)
85
95
70
65
70
Think
a
write
Draw up a table
to calculate all the
necessary data:
x , y , (x - x ), (y, - y ),
(x - x )2, (y - y )2
(x - x ) (x - x )2 (y - y ) (y - y )2 (x - x )(y - y )
95 85
17
289
64
136
85 95
49
18
324
126
80 70
-7
49
-14
70 65
-8
64
-12
144
96
60 70
-18
324
-7
49
126
630
470
390 385
730
Mean 78 77
2
Substitute into the

formula to calculate
the correlation
coefficient r.
b Describe the relationship.
r=
=
( x x )( y y )
( x x )2 ( y y )2
470
730 630
= 0.69
b A correlation coefficient of 0.69 indicates that the relationship
between English and Maths marks for this group of students is only
moderate. This seems to indicate that students who are good at
English are not necessarily good at Maths, and vice versa.
remember
1. If the scatterplot indicates a linear relationship between two variables, the linear model
of the relationship can be established as follows:
(a) position a line of best fit into the scatterplot
(b) select any two points on the line and determine the equation of the line. The
equation of the line passing through two points (x1, y1) and (x2, y2) is given by:
y y1
y = mx + c where m = 2
.
x2 x1
2. The line of best fit can be used for predicting the value of one variable when given the
value of the other. This can be done graphically, or if the equation of the line is known,
algebraically (by substituting known values into the equation of the line of best fit).
3. When the value that is being predicted using the line of best fit is within the given
range, the process is called interpolation. When the value that is being predicted using
the line of best fit is outside the given range, the process is called extrapolation.
4. Only predictions made using interpolation can be considered reliable.
5. Least squares regression involves a mathematical approach to fitting a line of best fit
to bivariate data which shows a strong linear correlation. It takes error lines, forms
squares, and minimises the sum of the squares. A calculator is best used for the
calculations.
6. The correlation coefficient r is a quantitative measure of the correlation between
twovariables. The value of r lies in the range -1 to +1. The closer the value of r lies to
zero, the weaker the correlation between the two variables.
783
exercise
23b
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lines of best fit

understanding
1 We4 The data in the table below show the distances travelled by 10 cars and the amount of
petrol used for their journeys (to the nearest litre).

b Draw in the line of best fit.
c Determine the equation of the line of best fit in terms of the variables d (distance
travelled) and P (petrol used).

Distance travelled (km) d
52
36
83
12
44
67
74
23
56
95
Petrol used (L) P
12
14
2 A random sample of ten Year 10 students who have part-time jobs was selected. Each student
was asked to state the average number of hours they work per week and their average weekly
earnings (to the nearest dollar). The results are summarised in the table below.
Hours worked h
15
18
10
12
16
14
Weekly earnings ($) E
23
47
93
122
56
33
74
110
78
35
a Construct a scatterplot of the data using technology.

b Draw in the line of best fit using technology.
c Write the equation of the line of best fit, in terms of variables h (hours worked) and
E (weekly earnings).
d Interpret the meaning of the gradient.
3 We5 Use the given scatterplot and line of best fit to predict:
y
70
60
50
40
30
20
10
0
10 20 30 40 50 60 70 80 x

4 Analyse the graph below and use the line of best fit to predict:
y
600
500
400
300
200
100
0
5 10 15 20 25 30 35 40 45 x
a the value of y when the value of x is:
i 7
ii 22
b the value of x when the value of y is:
iii 36
i 120
ii 260
iii 480.
c Determine the equation of the line of best fit, if it is known that it passes through the
points (5, 490) and (40, 80).

d Use the equation of the line to verify the values obtained from the graph in parts a and b.
784

5 WE6 The table below shows the average weekly expenditure on food for households of
various sizes.
Number of people in a household
Cost of food ($ per week)
70
100
150
165
150
140
120
155
Number of people in a household
Cost of food ($ per week)
90
160
160
160
125
75
135
a Construct a scatterplot of the data and draw in the line of
best fit.
b Determine the equation of the line of best fit. Write it
in terms of variables n (for the number of people in a

household) and C (weekly cost of food).
d Use the equation of the line of best fit to predict the weekly
food expenditure for a family of:
i 8
ii 9
iii 10.
6 The following table shows the gestation time and the birth mass of 10 babies.
Gestation time
(weeks)
31
32
33
34
35
36
37
38
39
40
Birth mass (kg) 1.080 1.470 1.820 2.060 2.230 2.540 2.750 3.110 3.080 3.370
Use technology to answer the following questions.
a Construct a scatterplot of the data. What type of correlation does the scatterplot suggest?
b Draw in the line of best fit and determine its equation. Write it in terms of the variables
t (gestation time) and M (birth mass).
c What does the value of the gradient represent?
d Although full term of gestation is considered to be 40 weeks, some pregnancies last
longer. Use the equation obtained in part b to predict the birth mass of babies born after
41 and 42 weeks of gestation.
e Many babies are born prematurely. Using the equation obtained in part b, predict the
birth mass of a baby whose gestation time was 30 weeks.
f If the birth mass of the baby was 2.390kg, what was his or her gestation time (to the
nearest week)?
7 WE7 The number of hours spent studying, and the marks obtained by a group of students on a
test are shown in this table.
Hours spent studying
45
30
90
60
105
65
90
80
55
75
Marks obtained
40
35
75
65
90
50
90
80
45
65
a Calculate the correlation coefficient between the two sets of data.

b Based on this value, describe the relationship between the number of hours spent
studying, and the mark obtained.

Reasoning
8 As a part of her project, Rachel is growing a crystal. Every day she measures the crystals
mass using special laboratory scales and records it. The table below shows the results of her
experiment.
Day number
Mass (g)
2.5
3.7
4.2
5.0
6.1
8.4
9.9
10
11
12
15
16
11.2 11.6 12.8 16.1 17.3

785
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23c
eBook plus
eLesson
Fluctuations
and cycles
eles-0181
786
Measurements on days 6, 7, 13 and 14 are missing, since these were 2 consecutive weekends
and, hence, Rachel did not have a chance to measure her crystal, which is kept in the school
laboratory.
a Construct the scatterplot of the data and draw in the line of best fit.
b Determine the equation of the line of best fit. Write the equation, using variables d (day
of the experiment) and M (mass of the crystal).
d For her report, Rachel would like to fill in the missing measurements (that is, the mass of
the crystal on days 6, 7, 13 and 14). Use the equation of the line of best fit to help Rachel
find these measurements. Is this an example of interpolation or extrapolation? Explain
your answer.
e Rachel needed to continue her experiment for 2 more days, but she fell ill and had to miss
school. Help Rachel to predict the mass of the crystal on those two days (that is, day 17
and 18), using the equation of the line of best fit. Are these predictions reliable? Explain
your answer.
9 mc Consider the figure at right.
y
The line of best fit on the scatterplot at right is
used to predict the values of y when x = 15, x = 40
and x = 60.
a Interpolation would be used to predict the value of
y when the value of x is:
A 15 and 40
B 15 and 60
C 15 only
d 40 only
e 60 only
10 20 30 40 50 60 70 x
b The prediction of the y-value(s) can be considered
reliable when:
A x = 15 and x = 40
B x = 15, x = 40 and x = 60
C x = 40
d x = 40 and x = 60
e x = 60
y
10 mc The scatterplot at right is used to predict
the value of y when x = 300.
500
This prediction is:
400
A reliable, because it is obtained using
300
interpolation
200
B not reliable, because it is obtained using
100
extrapolation
0
C not reliable, because only x-values can be
100 200 300 400 500 600 700 x
predicted with confidence
d reliable because the scatterplot contains large
number of points
reflection
e not reliable, because there is no correlation
Why is extrapolation considered
between x and y
to be not reliable?
time series
A time series is a sequence of measurements taken at regular intervals (that is, daily, weekly,
monthly and so on) over a certain period of time.
Time series plots are similar to scatterplots. However, they are usually drawn as a series
of points with straight lines joining adjacent points in time. Time is plotted on the x-axis,
with the other relevant data plotted on the y-axis. Plots of this type are frequently seen in
newspapers and magazines. They include daily temperatures, monthly employment rates and
daily share prices.
The purpose of these plots is to analyse general trends, and to make predictions for the
future. The value of the variable may go up and down in an erratic pattern. These are called
fluctuations. However, over a long period of time, the time series will usually suggest a
certain trend, called a long-term trend.
Trends can be classified as being:
linear or non-linear
Data
Data
Linear trend
Non-linear trend
Upward trend
downward or upward
Data
Data
Downward trend
stationary in the mean (that is, no trend).

Data
Stationary in the mean

(no trend)
Worked Example 8
Classify the trend suggested by the time series graph below as being linear or non-linear, and
upward, downward or stationary in the mean (no trend).
Data
t
787
Think
Write
Carefully analyse the given graph and comment on

whether the graph resembles a straight line or not
and whether the values of y increase or decrease over
time.
The time series graph does not resemble a straight

line and overall the level of the variable, y,
decreases over time. The time series graph suggests
a non-linear downward trend.
Worked Example 9
The data below show the average daily mass of a person (to the nearest 100 g), recorded over a
period of 4 weeks.
63.6, 63.8, 63.5, 63.7, 63.2, 63.0, 62.8, 63.3, 63.1, 62.7, 62.6, 62.5, 62.9, 63.0,
63.1, 62.9, 62.6, 62.8, 63.0, 62.6, 62.5, 62.1, 61.8, 62.2, 62.0, 61.7, 61.5, 61.2
a Plot these masses as a time series graph.
b Comment on the trend.
Think
1
Draw the points on a scatterplot with day

on the horizontal axis and mass on the
vertical axis.
Mass (kg)
Write/draw
64.0
63.8
63.6
63.4
63.2
63.0
62.8
62.6
62.4
62.2
62.0
61.8
61.6
61.4
61.2
61.0
2 4 6 8 10 12 14 16 18 20 22 24 26 28
Day
Join the points with straight line

segments.
Carefully analyse the given graph and

comment on whether the graph resembles
a straight line or not and whether the
values of y (in this case, mass) increase or
decrease over time.
b The graph resembles a straight line that slopes
downwards from left to right (that is, mass

decreases with increase in time). Although a
persons mass fluctuates daily, the time series
graph suggests a downward trend. That is,
overall, the persons mass has decreased over
the 28-day period.
Trend lines
788
Trend lines can be compared with lines of best fit. They indicate the general trend of the data.
The main use of trend lines is in forecasting, or making predictions about the future. This
obviously involves extrapolation, which has limited reliability. In this case, no future
information is available, so the predictions are based on the assumption that the current trend
will continue into the future.
Worked Example 10
The graph at right shows the average cost of renting a

one-bedroom flat, as recorded over a 10-year period.
aIf appropriate, draw in a line of best fit and comment
on the type of the trend.
bAssuming that the current trend will continue,
use the line of best fit to predict the cost of rent in
5years time.
300
Cost of rent ($)
280
260
240
220
200
180
160
140
1
Think
1
10
Year
15
Write/draw
Analyse the given graph and observe

what occurs over a period of time. Decide
whether a straight line can fit the data.
Draw a line of best fit if appropriate.
300
280
Cost of rent ($)
260
240
220
200
180
160
140
1
Comment on the type of trend observed.
Extend the line of best fit drawn in part a.

The last entry corresponds to the 10th year
and we need to predict the cost of rent in
5years time; that is, in the 15th year.
Locate 15th year on the time axis and

draw a vertical line until it meets with the
line of best fit. From the trend line (line
of best fit) draw a horizontal line to the
cost axis.
10
Year
15
The graph illustrates that the cost of rent

increases steadily over the years. The plot
indicates a linear trend. The time series graph
indicates an upward linear trend.
b
300
280
Cost of rent ($)
260
240
220
200
180
160
140
1
10
Year
15
789
Read the cost from the vertical axis.
Write your answer.
Assuming that the cost of rent will continue to

increase at the present rate, in 5 years we can
expect the cost of rent to reach $260 per week.
remember
1. Time series graphs are line graphs with the time plotted on the horizontal axis.
2. Time series are used for analysing general trends and for making predictions for the
future.
3. Predictions involving time series graphs are always based on the assumption that the
current trend will continue in the future.
Exercise
23c
Time series
fluency
1 WE8 Classify the trend suggested by each time series graph as being linear or non-linear, and
upward, downward or stationary in the mean (no trend).

a
Data
Data
Data
Data
t
e
Data
Data
t
f
Data
Data
t
790

2 WE9 The data below show the average daily
temperatures recorded in May.

17.6, 17.4, 18.0, 17.2, 17.5, 16.9, 16.3, 17.1, 16.9, 16.2,
16.0, 16.6, 16.1, 15.4, 15.1 15.5, 16.0, 16.0, 15.4,
15.2, 15.0, 15.5, 15.1, 14.8, 15.3, 14.9, 14.6, 14.4,
15.0, 14.2
a Plot these temperatures as a time series graph.
b Comment on the trend.
Understanding
3 The data below show the quarterly sales (in thousands of dollars) recorded by the owner of a
sheepskin product store over a period of 4 years.

Quarter
2006
2007
2008
2009
57
59
50
52
100
102
98
100
125
127
120
124
74
70
72
73
a Plot the time series.

b The time series plot displays seasonal fluctuations of period 4 (since there are four
quarters). Explain in your own words what this means. Also write one or two possible
reasons for the occurrence of these fluctuations.
c Overall, does the time series plot indicate upward, downward or no trend?
4 The table below shows the total monthly revenue (in thousands of dollars) obtained by the
owners of a large reception hall. The revenue comes from rent and catering for various
functions over a period of 3 years.
Jan.
Feb. Mar. Apr. May June July Aug. Sept. Oct.
Nov. Dec.
2007
60
65
40
45
40
50
45
50
55
50
55
70
2008
70
65
60
65
55
60
60
65
70
75
80
85
2009
80
70
65
70
60
65
70
75
80
85
90
100
Construct a time series plot for these data.

Describe the graph (peaks and troughs, long-term trend, any other patterns).
Try to give possible reasons for monthly fluctuations.
Does the graph show seasonal fluctuations of period 12? Are there any patterns that
repeat from year to year?
5 The owner of a motel and caravan park
90
in a small town keeps records of the total
80
number of rooms and total number of
70
camp sites occupied per month. The time
series plots based on his records are shown
60
at right.
50
a Describe each graph, discussing general
40
trend, peaks and troughs and so on.
30
Explain particular features of the
20
graphs and give possible reasons.
10
b Compare the two graphs and write a
short paragraph commenting on any
Jan
April
Aug
Dec
similarities and differences between
Month
them.
Camp sites
Motel rooms
Number of rooms/sites occupied
a
b
c
d
791

6 WE10 The graph below shows enrolments in the Health and Nutrition course at a local
college over a 10-year period.

120
100
90
Enrolment
80
70
60
50
40
30
20
10
0
5 6
Year
9 10
a If appropriate, draw in a line of best fit and comment on the type of the trend.
b Assuming that the trend will continue, use the line of best fit to predict the enrolment for
the course in 5 years time; that is, in the 15th year.

Reasoning
7 In June a new childcare centre was opened. The number of children attending full time
(according to the enrolment at the beginning of each month) during the first year of operation
is shown in the table below.
June
July
Aug.
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
10
12
10
11
13
12
14
a Plot this time series.

b Is the child care business going well? Justify your answer.
c Draw a line of best fit and find its equation, using coordinates of any two points on the
line. (Let June = 1, July = 2 and so on.)
d Use your equation of the line of best fit to predict the enrolment in the centre during the
second year of operation at the beginning of:

i August
ii January
What assumptions have you made?
8 The graph below shows the monthly sales of a certain book since its publication. Explain in
your own words why linear trend forecasting of the future sales of this book is not appropriate.
Sales
Time
792

9 a Choose an object or subject that is of interest to you and which can be observed and
measured during one day. For example, you might decide to measure your own pulse rate.
b Prepare a table where you will record your results every hour within the school day. For
example, for the pulse rate the table might look like this.
Time
8 am
9 am
10 am
11 am
12 pm
1 pm
2 pm
3 pm
Pulse rate
c Take your measurements at the regular time intervals you have decided on and record
them in the table.
eBook plus
Digital doc
WorkSHEET 23.2
doc-5415
d Plot the time series obtained as a result of your experiment.

e Describe the graph and comment on the trend.
f If appropriate, draw in a line of best fit and predict the values (that is, your pulse rate) for
the next 23 hours.

g Take the actual measurements during the hours you have made predictions for. Compare
your predictions with the actual measurements. Were your predictions accurate? Why or
why not?
reflection
Why are predictions in the future
appropriate for time series even
though they involve extrapolation?
793
Summary
Bivariate data
Bivariate data involve two sets of related variables for each piece of data.
Bivariate data are best represented on a scatterplot. On a scatterplot each piece of data is
shown by a single point whose x-coordinate is the value of the independent variable, and
whose y-coordinate is the value of the dependent variable.
The relationship between two variables is called correlation. Correlation can be classified as
linear, non-linear, positive, negative, weak, moderate or strong.
If the points appear to be scattered about the scatterplot in no particular order, then no
correlation between the two variables exists. If the points form a straight line, then the
relationship between the variables is perfectly linear.
When drawing conclusions based on the scatterplot, it is important to distinguish between the
correlation and the cause. Strong correlation between the variables does not necessarily mean
that an increase in one variable causes an increase or decrease in the other.
Lines of best fit
If the scatterplot indicates a linear relationship between two variables, the linear model of the
relationship can be established as follows:
(a) position a line of best fit into the scatterplot
(b) select any two points on the line and determine the equation of the line. The equation of
the line passing through two points (x1, y1) and (x2, y2) is given by:
y y1
y = mx + c where m = 2
.
x2 x1
The line of best fit can be used for predicting the value of one variable when given the value
of the other. This can be done graphically, or if the equation of the line is known, algebraically
(by substituting known values into the equation of the line of best fit).
When the value that is being predicted using the line of best fit is within the given range, the
process is called interpolation. When the value that is being predicted using the line of best fit
is outside the given range, the process is called extrapolation.
Only predictions made using interpolation can be considered reliable.
Least squares regression involves a mathematical approach to fitting a line of best fit to
bivariate data which shows a strong linear correlation. It takes error lines, forms squares, and
minimises the sum of the squares. A calculator is best used for the calculations.
The correlation coefficient r is a quantitative measure of the correlation between
twovariables. The value of r lies in the range -1 to +1. The closer the value of r lies to zero,
the weaker the correlation between the two variables.
Time series
Time series graphs are line graphs with the time plotted on the horizontal axis.
Time series are used for analysing general trends and for making predictions for the
future.
Predictions involving time series graphs are always based on the assumption that the current
trend will continue in the future.
794
Chapter review
Fluency
3 The graph shows the number of occupants of a
20 students was given a revision sheet containing

60questions. The table below shows the number
of questions from the revision sheet successfully
completed by each student and the mark, out of
100, of that student on the test.
Number of
9 12 37 60 55 40 10 25 50 48 60
questions
Test result 18 21 52 95 100 67 15 50 97 85 89
Number of
50 48 35 29 19 44 49 20 16 58 52
questions
large nursing home over the last 14 years.

130
Number of occupants
1 As preparation for a Mathematics test, a group of
120
110
100
90
80
70
60
50
a State which of the variables is dependent and
which is independent.
b Construct a scatterplot of the data.
c State the type of correlation between the two
variables suggested by the scatterplot and draw

a corresponding conclusion.
d Suggest why the relationship is not perfectly
linear.
2 a Use the line of best fit shown on the graph below
to predict the value of y, when the value of x is:

i 10
ii 35.
b Use the line of best fit to predict the value of x,
when the value of y is:

i 15
ii 30.
c Find the equation of a line of best fit if it is
known that it passes through the points (5, 5)

and (20, 27).
d Use the equation of the line to algebraically
verify the values obtained from the graph in
parts a and b.
19
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
0
20 4
0
20 5
0
20 6
0
20 7
0
20 8
09
Test result 97 85 62 54 30 70 82 37 28 99 80
Year
a Comment on the type of trend displayed.
b Explain why it is appropriate to draw in a line
of best fit.
c Draw a line of best fit and use it to predict the
number of occupants in the nursing home in

3 years time.
d What assumption has been made when
predicting figures for part c?
4 The table below shows the advertised sale price
(000s dollars) and the land size (m2) for ten vacant
blocks of land.
Land size (m2)
Sale price ( $1000)
632
36
1560
58
800
40
1190
44
770
41
1250
52
1090
43
25
1780
75
20
1740
72
15
920
43
y
50
45
40
35
30
10
a Construct a scatterplot and determine the
5
5 10 15 20 25 30 35 40
equation of the line of best fit.

b What does the gradient represent?
795

c Using the line of best fit, predict the
c Using your line of best fit, predict the number
approximate sale price, to the nearest 000

dollars for a block of land with an area of
1600 m2.
d Using the line of best fit, predict the
approximate land size, to the nearest 10 square
metres, you could purchase with $50000.
of pirouettes that could be complete if a student

undertakes 14 hours of training.
d Professional ballet dancers may undertake up
to 30 hours of training a week. Using your line
best fit, predict the number of pirouettes they
should be able to do in a row. Comment on
your findings.
5 The table below shows, for fifteen students, the
amount of pocket money they receive and spend at

the school canteen in an average week.
Pocket money ($)
30
40
15
25
40
15
30
30
25
15
50
20
35
20
10
Canteen spending ($)

16
17
12
14
16
14
16
17
15
13
19
14
17
15
13

c Using your line of best fit, predict the amount
of money spent at the canteen for a student

receiving $45 pocket money a week.
d Using your line best fit, predict the amount of
money spent at the canteen by a student who
receives $100 pocket money each week? Does
this seem reasonable? Explain.
6 The table below shows, for 10 ballet students, the
number of hours a week spent training and the

number of pirouettes in a row they can complete.
7 The table below shows the heights of 10 students
and the distances along the ground between their

feet as they attempt to do the splits.
Height (cm)
Distance stretched (cm)
134.5
150
156
160
133.5
147
145
160
160
162
135
149
163
163
138
149
152
158
159
160
Using the data, estimate the distance a person

1.8-m tall can achieve when attempting the splits.
Write a detailed analysis of your result. Include:
an explanation of the method(s) used
any plots or formula generated
comments on validity of the estimate
any ways the validity of the estimate could be
improved.
problem solving
1 For his birthday, Ari was given a small white rabbit.
To monitor the rabbits growth, Ari decided to

measure it once a week. The table below shows the
length of the rabbit for various weeks.
Week
number n
1 2 3 4 6 8 10 13 14 17 20
Length (cm) l 20 21 23 24 25 30 32 35 36 37 39
Training (h) 11 11 2
Number of
pirouettes
4 16 11 16 5
15 13 3 12 7 17 13 16 8

796

b Draw a line of best fit and determine its equation.
c As can be seen from the table, Ari did not
measure his rabbit on weeks 5, 7, 9, 11, 12, 15,

16, 18 and 19. Use the equation of the line of
best fit to predict the length of the rabbit for
those weeks.

d Were the predictions made in part c an example
e Is a line of best fit a good way to predict future
of interpolation or extrapolation? Explain.

e Predict the length of the rabbit in the next three
weeks (that is, weeks 2123), using the line of
best fit from part c.
f Are the predictions that have been made in part
e reliable? Explain.
g Check your results using technology.
2 Laurie is training for the long jump, hoping to
make the Australian Olympic team. His best jump
each year is shown in the table below.
improvement in this situation? What problems

are there with using a line of best fit?
f There will also be Olympic Games held when
Laurie is 24 years old and 28 years old. Using
extrapolation, what length would you predict
Laurie could jump at these two ages? Is this
realistic?
g When Laurie was 14, he twisted a knee
in training and did not compete for the
whole season. In that year, a national junior
championship was held. The winner of that
championship jumped 6.5 metres. Use your
line of best fit to predict whether Laurie would
have won that championship.
3 The existence of the following situations is often
considered an obstacle to making estimates from
data.
a Outlier
b Extrapolation
c Small range of data
d small Number of data points
Explain why each of these situations is considered
an obstacle to making estimates of data and how
each might be overcome.
Age (a)
Best jump (B) (metres)
4.31
4.85
10
5.29
11
5.74
12
6.05
13
6.21
14
15
6.88
16
7.24
17
7.35
18
7.57
a Plot the points generated by the table on a
scatterplot.
b Join the points generated with straight line
segments.
c Draw a line of best fit and determine its
equation.
d The next Olympic Games will occur when
Laurie is 20 years old. Use the equation of the
line of best fit to estimate Lauras best jump
that year and whether it will pass the qualifying
mark of 8.1 metres.
eBook plus
Interactivities

int-2888
int-2886
int-2887
797
eBook plus
activities
Are you ready?
(page 768)
SkillSHEET 23.1 (doc-5405): Substitution into a
linear rule
SkillSHEET 23.2 (doc-5406): Solving linear
equations that arise when finding x- and
y-intercepts
SkillSHEET 23.3 (doc-5407): Transposing linear
equations to standard form
SkillSHEET 23.4 (doc-5408): Measuring the rise
and the run
given two points
SkillSHEET 23.6 (doc-5410): Graphing linear
equations using the x- and y-intercept method
Digital docs
23A Bivariate data

Digital docs

independent and dependent variables (page 773)
SkillSHEET 23.8 (doc-5413): Determining the type
of correlation (page 774)
23B Lines of best fit
Interactivities
Applying lines of best fit (int-2798) (page 776)

Extrapolation (int-1154) (page 781)
798
Digital docs

given two points (page 784)
WorkSHEET 23.1 (doc-5412): Lines of best fit
(page 786)
23C Time series
eLesson
Fluctuations and cycles (eles-0181) (page 786)

Digital doc
WorkSHEET 23.2 (doc-5415): Time series

(page 793)
Chapter review
chapter
chapter

www.jacplus.com.au
Answers
CHAPTER 1
Indices
Are you ready?
1 a Base is 3, power is 4
b Base is 2, power is 5
c Base is 15, power is 7
2 a 16
b 125
3 a 3
b 11
4 a 8
b 10
5 a 2
b 5
6 a 4
b 6
7 a 5
b 10
d 4
e 2
8 a 4.7958
b 10.0995
d 3.9149
e 2.2240
e
i
3 3
x y
4
4m5
7b3
c
c
c
c
c
c
f
c
f
4096
17
5
9
1
6
5
6.3246
4.9324
d a4b7
h 6a2b
l 4x8y6
4
d 3 a4
m3n
5 2 2
m p
4
1 2
y
2
1
xy2
2
b 1
e 4
h -7
c 1
f -3
i 4
4 a a6
b 16a20
d 4 n8
e a6b3
f 9a6b4
g 16m12n20
12
625m
n
m -243
5 a D
6 a C
7 a 64
d 48
b D
b E
343 x
8 y15
n 49
b 72
e 1600
a4
b6
81a 4
625b12
o -32
c B
d D
c 625
f 27
125
h 1
b ab
i 4
c manb
e n3-pm2-q
f amp + np
9 1 3
10 1 1
2 10
3 11
4 100
5 101
6 110
7 111
8 1000
9 1001
10 1010
Exercise 1B Negative indices

1
1
1 a 5
b 4
y
x
4
5a
3x 2
y
c
f
e 2 y
3x
a9
1
4 m3 n 4
f
1
3m3 n3
27q 9
j
n
8 p6
7b 3
2a 4
x6 y
5y
6x3
1
15
32a m
20
b6
4 a8
d
3
m 2 n2
4q
14
4
a2b5
4 y12
x5
3
a8b12
1
8a6 b6
32
27
k 125
3
4
1
36
1
16
5
36
27
25
j 4
3
n8
g 48
25
3b 4 n5
8
9
1
8
=12
2a 4
3
2 m3 a 2
3 a
1
81
4 a 0.001371742
b 0.000048225
c 0.000059499
d 256
e 7.491540923
f 5419228.099
5 a D
b C
c B
6 a B
b D
c C
d E
25
m2
n2
c 7 6
7 a
b
8
a b
m
n
8 a r6 - s6
b m10 + 2m5n5 + n10
c 1
d p2
2r
4
9 2
10 63m
11 x = 3
12 a The power is reduced by 1.
b Each answer is divided by 2 to get the next answer.
1
c If the pattern continues we will get 2-1 = ,
21
1
1
2-2 = = 2 , etc. which illustrates a-n = n .
4 2
a
Exercise 1C Fractional indices
1 a 4
b 5
d 2
e 4
g 2
h 125
j 10000000
k 8
2 a 1.44
b 2.24
d 1.26
e 2.54
g 0.54
h 0.81
4
c
f
i
l
c
f
i
3 a 4 5
b 2 2
c a 6
23
d x 20
e 10 m15
a 2b3
20
4 y 9
9
0.02a 8
9
3
216
9
1.48
0.66
0.86
5
f 2b
5
7
7
i 5 x 2
4 5
8 17
4 a ab 2
9
b x 5 y
c 6a 5 b 15
19
d 2m 28 n 5
19 5 5
e x 6 y 6 z 6
Answers
Answers 7A
1A 1C
7E
g 20
8 a x3yz
a2 x
d 3 x
b
27 6 3
m n
64
1 8
m
81
2 a
3 a 1
d 3
g 3
bc
h a6
j 2ab2
Exercise 1A Review of index laws

1 a a7
b a6
c b8
5
13
5
7
3
e m n
f a b c
g m6n4p5
4
9
8
7
i 10a b
j 36m n
k 12x6y6
5
2 a a
b a
c b3
3b4
6a 3
f 8a 5 b 8 c
Answers
799
5 a 3 6
b 512
c 12 2
3 a
11
d a 7
e x 4
f m 45
1
g
2
3
x 20
7 a
d
g
9
2 20
3
a 10
2
4 p5
8 a a b
1
a
4
11 7
20 b 20
1
56
1
m6
m
p
h x
1
6
6 7
x5y4
1
4
d
1
3
e 5 x y z
1
5
7
5 20
b
3 11
b a 45 b 15
2 3
2 x 15 y 4
1
4
5 7
6 a x 3 y 5
d
2
1 3
n
1 8 56
m n
3
5 1
p 24 q 12
1
7
6
75
1 1
23 b 6
b
3c
1
9
1
5
a b c
a
mc
b5
n4
e 36a20b10
15 15
j
2 a
d
8a 7
64 y 36
x 24
Answers
4
81x 2 y14
x
4 y6
e 24a24b7
h
625
81b 20 c 28
c
f
17
75q 5
4 a 3b 3
15
48x11y6
i x 10 y 10
2 p11
x4
n9
4 m9
4 m5
9 n15
3 p4
5q 9
2b 12
17
3a 24
4 x 12
21
3 y 20
5
13
2a
25
128 x 23 y 4
56a11b6
81
4 y 36
1024 b 2
81a
f 6m19n19
27 x16
11
4b 2
3 2 c 30
125
8
b 1
b y = 4
2 n13
m9
15b 2
c 26
6
7
p12
11 a m 6 n
c
3 3
7
6
27
128m29 n26
27h12
8g 6
5 1 3
i x 3 y 8 z 2
or
b g 6 h3 n 2
n7
5 6
e a6b-8 or
d 2-2 or
1
4
14
a6
15 14
f d 15 or d
b8
12 a P0 = 20, k = 0.3
b 79 koalas
c During the 6th year.
13 a 79%
b 56%
c 31%
Chapter review
Fluency
1 D
2 C
5 A
6 A
9 B
10 a 9x10y10
35 1
g p 3 q 2
800
7 5
8 p 45 q 18
5a b
c m4
f 2x2y3
i 6a2b6
c 4.98 swings
h 8m 4 n 4
4 7
m 2 n4
3
y2
9 E
10 A
c B
b 48a5b16
7 11
7 1
8 a 5y - 1
Exercise 1D Combining index laws
g 12 x 8 y 15
6 a
3
y8
d 500p8q18
3a 4
36 x 6
y
11
1 7
22x2
1 a 54a10b9
16m12 n
g
3
c 27
9 a E
b C
10 a E
b B
11 a a4
b b3
d 4x2
e 2y3
g 3m3n5
h 2pq2
12 a 2.007 s
b 20.07 s
13 Check with your teacher.
b7
m5
1
a2
3y
b 8n2
5 a
1
4
b3
4 a
3
a 3b 4
1
33
3a 2
2
4 x5
3 C
7 B
b
16 p28
13ab3c 2
6
81q12
11 a 16
12 a
8
11 2
a b
13 a 8
4 C
8 C
c 1000m15n6
b - 2
b
b
y2
17
5x
3
2
m12
16 n8
c 0
41 33
14 a 30a 20 b 20
x 20 y 9
15 a 1
3
16 a 2a +
2a13
17 a
5b 2
18 a 46
d 43 in this case, division is not closed on natural

numbers.
e -2 in this case, subtraction is not closed on natural
numbers.
f 4 in this case, division is closed on natural
numbers.
11 a (a + 2b) + 4c = a + (2b + 4c)
b (x 3y) 5c = x (3y 5c)
c 2p q q 2p
d 5d + q = q + 5d
e 3z + 0 = 0 + 3z = 3z
1
1
f 2 x
=
2x = 1
2x 2x
g (4x 3y) 5z 4x (3y 5z)
h 3d - 4y 4y - 3d
2a 6
3
b2
b 4
1
2a 2 b 2
b 6xy2
b
9y
c 2 3 m
15
32 x
b - 18
Problem solving
1
1 36
2 a 8
b 6
c 2
Exercise 2B Adding and subtracting algebraic

fractions
Chapter 2
Linear algebra
Are you ready?
b x2y and 14 yx 2
1 a abc and 3acb
c -2q2p and 2pq2
2 a -3x + 2
b -5a - 9
c -2p - 2q + 8
3 a 6
b 3ab
c -4pq
b 11
4 a 1 5
c 5
12
5 a
6 a
1
4
5
6
b
b
24
1
9
1 19
12
2 23
2
3
c
f
i
l
c
f
i
0
3
-12
-5
1
36
15
1
12
Exercise 2A Substitution
1 a 5
b 2
d 6
e -17
g 30
h 12
j 27
k 30
2 a -11
b -1
d 30
e -24
g -125
h 1
3 a
b -121
7
12
d 1 1
4 a 17
f 68
5 a D
b 30
g 46
1
576
c 8
h 113.1
b C
49
72
17
99
1
35
15 x 4
27
2 a
5y
12
14 x
9
3w
28
f -
89 y
35
32 x
15
7 x + 17
10
7 x + 30
12
2 x 11
30
19 x + 7
6
38
21x
9
20x
26
21
5
21
5
8x
8
d
3x
3 a
e 1.5
j 624.6
f 6 5 x
30
15 2 x
i
3x
13 x
c
12
15 16 x
40
3y
b 40
5
12x
7
e
24x
51
10x
y
5
1
6x
4 a
3 x 2 + 14 x 4
( x + 4)( x 2)
2 x 2 + 3 x + 25
( x + 5)( x 1)
2 x 2 + 6 x 10
(2 x + 1)( x 2)
4 x 2 17 x 3
( x + 1)(2 x 7)
7x2 + x
( x + 7)( x 5)
2x2 + 6x + 7
( x + 1)( x + 4)
x 2 + 7 x + 15
( x + 1)( x + 2)
x7
( x + 3)( x 2)
x 2 + 3x + 9
( x + 2)(3 x 1)
5 5x
5
=
( x 1)(1 x ) x 1
3x + 7
( x + 1)2
3x 4
Answers 1D 2B
37
100x
c B
6 3.9cm
7 65.45cm3
8 361m
9 a -1 in this case, addition is closed on integers.
b -1 in this case, subtraction is closed on integers.
c 2 in this case, multiplication is closed on integers.
d -1 in this case, division is closed on integers.
e -2 in this case, subtraction is closed on integers.
f -12 in this case, division is not closed on integers.
10 a 10 in this case, addition is closed on natural
numbers.
b -4 in this case, subtraction is not closed on natural
numbers.
c 12 in this case, multiplication is closed on natural
numbers.
c 1
f 48
d 4
i 5
(1 )
1 a
( x 1)2
Answers
801
Exercise 2C Multiplying and dividing algebraic

fractions
4x
3x
4y
9x
1 a
b
c
d
y
y
x
4y
5 x
4y
3w
2x
3 x
j 245
2y
2
5
2 a
b
3x 2
x3
2x
x +1
e
f
( x + 1)2
2(2 x 3)
9
i
2
32 x ( x 2)
3 a
3
5
1
25
8y
i
9
2
9
35
6
or
32 xy
j
15
12z
x
9
c
2( x 6)
a
10(a + 3)
3x
10( x 1)
1
3
2z
7x
x
l
6w
1
d
x+3
35d
8(d 3)
d 3
4 y2
g
7
55
6
9
4 a
(3 x 7)( x + 3)
6z
7x
2y2
h
25
2
3
y2
13
9( x 4)( x + 1)
i y = 21 12
3 a t = 100
b y = 17
c q = 6.25
d f = 1.2
e h = 16
49
f p = 83
h j =
i a =
4 a a = 4
d f = 9
g s =
802
4 65
c i = 3
f r = 5 25
h t =
i a =
5 a f = 40
d m = 18
6 a x = 1 13
b g = 30
e n = 28
b y = 9
d k = 1 12
e n = 5 23
7 a k = 25
b m = 16
d u = -418
8 a B
9 a x = -5
d x = -11
g v = -20
10 a x = -1
d g = -2
e
b
b
e
h
b
e
Answers
1 23
b b = 6
e q = 118
9 45
8
x = 11
E
d = -1
h = -2
r = -3
v=1
t=3
-7 12
c r = -10
f p = 62.4
c m = 4 25
f c = 1 13
c p = -11 37
f
c
c
f
i
c
f
-2 75
d u =
g d = -6
14 a A
b
e
h
b
e
h
v=3
C
p=7
t=5
g = -0.8
l=2
e = -23 13
i f = -12 14
b=5
t=3
h = -2 15
c=2
y = -118
m = 15
c
f
i
c
f
i
w=2
r = 2 13
a=0
r = 2 23
g=7
p = 1 23
c t = 21
12 12
f r = 7 12
i x = 1
c B
e f =
h h = -12
b D
Exercise 2E Solving equations with algebraic

1 a x = 20
b x = 3 5
c x = 29
31
36
-2 8
11
10
43
d x = -7
e x =
g x = -5
h x = -2
i x = 5 3
j x = 2 11
k x = -2
l x = -6
12
h x =
5
7
i x =
3 a x =
5
17
b x = 15
4 a x =
5
19
3
2
g x = 3
c x = -6 2
9
j x = 3
b x =
2
13
d x =
13
20
i x =
f x =
e x = -1 1 f x = -192
31
4
f x =
c x = -172
b x = 18
3
h m = 16 85
g g =
b y = -4 45
x=2
f=7
g = -1 13
x = -1
k=1
w=1
11
g a = 0.425
14
31
13 a x = -15
11 a
d
g
12 a
d
g
e x = - 3 or x = -3 2
Exercise 2D Solving linear equations

1 a a = 24
b k = 121
c g = 2.9
d r = 3
e h = 0.26
f i = -2
h q = 16
g t = 5
i x = 0
2 a f = 12
b i = -60
c z = -7
e w = -5 13
d v = 7
f k = 10
225
484
h k = -36
2 a x = 4
1
b
( x + 2)( x 9)
21( x 3)
x+5
g j = -3 83
g x =
4
7
h x = 12
k x = 52
1 31
58
c x =
10
d x = -19
l x = 1 5
8
4 11
14
d x = -315
17
e x = 5 20
f x = -110
g x = 1 2
h x = -4 9
i x = 1.5
j x = -4 1
k x = 3
l x = 1
3 C
4 B
c -5d - 5c
d 7y2 - 5y
43
13
3
Chapter review
Fluency
1 D
2 B
5 D
6 a 7c - 13 b -7k + 3m
61
26
7 35
8 a (a + 3b) + 6c = a + (3b + 6c)
b 12a - 3b 3b - 12a
1
1
=
7p = 1
c 7 p
7p 7p
d (x 5y) 7z = x (5y 7z)
e 12p + 0 = 0 + 12p = 12p
f (3p 5q) 7r 3p (5q 7r)
g 9d + 11e = 11e + 9d
h 4a b b 4a
9 a 96 in this case, multiplication is closed on natural
numbers.
b 1 in this case, division is not closed on natural
3
numbers.
c -4 in this case, subtraction is not closed on natural
numbers.
10 a
7y
6
22
15x
8y
11 a
x
d
b
25z
4x
7 x + 18
10
4 a -2
5 a y = 4
6 a 10 m
3 x 2 + 2 x 17
( x + 3)( x + 2)
5
c
x+3
12 a p = 88
y2
50
b s = 3.01
d r = -35
e x = 144
f x = -132
g y = 60
13 a b = 4
h a = 6
b t = 2
i k = 12
c p = -2
c x = - 14
5
6
14 a x =
1
2
f x = 1 6
c x = 2
e x = 12 9
6
7
b x = 22 2
f x = -16
21
e x = 3 8
Problem solving
1 a $3 per adult ticket; $5 per childs ticket
b 240
c 60
d P = 3a + 5c, where a = number of adults and
c = number of children
e $1380
2 a C = 250 + 40h
b 18 hours 45 minutes
c 18750
d Printing is the cheaper option by $1375.
CHAPTER 3
Coordinate geometry
Are you ready?
1 a Rise = 6, run = 2
2 a Positive
3 a y = x + 3
b Rise = -2, run = 5

b Negative
y
6
-2
-1
2
-4
-2
b y = x - 2
0
-2
y
4
-2
-1
-4
-3
-2
-1
-4
-2
0
-2
y=x+3
4x
4x
-4
c y = 2x
y
4
-2
-1
-4
-2
y = 2x
2
-4
-2
0
-2
-4
y
-17
-12
-7
-2
3
8
x
-6
-4
-2
0
2
4
y
13
12
11
10
9
8
-240
-140
-40
60
160
260
-3
18
y
20
15 y = -5x + 3
10
-2
13
-1
-2
-7
y=x-2
4x
x
-1
0
1
2
3
4
y = 5x - 12
10
5
-2 -1-5
-10
-15
2 3 4 5
-20
y
14 y = -0.5x + 10
12
10
8
6
4
2
-6 -4 -2 0
2 4 6
y
300 y = 100x - 240
250
200
150
100
50
0
-50
-100
-150
-200
-250
12
-3 -2 -1 0 1
-5
-10
3 4 5
Answers
Answers 2C 3A
1 2
-15
-20
-25
d x = 5
Exercise 3A Sketching linear graphs

y
1 a
x
y
35
-5
-25
y = 10x + 25 30
25
-4
-15
20
-3
-5
15
10
-2
5
5
-1
15
-5 -4
-2 -1-5
0
25
-3
-10
1
35
b x = 6 5
d x = 1
15 a x =
2x
( x 1)(9 x + 1)
c b = 16
b 2
b x = 3
b 5 cm
803
2 a
3 a
-3
19
-2
15
-1
11
-1
20
-4
14
-2
-4
-10
-16
-2
-1
-6
15
-4
11
-2
-1
-5
-9
y
10
5
1 2 3
y
20
15 y = -2x + 3
10
5
0
-10 -5
-5
5 10
y = -5x + 20
y = - 12x - 4
-8
-4
4 a
y = 4x + 1
y = 3x - 7
(1, 5)
01
01
-2 0
-2
-5x + 3y = 10
10 x
y
20
4x
1
2
-4
-5x - 3y = 10
4x
y
4
-4 -2 0
-2
x
(1, -4)
4x
5x + 3y = 10
6x - 4y = -24
-10 -5 0
-5
-10
4x
-4 -2 0
-2
10 x
y = 2x - 10
10 20 x
y
10
5
y = -x + 3
y
10
-10
-10
y
4
Answers
-10
10x + 30y = -150
y
5
-2x + 8y = -20
-10 -5 0
5 10 x
-5
5
5x + 30y = -150
-30 -20 -10 0
-5
10 x
-10 -5 0
5
-5
-9x + 4y = 36
-3 -2 -1 0
-4
804
50 x
10 x
-15 -10 -5 0
-5
2
2
10
y
5
6
5
4
3
2
1
5 10
y
20
-100 -50 0
-10
y 5x - 3y = 10
4
-2 0
-2
y
20
15
y = -3x + 2
10
5
-10 -5 0
-5
-10
-15
-20
-5 0
-5
-x + 6y = 120
-6
-3
y
10 4x + 4y = 40
5
-10 -5 0
5 10 x
-5 2x - 8y = 20
-3 -2 -1 0 1
-5
y = 7 - 4x
10
y
20
15
y
0 1
(1, 1)
01
y = -2x + 3
-4
-9
y = -5x - 4
(1, -9)
y = 12 x - 2
y = - 27 x + 3
3
0
-1
-2
(2, -1)
y y = 2x
y = 5x
5
x
c (-5, 0), (0, 25)
y = 12 x
1
2
0 1
-3
y = -3x
y
y = 23 x
- 25
-10 -5 0
-5
5 10 x
y
10
-5 0
-5
-10
y = - 25 x
y
5
-10 -5 0
-5
5 10 x
-10
y = -10
y
10
5
5
5 10 x
x = 10
e y = 12 x + 3
g y = 7x - 5
h y = -3x - 15
-10 -5 0
-5
-10
x = -10
5x
1
2
d y = x +
f y = 4 x - 4
c y = 1 x
2
b y = 2x - 1
1
2
e y = -2x - 2
4 a y = 3x + 3
c y = -4x + 2
e y = -x - 4
g y = 5x + 2.5
i y = -2.5x + 1.5
5 a y = 5x - 19
c y = -4x - 1
e y = 3x - 35
g y = -2x + 30
i y = 0.5x - 19
b
d
f
h
j
b
d
f
h
j
d y = 43 x
c y = 12 x +
f y = -x - 8
7
2
y = -3x + 4
y = 4x + 2
y = 0.5x - 4
y = -6x + 3
y = 3.5x + 6.5
y = -5x + 31
y = 4x - 34
y = -3x + 6
y = 2x - 4.5
y = -0.5x + 5.5
Exercise 3C The distance between two points on

a straight line
1 AB = 5, CD = 2 10 or 6.32, EF = 3 2 or 4.24,

GH = 2 5 or 4.47, IJ = 5, KL = 26 or 5.10,
MN = 4 2 or 5.66, OP = 10 or 3.16
Answers
Answers 3B 3C
d y = 2x - 8
3 a y = x + 3
y = 10
10
Exercise 3B Determining linear equations

1 a y = 2x + 4
b y = -3x + 12
c y = -x + 5
2 a y = 2x b y = -3x
y
0
y = -12
8 a (2, 0), (0, -8)

b (-12, 0), (0, 3)
0 1
7 a x-intercept: -0.5; y-intercept: 0.4

b x-intercept: 0.5; y-intercept: -0.4
c x-intercept: 0; y-intercept: 0
d x-intercept: -3; y-intercept: 12
e x-intercept: -4; y-intercept: -4
f x-intercept: -1; y-intercept: -0.5
g x-intercept: 2.75; y-intercept: 2.2
h x-intercept: 7; y-intercept: 3.5
i x-intercept: 9.75; y-intercept: -3.9
23
j x-intercept: 13
1.77; y-intercept: 4.6
(1, -6)
0 1
-12
50 x
-100 -50 0
-5
-6
-7
5
x
-10
y=0
5 10 x
x = -100 y
10
-10
y=x-7
i
0
6 a
x=0
10 x
y
5
-10 -5 0
-5
-5 0
-5
y = 8x
y
10
5
(5, 3.5)
(1, 8)
1.5
-10 -5 0
-50
y = 0.6x + 0.5
5 a
y = 100
50
(7, 1)
1
0
y
3.5
y
100
805
b
d
f
h
2 a 5
c 10
e 6.71
g 13
13
7.07
14.42
13
a2 + 4b2
i
j 3 a 2 + b 2
3, 4 and 5 Answers will vary.
6 a AB = 4.47, BC = 2.24, CD = 4.47, DA = 2.24
b AC = 5, BD = 5
c Rectangle
7 B
8 D
9 a 12
b 5
c 13
d -2.2
10 Answers will vary.
Exercise 3D The midpoint of a line segment
1 a (-3, -3 12 )
c (-1, 1)
d (0, 1 12 )
e (2a, 12b)
2 (-3, -10)
3 a (3, 1)
c 6.32
4 D
5 C
6 a i (-1, 4)
f (a + b, 12a)
1
(7 2 ,
0)
b 4.47
ii
1
(1 2,
806
Answers
25 a m = 5
b m = 185
26 E
27 B
28 a 5.10 km
b (6.5, 5.5)
d y = 2x - 18
e (10, 2)
29, 30 Answers will vary.
Chapter review
Fluency
1 A
4 C
7 A
10
2 D
5 A
8 C
-10 -8
-6
-4
-2
65
45
35
25
15
-5 -15 -25 -35
55
-10 -8 -6 -4 -2 0
-20
-40
-60
-80
11 a
c (1, 4)
10
( 2 , 0)
3
2 4 6 8 10 x
y
y = -5x + 15
(0, 15)
10
(1, 10)
15
y = 3x - 2
(1, -1)
0 1
-2 (0, -2)
x
(3, 0)
0 1
1
0
-1
(0, 1)
y
y=x+3
y
80
60
40
20
c No
f No
b x + 2y = 0
b 5x + 3y - 8 = 0
b y = -7
c D
d B
b 1
d Isosceles triangle
3 B
6 C
9 C
b y = -4x + 9
d 5y + 2x + 13 = 0
f x - 3y + 17 = 0
c 2
f 7.071 km
and perpendicular lines

Yes
c No
Yes
f No
Yes
Yes
21 E
b 3y + 2x + 1 = 0
1)
iii 3.9
iv 7.8
b Answers will vary.
ii (1, -0.5)
7 a i (1, -0.5)
8 a i (-2, 2)
ii 8.94
iii 9.55
iv 9.55
b Isosceles. PC could be the perpendicular height of the
triangle.
9 y = -3x - 2
10 3y - 2x + 14 = 0
Exercise 3E Parallel
1 a No
b
d No
e
2 b, f; c, e
6 a Yes
b
d Yes
e
7 y = 2x - 9
8 3x + 2y - 8 = 0
9 a y = 3x + 2
c 3x - 2y - 8 = 0
e x + 5y + 5 = 0
g x - 3y - 14 = 0
10 a 2x - y + 5 = 0
11 a 3x - 5y + 2 = 0
12 a x = 1
13 a B
b C
14 a (2, 5)
c Answers will vary.
15 y = -x - 3
16 4x - 6y + 23 = 0
17 a y = -x + 5
b
20 B
22 a y = -2x + 1
23 a, e; b, f; c, h; d, g
1
24 y = 2 x + 32
=23 x
+1
( 3 , 0)
y
4
(2 1 , 0)
(3, -1)
5
y = 75 x - 3
-3 (0, -3)
12 a x-intercept = 7 , y-intercept c = 6
b x-intercept =
c x-intercept =
40
3
21
16
(133), y-intercept c = -5
3
(116 ), y-intercept c = 4
d x-intercept = -5.6, y-intercept c = 2.8

y
13 a
b
y
2x - 3y = 6
0
-2
x
-1 0
x
y = -3x
5x + y = -3
x
- 53
-3
-2
Cost ($)
y
7 y=7
Cost ($)
b y = -x - 4
1
y = 3 x + 2
3
y = -4
b y = -2x - 5
b y = -3x + 4
d y = 35 x 18
15
c y = 2 x + 6
61
Answers will vary.
Answers will vary.
(0, -18)
Answers will vary.
Answers will vary.
x + 2y - 2 = 0
2x + 3y - 9 = 0
3x + 2y - 21 = 0
3x - 2y + 16 = 0
4
ii
5
4
4 6 8 10 12
Time (hours)
CHAPTER 4
ii
1
( 2 , 1)
Simultaneous linear equations and

inequations
1
1
(4 2 , 1 2 )
iii
Problem solving
1 a Number of hours
200
c Since the gradient of the path AB is 45, which is

the same as the gradient of the known path of travel
from the common point A, the direction of travel is
toward B.
d dAB = 0.8 metres. Yes, guard ball A will collide with
guard ball B as it will not be deviated from its linear
path under 1 metre of travel.
iv 5x - 4y - 25 = 0
1
10
Pay ($)
b C = 22.50h + 160
c Approx $436
27
54
81
b Pay = $13.50 (number of hours worked)
10
108 135
Are you ready?

1 a -6
2 a i y= 2
b i y= -3
c i y=-3
2
3 a y= -2x + 4
b 4
ii x = 3
ii x = 9
ii x = 2
b y= 4x - 5
c 3
c y= 23 x
Answers 3D 3E
iii 4x + 5y - 61 = 0
v (9, 5)
b Square
10
41
b y = 45 x + 20
or 25x - 20y + 41 = 0
29 a i 5
30 a i
4
6
8
Number of rides
4 a 7x - 3y - 1 = 0
b 3x + 7y - 49 = 0
c -7
5 a a = -7
b B(-7, 50), C(-4, 90)
c 40.1 metres
6 a Since the gradient of SA = the gradient of SO = -0.8,
the points S, A and O are collinear. Player Y will
displace guard ball A.
d y = 6
18 a y = 7x - 13
10
300
f x = 5
c y = 12 x + 5
100
d y = 4x
17 a y = 3x - 4
19
20
21
22
23
24
25
26
27
28
400
16 a y = 2x - 2
12.50 17.50 22.50 27.50 32.50 37.50
500
3(y - 5) = 6(x + 1)
d $30
3 a
x
40
30
20
10
y
7 (0, 7)
- 27
b Cost = $2.50 number of rides + $12.50

c
1
2
3
4
Hours worked (h)
d $91.13
2 a Number
of rides
x
0 1
y = -4x
-4
1
y = 12 x
x = -2
15
1
2)
50
40
30
20
10
0
Total cost ($)
(1,
1
2
-3
-3
14 a
y
x+y+3=0
Pay ($)
5
3
Answers
807
4 a 1
b 2
c -1
5
2
7
3
1
-4
5 a
6 a
y
5y - 4x = 20
15
2
j (1, 0.3)
g (1 12, 3 12 )
c
4 a (2, 1)
d (1, 3)
g (4, 2)
0
-3
j
5 a
d
g
j
6 a
-4
3y + 4x = -12
7 a False
b False
c True
Exercise 4A Graphical solution of simultaneous

linear equations
1 a (2, 1)
b (1, 1)
c (0, 4)
d (2, -1)
e (-2, -4)
f (-0.5, 1.5)
2 a No
b Yes
c Yes
d No
e Yes
f No
g No
h Yes
i No
j Yes
3 a (3, 2)
b (4, 3)
c (-3, 4)
d (-2, 2)
e (2, 0)
f (3, 0)
g (-2, 4)
h (3, 8)
j (2, 5)
4 a (3, 5)
b (-2, 4)
e (5, 1)
f (6, -2)
5 a No solution
c No solution
e (3, 1)
g No solution
6 y = 4x - 16
7 a Northern beach
C = 20 + 12t
Southern beach
D = 8 + 18t
b Northern beaches
in red, southern
beaches in blue
c Time > 2 hours
d Time = 2 hours,
cost = $44
k (5, 3)
c
g
b
d
f
h
(5, 7)
d (-2, -5)
(-4, 7)
h (3, 4)
(2, -1)
(1, 9)
No solution
(2, 1)
D
C
80
60
40
C = 20 + 12t
D = 8 + 18t
20
0
2
3
4
Time (hours)
Exercise 4B Solving simultaneous linear

equations using substitution
1 a (2, 3)
b (2, -1)
c (3, -2)
d (7, 6)
e (3, 6)
f (2, 1)
g (-1, -2)
h (-4, 0)
i (-1, -2)
j (6, -2)
808
Answers
e (1, -7)
f (- 2 , -4)
1 4
,
5 5
(-3, -1.5)
4 4
,
5 5
(1, -1)
1
(3, 1 2 )
(-3, -5)
h (2, 15 )
b (3, 5)
e (2, 4)
c (3, 3)
f (5, 2)
h (-3, 4)
(-3, -1 2 )
k
b
e
h
k
b
l
c
f
i
l
c
(2, 1.8)
(-2, 6)
(3, 1)
(1, 3)
(-3, 5)
(-3, 5)
1
,
3
(-3, 5)
(3, 3)
(7, 0)
(2, -2)
(-8, 18)
(4, 0)
e (8, 5)
(1, 1)
7 Ann 61 kg, Beth 58 kg, Celine 54 kg
(2, 2 )
100
(-6, -5)
(5, 2)
(5, -1)
(6, 3)
(-1.5, -3)
(1, 3)
d (4, 3)
120
Cost
i (- 12 , 112)
c (2, -6)
Exercise 4C Solving simultaneous linear

equations using elimination
1 a (3, 1)
b (-2, 3)
c (-2, 6)
2 a (5, -1)
b (2, 3)
c (-3, 1)
3 a (6, 3)
b (-3, -7)
c (2, -5)
d (-3, 5)
e (-5, -8)
f (2, -2)
1 14
0
b (5, 23)
3 26 chickens
y
4y - 2x = 5
-2 12
3
,
2
g 2, 2
-5
2 a (-6, -23)
Exercise 4D Problem solving using

simultaneous linear equations
1 Maths mark = 97, English mark = 66
2 18 nuts, 12 bolts
3 8 and 3
4 9 and 7
5 6 and 5
6 Length = 12 m and width = 8 m
7 Lemons cost 55 cents and oranges cost 25 cents.
8 Length 60 m and width 20 m
9 Eight 20-cent coins and three 50-cent coins
10 Twelve $1 coins and nine $2 coins
11 Paddlepops cost $1.20 and a Magnum costs $2.10.
12 Cost of the Golden rough = 35 cents and cost of the
Redskin = 25 cents
13 Fixed costs = $87, cost per person = $23.50
14 PE mark is 83 and Science mark is 71.
15 Mozzarella costs $6.20, Swiss cheese costs $5.80.
16 x = 3 and y = 4
17 Fixed costs = $60, cost per person = $25
18 $4 each for DVDs and $24 each for zip disks
Exercise 4E Solving linear inequations
1 a x > 2
b a > -1
c y 7
d m 4
e p < 1
f x < 7
g m 9
h a 7
i x > 3
j m 2
k q -4
l a > -8
2 a m > 3
b p 2
c a < 4
d x 5
e p > -5
f x -7
g m -0.5
h b > -0.5
i m > 18
j x < 8
k a -14
l m 25
3 a m < 4.5
b x 3
c p > 4
d n 2
e b < 5
f y > 2
g m -1
h a -5
b < -4 1
j c -1
k p > -2
a -7
4 a
d
g
j
b
e
h
k
m > 3
a -3
b < 4
m 3
c
f
i
l
a 2
x > 6
a > 5
b -16
11
a < -1
x 2
m < 2
m 1
b x -18
e x 5
c x < -10
f x < -1 4
6 a m < -2
d p -5
g p < 0
b p -3
e y -3
h a 1
c a 5
f x > 7
i x > -3
k b 3
n x > -18 1
l x < -3
o a 40
7 B
8 a x < -1
d a > 5
b m -3
e m 1 1
c x > 17
f m -12
9 a k > 2
b a > -5
c m 1 2
d x > 5
e y 7
f d < -2
g p 6
7
h x -5
m < -2
j a < 9
k p 3
x > -4 1
j a -11
m k > 8
3 a B
4 a y = 12 x + 3
(0, 0)
0
b D
c A
30
15
12
30
Exercise 4G Solving simultaneous linear

inequations
1 a True
b False
c False
d True
e True
f False
g True
h False
i False
j False
2 Note: the shaded region is the region required.
y
a x + y > 3
6
-6
(0, 4)
(0, -2)
-2
-2
-4
(2, 0)
0
-4
b x + 2y 6
y
3
2
1
-4 -2-10
-2
x
2
Answers
Answers 4A 4G
d 15 large and 15 small dogs

6 a y > x + 2
b y 12 x + 3, x > 2, y 7
5 a l + s 30
b At least 12 small dogs
l
c
0 (3, 0)
(6, 0)
x
(0, 3)
x
(1, 3)
(-2, 0)
0
(0, -2)
(-7, 0) 0
(0, -2)
(6, 0)
(0, 7)
(0, -6)
(0, -7)
(0, 1)
0
(7, 0)
0
10 a 5x > 10
b x - 3 5
c 7 + 3x < 42
11 a 6.5 < x < 2
d b
c b
b
< x <
a
a
12 a S > 47
b No
c Answers will vary.
13 a CA = 700 + 20x
b CB = 1200 + 15x
c 700 + 20x < 1200 + 15x, x < 100
d x > 100
e x = 100
Exercise 4F Sketching linear inequations
y
y
1 a
b
(-1, 0 )
(-5, 0)
5 a x 7
d x > 10 1
809
c 3x - 2y > 12
4 Note: The shaded region is the region required.
y
2
1
-4 -2 -10
-2
-3
-4
-5
-6
-7
d 4x + y -8
a
2
2
0
x+y<3
4
6
2
1
-2 -10
-2
-3
-4
-5
-6
-7
-8
-9
e y x + 4
2x - y 4
-4
3x + 2y > 12
4
2
-2
-2
-4
-6
10
x + 5y 10
2
-6
-2
-4
2y > x - 2
-2
-4
-1
f y < 3 - 3x
-1
-2
y<3-x
-3
1
-1
-1
-3
3 a A
b C
c B
d E
810
Answers
-2
-2
y < 4 - 2x
-6
y - 2x 5
6
4
x+y>4
2 x
-6
-2
-4
-1
-4
-2
-4
10
9
8
7
6
5
4
3
2
1
-1
y > 2x + 4
y
10
9
8
7
6
5
4
3
2
1
-3 -2 -1 0
h 2x + y 8
-2
g y - 3x < 9
-6
y
20
18
16
14
12
10
8
6
4
2
0
-2
-4
3x + y > 17
y<8
x
1
5 23
15
y
10
8
6
4
2
10
5
x + 2y 10
-2 -20
-4
-6
-8
-10
10
-5
-10
3x + y > 15
-15
y > 2x - 3
x<5
i
18
16
14
12
10
8
6
4
2
-4
3y - 2x < 6
-2 -1
-2
-3
-4
-5
-6
6
5
4
3
2
1
b
6
x
yx+2
y 4 - 2x
y
yx+2
4
2
2x + 3y 6
-2 0
x
y > 4 - 2x

y
y < 2x
y + 2x > 3
x - 2y > 0
x
1 2
7 a r + x 2000
b r 600
c r 0, x 0. Amount of money cannot be negative.
x
d
e Answers will vary.
y - 2x 9
-1 0
-2 -20
-4
-6
-8
10
-4
1 11 2
10
8
6
4
2
2000
Note: The shaded

region is the region
required.
x+y4
0
600
Answers 4G 4G
-1 -1
-2
-3
-4
-5
-6
ii
2
2x + y < 0 1
-2
-6 -3-20 2 4 6 8 10 12 14 16
-4
-6
-6
y>4
2 0
6
5
4
3
2
1

a
i
y
y 2x - 2
y-x>4
6
5
4
3
2
1
-1 -10
-2
-3
-4
-5
-6
-2
-1
-2
-3
-4
-5
2x - 3y 18
y 2x
7
6
5
4
3
2
1
-6
x+y>7
2000 r
Answers
811
10
8 a 100a + 75b 450

b 50a + 75b 300
b
c
d Answers will vary.
Mass of chocolate chips in grams (c)
700
Note: The shaded

required.
600
500
-4
-2
65
45
35
25
15
-5 -15 -25 -35
-10 -8 -6 -4 -2 0
-20
-40
-60
-80
11 a
300
y = -5x + 15
(1, 10)
10
0 1
2
100 p + c 400
x
0 1
0 100 200 300 400 500 600700

Mass of peanuts in grams (p)
1
0
-1
600
500
(3, -1)
y =23 x + 1
700
400
200
5
y=
-3
7 x
5
-3
0.3p + 0.6c 180
100
0 100 200 300 400 500 600700
700
12 a x-intercept = 7 , y-intercept c = 6
b x-intercept =
40
3
21
16
(133), y-intercept c = -5
5
(116 ),
3
c x-intercept =
y-intercept c = - 4
d x-intercept = -5.6, y-intercept c = 2.8
13 a
2x - 3y = 6
600
500
0
-2
400
-1 0
300
x
y = -3x
200
100
0 100 200 300 400 500 600700
Chapter review
Fluency
1 A
2 D
3 B
4 A
5 C
6 E
7 C
8 D
9 A
Answers
10
y
15
(1, 1)
200
300
2 4 6 8 10
400
- 53
y
x+y+3=0
5x + y = -3
f Answers will vary.
812
55
y = 3x - 2
c 0.3p + 0.6c 180

d
-6
80
60
40
20
9 a p + c 400
b
-10 -8
Note: The shaded

required.
-3
-3
-3
14 a
1
2
(1, 12 )
0
1
y = 12 x
x
0 1
y = -4x
-4
x = -2
24 a (2, 7)
7 y=7
x
-2
15
d
x
25 a (5, 2)
d (1, 3)
26 a (0, 3)
27 a
y
7 (0, 7)
- 27
7 7
,
3 3
16 a y = 2x - 2
3
c (-3, -1)
f (4, 2)
c (2, 1)
Note: The shaded
required.
2y - 3x 12
18
b y = -32 x + 12
-6

y
a
b
y
-5 0
5x + y < 10
10
y 2x + 10
-1 0
y
5
y = 5x
0 1
x
y < 5x
-12
y
x=7
y
1
x7
-2
y
9 2x + y 9
21 a (3, 1)
22 a No
23 a (-2, 1)
b (0, -2)
c (5, 2)
x + 2y < 11
27
54
81
10
108 135
50
40
30
20
10
1
2
3
4
Hours worked (h)
d $91.13
2 a Number of
rides
Cost ($)
y > -12
b Pay = $13.50 (number of hours worked)

c
12 x
16 4x - 3y 48
0
-12
10
12.50 17.50 22.50 27.50 32.50 37.50
b Cost = $2.50 number of rides + $12.50

c
b (2, 3)
b Yes
40
30
(12.50)
20
10
0
(10, 37.50)
4 6 8 10
Number of rides
Answers 4G 4G
y
5
9
2
y 21 x + 1
2 4 6 8 10 12 14 16
Pay ($)
Pay ($)
Problem solving
1 a Number of hours
Cost ($)
y + 3x > 0
10
9
8
7
6
5
4
3
2
1
0
-8 -6 -4 -2
-1
-2
y > 3x - 12
0
7
6
5
4
3
2
1
-2 -10
-2
-3
-4
-4
27
5
1 yx+1
d y = 5 x - 5
19 a y = -x + 8
+
b y = -3x + 4
c y = 2 x + 6
-2
-6
d y = 6
18 a y = 7x - 13
-2
-4
b y = -2x - 5
1
y = 2 x + 5
2
y = 5 x
-4
yx+4
f x = 5
17 a y = 3x - 4
d y = 4x
e y = -4
f ( 2, -7)
-6
b y = -x - 4
c y = 13 x + 2
e (-14, -53)
3(y - 5) = 6(x + 1)
c (-2, 2)
b (-2, 3)
e (2, -2)
b (-3, -3)
y3
b (-5, -3)
d $30
Answers
813
5 a
500
25
100
0
6 8 10 12
Time
b Cost = 22.5 time + 160

c $435.63
4 a Numbers are 9 and 14.
b Length = 11 metres, width = 6 metres
c Chupa-chups cost 45 cents and Whizz fizzes cost
55 cents.
5 Milk $1.75, bread $2.35
6 13 kangaroos and 8 cockatoos
7 Rollercoaster ride $6, Ferris wheel ride $4, Gravitron
ride $8
8 a d = b + 10
b 7000 = 70b + 40d
c b = 60 and d = 70
d Number of seats in Bleachers is 4200; the number of
seats in the Dress circle is 2800.
e $644000
9 a CG = 114 + 0.20k
b CS = 90 + 0.32k
c 200 km
d 114 + 0.20k < 90 + 0.32k \ k > 200
e k < 200
10 a 5400 + 260d = CH
b 61 days
11 a n < 16 800 km
b Mick travelled less than 16800 km for the year and his
costs stayed below $16000.
CHAPTER 5
Trigonometry I
Are you ready?
1 a 0.685
c 0.749
2 a i 1533
b i 6316
c i 2710
3 a
H
O
A
c
b 1.400
ii 153241
ii 631532
ii 271016
b A
q
q
O
H
A
4 a x = 30 tan(15)
b x =
4.2
tan(28)
c x = 5.3 tan(64)
814
Answers
H
O
B 120
5k
Cost
300
20
km
400
200
180
3 a
7.
70
km
km 60
Exercise 5A Pythagoras theorem

1 a 7.86
b 33.27
c 980.95
d 12.68
e 2.85
f 175.14
2 a 36.36
b 1.62
c 15.37
d 0.61
e 2133.19
f 453.90
3 23.04cm
4 12.65cm
5 a 14.14cm
b 24.04cm
c 4.53cm
6 a 97.47cm
b 334.94cm
c 6822.90cm2
7 a 6.06
b 4.24
c 4.74
8 18.03cm
9 17.32cm
10 19.23cm
11 65.82cm; 2501.16cm2
12 39m
13 Yes
14 4.34km
15 38.2m
16 20.61m
17 130mm
18 a 386.13mm b 62.09cm
c 2.33km
d 16.15cm
e 541.70cm
f 2615.61m
g 478.97mm h 369.87km
19 54.67mm
20 a 28cm
b 588cm2
21 36.37cm
22 552.86cm2
23 21.46 diagonals, so would need to complete 22
24 1600mm
25 5889.82m
26 7.07cm
27 $81.60
28 185cm
29 Students own
working.
Exercise 5B Pythagoras theorem in three
dimensions
1 a 17.32
b 12.25
c 15.12
2 12.21, 12.85
3 4.84m, 1.77m
4 11.31, 5.66
5 31.62cm
6 6cm
7 12.65cm
8 23mm
9 No: maximum stick can be only 115cm long.
10 3.41cm
11 a i 283.02m ii 240.21m
iii 150.33m
b 141.86m
12 14.72cm
13 13.38cm
14 42.27cm
15 1.3m, 5.98m2
16 Students own working
Exercise 5C Trigonometric ratios
1 a 0.5000
b 0.7071
c 0.4663
d 0.8387
e 8.1443
f 0.7193
2 a 0.6944
b 0.5885
c 0.5220
d -1.5013
e 0.9990
f 0.6709
g 0.8120
h 0.5253
i -0.8031
25
30
c tan (q) = 45
b cos (q) =
2.7
17
e sin (35) =
p
t
7
20
g sin (15) = h tan (q) = 31
x
9 a
a
d tan (q) =
41
A
Exercise 5F Angles of elevation and depression

1 8.74m
2 687.7m
3 a 176.42m
b 152.42m
4 6546
5 16.04m
6 a h = x tan (4712)m; h = (x + 38)tan (3250)m
b x = 76.69m
c 84.62m
7 a h = x tan (4335)m; h = (x + 75)tan (3218)m
b 148.40m
c 141.24m
8 0.033km or 33m
9 21
10 a 8.43m
b 56.54m
11 44.88m
12 a
.3
f sin (a) = 14
17.5
b O = 34mm, A = 39mm, H = 51mm

c i sin (41) = 0.67
ii cos (41) = 0.76
iii tan (41) = 0.87
d a = 49
e i sin (49) = 0.76
ii cos (49) = 0.67
iii tan (49) = 1.15
f They are equal.
g They are equal.
h The sin of an angle is equal to the cos of its
complement angle.
b 15.27m
13 66m
14 a 54
15 a 2.16 m/s, 7.77 km/h
b 0.75m
b 54.5
Exercise 5G Bearings and compass directions

1 a 020T
b 340T
c 215T
d 152T
e 034T
f 222T
2 a N49E
b S48E
c S87W
d N30W
e N86E
f S54W
3 a 3km 325T
b 2.5km 112T
c 8km 235T
d 4km 090T, then 2.5km 035T
e 12km 115T, then 7km 050T
f 300m 310T, then 500m 220T
4 a
135
km
40
0k
14
1.3
km
30
50
7k
32
m
8k
N
N
260
120
0.8 km
N
240
N
40
Answers 5A 5G
100
30 km
6 1.05m
7 a x = 30.91 cm, y = 29.86 cm, z = 39.30 cm
b 2941.54 cm2
15 m
23
Exercise 5D Using trigonometry to calculate

side lengths
1 a 8.660
b 7.250
c 8.412
2 a 0.79
b 4.72
c 101.38
3 a 33.45m
b 74.89m
c 44.82m
d 7.76mm
e 80.82km
f 9.04cm
4 a x = 31.58cm
b y = 17.67m
c z = 14.87m
d p = 67.00m
e p = 21.38km, q = 42.29km
f a = 0.70km, b = 0.21km
5 a 6.0m
b 6.7m
1.76 m
3.1
i cos (a) = 9.8
42
5k
8 a sin (q) = 12
15
km
e
f
i
b i sin (a) =
g
l
c i sin (b) =
k
n
d i sin (g) =
m
b
e i sin (b) =
c
v
f i sin (g) =
u
7 a i sin (q) =
Exercise 5E Using trigonometry to calculate

angle size
1 a 67
b 47
c 69
2 a 5447
b 3345
c 3333
3 a 753121
b 365212
c 373851
4 a 41
b 30
c 49
d 65
e 48
f 37
5 a a = 2547, b = 6413
b d = 2523, e = 6437
c x = 6612, y = 2348
6 a r = 57.58, l = 34.87, h = 28.56
b 714 cm2
c 29.7
7 a i 29.0
ii 41.4
iii 51.3
b i 124.42 km/h
ii 136.57 km/h
iii 146.27 km/h
km
-0.9613
0.1320
53
41
052
2645
644659
884127
20.361
1.192
4909.913
14.814
e
iii tan (q) =
d
i
iii tan (a) =
h
l
iii tan (b) =
j
n
iii tan (g) =
o
b
iii tan (b) =
a
v
iii tan (g) =
t
l
o
c
f
c
f
c
f
c
f
i
l
2.1
0.9880
-0.5736
24
86
619
4448
64125
365212
71.014
226.735
32.259
0.904
d
ii cos (q) =
f
h
ii cos (a) =
g
j
ii cos (b) =
k
o
ii cos (g) =
m
a
ii cos (b) =
c
t
ii cos (g) =
u
k
n
b
e
b
e
b
e
b
e
h
k
40
j 0.4063
m 1.7321
3 a 50
d 71
4 a 5429
d 7247
5 a 263354
d 48522
6 a 2.824
d 2.828
g 7.232
j 0.063
Answers
815
N
m
0k
22
70180 km
30
km
20
320
5 a i 13.38km ii 14.86km
b i
N
B
130
80
20
km
42
A
iii 222T
ii 51.42km
iii 61.28km
iv 310T
ii 38.97km
iii 22.5km
iv 030T
N
B 130
20
km
42
80
km
210
45
km
6 215T
7 1.732km
8 a 9.135km
b 2.305km
c 10410 T
9 684.86km
10 a 6043 T
b 6927 T
c 20427 T
11 a q = 60, a = 40
b 2.5 km
c 2.198 km
d 1.22 km
Exercise 5H Applications
1 a 3652
b 538
c 2.4m
2 a 1429
b 31cm
3 6.09m
4 1928
5 6233
6 a 1132
b 425
7 a i 35.36cm
ii 51.48cm iii 51.48cm
iv 57.23cm
v 293
vi 2554
b i 25.74cm
ii 12.5cm
iii 2554
iv 28.61cm
8 a 77
b 7156
c 27.35cm
9 a 7.05cm
b 6015
c 8.12cm
10 a 28.74cm
b 40.64cm
c 6637
11 a 26.88cm
b 11.07cm
d tan
12 a 90 m
tan q2
b h =
tan 1 + tan 2
c 250 m
Chapter review
Fluency
1 E
2 D
3 E
7 E
8 B
9 B
11 a x = 113.06 cm
12 9.48cm
14 17.6m
816
Answers
Chapter 6
Surface area and volume
km
c i
16 67.98km
17 4.16km
18 4032
Problem solving
1 a h = tan (4748)xm
h = tan (3624) (x + 64)m
b 129.10m
c 144.32m
2 a 11.04cm
b 15.6cm
c 592
3 a 27.42 km
b N43W or 227T
4 a 1280.6 m
b 12:02:16.3 pm
5 33.29 m, 21.27 m
4 E
5 D
6 B
10 A
b x = 83.46 mm
13 8.25mm
15 26.86m
Are you ready?

1 a 3.6 106mm2
b 2 10-6km2
4
2
c 5.2 10 m
2 a 24m2
b 30cm2
c 4.9cm2
2
2
3 a 150cm
b 232cm
c 1.22m2
4 a 3.4 106cm3
b 2.5 10-4m3
c 6.5 103mm3
5 a 125cm3
b 160cm3
c 0.03m3
Exercise 6A Area
1 a 16cm2
b 48cm2
c 75cm2
2
2
d 120cm
e 706.86cm
f 73.5mm2
g 254.47cm2 h 21m2
i 75cm2
2 Part e = 225pcm2; part g = 81pcm2
3 a 20.7cm2
b 7.64cm2
4 a 113.1mm2
b 188.5mm2
5 a i 12pcm2
ii 37.70cm2
b i 69 mm2
ii 108.38mm2
2
c i 261pcm2
ii 819.96cm2
6 E
7 D
8 a 123.29cm2 b 1427.88m c 52cm2
d 30.4m2
e 78cm2
f 2015.5cm2
9 a 125.66cm2 b 102.87cm2 c 13.73m2
d 153.59m2 e 13.86m2
f 37.5m2
10 11707.93cm2 11 21m2
12 60
13 $840
14 a 260.87m2
b 195.71m2
c 130.43m2
d 97.85m2
e 37.5%
f 18.75m
15 a 50 = x + y
b y = 50 x
c Area = 50x x2
d
x
Area
(m2)
0 225 400 525 600 625 600 525 400 225 0
10
15
20
25
30
e No, impossible tomake a rectangle.

f
600
Area
500
400
300
200
100
0 10 20 30 40 50 60 70 x
35
40
45 50
g x = 25
h y = 25
i Square
j 625m2
k r = 15.915m
l 795.77m2
2
m 170.77m
16 a Students work
b 2020.83m; horizontal
17 a Circular area, 1790.49 m2; rectangular area, 1406.25 m2
1 2
n m2; rectangular (square)
b Circular area,
4
1 2
4
area, n m2. Circular area is always or 1.27
16
1
1
4 16 times larger.
Exercise 6B Total surface area
1 a 600cm2
b 384cm2
c
2
d 27m
2 a 113.1m2
b 6729.3cm2 c
2
d 452.4cm
3 a 1495.4cm2 b 502.7cm2
4 a 506.0cm2 b 9.4m2
c
d 224.1cm2
5 a 13.5m2
b 90m2
c
d 9852.0mm2 e 125.6cm2 f
6 a 880cm2
b 3072.8cm2 c
d 70.4cm2
e 193.5cm2 f
7 B
8 63
9 11216cm2
10 a 70.0m2
b $455
11 a 3063.1cm2
b $168.47
1440cm2
8.2m2
340.4cm2
11309.7cm2
1531.4cm2
75cm2
1547.2cm2
12 a q = 120
b x = 1; y = 3 c 3 3cm2
d 6 3cm2
e 32
13 a
8pm2
7
m
b
2
c 2 7 m2
d 7 7 1
14 Calculation is correct.
15 a 6.6 m2
c Cheapest: 30 cm by 30 cm, $269.50; 20 cm by 20 cm
(individually) $270; 20 cm by 20 cm (boxed) $276.50
16 r =
3 3a
2
Chapter review
Fluency
1 D

4 A
5 a 84 cm2

d 56.52 cm2
6 a 300 cm2

7 a 499.86 cm2
8 a 18692.48 cm2
b 1495.40 cm2
d 642 cm2

9 a 343 cm3

d 1.45 m3

g 297 cm3

2 C
3 E
b 100 cm2
e 60 cm2
b 224.52 cm2
b 44.59 cm2
c 6.5 cm2
f 244.35 cm2
c 160 cm2
c 128.76 cm2
c 804.25 cm2
e 873.36 mm2
b 672 cm3
e 1800 cm3
h 8400 cm3
f 760 cm2
c 153938.04 cm3
f 1256.64 cm3
i 7238.23 mm3
Problem solving
1 a 62m2
b $7290
3 2
2 V = r h, the volume will be 1.5 times as large as the
2
original volume.
3 V = 3lwh, the volume will be 3 times as large as
(or triple) the original volume.
4 a 3605.55cm2
b $180.33
c 18062.1cm3
d 9155.65cm3
5 a 1.33m
b 910.81m2
c $655.85
d 303.48m3 e 11 trucks
f 12 minutes
Chapter 7
Quadratic expressions
Are you ready?
1 a 12x + 20
b 10x2 - 15x
c -12x + 8x2
2
2
2 a x - 4
b 4x - 12x + 9 c 6x2 - 11x - 10
3 a 4x(x + 2)
b -3x(5x + 3)
c x(6x - 1)
4 a (x + 2)(3x + 4)
b (x - 1)(4x - 1)
c -(x + 3)(2x + 1)
Answers
Answers 5H 6C
Exercise 6C Volume
1 a 27cm3
b 74.088m3
c 3600cm3
d 94.5cm3
2 a 450mm3
b 360cm2
3 a 6333.5cm3
b 19.1m3
c 280cm3
d 288mm3
4 a 7.2m3
b 14 137.2cm3
c 1436.8mm3
d 523 598.8cm3
5 a 377.0cm3
b 2303.8mm3
6 a 400cm3
b 10080cm3 c 576cm3
7 a 1400cm3 b 10379.20cm3 c 41.31cm3
d 48.17cm3 e 218.08cm3 f 3691.37cm3
8 a Vnew = 27l3, the volume will be 27 times as large as the
original volume.
b Vnew = 18l2, the volume will be 18 of the original volume.
c Vnew = 2pr2h, the volume will be twice as large as the

original volume.
d Vnew = pr2h, the volume will remain the same.
e Vnew = 3lwh, the volume will be 3 times as large as the
original value.
9 E
10 7438.34cm3
11 4417.9 L
12 10 215.05cm3
13 a H = 6m
b 112m3
c 19 bins
d 112000 L
e 1.95m from floor
14 a i 4.57cm
ii 262.5cm2
b i 14.15cm
ii 323.27cm2
c i 33.3cm
ii 434.28cm2
d Sphere. Costs less for a smaller surface area.
15 Required volume = 1570.79 cm3; tin volume =1500 cm3;
muffin tray volume = 2814.72 cm3. Marion should use
the tin with approximately 70 cm3 mixture left over.
16 Increase radius of hemispherical section to 1.92 m.
17 Cut squares of side length, s = 0.3 m or 0.368 m from the
corners.
18 Volume of water needed; 30.9 m3.
817
1
( x 3)( x + 7)
5 a x + 3
6 a 2 6
b 6 3
x+2
2( x + 3)
c 36 3
Exercise 7A Expanding algebraic expressions

1 a 2x + 6
b 4x - 20
c 21 - 3x
d -x - 3
e x2 + 2x
f 2x2 - 8x
g 15x2 - 6x
h 10x - 15x2
i 8x2 + 2x
j 4x3 - 6x2
k 6x3 - 3x2
l 15x3 + 20x2
2
2
2 a x - x - 12
b x - 2x - 3
c x2 - 5x - 14
d x2 - 6x + 5
e -x2 - x + 6
f x2 - 6x + 8
g 2x2 - 17x + 21
h 3x2 - x - 2
2
i 6x - 17x + 5
j 21 - 17x + 2x2
2
k 15 + 14x - 8x
l 110 + 47x - 21x2
2
3 a 2x - 4x - 6
b 8x2 - 28x - 16
c -2x2 + 12x + 14
d 2x3 - 2x
e 3x3 - 75x
f 6x3 - 54x
3
2
g 2x - 12x + 18x
h 5x3 - 30x2 + 40x
i -6x3 - 6x2 + 120x
4 a x3 + 2x2 - x - 2
b x3 - 2x2 - 5x + 6
c x3 - 5x2 - x + 5
d x3 - 6x2 + 11x - 6
3
2
e 2x - 7x - 5x + 4
f 6x3 - 7x2 + 1
2
5 a x - x - 2
b -2x2 + 4x + 10
c 5x2 - 6x - 5
d 19x - 23
e -5x - 1
f -2x + 6
g x2 - 2x - 3 + 3x
h 6 + 2 2 x 3 3 x 6 x 2 5 x
6 a A
b C
7 B
8 a x2 - 2x + 1
b x2 + 4x + 4
c x2 + 10x + 25
d 16 + 8x + x2
e 49 - 14x + x2
f 144 - 24x + x2
2
g 9x - 6x + 1
h 144x2 - 72x + 9
2
i 25x + 20x + 4
j 4 - 12x + 9x2
k 25 - 40x + 16x2
l 1 - 10x + 25x2
9 a 2x2 - 12x + 18
b 4x2 - 56x + 196
2
c 3x + 6x + 3
d -4x2 - 12x - 9
e -49x2 + 14x - 1
f 8x2 - 24x + 18
g -12 + 108x - 243x2
h -45 + 330x - 605x2
2
i -16x - 16x - 4
10 a x2 - 49
b x2 - 81
c x2 - 25
2
2
d x - 1
e 4x - 9
f 9x2 - 1
g 49 - x2
h 64 - x2
i 9 - 4x2
11 a (x + 1)(x - 3) b x2 - 2x - 3
c 6cm, 2cm, 12cm2
b
12 a
(x + 1) m
xm
(x + 2) m
c (x + 1)(x + 2)
d x2 + 3x + 2
e 4m2, 12m2
13 a (x + 2)2
b 5(x + 2)2
c 5x2 + 20x + 20
3
2
d 500cm
e 100cm , 100 tiles
x
14 a x2 + x
b 5x2 + 21x + 20 c i
ii 1.50 m
2
818
Answers
15 a = 4, b = 4, c = -24, d = 0, e = 3
16 a (x + 2)(x 1)(x 3)
b 56cm3
c 0
d No; you cant have a negative volume.
e x > 3
f 18cm3
g x = 6
h x3 - 2x2 5x + 6
Exercise 7B Factorising expressions
with three terms
1 a (x + 2)(x + 1)
b (x + 3)(x + 1)
c (x + 8)(x + 2)
d (x + 4)2
e (x - 3)(x + 1)
f (x - 4)(x + 1)
g (x - 12)(x + 1)
h (x - 6)(x + 2)
i (x + 4)(x - 1)
j (x + 5)(x - 1)
k (x + 7)(x - 1)
l (x + 5)(x - 2)
m (x - 3)(x - 1)
n (x - 4)(x - 5)
o (x + 14)(x - 5)
2 a -2(x + 9)(x + 1)
b -3(x + 2)(x + 1)
c -(x + 2)(x + 1)
d -(x + 10)(x + 1)
e -(x + 2)(x + 5)
f -(x + 12)(x + 1)
g -(x + 3)(x + 4)
h -(x + 2)(x + 6)
i 2(x + 2)(x + 5)
j 3(x + 1)(x + 10)
k 5(x + 20)(x + 1)
l 5(x + 4)(x + 5)
3 a (a - 7)(a + 1)
b (t - 4)(t - 2)
c (b + 4)(b + 1)
d (m + 5)(m - 3)
e (p - 16)(p + 3)
f (c + 16)(c - 3)
g (k + 19)(k + 3)
h (s - 19)(s + 3)
i (g + 8)(g - 9)
j (v - 25)(v - 3)
k (x + 16)(x - 2)
l (x - 15)(x - 4)
4 a C
b B
5 C
6 i d
ii b
iii b
iv a
v c
vi d
7 a (2x + 1)(x + 2)
b (2x - 1)(x - 1)
c (4x + 3)(x - 5)
d (2x - 1)(2x + 3)
e (x - 7)(2x + 5)
f (3x + 1)(x + 3)
g (3x - 7)(2x - 1)
h (4x - 7)(3x + 2)
i (5x + 3)(2x - 3)
j (4x - 1)(5x + 2)
k (3x + 2)(4x - 1)
l (3x - 1)(5x + 2)
8 a 2(x - 1)(2x + 3)
b 3(3x + 1)(x - 7)
c 12(2x + 1)(3x - 1)
d -3(3x + 1)(2x - 1)
e -30(2x + 1)(x - 3)
f 3a(4x - 7)(2x + 5)
g -2(4x - 3)(x - 2)
h -(2x - 7)(5x + 2)
i -(8x - 1)(3x - 4)
j -2(3x - y)(2x + y)
k -5(2x - 7y)(3x + 2y) l -12(5x + 3y)(10x + 7y)
9 a w2 + 5w - 6 b (w + 6)(w - 1) c (x + 5)(x - 2)
10 a x(x + 5)
b x(x + 5)
c (x - 1)2
d (x + 9)(x + 5)
e (x - 15)(x - 6)
f (x - 10)(x - 3)
11 (x - 0.5)(x + 1.5)
12 a (x - 5)(x + 1)
b (x - 5) cm
c x = 15 cm
d 160cm2
e 3000(x - 5)(x + 1)cm2
or (3000x2 - 12 000x - 15 000)cm2
13 a (2x + 3)(3x + 1) b P = 10x + 8 c x = 8 metres
14 a
c
e
15 a

c
SA = 3x2 + 16x
(3x + 4)(x + 4)
275m2
Yellow = 3 cm 3 cm
Black = 3 cm 6 cm
White = 6 cm 6 cm
b Total area = 3x2 + 6x + 16

d l = 21m; w = 7m; d = 2m
f 294m3
b Yellow = 0.36 m2
Black = 0.72 m2
White = 0.36 m2

Exercise 7C Factorising expressions with two
or four terms
1 a x(x + 3)
b x(x - 4)
c 3x(x - 2)
d 4x(x + 4)
e 3x(3x - 1)
f 8x(1 - x)
g 3x(4 - x)
h 4x(2 - 3x)
i x(8x - 11)
2 a (x - 2)(3x + 2)
b (x + 3)(5 - 2x)
c (x - 1)(x + 5)
d (x + 1)(x - 1)
e (x + 4)(x - 2)
f (x - 3)(4 - x)
3 a (x + 1)(x - 1)
b (x + 3)(x - 3)
c (x + 5)(x - 5)
d (x + 10)(x - 10)
e (y + k)(y - k)
f (2x + 3y)(2x - 3y)
g (4a + 7)(4a - 7)
h (5p + 6q)(5p - 6q)
i (1 + 10d)(1 - 10d)
4 a 4(x + 1)(x - 1)
b 5(x + 4)(x - 4)
c a(x + 3)(x - 3)
d 2(b + 2d)(b - 2d)
e 100(x + 4)(x - 4)
f 3a(x + 7)(x - 7)
g 4p(x + 8)(x - 8)
h 4(3x + 2)(3x - 2)
i 3(6 + x)(6 - x)
5 a C
b B
c B
e (5p - 4t + 3t)(5p - 4t - 3t)

f (6t 1 + 5v )(6t 1 5v )
13 a E
b A
c D
14 B
15 a (x - 5)(x + 5)
b (x - 5)cm, (x + 5)cm
c 2cm, 12cm
d 24cm2
e 120cm2 or 6 times bigger
16 a r metres
b (r + 1) m
c A1 = pr2m2
d A2 = p(r + 1)2m2
e A = p(r + 1)2 - pr2 = p(2r + 1) m2
f 34.56m2
17 a Annie = (x + 3)(x + 2) m2 Bronwyn = 5(x + 2) m2
b (x + 3)(x + 2) 5(x + 2)
c (x + 2)(x - 2) = x2 4
d Width = 5m
e Annie has 30cm2 and Bronwyn has 25cm2.
6 C
7 a (x + 11)(x - 11)
b (x + 7)(x - 7)
Exercise 7D Factorising by completing

the square
1 a (x + 5)2 - 25
b (x + 3)2 - 9
c (x - 2)2 - 4
d (x + 8)2 - 64
e (x - 10)2 - 100
f (x + 4)2 - 16
g (x - 7)2 - 49
h (x + 25)2 - 625
i (x - 1)2 - 1
c (x + 15)(x - 15)
d (2x + 13)(2x - 13)
2 a (x - 2 + 11)(x - 2 - 11)
e (3x + 19)(3x - 19)
f 3(x + 22 )(x - 22)
g 5(x + 3)(x - 3)
h 2(x + 2)(x - 2)
b (x - 4)(x + 6)
d (x - 1)(x + 7)
f (10 - x)(x + 2)
h (7 - x)(5x + 1)
b (x + y)(2 + a)
d (x + y)(4 + z)
f (n - 7)(m + 1)
h 7(m - 3)(n + 5)
j a(3 - b)(a + c)
l m(m + n)(2 - n)
b (m + 2)(n - 3)
d (s + 3)(s - 4t)
f (1 + 5z)(xy - z)
b ( p - q)( p + q - 3)
d (x + y)(7 + x - y)
f (7g + 6h)(7g - 6h - 4)
c (x - 5 + 13)(x - 5 - 13)
d (x + 3 + 19)(x + 3 - 19)
e (x + 8 + 65)(x + 8 - 65)
f (x - 7 + 6)(x - 7 - 6)
g (x + 4 + 7)(x + 4 - 7)
h (x - 2 + 17 )(x - 2 - 17)
i (x - 6 + 11)(x - 6 - 11)
3 a (x - 1 +
5
)(x
2
b (x - 3 +
21
)(x
2
-3-
21
)
2
c (x + 1 +
21
)(x
2
+1-
21
)
2
d (x + 3 +
13
)(x
2
+3-
13
)
2
e (x + 5 +
17
)(x
2
+5-
17
)
2
f (x + 5 +
33
)(x
2
+5-
33
)
2
g (x - 7 +
53
)(x
2
-7-
53
)
2
h (x - 9 +
29
)(x
2
-9-
29
)
2
i (x - 1 +
13
)(x
2
-1-
13
)
2
2
2
2
2
-12
5
)
2
Answers 7A 7D
i 12(x + 3)(x - 3)
8 a (x - 3)(x + 1)

c (x - 5)(x + 1)

e (6 - x)(x + 8)

g 8(x - 3)

i (x - 22)(9x + 2)
9 a (x - 2y)(1 + a)

c (x - y)(a + b)

e (f - 2)(e + 3)

g 3(2r - s)(t + u)

i 2(8 - j)(4 + k)

k x(5 + y)(x + 2)

10 a (y + 7)(x - 2)

c (q + 5)( p - 3)

e (b + d)(a2 - c)

11 a (a - b)(a + b + 4)

c (m + n)(m - n + l)

e (1 - 2q)(5p + 1 + 2q)
12 a (x + 7 + y)(x + 7 - y)
b (x + 10 + y)(x + 10 - y)
c (a - 11 + b)(a - 11 - b)
d (3a + 2 + b)(3a + 2 - b)
b (x + 1 + 3)(x + 1 - 3)
Answers
819
4 a 2(x + 1 + 3)(x + 1 - 3)
b 4(x - 1 + 6)(x - 1 - 6)
c 5(x + 3 + 2 2)(x + 3 - 2 2)
d 3(x - 2 + 17)(x - 2 - 17 )
e 5(x - 3 + 7)(x - 3 - 7)
f 6(x + 2 + 5)(x + 2 - 5)
g 3(x + 5 + 2 3)(x + 5 - 2 3)
h 2(x - 2 + 11)(x - 2 - 11)
i 6(x + 3 + 14)(x + 3 - 14)
5 i d
ii b
iv a
v c
vii d
viii e
6 a B
b E
iii c
vi d
7 E
8 a = 0.55; b = 5.45
Exercise 7E Mixed factorisation
1 3(x + 3)
2 (x + 2 + 3y)(x + 2 - 3y)
3 (x + 6)(x - 6)
4 (x + 7)(x - 7)
5 (5x + 1)(x - 2)
6 5(3x - 4y)
7 (c + e)(5 + d)
8 5(x + 4)(x - 4)
9 -(x + 5)(x + 1)
10 (x + 4)(x - 3)
11 (m + 1)(n + 1)
13 4x(4x - 1)
15 3(3 - y)(x + 2)
17 4(x2 + 2)
19 (x + 5)(x - 5)
21 (x + 5)(x + 1)
23 (x + 2)(x - 2)
25 (y + 1)( x - 1)
27 7(x + 2)(x - 2)
29 (2 + r)(p - s)
12 (x + 7)(x - 7)
14 5(x + 10)(x + 2)
16 (x - 4 + y)(x - 4 - y)
18 (g + h)(f + 2)
20 5(n + 1)(2m - 1)
22 (x + 1)(x - 11)
24 (a + b)(c - 5)
26 (3x + 2)(x + 1)
28 -4(x + 6)(x + 1)
30 3(x + 3)(x - 3)
31 (u + v)(t - 3)
32 (x + 11 )(x - 11)
33 (4x - 1)(3x - 1)
34 (x + 1)(x - 3)
35 (x + 6)(x - 2)
36 4(x - 1)(x + 4)
37 3(x + 2)(x + 8)
38 (3 + x)(7 - x)
39 4(3 - x + 2y)(3 - x - 2y) 40 3(y + x) (y - x)
41 4(x + 2)
42 (3x - 4y)(x - 2y)
43 (x + 7)(x + 4)
44 (x + 2)(x - 5)
45 2(2x + 3)(x + 3)
( x + 5)( x 2) ( x + 2)( x + 2)
46 a
( x + 2)( x 2) ( x 4)( x + 2)
b
c
47 a
d
g
j
820
( x + 5) ( x 2)
( x + 2) ( x 2)
( x + 2) ( x + 2)
( x 4 ) ( x + 2)
x+5
x4
x 1
x +1
b
x6
2x + 3
2x 1
x+2
e
x+4
x+5
4(b + 2)
p( p + 7)
h
5
( p + 3)( p 2)
5(d 3 + 5e)
4(4 d + 3)
Answers
18
x ( x 5)
x6
f
x+3
5(m + 2 + n)
i
2(2m 5)
Chapter review
Multiple choice
1 E
2 D
3 E
4 C
5 C
6 A
7 E
8 C
9 a 3x2 - 12x
b -21x2 - 7x
c x2 - 6x - 7
d 2x2 - 11x + 15
e 12x2 - 23x + 5
f 6x2 - 3x - 84
g 2x3 + 15x2 - 8x - 105 h 3x2 - 5x + 65
i 5x2 + 12x - 3
10 a x2 - 14x + 49
b 4 - 4x + x2
c 9x2 + 6x + 1
d -18x2 + 24x - 8
e -28x2 - 140x - 175
f -160x2 + 400x - 250
2
g x - 81
h 9x2 - 1
2
i 25 - 4x
11 a 2x(x - 4)
b -4x(x - 3)
c ax(3 - 2x)
d (x + 1)(x + 2)
e 2(2x - 5)(4 - x)
f (x - 4)(x + 1)
12 a (x + 4)(x - 4)
b (x + 5)(x - 5)
c 2(x + 6)(x - 6)
d 3(x + 3y)(x - 3y)
e 4a(x + 2y)(x - 2y)
f (x - 1)(x - 7)
13 a (x - y)(a + b)
b (x + y)(7 + a)
c (x + 2)(y + 5)
d (1 + 2q)(mn - q)
e (5r + 1)(pq - r)
f (v - 1)(u + 9)
g (a - b)(a + b + 5)
h (d - 2c)(d + 2c - 3)
i (1 + m)(3 - m)
14 a (2x + 3 + y)(2x + 3 - y)
b (7a - 2 + 2b)(7a - 2 - 2b)
c (8s - 1 + 3t )(8s - 1 - 3t )
15 a (x + 9)(x + 1)
b (x - 9)(x - 2)
c (x - 7)(x + 3)
d (x + 7)(x - 4)
e -(x - 3)2
f 3(x + 13)(x - 2)
g -2(x - 5)(x + 1)
h -3(x - 6)(x - 2)
i (4x - 1)(2x + 1)
j (3x - 1)(2x + 1)
k 4(2x + 3)(x - 1)
l 5(7x - 3)(3x + 1)
m -2(3x - 5)(2x - 7)
n -3(3x - 1)(5x + 2)
o -30(2x + 3)(x + 3)
16 a (x + 3 + 2 2)(x + 3 - 2 2)
b (x - 5 + 2 7)(x - 5 - 2 7)
c (x + 2 + 6)(x + 2 - 6)
d (x - 25 +
17
)(x
2
- 25 -
17
)
2
e (x + 72 +
53
)(x
2
+ 72 -
53
)
2
f 2(x + 92 + 85 )(x + 92 - 85 )
2
2
17 a 3x(x - 4)
b (x + 3 + 7 )(x + 3 - 7 )
c (2x + 5)(2x - 5)
d (2x + 5)(x + 2)
e (a + 2)(2x + 3)
f -3(x - 2)(x + 3)
( x 2)( x 1)
18 a 2( x + 4)
b 7
c
8
x ( x 4)
5( x + 1)
Problem solving
1 a (x + 2)2
c 32x2 + 128x + 128
2 a 4r
c 4pr2
e 4p(2r + 1)
b 32(x + 2)2
d 32768cm3
b 2r + 2
d (4pr2 + 8r + 4)p
f 28p m2
3 a (x 7)(x + 2)
c 35
b x 7 cm
d 1036 cm2
g -32 +
4 Division by zero in Step 5
CHAPTER 8
Quadratic equations
Are you ready?
1 a x(x - 3)
b 4x(x + 3)
c 12x(3x - 1)
2 a -2 and 3
b -2 and -3
c 2 and -3
3 a 2 6
b 10 2
c 36 2
4 a 0
b -16
c -38
5 a x = -2
b x = 3
c x = 1.5
Exercise 8A Solving quadratic equations
1 a -7, 9
b -2, 3
c 2, 3
d 0, 3
e 0, 1
f -5, 0
g 0, 3
h -2, 0
i -12 , 12
j -1.2, -0.5
2 a
d
g
l - 2 , 3
k 0.1, 0.75
1
, 1
2
-67 , 1 12
0, 12 , 3
b -2,
e
h
- 23
3 2
,
5 3
0, 12 , -25
1
,
4
-85, 23
i 0, -3, 25
d -23 , 0
e 0, 1 12
f 0, 13
h - 33 , 0
i 0, 1 14
4 a -2, 2
b -5, 5
c -2, 2
d -7, 7
e -1 13 , 1 13
f -2 12 , 2 12
g - 23 , 23
h -12 , 12
i -15 , 15
j -4, 4
k 5, 5
l -
5 a -2, 3
d 3, 5
g 5
j -3, 7
6 B
7 C
8 a -12 , 3
b
e
h
k
b 23, -1
c -2, 15
d 13, 1 12
e -143 , 1
f 14 , 13
g -1 13 , 2 12
h -1 43 , -113
i -25 ,
j 1 12, 2 23
k -25 , 16
l 3, 4
-4, -2
1
-2, 5
-5, 6
c
f
i
l
11
,
3
11
3
-1, 7
-1, 4
2, 6
3, 4
1
2
d 4 + 2 3 , 4 2 3
e 5 + 2 6 , 5 2 6
f 1 + 3 , 1 3
g 1 + 6 , 1 6
h 2 + 10 , 2 10
i 2 + 15 , 2 15
5 3
,
2 2
7
2
33 7
,
2
2
e 11
+
2
5
2
33
2
117 11
, 2
2
b -25 +
117

2
1
2
f -12 +
29
,
2
21 1
,
2 2
5
,
2
-25 -
29
2
21
2
-12 -
37 5
,2
2
37
2
65
2
11 a -3, 1
b -4.24, 0.24
c -1, 3
d -0.73, 2.73 e 0.38, 2.62
f -0.30, 3.30
g -1.19, 4.19 h -2.30, 1.30
i -2.22, 0.22
12 No real solutions when we complete the square we get
the sum of two squares, not the difference of two squares
and we cannot factorise the expression.
13 8 and 9 or -8 and -9
14 6 and 8, -6 and -8
15 9 or -10
16 2 or -2 23
17 8 or -10 12
18 6 seconds
19 a l = 2x
b
m
45
x cm
c + (2x)2 = 452, 5x2 = 2025

d Length 40 cm, width 20 cm
20 8 m, 6 m
21 a - 73
b x = 0
22 a
c x = 11
3
5
2
b (2 + x) m, (4 + x) m
c (2 + x)(4 + x) = 24
d x = 2, 4 m wide, 6 m long
23 a (l - 4) cm
b l - 8, l - 4
c (l - 8)(l - 4) = 620
d 31 cm
e 836 cm2
24 a CAnnabel(28) = $364800, CBetty(28) = $422400
b 10 knots
c Speed can only be a positive quantity, so the negative
solution is not valid.
Exercise 8B The quadratic formula
1 a a = 3, b = -4, c = 1
b a = 7, b = -12, c = 2
c a = 8, b = -1, c = -3
d a = 1, b = -5, c = 7
e a = 5, b = -5, c = -1
f a = 4, b = -9, c = -3
g a = 12, b = -29, c = 103
h a = 43, b = -81, c = -24
i a = 6, b = -15, c = 1
3 13
5 17
5 21

2 a
b
c
2
2
2
7 45
d 2 13
e 1 2 3
f
2
9 73

g
h 3 2 3
i 4 31
2
1 21
5 33

j
k
l 1 2 2
2
2
3 a -0.54, 1.87 b -1.20, 1.45
c -4.11, 0.61
d -0.61, 0.47 e 0.14, 1.46
f 0.16, 6.34
g -1.23, 1.90 h -1.00, 1.14
i -0.83, 0.91
j -0.64, 1.31 k -0.35, 0.26
l -1.45, 1.20
m 0.08, 5.92
n -0.68, 0.88
o -0.33, 2.00
4 C
Answers
Answers 7E 8B
c 3 + 10 , 3 10
5
2
4m
b 1 + 3 , 1 3
3
2
2m
9 a 2 + 2 , 2 2
10 a
65 9
,2
2
37

2
2x cm
c 0, 7
-2 -
x2
b -5, 0
7
2
3 a 0, 2
g 0,
9
2
37
,
2
821
6 B
5 C
7 C
8 a 0.5, 3
b 0, 5
c -1, 3
d 0.382, 2.618
e 0.298, 6.702
f 2, 4
g No real solution
h -1, 8
i -4.162, 2.162
j -2, 1
k -7, 1.5
l No real solution
m 2, 7
n -12 , 13
o No real solution
9 a 2pr2 + 14pr - 231 = 0
b 3.5 cm
c 154 cm2
10 a x(x + 30)
b x(x + 30) = 1500
c 265 mm
11 a Pool A: 3 23 m by 6 23 m; Pool B: 3 13 m by 7 13 m
b The area of each is 24 49 m2.
12 25 m, 60 m
Exercise 8C Solving quadratic equations by
inspecting graphs
1 a x = -2, x = 3
b x = 1, x = 10
c x = -5, x = 5
d x = 2
e x = -1, x = 4
f x -1.4, x 4.4
g x = -25, x = 10
h x = 0
i x -2.3, x 1.3
j x -1.5, x = 1
2 ajConfirm by substitution of above values into
quadratic equations.
3 150 m
4 7 m
5 b x = -0.72, 1.39
c The answer for part b are the x-coordinates of the
intersection of the quadratic in part a.
Exercise 8D Finding solutions to quadratic
equations by interpolation and using the
discriminant
1 a -4.5, 1.5
b -0.87, 1.5
c -4.6, 1.1
2 a -11
b 0
c 169
d 0
e 37
f 0
g 52
h -7
i -4
j 109
k 129
l 1
3 a No real solutions
b 1 rational solution
c 2 rational solutions
d 1 rational solution
e 2 irrational solutions
f 1 rational solution
g 2 irrational solutions
h No real solutions
i No real solutions
j 2 irrational solutions
k 2 irrational solutions
l 2 rational solutions
4 a No real solutions
b 2 12
c -11, 2
d -23
3 37
-4.541, 1.541
e
2
1 13
1
-0.869, 1.535
f 5
g
3
h No real solutions
i No real solutions
j
k
822
5 109
-2.573, 0.907
6
7 129
-4.589, 1.089 l 5, 6
4
Answers
5 a
b
c
6 a
a = 3, b = 2, c = 7
-80
No real solutions
a = -6, b = 1, c = 3
b 73
1 73
d
12
8 C
10 k = -1
c 2 real solutions
7 A
9 C
11 m = 1, 8
12 n > - 49
13 p2 can only give a positive number which, when added to
24, is always a positive solution.
14 a 0.4 m
b 0.28 m
c 2.20 m
d 2.5 m
e i Yes ii No
f 1.25 m
Exercise 8E Solving a quadratic equation and a
1 (-4, 1) and (1, 6)
2 a (-4, 12) and (-3, 10)
b (-2, -5) and (6, 35)
c (3, -2) and (5, 0)
3 (2, 4)
4 D = -8
5 a (-2, 4) and (5, 18)
b (-2, -9) and (-1, -8)
c (4, 10)
d (-7, 18) and (-1, 6)
e (1, 1) and (3, 9)
f (1, 4) and (10, 22)
6 (-3, 1) and (-2, 1)
7 a (1, -5)
b No, but the straight line is vertical and intersects at one
point only.
8 (-2, 0) and (2, 0)
y
9 a
(3, 32)
(2, 21)
5
-3 -2
-1
11
y
(2, 8)
-6
(1, 0)
-6
-8
14
-7
-2
(-3, -4)
5
x
10
(-2, 28)
3
2
10
6
11
21
(-2, 9)
3
-1
-6
-3
(5, 16)
11
7 x
54
13
6 8
(3, -15)
(3, 70)
-48
-54
(-2, -80)
40
28
y
16
(-4, 0)
-7
(-1, 7)
-4
-2
- 16
9
(5, 14)
-9
(-4, -20)
-36
y
(1, 20)
(-8, 20)
12
-61
-174
-4 -3
-2
-17
8 x
-16
(1, -21)
9
4
-5
(9, 39)
Answers 8C 8E
(6, 16)
-4
(-3, -9)
- 34
3
6
x
4
-24
2
4
(2, 0)
Answers
823
10 1.322 km and 2.553 km

x2
11 y = , (2, 2) and (-2, 2)
2
Exercise 9A Plotting parabolas
2 B
4 D
g 2, 1
b
e
h
b
-6, -1
5, -2
5, 6
-2, -1
1
- 2 , 4
5 5
,
3 2
c
f
i
c
-8, -3
4, -7
7, -5
1
, -3
2
2
- 3,
i -7,
1
2
1
4
8 a -4 17
b -1 6
c -1,
9 4
10 a -0.651, 1.151
b -0.760, 0.188
c 0.441, -0.566
11 a -0.571, 0.682
b -0.216, 3.836
c -0.632, 0.632
12 -3, 7
13 -3, 1
14 a 2 irrational solutions
b 2 rational solutions
c No real solutions
15 a (-8, 22) and (2, 2)
b (5, 10)
c No solution
Problem solving
1 -8 and 7
2 Length = 6 m, width = 3 m
3 a 2pr(r + 10) = 245
b 3.0 cm
c 188 cm2
4 -25
8
5 k > 9 and k < 1
6 a 6 m
b 6 m
7 24
8 a y = 2x2 - 5x - 2
b No parabola is possible. The points are on the same
straight line.
9 12( 5 + 2) cm
Chapter 9

2 a
824
Answers
2
3
y = 4 x2
-3 -2-1 0 1 2 3 x
-3 -2-1 0 1 2 3 x
x = 0, (0, 0)
x = 0, (0, 0)
3 Placing a number greater than 1 in front of x2 makes the
graph thinner. Placing a number greater than 0 but less
than 1 in front of x2 makes the graph wider.
4 a
y
10
8
6
4
2 (0, 3)
-3-2-10 1 2 3
x = 0, (0, 1), 1
y
y = x2 - 3
-3-2-10 1 2 3
y y = x2 - 1
8
(0, -1)
-3-2-10 1 2 3
-2
x = 0, (0, 3), 3
y = x2 + 3
12
10
y = x2 + 1
-3-2-1 1 2 3 x
-2

x = 0, (0, -3), -3
x = 0, (0, -1), -1
5 Adding a number raises the graph of y = x2 vertically that
number of units. Subtracting a number lowers the graph
of y = x2 vertically that number of units.
b
y
16
+ 1)2
12
c -38
c x = 32 or x = 1.5
3
7
(x +
+ 1 b x +
c 2(x - 1)2 + 4
2
4
2 2
1 5
b
2
2
1 7 1 7
=
3
3
x = -2 or x = -3
b x = 1 or x = -2
x = 2 or x = -2
1
1
b x = 2 or x = - 3
x = - 2 or x = -2
(-5, 16) y = (x
b -16
b x = 3
y = 3x2
20
1)2
c x = 32 or x =
6 a
Are you ready?

1 a 0
2 a x = -2
5 a
c
6 a
(0, 0)
-4 -32-1 1 2 3
-2
30
25
20
15
10
5
Functions
x = 0, (0, 0)
d 2, -7
4 a
y = x2
Chapter review
Fluency
1 B
3 A
5 (3x + 4) m
6 a -5, -3
d 2, -6
g 3, 1
7 a -2, -6
3 a
y
10
8
4
(1, 4)
-6-5-4-3-2-1 01 2 x
x = -1, (-1, 0), 1

y
2
10 y = (x - 2)
8
6
0 12345 x
x = 2, (2, 0), 4
-6 -4 -2 0
2 x
x = -2, (-2, 0), 4
4
2
y
y = (x + 2)2
16
12
8
4
y
2
10 y = (x - 1)
8
6
4
2
0 12345 x
x = 1, (1, 0), 1
7 Adding a number moves the graph of y = x2 horizontally

to the left by that number of units. Subtracting a number
moves the graph of y = x2 horizontally to the right by that
number of units.
8 a
y
1
-3-2-1 01 2 3 4 x
-2
-3
-4
-5
-6
-7
-8 y = -x2 + 1
x = 0, (0, 1), 1
-8
y = -(x + 2)2
x = -2, (-2, 0), -4
y
y = (x - 5)2 + 1
y = -3(x - 1)2 + 2
x = -2, (-2, -9), min, -5
y
y = x2 + 4x - 5
10
5
x
-6 -4 -2 0
-5
-10
x = -1, (-1, 16), max, 15
y
20
15
10
-10
-12 y = -x2 - 3
-6 -4 -2 0
-5
x = 0, (0, -3), -3
4 x
y = -x2 - 2x + 15
-10
x = -1, (-1, 27), max, 24
y = -3x2 - 6x + 24 y
25
20
15
10
5
-6 -4 -2 -5 0 2 x
-10
-15
-20
-25
26
-8
9 The negative sign inverts the graph of y = x2.

The graphs with the same turning points are:
y = x2 + 1 and y = -x2 + 1; y = (x - 1)2 and
y = -(x - 1)2; y = (x + 2) and y = -(x + 2)2;
y = x2 - 3 and y = -x2 - 3.
They differ in that the first graph is upright while the
second graph is inverted.
10 a
-25
-6
-6
x = 1, (1, 0), -1
-4
-4
-10
-15
-20
y = -(x - 1)2
0 12345 x
-2
-6 -4 -2 0 1 x
-2
-2 0
-5
y
0
-2-1 1 2 3 4 5 x
-2
-3
-4
-5
-6
-7
-8
-9
x = 1, (1, 2), max, -1
y
5
x = 2, (2, 1) min, 5
20 y = (x - 2)2 + 1
16
12
1
0 12 3 4 5 6
x = 5, (5, 1), min, 26

y = 2(x + 2)2 - 3
x = -2, (-2, -3), min, 5

y
4
3
2
1
0 123456
-2
-3
-4
-5
14 C
15 A
h
18
16
14
12
10
8
6
4
2
x = 3, (3, 4), max, -5
11 a I f the x2 term is positive, the parabola has a minimum

turning point. If the x2 term is negative, the parabola
has a maximum turning point.
b If the equation is of the form y = a(x - b)2 + c, the
turning point has coordinates (b, c).
c The equation of the axis of symmetry can be found
from the x-coordinate of the turning point.
That is, x = b.
12 C
13 B
16 a
y = -(x - 3)2 + 4
-2 0
h = -(t - 4)2 + 16
0 1234567 8
i 16m
Answers 9A 9A
-8 -6 -4 -2 0
-4
16
12
8
4
ii8s
Answers
825
17 a
c It is possible to have 0, 1 or 2 points of intersection.

y
h
18
16
14
12
10
8
6
4
2
1 2 3
b i 18m

ii Yes, by 3m
iii 1.5s
iv 3s
18 a
0
0
0
0
Exercise 9B Sketching parabolas

using the basic graph of y = x 2
1 a Narrower, TP (0, 0)
b Wider, (0, 0)
c Narrower, TP (0, 0)
d Narrower, TP (0, 0)
e Wider, TP (0, 0)
f Wider, TP (0, 0)
g Narrower, TP (0, 0)
h Narrower, TP (0, 0)
2 a Vertical 3 up, TP (0, 3)
b Vertical 1 down, TP (0, -1)
c Vertical 7 down, TP (0, -7)
1
d Vertical 4 up, TP (0, 4 )

1
e Vertical 2 down, TP (0, -12 )

f Vertical 0.14 down, TP (0, -0.14)
g Vertical 2.37 up, TP (0, 2.37)
h Vertical 3 up, TP (0, 3)

3 a Horizontal 1 right, (1, 0)
b Horizontal 2 right, (2, 0)
c Horizontal 10 left, (-10, 0)
d Horizontal 4 left, (-4, 0)
1
e Horizontal 2 right, ( 2 , 0)
b An infinite number of points of intersection occur
when the two equations represent the same parabola,
with the effect that the two parabolas superimpose.
For example y = x2 + 4x + 3 and 2y = 2x2 + 8x + 6.
826
Answers
f Horizontal 5 left, (- 5 , 0)
g Horizontal 0.25 left, (-0.25, 0)
h Horizontal 3 left, ( 3, 0)
4 a (0, 1), max
b (0, -3), min
c (-2, 0), max
d (0, 0), min
e (0, 4), max

f (0, 0), max
g (5, 0), min
h (0, 1) min
5 a Narrower, min
b Narrower, max
c Wider, min
d Wider, max
e Narrower, max
f Wider, min
g Narrower, min
h Wider, max
6 a i Horizontal translation 1 left
ii (-1, 0)
iii
y y = (x + 1)2
f i Horizontal translation 4 right

ii (4, 0)
iii
y
2
y = (x - 4)
y = x2
(4, 0)
g i Reflected, wider (dilation)

ii (0, 0)
iii
y
2
y = x2
y=x
(-1, 0) 0
b i Reflected, narrower (dilation)

ii (0, 0)
iii
y
x
y = - 2 x2
(0, 0)

h i Narrower (dilation)
ii (0, 0)
iii
y
y = 5x2
y=x
y = x2
0
y = -3x2
(0, 0)
c i Vertical translation 1 up
ii (0, 1)
iii
y y = x2 + 1
i i Reflected, vertical translation 2 up

ii (0, 2)
iii
y
y = x2
(0, 2)
y = x2
(0, 1)
x
d i Wider (dilation)
ii (0, 0)
iii
y
y = x2
y = -x + 2

j i Reflected, horizontal translation 6 right
ii (6, 0)
iii
y
y = x2
2
(6, 0)
0
(0, 0)
e i Vertical translation 3 down

ii (0, -3)
iii
y
y = x2
y = -(x - 6)

k i Reflected, vertical translation 4 down
ii (0, -4)
iii
y
y = x2
2
y = x2 - 3
x
y = -x2 - 4
Answers 9B 9B
y = 13 x2
(0, -3)

Answers
827
l i Reflected, horizontal translation 1 left

ii (-1, 0)
iii
y
y = x2
p iNarrower (dilation), reflected, horizontal translation

1 right, vertical translation 3 down
2
ii (1, -32 )
iii
(-1, 0)
y = x2
y = -(x + 1)2
0 (1, - 3 )
2
m iNarrower (dilation), horizontal translation 1 left,

vertical translation 4 down
ii (-1, -4)
iii
y
x
y = - 74 (x - 1)2 - 32

7 a 10cm
b 5cm
c 5cm
d y = (x - 5)2
y = x2
Exercise 9C Sketching
turning point form
1 a (1, 2), min
c (-1, 1), min
e (5, 3), max
y = 2(x + 1) - 4
(-1, -4)
n iWider (dilation), horizontal translation 3 right,

vertical translation 2 up
ii (3, 2)
iii
y
(3, 2)
1
y = 2 (x - 3)2 + 2
y = x2

o iWider (dilation), reflected, horizontal translation
1

2 left, vertical translation 4 up
ii (-2, 14 )
iii
y = x2
g (-2 , -4 ), min
i (-0.3, -0.4), min
2 a i (-3, -5) ii Min
b i (1, 1)
ii Max
c i (-2, -4) ii Max
d i (3, 2)
ii Min
e i (-1, 7)
ii Max
1
1
f i (-5, -2 ) ii Min
3 i b y = -(x - 2)2 + 3
iii f y = (x + 1)2 - 3
v c y = x2 - 1
4 a A
b C
d C
e B
5 a i -3
b i 12
c i -18
d i -5
e i 4
f i 4
6 a i (4, 2)
iv 18
vi
y
parabolas in
b (-2, -1), min

d (2, 3), max
f (-2, -6), min
1 2
h ( 3 , 3 ), min
iii Narrower
iii Same
iii Narrower
iii Wider
iii Wider
iii Wider
ii e y = -x2 + 1
iv d y = -(x + 2)2 + 3
vi a y = (x - 1)2 - 3
c B
ii -3, 1
ii 2
ii No x-intercepts
ii -1, 5
ii No x-intercepts
ii -3 - 5, -3 + 5
(approx. -5.24, -0.76)
ii Min
iii Same width
v No x-intercepts

y = (x - 4)2 + 2
18
(-2, 14 )
0
x
(4, 2)

828
Answers
y = 13 (x + 2)2 + 4
0 12 34
b i (3, -4)
iv 5
ii Min
v 1, 5
iii Same width
vi
h i (1, 3)
ii Min
iii Narrower
iv 5
v No x-intercepts
y = (x - 3)2 - 4
5
x
0 1 2 3 45
-4
(-1, 2)
i i (-2, 1) ii Max
iii Narrower
iv -11
1
1
v -2 (approx. -2.58, -1.42)
, -2 +
3
3
vi
y
x
0
1
-2 +
3
1
-2 -
3
iii Same width
v -5 - 3, -5 + 3 (approx. -6.73, -3.27)

vi y = (x + 5)2 - 3 y
22
-11
y = -3(x + 2)2 + 1
7 a 2(x - 43 )2 b x = 43
73
8
=0
73
4
c ( 43 , -73
), minimum
8
-5 + 3
8 a y = -23(x + 4)2 + 6
b (-7, 0)
0x
(-5, -3)
ii Max
iii Same width
v 1 - 2, 1 + 2 (approx. -0.41, 2.41)

vi
y
1+ 2
x
1
2
y = -(x - 1) + 2

f i (-2, -3) ii Max
iii Same width
iv -7
v No x-intercepts
vi
y
-2
(-2, -3)
9 a
b
c
d
e
p ($)
1.9
1.4
1.0
(1, 2)
-1 0
(-2, 1)
1- 2 2
1
y = 2(x - 1)2 + 3
(1, 3)
3
2
1
-1

d i (-5, -3) ii Min
iv 22
-5 - 3
e i (1, 2)
iv 1
y
5
(3, -4)

c i (-1, 2) ii Min
iii Same width
iv 3
v No x-intercepts
vi y = (x + 1)2 + 2 y
-3
t (Hours
Exercise 9D Sketching parabolas

of the form y = ax 2 + bx + c
1 a y = (x + 2)2 - 6, (-2, -6)
b y = (x + 6)2 - 40, (-6, -40)
c y = (x - 4)2 - 10, (4, -10)
d y = (x - 1)2 + 11, (1, 11)
5
5
3
3
e y = (x + 2 )2 - 4 , (-2 , -4 )
1
g y = (x + 2 )2 -
41
,
4
41
(-2 , - 4 )
h y = 2(x + 1)2 + 6, (-1, 6)

i y = 3(x - 2)2 - 6, (2, -6)
2 a y = (x + 1)2 - 6, x-intercepts
are -1 6 ( -3.4, 1.4)
y = x2 + 2x - 5 y
-1 - 6
-11
y = -(x + 3)2 - 2
-1 0
x
-1 + 6
-5
(-1, -6) -6
Answers
Answers 9C 9D
(-3, -2)
after 12 pm.)

10 a 0.5 m
b (15 + 4 15) m
c Maximum height is 8 metres when horizontal distance
is 15 metres.
y = -(x + 2) - 3
g i (-3, -2) ii Max
iii Same width
iv -11
v No x-intercepts
vi
y
-3 -2 -1 0
-2
$1.90
$1
3pm
$1.40
f y = (x + 12 )2 - 4 , (-2 , -4 )
-7
vi
829
b y = (x - 2)2 + 3, no x-intercepts
h y = -5(x - 1)2 - 30, no x-intercepts

y
0
y y = x2 - 4x + 7
7
x
(1, -30)
-30
-35
(2, 3)
y = -5x2 + 10x - 35
c y = (x +
- 12, x-intercepts are
6 48
= -3 2 3 ( -6.5, 0.5)
2
3)2
i y = -7(x + 2 )2 + 50 4 , x-intercepts are

1 29
( -3.2, 2.2)
2
y
(-1 , 50 3) 49
2
-3 + 23
0
-3 - 23
-1 - 29
2
(3, 12)

1
5
d y = (x - 2 )2 - 5 4 , x-intercepts
5 21
are
( 0.2, 4.8)
2
1
0
y = x2 -5x + 1
5 - 21
2
(2 12, -5 14)
e y = -(x + 2 )2 + 7 4 , x-intercepts are

5 29
( -5.2, 0.2)
2
-5 - 29
2
(-212 , 714 )
-4
(- 1, -12 1)
y = x2 - 12x + 32
32
-12
y = x2 - 8x - 9
-1 0
y
(-3, 1)
x
-4 -2 0
8
(6, -4)
(0, -9)
-5 + 29
2
x
1 0
-8
(4, -25)
y = -x2 - 6x - 8
(-3, 36) y
y = -x2 -5x + 1
1
y = x2 + x - 12
y
5 + 21
2
x
714
0
y = -7x2 - 7x + 49
-2 2
2 2

3 a
-1 + 29
2
y (1, 36)
35
27
3
f y = -(x - 2 )2 - 2 4 , no x-intercepts
y
0
1
2
( 12, -2 34)
-3
y = x2 + 4x - 5
g y = 3(x + 2 )2 - 12 4 , x-intercepts are

1 17
( -2.6, 1.6)
2
y
y = 3x2 + 3x - 12
- 1
830
Answers
0
-5
y = -x2 + 2x + 35

4 a
(-2, -9)
-1
-9
y = 2x2 - 17x - 9
9 x
y
14
y = 3x2 - 23x + 14
02
-12
(- 1, -12 3)
2
7 x
-5
-3 - 17
2
-1 + 17
2
y
0
-5
y = -x2 + x - 3
0 3
-9
y = -x2 - 6x + 27
(4 14, -4518 )
7 x
1)
(3 56, -30
12
y = 5x2 + 27x + 10
y = 6x2 + 7x - 3
y
14
10 a
12
10
x
- 25 0
-5
9)
7 , -26
(-2
20
10
0 1
- 3
(1 3 , 10 18 )
4
10
-3
1)
7 , -5
(-
24
12
(2 3 , 36 18 )
4
4
2
21
4
- 1 0
y = -2x2 + 7x + 4
5
1
(
12, 724)
- 3 0
7 x
2
y = -2x2 + 11x + 21
y
31
25
(1
36, 4872)
- 2
3
y = -6x2 + 5x + 6
x
0 2
7
2
-14 9
2
y = -18x + 67x - 14
y = 2x2 - 7x + 8
5x
-5
-2
y = x2 + 2x + 5
y=
x2 +
4x + 5
y = x2 - 2x + 5
y = x2 - 4x + 5
b If p < 0, the turning point is on the right side of the

y-axis. If p > 0 the turning point is on the left side of
the y-axis. As the magnitude of p increases the turning
point moves away from the y-axis. All graphs have the
same y-intercept (0, 5).
11 a
b h = 0
h (25, 2500)
c 2500m
2500
d 25s after launching
e 50s
8
50 t
(134 , 178 )
f1(x) = x2 + 6x + 5
200
13 a
h
17
-1.72 0
h = -4.9t2 + 1.5t + 17

b 2s
c 0.15s
d 17.11m
(10, 200)
20 x
2.02
14 a A = 2x(150 - x)m2
b
A
11 250
f2(x) = 2x + 1
b 2x + y = 40m
d A = 2x(20 - x)m2
f
y
Answers 9C 9D
5 a B
b C
6 a iv
b vii
c vi
d iii
e i
f viii
g ii
h v
7 a A: y = 2(x - 3)2 + 4, y = 2x2 - 12x + 22;
B: y = -3(x + 1)2 - 1, y = -3x2 - 6x - 4
b Translated 4 units to the left and 5 units down,
reflected in the x-axis, and dilated by 32 in the
y-direction.
8 (-0.32, 3.18) and (-4.68, -1.18)
9 a (-2, -3)
y
b

12 a A = xym2
c y = (40 - 2x)m
e (10, 200)
g Maximum area is
200m2, paddock is
10m wide and 20m
long.
(75, 11 250)
1
0
(-2, -3)
150 x

c 11250m2, 75m and 150m
5
45
15 a a = 64
, b = 16
, c = 85
b (18, 20)
16
5
c y = 64
(x - 18)2 + 20
Answers
831
Exercise 9E Exponential functions and their

graphs
y
1 a
y = 10x
100
y = 3 2x
y 2x
10
6
4
y = 15 2x
x
1 2 3
2
-3 -2 -1 0
10
(0, 1)
2 x
-1
-4
-3
-2
-1
1
1
10 000 10 00
1
10 0
1
10
10
x
y
-2
100 1000 10000
b Providing a realistic scale is difficult.

y
y = 4x
2 a
100
80
60
40
(0, 1)
20
(1, 4)
-4 -3 -2 -1 0 1 2 3 4 x
2x
3 2x
1
5
-3
0.125
0.375
0.025
-2
0.25
0.75
0.05
-1
0.5
1.5
0.1
0.2
0.4
12
0.8
24
1.6
7 The coefficient, k, affects the steepness of the graph: the

larger the value of k, the steeper the graph.
8
y
-x
y = 5x
100
80
y=2
60
10
8
40
(0, 1)
20
(1, 5)
-4 -3 -2 -1 0 1 2 3 4 x
2x
(0, 1)
2
-3 -2 -1 0
y = 6x
1 2 3
100
80
60
40
(0, 1) 20
y-intercept at (0, 1)
Equation of horizontal asymptote is y = 0.
(1, 6)
y = 3-x
y = 3x
10
-4 -3 -2 -1 0 1 2 3 4 x
8
6
y = 4-x
y = 3-x
y = 4x
y
100
y = 3x
(0, 1)
80
60
y = 2-x
40
20
-4 -3 -2 -1 0
y = 2x
(0, 1)
1
4 x
10 The negative index reflects the graph in the y-axis.

11 a
y
1 x
y = ( 2 )
10
8
4 Increasing the value of a increases the steepness of the

graph where x is positive and flattens the graph where x is
negative.
y
5 a
x
60
6
4
2
-3 -2 -1 0
y=23
1 2 3
50
40
30
20
(0, 2)
10
832
Answers
-3
-2
-1
0.5
0.25
0.125
-4 -3 -2 -1 0 1 2 3 4 x
b 2
c y = 0
1
b = (21 ) x = 2 x
2
12
y y = (1.8)x
y
10
y = (1.5)x
y = 2x
8
y = (1.2)x
13 a
y = 2x - 1
(0, 1)
y = 10 (1.3)x
-6
-4
2
(0, 0)
2
-2
10 x
-2
10
(0, 16)
15
x
y = 2x + 4
b 10
c y = 0
14 a, b, c
10
y = 2x
(0, 1)
-10 -5 0
-5
y
(0, 1) 2
1
-6 -5 -4 -3 -2 -1
-12 -10 -8 -6 -4 -2 0
-2
y = 3x - 3
-4
y = 4x - 3
n
V
-8 -6 -4 -2 0
-2
A = 1000 (1.1)n
6 n
40 000
V = 40 000 (0.85)n
1
5 n
c As n increases, the value of the car decreases.

d $17748
25 a 190 s (bacteria A); 110 s (bacteria B)
b Bacteria A starts at 20000; bacteria B starts at 260000.
c Bacteria A
d 240 s
26 a 65536
b 2.3 1018
x
c 2048 ( 2 )
d i 18 days ii 25 days iii 38 days
Answers
Answers 9E 9E
1 2 3 4 5x
9
8
7
6
5
4
3
2
1
0
1
2
3
4
5
40000 34000 28900 24565 20880 17748
15 000
21 Moves the graph horizontally

22 a
y
-2
-3
c $1331
24 a
y = 4x
y = 2x
0
-9 -8 -7 -6 -5 -4 -3 -2 -1
-1
(0, 0.5)
0
1
2
3
4
5
6
1000 1100 1210 1331 1464.10 1610.51 1771.56
y = 2x + 4
-1
y = 2x - 1
1000
10
y = 4x + 1
y = 2x
23 a
n
A
15 a y = 0
b y = 2
c y = -3
16 Moves the graph vertically
17 a iv
b i
c ii
d iii
18 B
19 B
20 a, b, c
y
8
4
y = 3x
10
10
y = 3x + 2
833
Exercise 9F The hyperbola

1 See the table at the bottom of the page*.

y
1 2 3
y = -10
1 2 3 2 3
-5 -4 -3 -2 -1 0
y
10
y = 10
10
-3 -2 -1
-10
-10
6
2 a i
y
(1, 6)
6
y=
x
5
y=
(1, -6)
y = -6
7 The negative reflects the curve y =

ii
y = 20
20
0
-2
-1
-0.25 -0.33 -0.5 -1 Undefined
-3
k
in the x-axis.
x
2
1
0.5 0.33
y
1
y =
x-1
1
-1
iii
0
-1
y = 100
100
0
x=1
x
1 2
Equation of vertical asymptote is x = 1.

9 a
y
1
y =
x-2
b i x = 0, y = 0
ii x = 0, y = 0
iii x = 0, y = 0
y
3
1
0
1
-
2
2 3
x=2
(1, 4)
(1, 3)
(1, 2)
0
4
y=
x 3
y=
x 2
y=
x
x
y
1
y =
x-3
1
1
-
3
34
x=3
4 It increases the y-values by a factor of k and hence dilates

the curve by a factor of k.
1*
834
-5
-4
-3
-2
-1
-2
-2.5
-3.3
-5
-10
Undefined
10
3.3
2.5
Answers
y
5
e
1
y =
x+1
-2 -1
1
-1
10 The a translate the graph left or right, and x = a becomes

the vertical asymtote.
11 a
y
y
8
0 1
-2
-1
-3
12 x
-13
y
-2
(2, 2)
y
-4
-5
1
-3
-6
4 x
y =
x-1
-2
6 -3
-8
-9
y
3
6 x
-3
-10
y
7
-4
-4
Centre (0, 0), radius 103
5
(1, 2)
y =
x+1
1
3
-3
2 a
1
3 x
1
3
-3
-5
-1 0
-4
1
3
5 x
-5
x = -1
(-2, 4)
y
10
2 x
10
-5
15 x
-10
-5
3 a (x + 2)2 + (y + 4)2 = 22 b (x - 5)2 + (y - 1)2 = 42

y
y
c
y
1
2
2
-2
-3 1
-4
5
y =
x+2
1
1
b y =
x3
x + 10
y
6
-6
6 x
-6
4 x
y
9
-9
9 x
-9
-2
12
e x2 + (y - 9)2 = 102
f (x - 1)2 + (y + 2)2 = 32

y
y
1
-2
-4
-7
-10
-10 -1
4 10
-2
4 x
Answers 9F 9G
-4
7 x
14
19
y
4
14
-3
-7
c (x - 7)2 + (y + 3)2 = 72 d (x + 4)2 + (y - 6)2 = 82

y
y
4
Exercise 9G The circle

1 a

y
-6
(-3, -5)
Possible answers: a y =
5
1
-4 -2 -2
-5
4 D
5 B
6 (x - 5)2 + (y - 3)2 = 16
Chapter review
Fluency
1 D
2 A
3 D
4 A
5 B
Answers
835
6 a (4, -15)
b (-2, 9)
7 x -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1
y 16 7 0 -5 -8 -9 -8 -5 0 7 16
y
16
14
12
10
8
6
4
2
y = 10 3x
450
400
350
300
250
200
150 (0, 10)
100
50
-3 -2 -1 0
12
y = 10-x
0
-8 -6-4 -2
-2 2 4 6 8
-4
-6
-8
(-4, -9) -10
(0, 1)
1
13 a
3 x
y
140
120
100
80
60
40
20
-3 -2 -1 0
TP (-4, -9); x-intercepts: -7 and -1

8 a TP (3, 1); no x-intercepts; y-intercept: (0, 10)
10
11
y
10
y = (x - 3)2 + 1
8
6
(3, 1)
y = (1.2)x
-3 -2 -1 0
5
5
, 1 +
;
b TP (-1, -5); x-intercepts: 1
2
2
y-intercept: (0, -5)
y
5
2
-1 -
(-1, -5)
9 TP (-1, 16); x-intercepts: -5 and 3; y-intercept: (0, 15)

y
(-1, 16)
15
y = -x2 - 2x + 15
-5
y = 5 3x
y = 2 3x
y = 12 3x
-3 -2 -1 0
-3
0.008
-2
0.04
-1
0.2
y = 5x
160
140
120
100
80
60
40
(0, 1) 20
-4 -3 -2 -1 0
Answers
25
125
3 4x
b Changing the sign of the index reflects the graph in the

y-axis.
16 a
y
(1, 4)
0
(1, 5)
y = (2.5)
45
40
35
30
25
20
15
10
5
-3 -2 -1 0
10 a
b Increasing the value of k makes the graph steeper.

15 a
y
-x
x
y = (2.5)
3 x
36
32
28
24
20
16
12
8
4
5
2
0
-3
b Increasing the value of a makes the graph steeper

for positive x-values and flatter for negative
x-values.
14 a
y
y = 2(x + 1)2 - 5
-1 +
836
y = (1.5)x
(0, 1)
4
y=
x
2 a
x
x
(1, -2)
-3
y =
x-2

b 4m
c 2 s
d 4 s
3 a
y
3
(2, 4)
h = 4t - t2
y = -2
17
4 t
h
21
h = -x + 4x + 21
(2, 25)
-3 0
(3, -3)
1
.
18 Check with your teacher. Possible answer is y =
x+3
19 a
y
2
2
4 x + y = 16
-4
4 a
4 x

b 25m
c 2m
d 7m
h
(2, 20)
h = -5t2 + 20t
-4
20 a
(x - 5)2 + (y + 3)2 = 64
8
(5, -3)
x 2 + 4x + y 2 - 2y = 4
(-2, 1)
3
y
8 0
(-4, -4)
x 2 + 8x + y 2 + 8y = 32
4
2
-2
4x
-2
-4
y = -x2 + 4x - 1
y = x2 - 4x + 7
5 a [0, 12]
b 32 m
c 11:41 am to 6:19 pm
6 a P < x2 - 5x
b 6.25 m
c iCheck with your teacher.
iiDilation by a factor of 0.48
d 28.6%
7 a Check with your teacher.
b When x = 0.3, b = 10.7. Therefore if p is greater than
10.7 cm the platform would hit the bridge.
Chapter 10
Deductive geometry
Are you ready?
1 a DABC
2 a CA
c BCA
b ACB
c AC
b PQ
d QPR
AD AE DE
3 DADE ~ DABC,
=
=
AB AC BC
4 a Parallelogram
b Trapezium
c Kite
Exercise 10A Congruence review
1 a I and III, SAS
b I and II, AAS
c II and III, RHS
d I and II, SSS
Answers
Answers 10A 10A
21 x2 + y2 = 36
Problem solving
1 a y = -(x - 2)2 + 3 = -x2 + 4x - 1
b
y
6
4 t

b 4 s
c 2 s
d The ball is never above a height of 20m.
837
2 a x = 3 cm
b x = 85
c x = 80, y = 30, z = 70
d x = 30, y = 7 cm
e x = 40, y = 50, z = 50, m = 90, n = 90
3 a Use SAS
b Use SAS.
c Use ASA.
d Use ASA.
e Use SSS.
4 C, D
5 a x = 110, y = 110, z = 4 cm, w = 7 cm
b x = 70
c x = 30, y = 65
6 The third sides are not necessarily the same.
7 Corresponding sides are not the same.
8 Use SSS.
Exercise 10B Similarity review
1 a i and iii, RHS
b i and ii, SAS
c i and iii, SSS
d i and iii, AAA
e i and ii, SSS
2 a Triangles PQR and ABC
b Triangles ADB and ADC
c Triangles PQR and TSR
d Triangles ABC and DEC
e Triangles ABC and DEC
AB BC AC
4 a
=
=
AD DE AE
b f = 9, g = 8
5 x = 4
1
6 x = 20, y = 2 4
7 x = 3, y = 4
Exercise 10C Congruence and proof
1 Use AAS.
3 Use SAS; then corresponding sides in congruent triangles
are equal. NO = OP.
5 Use SAS; then alternate angles in congruent triangles are
equal. Hence AB || CD.
6 Use AAS.
7 Use RHS.
8 Use AAS.
9 Use RHS or AAS; then corresponding sides and angles in
congruent triangles are equal.
10 Use RHS.
11 a
B
y x
x
A
y
D
b ADB = 90 given
ABC = 90 given
BAD = x given
BAC = x given
ABD = 90 - x and ACB = 90 - x.
DBAD ~ DCAB.
838
Answers
AD AB
=
AB AC
\AB2 = AD AC
d BDC = 90 given
ABC = 90 given
ACB = 90 - x
DCB = 90 - x
DBC = x
BAC = x given
\ DBCD ~ DACB
CD BC
e
=
BC AC
\ BC2 = CD.AC
f AB2 + BC2 = AD AC + CD AC

= AC (AD + CD)

= AC AC
\ AB2 + BC2 = AC2.
g Students to do.
Exercise 10D Quadrilaterals: definitions and

properties
1 a True
b True
c True
d False
e True
f False
g False
h False
2 None are true.
3 a, c, f
4 a, b, c, f, g, h
5 a, c, d, e, f
6 a, b, c, d, e, f, g, h
7 Rhombus, square
8 Rectangle, square
9 Parallelogram, rhombus, rectangle, square
10 Square
11 a
b 6 sides
c 7 sides
d
Table size
Number of sides hit
5 cm 3 cm
7 cm 2 cm
4 cm 3 cm
4 cm 2 cm
6 cm 3 cm
9 cm 3 cm
12 cm 4 cm
e If the ratio of the sides is written in simplest form then

the pattern is m + n - 2.
f There are two routes for the ball when hit from B.
Either 2 or 3 sides are hit. The ball does not end up in
the same hole each time.
A suitable justification would be a diagram
student to draw.
g Isosceles triangles and parallelograms. The triangles
are congruent.
h The shapes formed are parallelograms. There is only
one possible path although the ball could be hit in
either of two directions initially.
i Given m : n is the ration length to width in simplest
form. When m is even and n is odd the destination
pocket will be the upper left. When m and n are both
odd, the destination pocket will be the upper right.
When m is odd and n is even the destination pocket
will be the lower right.
j Students to investigate.
4 a Similar, scale factor = 1.5

b Not similar
c Similar, scale factor = 2
5 a x = 48, y = 4.5 cm
b x = 86, y = 50, z = 12 cm
c x = 60, y = 15 cm, z = 12 cm
6 Use equiangular test.
7 Use equiangular test.
8
A
Exercise 10E Quadrilaterals and proof

1 Use AAS to show DZWX @ DZYX.
2 Use AAS to show DAED @ DCEB and hence AE = EC
and DE = EB.
3 a Use SAS.
b AED = CED (corresponding angles in congruent
triangles equal) and AED + CED = 180 (angle
sum of straight lines is 180)
\ AED = CED = 90
c Corresponding angles in congruent triangles are equal.
4 Use SAS to show DDAE @ DBAE. Hence, DE = EB. (See
previous question.)
5 Use co-interior angles and parallel lines.
6 Use SAS. AC = BD (corresponding sides in congruent
triangles are equal).
7 AX || DY because ABCD is a parallelogram
AX = DY (given)
\ AXYD is a parallelogram since opposite sides are
equal and parallel.
8 a Use SAS.
b Use SAS.
c Opposite sides are equal.
9 AC = DB (diameters of the same circle are equal)
AO = OC and OD = OB (radii of the same circle are
equal)
\ ABCD is a rectangle. (Diagonals are equal and bisect
each other.)
11 PS = QR (corresponding sides in congruent triangles are
equal)
PS || QR (alternate angles are equal)
\ PQRS is a parallelogram since one pair of opposite
sides are parallel and equal.
12 MP = MQ (radii of same circle)
PN = QN (radii of same circle)
and circles have equal radii.
\ All sides are equal.
\ PNQM is a rhombus.
Bisect BAC
AB = AC (given)
BAD = DAC
AD is common.
\ DABD @ DACD (SAS)
\ ABD = ACD (corresponding sides in congruent
triangles are equal)
9 A, B, C, D
10 a False
b True
c True
11 a Use SAS.
b Use SAS.
c Use SAS.
d They are all the same length.
e B and C
12 Use SAS.
PQ = PS (corresponding sides in congruent triangles are
equal)
13 Rhombus, square
14 A quadrilateral is a rhombus if:
a all sides are equal
b the diagonals bisect each other at right angles
c the diagonals bisect the angles they pass through.
15 WZ || XY (co-interior angles are supplementary) and
WZ = XY (given)
\ WXYZ is a parallelogram since one pair of sides is
parallel and equal.
16
ABD = ADB (angles opposite the equal sides in an

isosceles triangle are equal)
ABD = BDC (alternate angles equal as AB || DC)
\ ADB = BDC
\ Diagonals bisect the angles they pass through.
17 Corresponding sides are not the same.
18 FEO = OGH (alternate angles equal as EF || HG)
EFO = OHG (alternate angles equal as EF || HG)
EOF = HOG (vertically opposite angles equal)
\ DEFO ~ DGHO (equiangular)
19 A rhombus is a parallelogram with two adjacent sides
equal in length.
20 Rectangle, square

Answers
Answers 10B 10E
Chapter review
Fluency
1 a I and III, ASA or SAS
b I and II, RHS
2 a x = 8 cm
b x = 70
c x = 30, y = 60, z = 90
3 a Use SAS.
b Use ASA.
839
CHAPTER 11
Problem solving I
1 23.83 cm
2 81x4 - 216x3y + 216x2y2 - 96xy3 + 16y4
y
3
3 + 9 - 8g
g
3 - 9 - 8g
4
( 43 , g - 98 )
x-intercepts: x =
1
e (y-intercept -45 ) and h (y-intercept = 14 ), gradient = -20
;
19 a A = 80p cm2
b If radius and height are both halved, the surface area is
one-quarter its original value.
16 400 students
17 11.75 cm
18 a (y-intercept -12) and f (y-intercept = 2), gradient = 2;
b (y-intercept 5) and d (y-intercept = 6), gradient = -1;
c (y-intercept -13 ) and g (y-intercept = 72 ), gradient = 3;
20 y =
3 9 8g
;
4
4k
h
x 2 + k
h2
2
9
3
y-intercept: y = g; turning point: , g
4
8
4 1231.5 cm3
5 54.28
6 8.3 cm by 1.7 cm
f + 3be
f + 3be
; y = a
7 x =
3b
ae + d
ae + d
8 a x = 8
b x = -4
c x = 12
9 No, Mary will need 64.5 cm of ribbon.
10 17.05
11 -q x p
2
3
L l
4 L l
12
l+
cm 3
2
3 2
13 a This is a quadratic equation, which means that there is
a possibility of two different answers. Marlon has one
of the two parts of the answer correct.
b No.
x(x - 3) = 10
x2 - 3x = 10
x2 - 3x - 10 = 0
(x - 5)(x - 2) = 0
(x - 5) = 0 or (x - 2) = 0
x = 5x = 2
y
14
e
f
21 A
4
4
7
18
22 y = - x +
5
5
23 229.1 m
P
P
24 by
4
4
25 Any false statement that occurs during the solving of
simultaneous equations indicates the lines are parallel,
and have no points of intersection.
26 47 cm for the circle and 53 cm for the square
27 a y = x2 + 2x
b y = -4x2 + 14x - 15
c y = x2 - 4x + 4
28 a 1072 cm3
b 9.4 cm
29 a 28.3 m
b The image width doubles.
30 a Total length = 4l - 8, where l is the length of the lawn.
b Cost = 23(4l - 8) + 100
c $1296
31 a a = 2
b b = 4
c c = -3
d The equation of the quadratic is y = 2x2 + 4x - 3.

y
25
20
15
10
5
-3
-2
-1
-6
32 a L =
840
= 2 2b 4 2b
= 4 2b2 cm2.
Answers
-5
y = -8
15 a 4 2b
b 19.5, 70.5, 90.
1
c Area = 2 base height
130 x 2
2x
130 x x 3
2
c x = 6.6 cm, L = 6.55 cm
b V =
34 V = 3 pr2 s 2 r 4
3x
35 a b2 + 8b + 28a + 4c - 4ac - 12 < 0

b b2 + 8b + 28a + 4c - 4ac - 12 = 0
c b2 + 8b + 28a + 4c - 4ac - 12 > 0
36 a 55 bottles
b 20r cm
c 17.32r cm
d 3nr cm
37 132 passengers 72 Virgin Green passengers, 60 Qintas
passengers
38 a 7558
b 73 cm
39 a 3rd is (x + 2) cm; 4th is (x + 3) cm; 5th is (x + 4) cm
b 5 cm
100
% larger than the
c Circumference of 4th circle is
x
+3
3rd circles circumference.
19
40 a
24
b
5
24
c 32 3 cm
1 10
41 x =
3
42 a 7 3 metres
b 35 15 m2
7 3
metres
6
ii 18
43 a A = nx + 96.25n
b $3500
44 a B (12.5, 0) and C (37.5, 0)
22 2 94
x - x + 90 = 0
b i
375
15
ii (17.1, 18)
c i Translated 25 units to the right
c i
ii ( 75
, 125
)
2
6
45 a x 2 =
b
10
100
3
c The cylinder has larger surface area by 57.25 cm2.

46 a 97.2 km/h
b 140.4 km/h in 2 seconds
47 a r
b 43 r
16320
1640
b km
c Check with your teacher.

48 a At t = 0, h = h0 = the starting height.
b h
30
25 km
N
12140
a km
d km
19 km
10
1
3 t
c 22.25 m
d 0.375 seconds
e 1.55 seconds
(2 x 1)(3 x + 1) 1
49 a
=
6(2 x 1)(3 x + 1) 6
b 23.3 km east and 33.9 km south of its starting point

c 14530T
62 a (x - 5)(x + 2)
b (x - 5) is the shorter length.
c x = 17
d 228 cm2
63 The rug is 80 cm wide and 400 cm long.
64 a 4r cm
b (2r + 20) cm
c 4pr2 cm2
Answers
Answers 11 11
c km
5820
20
b Solving 36x2 - 6x - 6 = 97 026 using any method

gives x = -51.833 metres and x = 52. Ignore the
negative solution because x > 0 for measurement units.
Possible dimensions could be:
3(2x - 1) by 2(3x + 1)
2(2x - 1) by 3(3x + 1)
6(2x - 1) by 1(3x + 1)
(2x - 1) by 6(3x + 1).
Or any possible combination for numbers whose
product is 6, such as 1.5 and 4
50 a i Width: 2.95 m to 3.05 m, length: 4.45 m to 4.55 m
ii 0.67%
b 49.23 m2
c $760
51 a p = 72, s = 108
b ABCD is trapezoidal with AD||BC.
BAD = CDA = 72
ABC = BCD = 108
52 The square numbers are 1, 4, 9, 16, 25, 36, The
difference between these numbers is
3, 5, 7, 9, 11... If this continues to 75, it is the 37th
number, so 382 372 = 75. So, the two natural numbers
are 37 and 38.
53 a Mr Barnes has (x + 2)(x + 5) m2; Mr Snowdon has
4(x + 2) m2.
b (x + 2)(x + 5) - 4(x + 2)
c (x + 2)(x + 1)
d The carpet has a width of 3 m.
e Mr Barnes bought 18 m2 and Mr Snowdon bought
12 m2.
54 The side of the square is 4 5 cm.
57 Use similar triangles.
58 240 students
59 a V = x(x + 10)(x + 7)
b 44 400 cm3
c 40 cm
60 a k = 12
k = 12 makes the two equations represent the same
line, giving an infinite number of solutions. All other
values of k generate two parallel lines.
b k 12
N
61 a
841
d (4pr2 + 80pr + 400p) cm2

e 80p(r + 5) cm2
f 1.131 m2
g 30 cm
65 The factors of 24 are: 1 and 24; 2 and 12, 3 and 8 and
4 and 6.
To make the first bracket equal 1, then x must be 7 and
to make the second bracket equal 24, then y must be 28.
This pattern continues until all possibilities are found.
They are:
Factors
1
2
3
4
6
8
12
24
x
7
8
9
10
12
14
18
30
24
12
8
6
4
3
2
1
y
28
16
12
10
8
7
6
5
69 a r = -4
b s <
70 Dan is 25 years old.
71 19.85 m
xm
1m
72 a
c t =
c (2 73 + 30 ) m of pipe is required.
75 Approximately 98.3 cm
76 a b = -8, c = 12
b y = x2 - 8x + 12
c (4, -4)
d y
15
10
5
0
10 x
-5
77 a 8 m
b 57
c 7.6 m
78 a First ripples radius is 3 cm, second ripples radius is
15 cm.
y
b
66 5704 mm
67 360 adults and 190 children
68 a The cloth is x cm wide and 4x cm long.
b P = 10x, A = 4x2
c Length = 120 cm, width = 30 cm.
d Perimeter = (10x + 48) cm,
area = (4x2 + 60x + 144) cm2
e The area has increased by 1944 cm2.
25
8
73
m long.
2
b The chain length is (2 3 1) m, so (8 3 4) m of
chain is required.
74 a The struts each need to be
15
10
5
-15 -10
-5
9
-32
10
-10
-15
c 2.4 cm/s
d 1 minute 23 seconds after it is dropped
79 The centre of the racket travels 5.24 m.
80 a i
6 cm
xm
3m
10 cm
Temperature degrees celsius
b (x + 1)(x + 3)
d 5.24 m by 3.24 m
T
73 a
c 5 m by 3 m
8 cm
10 cm
12 cm
25
ii
10 cm
20
8 cm
15
10 cm
10
4
6
Hours
b 21C
c Decreasing
d Increasing
e 5C after 4 hours
f 21C
Answers
8 cm
12 cm
5
0
842
15 x
-5
8h
iii
6 cm
10 cm
8 cm
12 cm
10 cm
6 cm
b Area of rectangle = 12 8 = 96 cm2.

Area of parallelogram = 12 8 = 96 cm2,
12 16
= 96 cm2,
Area of triangle =
2
1
Area of trapezium = 2 (18 + 6) 8 = 96 cm2.
90 a y = -2x2 - 12x - 14
b a = -2, b = -12, c = -14
c
y
(-3, 4)
4
2 (-1.6, 0)
(-4.4, 0)
x
0
-5 -4 -3 -2 -1
-2 1 2 3
c Perimeter of rectangle = 40 cm. Perimeter of

parallelogram = 44 cm, Perimeter of triangle = 48 cm,
Perimeter of trapezium = 44 cm. The triangle has the
largest perimeter, while the rectangle has the smallest.
81 a 0
b (6, 6)
h
c
-4
-6
-8
y = -2x2 - 12x - 14
-10
-12
(0, -14)
-14
-16
Height (metres)
8
6
4
2
0
12 d
4
6
8
10
Distance (metres)
d 12 m
e 6 m
f 6 m
82 a 60
b 3.98 km
c 71
d 1.34 km
83 True: the tip travels 30.2 m.
84 a 56 941 cm3
b 11938 cm2
y
85 a
12
Height (metres)
10
8
6
4
2
0
1
2
3
4
5
6
Horizontal distance (metres)
b 8 m
c 11 m above the water
d 5.83 m
86 a 24.5 m3
b The dimensions of the smaller skip are half those of
the larger one.
87 7.6
88 x = 13.75, y = 11.4
89 a Centre is (1, 2).
b Radius is 2.
c x-intercept 1; y-intercepts ( 3 + 2) and ( 3 + 2)
d
y

(1, 2)
1
0
-1
-2
5x
1
12
1
12
1
12
1
12
1
12
1
12
1
12
1
12
1
1
= 13
+ 156
1
= 141 + 84
1
= 15
+
=
=
=
=
=
1
60
1
1
+ 48
16
1
1
+ 36
18
1
1
+ 30
20
1
1
+ 28
21
1
1
+ 24
24
104 The factors of a number are generally written in pairs,

producing an even number of factors. With a perfect
square, one of these factors will be paired with itself,
producing an odd number of factors. This occurs for all
perfect squares.
105 15.9 cm
106 The total number of tiles needed for r rows is r2.
Answers
Answers 11 11
-1
-2
91 180
92 The area of material required is 1.04 m2. If Tina is careful
in placing the pattern pieces, she may be able to cover the
footstool.
93 a Prove the equation is y = 15 - 0.15x2.
b The height at the edge of the road is 5.4 m.
c The road needs to be 15.5 m wide.
94 -49
95 a 50 minutes
b 8.03 am or 8.07 am
c 8.11 am
d 8.05 am
e 25 minutes
f Between 8.03 am and 8.07 am
96 For example: take the two numbers 48 and 60.
Their HCF is 12.
Difference = 60 - 48 = 12
60 12 = 5 and 48 12 = 4
The two numbers are exactly divisible by 12.
This theorem says, then, that the HCF of 48 and 60 is
12, which is the case.
97 Matt is travelling at 45 km/h and Steve is travelling at
60 km/h.
98 The perimeter of the octagon is 61 cm.
100 17.4 circuits
101 Approximately 40 400 years from now
103 The 8 different ways are:
843
et the cost of an apple be a cents, and the cost of a

107 a L
banana be b cents.
6a + 4b = 700
[1]
1a + 9b = 450
[2]
Subtract [2] from [1].
5a - 5b = 250
Divide through by 5.
a - b = 50
b An apple costs 50c more than a banana.
108 a 1.25 mL
b 1.47 mL
c Answers may vary. The two answers are only
slightly different. Because of an inability to measure
to that degree of accuracy in the home, they both
provide a good guide to a safe amount to administer.
d Approx 1 and 10 years
109 y = 2x2 - 5x + 1
110
11
12
1
2
10
9
4
7
The total of the numbers here in each region is 26.

111 Call the people A, B, C and D who take times of 1, 2, 5
and 10 minutes respectively.
A and B go over
2 min
B returns
2 min
C and D go over
10 min
A returns
1 min
A and B go over
2 min
Total time = 2 + 2 + 10 + 1 + 2 = 17 min
112 35 tennis balls
113 58 railings
114 If the cut was vertical, a rectangle (or straight line if the
cut was on the very edge) would result.
A horizontal cut would result in a circle.
A cut which goes through the sides at an angle would
produce an ellipse or a parabola. An ellipse results if the
cut is simply through the sides. A parabola results if the
cut is through the side and the base (or top).
115 Answers may vary. The value of n must be greater than

1 because the second number would be 0 if n were 1.
116 The deck should be 5 m wide and 10 m long on each
side.
117 The original number could have been 187, 781, 286,
682, 385, 583 or 484.
118 There is no solution to the equation. It is not possible
for the square root of a number to be negative. Squaring
both sides of the equation has produced an invalid
solution.
844
Answers
119 a There are 5 different shapes.
b They all have a perimeter of 10 units, except for the

last one which has a perimeter of 8 units.
120 112 km
122 505
1
1
1
123 =
+
n n + 1 n( n + 1)
124 Fold the left vertical line forward, so that page 3 sits on
top of page 4.
Fold the entire bottom half backwards, so that page 5
sits behind page 4.
Fold forward the left vertical fold, so that page 3 sits on
top of page 2.
Finally, fold forward the left vertical fold, so that page
6 sits on page 7.
The pages are now in order from page 1 to page 8.
125 9 trains
126 The claim appears to be true. Further investigation
would need to be conducted to determine if it worked
in all cases for example, if the lines were parallel, at
right angles, vertical or horizontal.
127 6450 multi-packs
128 Take the total, subtract 16, then divide by 4 to get the
first number in the square. The other numbers are 1, 7
and 8 larger.
129 11 times
130 a x2 but no y2 gives vertical parabola, y2 but no x2
gives a horizontal parabola.
b The value of a represents the horizontal stretching
factor. Positive a, open to right, negative a open to
left.
x + 4 = (y + 1)2
8 6
9 a
1
-4
-3
-2
10 a i 20
ii
ii
-1
b i 16
11 A
-2
12 a
-1
(-4, -1)
(0, -3)
-3
d
13 a
-4
Probability
b 4
1
4
2
3
1
12
c 13
c 8
1
4
or 0.25
3
10
or 0.3
3
20
or 0.15
1
5
ii
6
1
2
12
3
iv 20 = 5
4 a A B
c A B
b i
5 a
1
6
10
ii
4
20
1
5
8
20
2
5
4
17
9
10
b 10
17
6
Tennis
iii
Volleyball
Walking
10
15
38
8
2
17
6
b 96
20
c i
35
96
14
d i
63
96
18
23
21
= 32
ii 96
16 a
iii
2
20
x = 30
Volleyball
1
10
Soccer
1
7
2
b X Y
d A C B
1
8
ii 96 = 12
7
1
b i 2 ii 6
6 A
7 a
12
38
c i 2
Tennis
1
iii 30
iv 5
v 15
Answers 12A 12A
19
2
10
20
15
4
16
10
Tennis
Walking
1
9
1.00
B
5
11
17
15
c 10
38
Volleyball
or 0.2
f = 20
b 10
10
2
or 0.1
Walking
Tennis
1
10
17
7
20
7 13
Volleyball
15
f 2
d 0
c 2
133
b 312
3 a
iii 16
e 0
b
b Drawing a red card
b 156
1
5
iv 40
c 2
1
5
11
20
Exercise 12A Review of probability

1
x
Relative frequency
f
2 a
iii 80
1
4
c 23
b 9
3 a Not drawing an ace

c Obtaining a 4 or a 5
5 a
1
5
17
80
1
13
12
13
15 a i
Are you ready?

1 a Set A: 3, Set B: 4, Set C: 4
4 a
c 5
14 a C
b D
c E
Chapter 12
2 a
b 10
3
(0, 1)
(-3, 0)
17
30
ii 15
Answers
845
17 a
7 C
x = 35
Calculator
1
10
b 10
c 50
10 a
9
50
b 50
41
c 25
11 a
15
16
b 9
8 a
Graph book
47
9 D
7
18
5
5
b i 25
d i
18 a
12 No, getting 1 Tail is possible too.

1
13 a 8
ii 23
18
35
1
5
ii 7
iii
6
7
iii
ii
3
10
12
1
7
1
7
iv 35
b
15 a
c 94
16 a
19 43
1
Overlaying A and B shows

A B as the area surrounding
A and B
b 47
1 a P(A)
2 a
M
d 1
b P(M) + P(N) - P(M N)

c i False ii True
3 a
1
13
4 20% or
b
1
5
5 a i 2
16
6 25
846
iii Cannot be determined
12
13
Answers
ii 2
b Yes
18 a
5
9
19 a
8
14
20 a
1
13
The union of A and B is shown

in brown, leaving the surrounding
area as (A B)
c 0.35
b 25
19
c 25
c 13
b 13
b 7
or
4
7
10
b 14 or 7
c 14 or
5
7
b 4
c 13
21 a Yes
Exercise 12B Complementary and mutually

exclusive events
9
25
7
26
17 C
20 a No. P(Azi rolls a 5) = 8 and P(Robyn rolls a 5) = 16

1
b Yes. P(Azi wins) = 2 and P(Robyn wins) = 12
21 Yes. Both have a probability of 12.
22 a The person with the 6-sided die has less chance of
winning.
1
For the 8-, 12- & 16-sided dice: P(mult 4) = 4 ; for
1
6-sided die, P(mult 4) = 6
b Answers may vary, check with your teacher.
i Example rolling an even number
ii Example rolling a 3
iii Example rolling a number greater than 3
23 P(Alex wins) = 15 ; P(Rene wins) = 25
24 Yes, equivalent fractions; 166 = 83
25
B
7
8
14 3
b $50
d 25
1
2
22 Answers may vary, check with your teacher.

a i No. There are many other foods one could have.
ii Having Weet Bix and not having Weet Bix
b i No. There are other means of transport; for
example, catching a bus.
ii Walking to a friends place and not walking to a
friends place
c i No. There are other possible leisure activities.
ii Watching TV and not watching TV
d i No. The number 5 can be rolled too.
ii Rolling a number less than 5 and rolling a number
5 or greater
e Yes. There are only two possible outcomes; passing or
failing.
23 No. The number 2 is common to both events.
24 a i T
ii F
v F
vi F
b i
3
16
ii 1
c i
5
16
ii
iii T
iv F
iv 16
iii 8
3
16
iii
3
4
Exercise 12C Two-way tables and tree diagrams

1 a 0.2
b 0.1
c 0.2
d 0.5
e 0.4
f 0.8
Card outcomes
2 i
Coin
outcomes
c i
13
12
ii a 18
b 0.5
c 0.5
Club,
Spade,
Diamond,
Heart,
H,
H,
H,
H,
T,
T,
T,
T,
3 a
Die 1 outcomes
(2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
1
2
1
2
1
2
1
2
1
2
1
2
(5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
1
8
b 8
(6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)
1
8
e 8
7 a
1
12
Coin
outcomes
10
1
3
H (H, 1) (H, 2) (H, 3) (H, 4) (H, 5) (H, 6) (H, 7) (H, 8) (H, 9) (H, 10)
1
4
(2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6) (2, 7) (2, 8)
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6) (3, 7) (3, 8)
(4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6) (4, 7) (4, 8)
Yellow octahedron outcomes
(5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6) (5, 7) (5, 8)
(6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6) (6, 7) (6, 8)
(7, 1) (7, 2) (7, 3) (7, 4) (7, 5) (7, 6) (7, 7) (7, 8)
(8, 1) (8, 2) (8, 3) (8, 4) (8, 5) (8, 6) (8, 7) (8, 8)
Green octahedron outcomes

3
(1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6) (1, 7) (1, 8)
(2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6) (2, 7) (2, 8)
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6) (3, 7) (3, 8)
(4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6) (4, 7) (4, 8)
(5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6) (5, 7) (5, 8)
1
2
1
2
(7, 1) (7, 2) (7, 3) (7, 4) (7, 5) (7, 6) (7, 7) (7, 8)
(8, 1) (8, 2) (8, 3) (8, 4) (8, 5) (8, 6) (8, 7) (8, 8)
R
B
RBR
RBB
R
B
BRR
BRB
R
B
BBR
BBB
1
8
1
8
1
8
1
8
1
8
1
8
c 8
1
6
1
2
1
6
1
2
1
3
1
6
1
2
2 Outcomes Probability
1
RR
9
RG
RB
GR
GG
GB
BR
BG
BB
18
1
6
1
18
1
36
1
12
1
6
1
12
1
4

b {(R, R), (R, G), (R, B)}
1
c 3
d
8 a
7
18
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
4
1
2
1
4
2
1
4
1
4
1
2
1
4
3
1
4
b No
1
1
2
1
2
1
4
1
4
1
2
1
2
1
2
1
2
1
2

b 3
3
c 8
d They are equally likely.
7
e 8
9 a
1
(6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6) (6, 7) (6, 8)
1
8
1
2
1
RRR
8
1
RRB
8
3
B
G
1
BBB
8
1
BBG
8
B
G
BGB
BGG
B
G
GBB
GBG
B
G
GGB
GGG
1
8
1
8
1
8
1
8
1
8
1
8
1
11
4
1
2
12
13
21
22
23
31
32
33
1
8
1
8
1
8
1
16
1
16
1
8
1
16
1
16
Answers 12C 12C
1
2
1
2
(1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6) (1, 7) (1, 8)
1
2
1
2
Green octahedron outcomes

2
1
2
1
3
1
6
T (T, 1) (T, 2) (T, 3) (T, 4) (T, 5) (T, 6) (T, 7) (T, 8) (T, 9) (T, 10)
1
5
1
2
1
3
3
R
B
1
2
Die outcomes
Yellow octahedron outcomes
(4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
5 a
(1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
b
4 a
Die 2 outcomes
c i 4 ii 2 iii 8 iv 16
Answers
847
10
1
1
6
5
6
1
tt
36
2
1
6
5
6
1
6
t'
5
6
t
t'
tt'
36
t't
36
t'
14 a
b
c
d
B
1
SS
16
S
1
4
3
4
SS'
16
S'S
16
S'
S'S'
S'
3
4
1
4
S'
3
4
16
S = outcome of spade
Sample space = {SS, SS, SS, SS}
b
c
d
1
16
9
16
3
8
12
1
1
3
1
4
1
4
1
4
1
3
1
3
1
3
1
3
W
1
4
1
3
1
3
1
3
a
13 a
1
4
1
Y
XY
12
1
1
3W
XW
12
1
XZ
Z
12
1
X
YX
12
1
1
3W
YW
12
1
YZ
Z
12
1
X
WX
12
1
1
3Y
WY
12
1
WZ
Z
12
1
X
ZX
12
1
1
3
ZY
Y
12
1
ZW
W
12
b 4
10
10
3
9
BB
15
6
9
BG
15
d
848
2
15
8
15
Answers
1
3
1
3
1
3
1
3
ADF
1
3
H
1
3
AEF
AEG
AEH
BCF
BCG
BCH
F
G
BDF
BDG
BDH
BEF
1
3
1
3
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
1
18
ADG
ADH
F
G
H
F
1
3 G
F
G
1
3
18
1
18
1
18
ACG
ACH
1
3
1
3
F
G
H
BEG
BEH
Sample space = {ACF, ACG, ..., BEG, BEH}

1
1
b 2
c 6
15 There is a 50% chance that a third room will be needed.
16 Susan would have 16% chance of passing the exam if
the last three questions had the standard 4 choices. This
chance is reduced to 48% with the inclusion of two
questions offering 6 possible answers.
17 i a
1
2
1
2
1
2
RR
1
4
1
2
RG
1
4
1
2
GR
1
4
1
2
GG
b 2
c 2
ii As the first counter is not replaced, the probability of
drawing the second counter is altered. This is reflected
in the probabilities along the branches of the tree
1
diagram; P(2 counters of the same colour) = 3;
2
P(2 counters of different colours) = 3 .
c 1
2
4
2
4
1
RR
6
1
3
2
3
RG
1
3
2
3
GR
1
3
1
3
GG
c 3
Exercise 12D Independent and dependent

events
1 a 0.28
b 0.12
c 0.42
d 0.18
1
1
1
2 a Yes
b i 2
ii 6
c 12
e No
3 40
4
9
GB
5
9
GG
15
1
1
3
1
3
1
3
ACF
F
G
H
1
3
1
3
1
3
1
3
1
3
1
2
1
4
1
3
1
2
1
3
36
1
36
5
18
25
36
11
36
11 a
1
3
t = outcome of 3
1
3
25
t't'
4 36
7 a
12 a
c 25
48
c 77
b 125
b D
3
77
1
37
b 77
1
5
1
17
26
145
8 a
9 0.9
1
10 14
11 a
64
16
5 a 25
6 a C
b 1369
1
5
1
221
136
435
d 25
d
18
77
73
c 1369
c 10
d 3
25
c 102
221
13 a
b
c 435
14 No. Coin tosses are independent events. No one toss
affects the outcome of the next. The probability of a
Head or Tail on a fair coin is always 0.5. Greg has a 50%
chance of tossing a Head on the next coin toss as was the
chance in each of the previous 9 tosses.
15 No. As events are illustrated on a tree diagram, the
individual probability of each outcome is recorded. The
probability of a dependent event is calculated (altered
according to the previous event) and can be considered as
if it was an independent event. As such, the multiplication
law of probability can be applied along the branches to
calculate the probability of successive events.
Exercise 12E Conditional probability
41
1 a P(J) = 90
12
b P(H|J) = 41
2 a P(S) = 13
30
b P(S|(C S)) = 13
28
3 a 0.3
b
3
7
4 a
9
13
3
5
15
5 0.58 or 26
6 0.22 or
5
23
ii P(B|A) = 16
iii P(C|A) =
1
6
iv P(C|B) = 0
10 A
11 Conditional probability is when the probability of one
event depends on the outcome of another event.
12 a 0.0875
b 0.065
13 a 0.585
b 0.1525 or 15.25%.
Chapter review
Fluency
1 A
2 B
5 B
6 B
7 a
A
3 B
4 D
B
Answers
Answers 12D 12F
7 0.9
8 0.8375
9 a D
b i P(A|B) = 1
Exercise 12F Subjective probability

1 a The outcome depends upon whether it is a Test match
or a one-day game and how effective the bowlers and
batsmen are; not forgetting the pitch usually favours
spin bowling.
b The outcome depends on which team is better on the
day and which team can adjust to the conditions.
c No. The third one has an equal chance of being a girl
or a boy.
d This is not necessarily true. Current position and form
of both teams should be used as a gauge.
e It does not mean it will rain again on Friday.
f There is no certainty about that. It depends upon the
condition and location of your house.
g Cricket games are not won or lost by the
attractiveness of the uniform.
h It is possible to get 6 Heads in a row on a normal coin.
i They will have a good chance but there is no certainty.
The country with the best competitors on the day of
each event will win.
j This is dependent on the persons own interests.
2 a You still have a chance.
b No horse is certain to win. Lots of problems can occur
on the track.
c This is not true. Even though Heads and Tails have
equal chances, it does not mean half the results will
show Heads.
d Favourites do not always win.
e Sometimes outsiders pay well, if you back the right
one! You can lose more money than you win.
3 Answers will vary. Class discussion required as there are
many factors to consider.
4 a There is a contradiction. The job was never hers. She
had to do well to win the position.
b The team may have had a lead but a match is only
won when finished.
c No horse is certain to win.
5 Experimental probability is based on data collected
from trials. The more trials undertaken, the closer
the experimental probability will reflect theoretical
probability.
Theoretical probability is based on mathematical
models. A theoretical probability does not guarantee a
particular outcome in real life situations.
Subjective probability is based on judgements and
opinions and hence may be biased. Subjective probability
may approach theoretical probability if the assigned
probability is based on real experiences and judgements
made from an objective and educated position.
6 Answers will vary. Class discussion may be required.
Example only: medical our town is so far away from
any major airports that it is unlikely our residents will
need immunisation from swine flu.
849
14 a
Die 2 outcomes
2
8 a 107
9 a 47
b 16
c 825
b 27
c 175
3
7
b 47
c $28
f i
g 50
15 a
(6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)
1
36
1
36
ii
ii
1
52
11 a W
hether it rains or not on Thursday is not determined
by what happened on Monday, Tuesday or Wednesday.
It can still rain on Thursday.
b The teams win or loss depends upon how other
players bat and bowl or how the other team plays.
c There is an equal chance of having a boy or a girl.
12 a If you were defeated, the opponent was the winner.
b The slowest motocross rider could not win the race if
he/she crossed the finish line first.
c The person elected was the most popular choice for
the position.
13 a i 50
ii 7
iii 25
iv 8
3
6
b i 12
ii 50
iii 25
c i
n(x ) = 50
Fried
rice
Chicken
wings
10
6
2
11
Die 1 outcomes
and P(B) =
1
6
1
ii 25
b
c
d
e
16 a
Dim sims
10 11 12
iii 181
iii 181
1
6
1
6
(0, 0) (0, 1) (0, 2) (0, 3)
1 (1, 0) (1, 1) (1, 2) (1, 3)

2
(2, 0) (2, 1) (2, 2) (2, 3)
(3, 0) (3, 1) (3, 2) (3, 3)
No
0 and 6
3
0 and 6, 1 and 5, 2 and 4
1
1
8
7
8
2
1
8
7
8
1
8
7
8
3
f
f
1
8
7
8
7
8
7
8
1
8
1
8
1
8
7
8
fff
fff
f
f
fff
fff
f
f
fff
fff
ii 343
512
21
512
11
iv 256
iii
17 a
1
fff
512
7
fff
512
f
f
f = outcome of 5
1
b i 512
Die outcomes
12
5
Die 2 outcomes
1
Coin
outcomes
1
2
4
13
Answers
(5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
c 23
10 a No
b P(A) = 14 , P(B) = 131 , P(A B) =
850
d 43
(4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
c 132
b 85
9 a Yes
b P(A) =
Frequency 1
b 14
8 a
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
5 a 131
7775
7776
3
8
e i
(2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
4 B
7 a
Sum
3 D
1
7776
b 6
c No. Frequency of numbers is different.
d
Problem solving
1 C
2 D
6 a
(1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
1
Die 1 outcomes
(H, 1) (H, 2) (H, 3) (H, 4)
(T, 1) (T, 2) (T, 3) (T, 4)
512
49
512
7
512
49
512
49
512
343
512
b
1
4
H
1
2
1
4
1
4
1
4
1
4
1
2
1
4
1
4
1
4
1
4
1
19
1
169
1
221
20 a
15
25
3
5
8
10
4
5
c
18 a
19 a
4 a Mean = 2.5, median = 2.5

b Mean = 4.09, median = 3
c Median
2
5 a 72 3
b 73
c 70<80
6 124.83
7 65<70
8 a B
b B
c C
9 a Mean = $32.93, median = $30
b
1
1
1
1 H1
2 4 = 8
H2
1
2
1
4
1
8
H3
1
2
1
4
1
8
H4
1
2
1
4
1
8
T1
T2
1
4
1
4
1
2
1
2
1
8
1
8
T3
1
2
1
4
1
8
T4
1
2
1
4
21
b 38
Class interval
Frequency
Cumulative
frequency
09
1019
10
2029
15
3039
18
4049
23
5059
26
6069
29
7079
30
Total
30
c 15
38
21 0.847
Chapter 13
Univariate data
12
15
18
21
12
32
16
36
20
6 7
Score
Exercise 13A Measures of central tendency

1 a i 7
ii 8
iii 8
b i 6.875
ii 7
iii 4, 7
c i 39.125
ii 44.5
iii No mode
d i 4.857
ii 4.8
iii 4.8
e i 12
ii 12.625
iii 13.5
2 Science: mean = 57.6, median = 57, mode = 42, 51
Maths: mean = 69.12, median = 73, mode = 84
3 a i 5.83
ii 6
iii 6
b i 14.425
ii 15
iii 15
Median = $30
30
25
20
15
10
5
0
10 20 30 40 50 60 70 80
Amount spent ($)
d The mean is slightly underestimated; the median is

exact. The estimate is good enough as it provides a
guide only to the amount that may be spent by future
customers.
10 a 3
b 4, 5, 5, 5, 6 (one possible solution)
c One possible solution is to exchange 15 with 20.
11 a Frequency column: 16, 6, 4, 2, 1, 1
b 6.8
c 04 hours
d 04 hours
12 a Frequency column: 1, 13, 2, 0, 1, 8
Age of emergency
b
15
ward patients
10
5
0
7.5 22.5 37.5 52.5 67.5 82.5
Age
c Asymmetrical or bimodal (as if the data come from

two separate graphs).
d 44.1
e 15<30
f 15<30
Answers
Answers 13A 13A
5
4
3
2
1
Mean = $32.50
c
Frequency
Frequency
Are you ready?

1 a 4.6
b 10.3375
c 143.25
2 a 6
b 12.5
c 61.5
d 9.4
3 a 3
b No mode
c 2 and 3
4 Mean = 37, median = 39, mode = 43
5
Score
Frequency
Cumulative
(x)
(f)
fx
frequency
d D
851
26
24
22
20
18
16
14
12
10
8
6
4
2
100%
0 15 30 45 60 75 90
Age
50%
of female athletes
h 28
i No
j Class discussion
13 a Player A mean = 34.33, Player B mean = 41.83
b Player B
c Player A median = 32.5, Player B median = 0
d Player A
e Player A is more consistent. One large score can
distort the mean.
14 a Frequency column: 3, 8, 5, 3, 1
b 50.5
c 40<50
d 40<50
e
Ogive of pulse rate
15
50%
10
5
30 50 70
Beats per minute
f Approximately 48 beats/min
15 A
17 Answers will very. Examples given.
a 3, 4, 5, 5, 8
b 4, 4, 5, 10
c 2, 3, 6, 6, 12
Exercise 13B Measures of spread

1 a 15
b 77.1
c 9
2 a 7
b 7
c 8.5
3 a 3.3 kg
b 1.5 kg
4 22 cm
5 0.8
6 C
7 a
40
35
30
25
20
15
10
5
0
50 55 60 65 70 75 80
Battery life (h)
b i 62.5
ii Q1 = 58, Q3 = 67
iii 9
iv 14
v 6
852
Answers
IQR = 24
120 130 140 150 160 170 180 190 200
Class interval
9 a i Range = 23
ii IQR = 13.5
b i Range = 45
ii IQR = 27.5
c i Range = 49
ii IQR = 20
10 a 25.5
b 28
c 39
d 6
e The three lower scores affect the mean but not the
median or mode.
11 a Men:
mean = 32.3; median = 32.5; range = 38;
IQR = 14
Women: mean = 29.13; median = 27.5;
range = 36; IQR = 13
b Typically, women marry younger than men, although
the spread of ages is similar.
Exercise 13C Box-and-whisker
1 a 13
b 5
2 a 122
b 6
3 a 49.0
b 5.8
4 a 140
b 56
d 84
e 26
5 a 58
b 31
d 27
e 7
6 B
7 C
9 a (22, 28, 35, 43, 48)
b 20 30 40 50 Sales
100%
20
55
50
45
40
35
30
25
20
15
10
5
0
plots
c 26
c 27
c 18.6
c 90
c 43
8 D
10 a (10, 13.5, 22, 33.5, 45)

b 0 10 20 30 40 50 Rainfall (mm)
11 a (18, 20, 26, 43.5, 74)
b 10 30 50 70 Age
d 39
c The distribution is positively skewed, with most of the

offenders being young drivers.
12 a (124000, 135000, 148000, 157000, 175000)
b 120 140 160 180 ($1000)
13 a Key: 12|1 = 121
Stem Leaf
12
1 5 6 9
13
1 2 4
14
3 4 8 8
15
0 2 2 2 5 7
16
3 5
17
2 9
18
1 1 1 2 3 7 8
b 120 140 160 180 Number sold
c On most days the hamburger sales are less than 160.
Over the weekend the sales figures spike beyond this.
14 a Key: 1*|7 = 17 years

Stem Leaf
1* 7 7 8 8 8 9 9
2
0 0 0 1 2 2 2 2 3 3 3 3 4 4 4
2* 5 5 8 9
3
1 2 3
3*
4
4* 8
b 15 25 35 45 Age
c The distribution is positively skewed, with first-time

mothers being under the age of 30. There is one outlier
(48) in this group.
15 C
Exercise 13D The standard deviation
1 a 2.29
b 2.19
c 20.17
d 3.07
2 a 1.03
b 1.33
c 2.67
d 2.22
3 10.82
4 0.45%
5 0.06 m
6 0.49 s
7 15.10 calls
8 B
9 Adam is more consistent because he has the lower
standard deviation. (1.7 compared with 3.9)
10 C
11 a Class A: 1.13; Class B: 1.74
b Class A is more consistent because the standard
deviant is lower.
12 a
Life of battery
(hours)
Class centre
Frequency
0<5
2.5
5<10
7.5
16
10<15
12.5
18
15<20
17.5
15
20<25
22.5
25<30
27.5
b Mean = 13.4, standard deviation = 6.73

c The batch is unsatisfactory. Although the mean is
greater than 13 hours, the batch fails as the standard
deviation is greater than the required 6 hours.
Holden
0 5 10 15 20 2530 35 40
5 a Brisbane Lions
b Brisbane Lions: range = 63;
Sydney Swans: range = 55
c Brisbane Lions: IQR = 40;
Sydney Swans: IQR = 35
6 a
Girls
Boys
1.4 1.5 1.6 1.7 1.8 1.9
Height
b Boys: median = 1.62; girls: median = 1.62

c Boys: range = 0.36; girls: range = 0.23
d Boys: IQR = 0.14; girls: IQR = 0.11
e Although boys and girls have the same median height,
the spread of heights is greater among boys as shown
by the greater range and interquartile range.
7 a Summer: range = 23; winter: range = 31
b Summer: IQR = 14; winter: IQR = 11
c There are generally more cold drinks sold in summer
as shown by the higher median. The spread of data
is similar as shown by the IQR although the range in
winter is greater.
8 A
9 A, B, C, D
10 a Cory achieved a better average mark in Science
(59.25) than he did in English (58.125).
b Cory was more consistent in English (s = 4.9) than he
was in Science (s = 19.7)
11 a Back street: x = 61, s = 4.3;
main road: x = 58.8, s = 12.1
b The drivers are generally driving faster on the back
street.
c The spread of speeds is greater on the main road as
indicated by the higher standard deviation.
12 a Nathan: mean = 15.1; Timana: mean = 12.3
b Nathan: range = 36; Timana: range = 14
c Nathan: IQR = 15; Timana: IQR = 4
d Timanas lower range and IQR shows that he is the
more consistent player.
13 a
Machine A
Machine B
40 42 44 46 47 48 50 52 54 56 58 60
Number of Smarties in a box
b Machine A: mean = 49.88,

standard deviation = 2.88;
Machine B: mean = 50.12,
standard deviation = 2.44
c Machine B is more reliable, as shown by the lower
standard deviation and IQR. The range is greater on
machine B only because of a single outlier.
14 Students own work.
Exercise 13F Skewness
1 a Yes
b 8
c Both equal 8.
2 a No
b 3140
c No. They can, however, be calculated.
Answers
Answers 13B 13F
Exercise 13E Comparing data sets

1 a Boys: median = 26; girls: median = 23.5
b Boys: range = 32; girls: range = 53
c Both sets have similar medians but the girls have a far
greater range of absenteeism than boys.
2 a Morning: median = 2.45; afternoon: median = 1.6
b Morning: range = 3.8; afternoon: range = 5
c The waiting time is generally shorter in the afternoon.
One outlier in the afternoon data causes the range to
be larger. Otherwise the afternoon data are far less
spread out.
3 Key: 16|1 = 1.61 m
Leaf Stem Leaf
Boys
Girls
997
15
1256788
98665540
16
4467899
4421
17
0
4 a Ford: median = 15; Holden: median = 16

b Ford: range = 26; Holden: range = 32
c Ford: IQR = 14; Holden: IQR = 13.5
d
Ford
853
Frequency
3 a
c Student comparison
Statistics
7
6
5
4
3
2
1
0
1 2 3 4 5
Number of goals
b Yes
c 1, 2, 3 and 4
d Yes. Both equal 2.5.
4 a 4
5 a
b Negatively skewed
35
30
25
20
15
10
5
110
1120
2130
3140
4150
Frequency
Five-point summary
x
Range
IQR
s
Number of goals
150
51100
101150
151200
201250
Frequency
Number of people
b No
c 201250
d The distribution is negatively skewed. Reasons could
include the size of cinemas or the target audience of
the movie.
8 a No
b Science: positively skewed, Maths: negatively skewed
c The science test may have been more difficult.
d Science: 6170, Maths: 7180
e Maths has a greater standard deviation (12.6)
compared to Science (11.9).
9 Answers will vary. Check with your teacher.
10 a Key: 2|3 = 2.3 hours
Leaf Stem Leaf
Group A
Group B
8 7 3
1
7 8
9 5 1
2
0 1 2 4 5 5 8 8
8 7 5 4 2 2
3
2 2 2 4 5 5 5 6 8
7 5 4 2 2 2
4
2
5
2 2
6
b Five-point summary
Group A: 13 27 36 43 62
Group B: 17 23 30 35 42
Group B
854
Answers
d Student decision, justifying answer

e Class discussion
Chapter review
Fluency
1 a Mean = 11.55; median = 10; mode = 8
b Mean = 36; median = 36; mode = 33, 41
c Mean = 72.18; median = 72; mode = 72
2 a 6
b 6
c 20
3 a 4
b 8.5
4 a
Year 10
10
9
8
7
6
5
4
3
2
1
10 20 30 40 50 60 70
Nouns
Group B
17 23 30 35 42
28.95 hours
25 hours
12 hours
7 hours
Year 8
b Negatively skewed
6 B
7 a
Group A
Group A
13 27 36 43 62
35.85 hours
49 hours
16 hours
13 hours
Hours
10 20 30 40 50 60 70
b Year 8: mean = 26.83, median = 27, range = 39,

IQR = 19, sd = 11.45
Year 10: mean = 40.7, median = 39.5, range = 46,
IQR = 20, sd = 12.98
c The typing speed of Year 10 students is about
13 to 14 wpm faster than that of Year 8 students.
The spread of data in Year 8 is slightly less than in
Year 10.
5 a 20
b 24
c 8
6 a Key: 3*|9 = 3.9 kg
Stem Leaf
3* 9
4
0 0 2 3
4* 5 6 7 8 8
5
0 3
5* 5 8 8 9
6
1 2 2
6* 8
b (3.9, 4.4, 4.9, 5.85, 6.8)
c 3.5 4.5 5.5 6.5 kg
7 a 24.4
8 A
b 1.1
9 B
c 7.3
10 0.05 mL
Problem solving
11 a Mean = 32.03; median = 29.5
b
Class interval
Frequency
09
1019
2029
3039
4049
5059
6069
3
Total
30
30
25
20
15
10
5
0
10 20 30 40 50 60 70
Age
Frequency
e Median = 30
f Estimates from parts c and e were fairly accurate.
g Yes, they were fairly close to the mean and median of
the raw data.
12 a HJ Looker: median = 5;
Hane and Roarne: median = 6
b HJ Looker
c HJ Looker
d Hane and Roarne had a higher median and a lower
spread and so they appear to have performed better.
13 a English: mean = 70.25; Maths: mean = 69
b English: range = 53; Maths: range = 37
c English: s = 16.1; Maths: s = 13.4
d Kloe has performed more consistently in Maths as the
range and standard deviation are both lower.
14 a Yes
b Yes. Both are 3.
c 3
15 a
9
8
7
6
5
4
3
2
1
12 34 5
Number of cars
b Positively skewed a greater number of scores is

distributed at the lower end of the distribution.
16 Mean = 5, median = 5, mode = 2 and 5. The distribution
is positively skewed and bimodal.
17 C
18 A, B and C
Chapter 14
Bivariate data

4

5

you ready?
a Numerical
b Non-numerical
c Non-numerical
d Numerical
a Continuous
b Continuous
c Continuous
d Discrete
a Number of kilograms: independent; total cost:
dependent
b Temperature: independent; number of swimmers:
dependent
c Age: independent; height: dependent
a 1 unit
b 0.1 of a unit
a $3.20 in March
b In February grapes cost $3.05.
c The cost of grapes was recorded over 5 months.
d Grapes cost the most in May when they were $4.33
per kilogram.
a
c
a
c
145cm
20cm
3 right, 2 up
7 up
b
d
b
d
5cm
2 years
5 right
2.5 right, 1.5 up
Exercise 14A Identifying related pairs of

variables
1 a Quantitative, discrete
b Qualitative, nominal
c Quantitative, continuous
d Quantitative, continuous
e Qualitative, nominal
f Quantitative, continuous
g Quantitative, discrete
h Quantitative, continuous
2 Discrete data can be counted in exact values; continuous
data can be measured in a continuous scale.
3 a If data is nominal, it is qualitative in nature, so it
cannot also be discrete.
b If data is ordinal, this implies an order, which is a
qualitative classification. This means that it cannot
also be continuous.
4 a Dependent: time spent travelling to school;
independent: distance to school
b Dependent: heart rate of a runner; independent:
running speed
c Dependent: value of CD collection; independent:
number of CDs in collection
d Dependent: amount of computer memory used
by file; independent: length of file
e Dependent: cost of second-hand car; independent:
age of car
5 a No relationship
b i There is a relationship between c and s.
ii Positive
iii Strong
c i There is a relationship between l and t.
ii Positive
iii Strong
d i There is a relationship between p and a.
ii Positive
iii Moderate
e i There is a relationship between h and a.
ii Positive
iii Strong
f No relationship
6 There is no relationship between sunburn and
ice-cream sales. The increase in both is influenced by
the weather.
Exercise 14B Graphing bivariate data
1
Answers 14A 14B
Are
1

2

3
6

7

Goals scored in a match

Total number of goals
c Mean = 31.83
d
50
40
30
20
10
0
10
20
30 40 50 60 70 80
Time after start of match (min)
90
100
Answers
855
c The school canteen should stock more pies during

cooler weather, and fewer pies during hot weather.

Note: Best fit lines are indicated as a guide only.
3 a y
b y
2 a
Goals scored in a match
Total number of goals
50
40
30
20
10
10
20
30 40 50 60 70 80
Time after start of match (min)
90
100
b The trend is positive and strong, indicating that as the

match progressed goals were scored at a steady rate.
3 a
70
60
50
40
30
20
10
0
x
1 2 3 4 5 6 7 8 9 10 11 12
r
b The trend is positive, but only moderate.

4 a Are long babies born to tall fathers?
b Do people with more formal education earn more
money?
c Does the amount of exercise performed decrease with
age?
5 a True
b False
c True
d False
e True
6 B
7 C
8 D
9 A
10 a Number of tickets sold and the total money raised for
a number of different charity concerts.
b Number of items sold and the price of the item.
4
5

6
a 38
b 18
a i 460
ii 290
iii 130
b i 37
ii 24
iii 6
a and b
Note: Answers may vary depending on the line of best
fit drawn.
Exercise 14C Scatterplots

1 a
40
40
80
English
Number of
pies sold
b The direction of the relationship is positive; the

greater the English mark, the greater the history
mark, generally. However, as the points on the
scatterplot vary quite a bit from a straight line, the
relationship is only moderate.
2 a
80
0
40
0
20
Temperature (C)
b The direction of the relationship is negative; the

greater the temperature, the fewer the pies sold. The
points on the scatterplot lie close to a straight line, so
the relationship is strong.
856
Answers
130
120
110
100
90
80
70
60
50
40
30
20
10
0
8 10 12 14 16 18
Hours worked
c i Approximately 16 hours
ii About $55
iii About $6.25
7 a and b
Note: Answers may vary depending on the line of best
fit drawn.
Petrol used (L)
History
80
Earnings ($)
Relationship between r and b
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
10 20 30 40 50 60 70 80 90 100
c i About 8 litres
ii About 70 km
iii About 7 km/L
1 2 3 4 5 6 7 8 9 10111213141516
Day
b 7.1g, 8.1g, 13.9g, 14.9g

c 17.8g, 18.8g
d About 1g
Prediction of y-values when x = 15 and x = 60 would be
considered unreliable as these x-values are beyond the
range of the data. For an x-value of 40, the predicted
y-value would be considered reliable as this is within the
range of the data.
10 This prediction would be considered unreliable, as
the scattering of the points indicates that there is no
relationship between x and y.
Chapter review
Fluency
1 A
2 D
3 A
4 Independent
Dependent
a Number of hours
Test results
b Rainfall
Attendance
c Hours in gym
Visits in the doctor
d Lengths of essay
Memory taken
e Attendance
Cost of care
f Age of property
Cost of property
g Number of applicants Cut-off ENTER score
h Running speed
Heart rate
5 a 10C
b Day 5
c Day 7
d Day 6
e 10C
f Days 6 and 7
6 a Height
b Age
c
Age and height of child
120
80
60
30 35 40 45 50 55 60 65 70 75 80
Cost ($)
d As the price increases, the number of bags sold

decreases. This means that the relationship is
negative. The points vary quite a bit from a straight
line, so this indicates that the relationship is
moderately strong.
e Since the cheaper bags sell better, have a greater
stock of them than the more-expensive bags.
2 a i 12.5
ii 49
b i 12
ii 22.5
3 a The two sets of data are quantitative and continuous.
b Birth mass
c What influence on the birth mass does the gestation
period have?
d
3.6
40
20
0
3
4
Age
d The relationship is positive and strong. As the child

grows older his/her height also increases.
7 a Minutes
b mm3
c Time
d 1 unit = 100 mm3
12
11
10
9
8
7
6
5
4
3
2
1
3.4
3.2
3.0
2.8
2.6
2.4
2.2
2.0
1.8
1.6
1.4
1.2
1.0
Answers 14C 14C
Height (cm)
100
i Quantitative, continuous
ii Quantitative, continuous
3 minutes
The relationship is negative; as time increases the
size of the ice block decreases. It is moderately
strong, but not linear.
8 D
9 D
10 C
11 a Positive, perfectly linear
b No relationship
c Negative, moderate
d Positive, strong
e No relationship
f Positive, moderate
g Negative, perfectly linear
h Negative, moderate
i Negative, weak
j Positive, moderate
k Positive, moderate
l Negative, moderate
m Negative, strong
n Positive, weak
o Positive, moderate
Problem solving
1 a Number of bags sold
b Does the number of bags sold depend on the price?
c
Number of bags sold
e

f
g
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Mass (kg)
Mass (g)
8 a
31 32 33 34 35 36 37 38 39 40
Weeks
Answers
857
e

f
g
h
i 3.7 kg
ii 4 kg
1 kg
36 weeks
During weeks 36 to 40 of the gestation period,
the birth mass increased about 0.3kg per week.
This is supported by readings from the line of
best fit.
4 a The test result is the dependent variable, while the
number of questions is the independent variable.
b Does completing more of these revision questions
contribute to a higher test mark?
c
Test result
100
90
80
70
60
50
40
30
20
10
0
5 10 15 20 25 30 35 40 45 50 55 60
Number of questions
Length (cm)
d The relationship is positive, and moderately strong.

e There is evidence to suggest that completing more
revision questions is beneficial, since the relationship
is positive and moderately strong.
L
5 a
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
0 1 2 3 4 5 6 7 8 9 1011121314151617181920 n
Week
b 25cm, 27cm, 29cm, 31cm, 33cm, 36cm,

37cm, 39cm, 40cm
c 42cm, 43cm, 44cm
d The predictions for part b are quite reliable,
as they have been made within the limits of the
data. The predictions in part c for the 3 weeks
beyond the upper limit of the data would not be
considered reliable.
Chapter 15
Statistics in the media

Are you ready?
1 a Suitable
b Not suitable (irrelevant)
c Suitable
2 Junior school:
1
2
Middle school:
13
43
17
Senior school: 86
858
Answers
3 a Numerical, continuous
b Categorical, nominal
c Categorical, ordinal
4 a Most popular: cartoons
least popular: documentaries and lifestyle programs
b 50
c 40
5 a Number of kilograms: independent
total cost: dependent
b Temperature: independent
number of swimmers: dependent
c Age: independent
height: dependent
Exercise 15A Populations and samples
1 a When was it first put into the machine? How old was
the battery before being purchased? How frequently
has the computer been used on battery?
b Cant always see if a residence has a dog; A census is
very time-consuming; Perhaps could approach council
for dog registrations.
c This number is never constant with ongoing purchases,
and continuously replenishing stock.
d Would have to sample in this case as a census would
involve opening every packet.
2 These answers will vary with the samples chosen.
3 a Census. The airline must have a record of every
passenger on every flight.
b Survey. It would be impossible to interview
everyone.
c Survey. A census would involve opening every
bottle.
d Census. The instructor must have an accurate record of
each learner drivers progress.
4 a Survey
b Survey
c Census
d Survey
5 a About 25
b Drawing numbers from a hat, using a calculator, ..
6 a The council is probably hoping it is a census, but it
will probably be a survey because not all those over 10
will respond.
b Residents may not all have internet access. Only those
who are highly motivated are likely to respond.
7 The sample could have been biased. The questionnaire
may have been unclear.
8 Sample size, randomness of sample
10 Populations growing very rapidly, large number of
expatriate workers in China have a different background
and forms need to be modified for them, people from
Hong Kong working on mainland China, large migrant
population in New Delhi, often migrants dont have
residency permits (so the truth of their answers is
questionable), many people live in inaccessible areas,
some families in China have more than 1 child and do not
disclose this.
11 There is quite a variation in the frequency of particular
numbers drawn. For example, the number 45 has not
been drawn for 31 weeks, while most have been drawn
within the last 10 weeks. In the long term, one should
find the frequency of drawing each number is roughly the
same. It may take a long time for this to happen, as only
8 numbers are drawn each week.
Exercise 15B Primary and secondary data

1 These are simply examples of simulations which could be
conducted.
a Coin could be flipped (Heads represents True, while
Tails represents False)
b Coin could be flipped (Heads represents red, while
Tails represents black)
c Spinner with 4 equal sectors (each sector representing
a different toy)
d Roll a die (each face represents a particular person)
e Spinner with 3 equal sectors (each one representing a
particular meal)
f Spinner with 5 equal sectors (each one representing a
particular destination)
g Spinner with 5 sectors, one which will have an angle
size of 120, while the other 4 each have an angle size
of 60 (each one representing a particular fast food)
2 Answers will vary, however some possible suggestions
include:
Which students have internet access at home?
Do the students need access at night?
What hours would be suitable?
How many would make use of this facility?
4 Answers will vary, however some possible suggestions
include:
a Census, survey, questionnaire, interview, observation,
experiment, on-line response,...
b i Measurement
ii Observation
iii Newspaper recordings
iv Survey
57 Students own response
8 The claim is false. It is not a logical deduction.
11 Sealy Posturepremier 40% off ( 1000

100%),
2499
1600
Sealy Posturepedic 41% off ( 3899 100%),
800
Sleepmaker Casablanca 40% off (1999 100%),
1800
Sleepmaker Umbria 42% off ( 4299 100%).
There is at least 40% off these beds.
Mean salaries
3 a Mean = $215000, median = $170000,

mode = $150000. The median best represents these
land prices. The mean is inflated by one large score,
and the mode is the lowest price.
b Range = $500000, interquartile range = $30000.
The interquartile range is the better measure of
spread.
c
150000
300000 450000
Price
600000
This dot plot shows how 9 of the scores are grouped

close together, while the score of $650000 is an
outlier.
d The agent is quoting the modal price, which is the
lowest price. This is not a true reflection of the average
price of these blocks of land.
4 a True. Mean = 1.82 m, lower quartile = 1.765 m,
median = 1.83 m
b True. This is the definition of interquartile range.
c Players with heights 1.83 m, 1.83 m, 1.88 m, 1.88 m,
1.88 m
5 a 7.1
b 7
c 7
d The mode has the most meaning as this size sells
the most.
6 Check with your teacher. Answers depend on groupings
used.
7 Player B appears to be the better player if the mean
result is used. However, Player A is the moreconsistent player.
8 a The statement is true, but misleading as most of the
employees earn $18 000.
b The median and modal salary is $18 000 and only
15 out of 80 (less than 20%) earn more than the
mean.
9 Points which could be mentioned.
10.1% is only just double digit growth.
200608 showed mid to low 20% growth. Growth has
been declining since 2008.
Share price has rebounded, but not to its previous
high.
Share price scale is not consistent. Most increments are
30c, except for $27.70 to $28.10 (40c increment). Note
also the figure of 20.80 probably a typo instead of
26.80.
10 Shorten the y-axis and expand the x-axis.
US c
Aussie dollar
90 c
80 c
0
13 July
Answers 15A 15C
Exercise 15C Evaluating inquiry methods and

statistical reports
1 a Primary. There is probably no secondary data
available.
b, c Answers will vary. Check with your teacher.
2 Company profits

13 September
Time
Answers
859
Chapter review
Fluency
1 a You would need to open every can to determine this.
b Fish are continuously dying, being born, being caught.
c Approaching work places and public transport offices
2 a 50.5
b, c, dAnswers will vary.
3 a Survey
b Census
c Survey
4 Use a spinner of 3 equal sectors, each sector having an
angle size of 120 and representing a particular colour.
Twirl the spinner until a green/green combination has
been obtained. This is defined as one experiment. Count
the number of trials required for this experiment. Repeat
this procedure a number of times and determine an
average.
5 D
a This graph should look relatively flat, with little
decline in the Years 11 and 12 region.
b This graph should show a sharp decline in the Years 11
and 12 region.
7 a Boys: median = 26; girls: median = 23.5
b Boys: range = 32; girls: range = 53
c Both sets have similar medians, but the girls have a
greater range of absenteeism than the boys.
8 a The sample is an appropriate size as 900 = 30.
b Key: 16 | 1 = 1.61
Leaf Stem Leaf

Girls
Boys
1256788
9 9 7 15
4467899
9 8 6 6 5 5 4 0 16
0
4 4 2 1 17
c The boys are generally better than the girls, with the
mean of the boys being 1.66 m and that of the girls
being 1.62 m. The five-number summaries are:
Boys: 1.57 m, 1.6 m, 1.66 m, 1.71 m, 1.74 m
Girls: 1.51 m, 1.56 m, 1.64 m, 1.68 m, 1.7 m
9 a Ford: median = 15; Holden: median = 16
b Ford: range = 26; Holden: range = 32
c Ford: IQR = 14; Holden: IQR = 13.5
d
Ford
Holden
0 5 10 15 20 2530 35 40
Number of vehicles sold
10 a Brisbane Lions
b Brisbane Lions: range = 65;
Sydney Swans: range = 55
c Brisbane Lions: IQR = 40;
Sydney Swans: IQR = 35
860
Answers
11 a
Girls
Boys
1.4 1.5 1.6 1.7 1.8 1.9
Height (m)
b Boys: median = 1.62 m; girls: median = 1.62 m

c Boys: range = 0.36 m; girls: range = 0.23 m
d Boys: IQR = 0.14 m; girls: IQR = 0.11 m
e Although boys and girls have the same median height,
the spread of heights is greater among boys as shown
by the greater range and interquartile range.
12 a Summer: range = 23; winter: range = 32
b Summer: IQR = 13; winter: IQR = 11
c There are generally more cold drinks sold in summer
as shown by the higher median. The spread of data
is similar as shown by the IQR although the range in
winter is greater.
13 A
Problem solving
1 a Mean = 32.03; median = 29.5
b
Class interval
Frequency
09
1019
2029
3039
4049
5059
6069
Total
30
c Mean = 31.83
d
Exercise 15D Statistical investigations

The questions in this exercise relate to student investigations,
so there will be a variety of answers.
2 There have been 27 Prime Ministers of Australia since
1901 until this day.
There have been 42 elections.
10 Prime Ministers have been defeated at a general
election.
There have been 21 changes of Prime Minister without
an election.
The average length these Prime Ministers served in office
is (This changes daily).
30
25
20
15
10
5
0
10 20 30 40 50 60 70
Age
e Median = 30
f Estimates from parts c and e were fairly accurate.
g Yes, they were fairly close to the mean and median of
the raw data.
2 Year 8: mean = 26.83, median = 27, range = 39, IQR = 19
Year 10: mean = 40.7, median = 39.5, range = 46,
IQR = 20
The typing speed of Year 10 students is about 13
to 14wpm faster than that of Year 8 students. The
spread of data in Year 8 is slightly less than the
spread in Year 10.
3 Hane and Roarne had a higher median and a lower
spread, so they appear to have performed better.
4 They are all made in Australia and have comparable
fat and saturated fat contents. The Byron Bay Chilli
corn chips have a much lower salt content than the
other three varieties. The verdict comments require a
mention.
5 Students plan for an investigation.
Chapter 16
Financial maths
Are you ready?
1 a 0.24
b
2 a $2100
b
3 a $30
b
4 a 20%
b
5 a $2070
b
c
c
c
c
c
0.175
$10 640
$43.20
5%
$442.50
Exercise 16A Purchasing goods

1 $2400
2 a $1800
b $900
d $720
3 a $1500
b $125
d $1080
4 a $18.75
b $55.00
d $125.33
e $99.58
5 $10
6 a $700
b $10.50
d $3.16
e $913.66
7 a $52.50
b $50.79
d $14.87
8 a
Month
Balance
owing
January
$7500.00
February
d
d
d
d
d
0.03
$22 800
$1.10
20%
$784
0.0975
$1968.75
$81.25
32.4%
$5437.50
c $1920
c $281.25
c $41.25
c $710.50
c $35.92
Payment
Closing
balance
$112.50
$1000.00
$6612.50
$6612.50
$99.19
$1000.00
$5711.69
March
$5711.69
$85.68
$1000.00
$4797.37
April
$4797.37
$71.96
$1000.00
$3869.33
May
$3869.33
$58.04
$1000.00
$2927.37
June
$2927.37
$43.91
$1000.00
$1971.28
July
$1971.28
$29.57
$1000.00
$1000.85
August
$1000.85
$15.01
$1015.86
$0
Interest
b $515.86
c $8015.86
9
Payment Immediate Immediate
option
payment possession
Cash
Possible Possible
extra
price
cost
negotiation
Lay-by
Payment
option
Extra
cost
Payment
Possession
Cash
immediate
immediate
nil
Price
Lay-by
intervals
delayed
limited
Credit
card
delayed
immediate
possible
negotiable
10 S1: Credit card payment is delayed, but possession is

immediate
S2: Lay-by, or cash if she has savings, would like to
negotiate a lower price and has somewhere to store it.
Exercise 16C Successive discounts

1 a 16.7%
b 10.2%
c 43.7%
d 15.4%
e 7.6%
2 23.5%
3 C
4 a 32%
b 19.04%
c 16.75%
d 57.5%
5 19%
6 a $3040
b 24%
7 a $90
b $85.50
c $14.50
d 14.5%
8 a $1840
b $1748
c $252
d 12.6%
9 a $212.50
b $201.88
c $48.12
d $200, no
e 19.25%
f Yes
g 28%
10 a $18168.75
b 27.325%
11 Yes. Both lead to a single discount of 14.69%
12 Single discount = 1 - (1 - a) (1 - b), where a and b are
successive discounts (as decimals).
Exercise 16D Compound interest
1 a $3244.80
b $10939.56
c $24617.98
d $14678.02
e $14838.45
f $129394.77
2 a $932.52
b $10650.81
c $202760.57
d $25816.04
e $3145511.41
3 $8784.60
4 $3376.26
5 a $2837.04
b $837.04
6 $17240.15
7 $605.42
8 $18503.86
9 a 0.5833%
b $42891.60
10 B
11 B
12 C
13 C
14 a 0.0247%
b $131319.80
c $11319.80
d $519.80
Answers
Answers 15D 16D
Credit
card
Exercise 16B Buying on terms

1 a i $3960
ii $3720
iii $3950
b The best deal is the one with the lowest cost 20%
deposit and weekly payments of $20 over 3 years.
2 a $131.25
b $55.38
c $144.44
3 a $13600, $283.33
b $40000, $666.67
c $5006.25, $278.13
d $80000, $666.67
e $488000, $2033.33
4 $5409.76
5 $4530.08
6 a $1260
b $19504.80
c $20764.80
d $8164.80
7 a $8409.96
b $2609.96
c $869.99
d 15%
8 a $2375
b $7125
c $2565
d $9690
e $269.17
9 a $2000
b $4000
c $540
d $4540
e $252.22
10 a $226.80
b $141.90
c $360.94
d $87.11
e $85.13
11 a $4600
b $1656
c $130.33
d $7256
12 C
13 E. This option has the lowest interest rate and time frame
when compared to all others.
14 The larger the deposit the smaller the loan and hence the
interest charged. Loans generally offer a lower rate than
buying on terms.
861
ii $17786.61
15 a i $17745.95
iii $17807.67
iv $17821.99
b The interest added to the principal also earns interest.
16 a $7920
b Davids investment = $8108.46
c Because Davids interest is compounded, the interest
is added to the principal each quarter and earns
interest itself.
17 a $3750 interest
b i $3820.32 interest
ii $3881.05 iii $3912.36
c Compound quarterly gives the best return.
d If we assume that interest is compounded annually, an
equivalent return of R = 7% would be achieved.
e i Yes
ii No
Exercise 16E Depreciation
1 a $14 936.14
b $3584.59
2 $17 694.72
3 a $19118.26
b $19281.74
4 a $3846.93
b $6353.07
5 a $7216.02
b $45 283.98
6 a $1.8 million
b $569531.25
7 B
8 A
9 C
10 B
11 A
12 10 years
13 a $385 million
b 16 years
14 a 27%
n
b A = P (1 R)
A
= (1 R) n
P
A
n
= (1 R)
P
c $6596.65
c 38%
c $135152.44
A
P
15 a Approx 43%
b Trial and error: can be time consuming, answer is
often an estimate; algebraic solution: correct answer
calculated immediately from equation
R = 1 n
Exercise 16F Loan repayments

1 $4500
2 a $8000
b $4950
c
d $864
e $420
3 a $5760
b $17760
c
4 $2422
5 $9264
6 a $12000
b $32000
c $8000
d $4966.87
7 a $2453
b $93
8 a $6004.80
b $2001.60
c
9 a 5.4%
b 4.6%
10 Loan B better (total savings $1053.50)
11 Actual savings $355.15
Chapter review
Fluency
1 $1000
2 C
3 16.875%
5 $54
6 $7819
7 a $640
b $5760
c $2764.80
e $177.60
862
Answers
8 a $67000
b $27000
c $5400
d 15% p.a.
9 E
10 a $261
b $221.85
c $68.15
d $23.5%
11 $15746.40
12 a $25808.37 b $26723.16
c $27211.79
d $27550.17
13 E
14 B
15 $24403.80
Problem solving
1 a $22774.65
b 13%
2 $426
3 a 3.95% p.a. flat rate
b 3.97% p.a. flat rate
c 3.96% p.a. flat rate
Neither is correct. The best option is to choose
3.895% p.a. compounding monthly.
CHAPTER 17
Problem solving II
1 4
2 a 4 am, 7 January
b 1 am, 7 January (Perth is 3 hours behind Sydney
during daylight saving time.)
3 a No. Gregs first choice of a number is independent of
his second choice of a number. The ten numbers will
always be in the hat on the first draw, thus he has an
equal chance to pick any of them.
b Gregs second choice is dependent upon his first
choice. When Greg chooses a number in the first draw
and does not replace that number, then he changes the
sample space and the probability for the second draw.
4 a $1175
b $3825
c 25% discount gives a final price of $3750. The
customer would be $75 better off.
5 16 $5 notes and 11 $10 notes
y
6 a
2
1
0.5
0
$1875
$4440
4 A
d $8524.80
3 x
b y becomes smaller and approaches 0, but never

actually reaches 0.
c y approaches infinity as x becomes smaller.
7 a
8%
y = 4-x
1

5
4

5
1
25
8 a Since the interest rate is lower for Loan 2 than for Loan
1, Thomas should choose Loan 2 if he decides to pay
the loan off at the end of the first, second or third year.
b Loan 1 at term amounts to $9444.63. Loan 2 at the
end of 4 years amounts to $9523.42. Thomas should
choose Loan 1.
c Thomas should choose Loan 1. At the end of its term
(3 years), it amounts to less than Loan 2 at 4 years,
1 year before its term is finished.
d Thomas may not have the money to pay off Loan 1 in
3 years. He may need the extra 2 years to accumulate
his funds.
77
9 18
10
27
52
11 72
12 $20960.94
13 a 1 - a
b 1
c 0
14 a Future population in n years = 350(1 + 0.1)n.
b 12 years
c 19 years
d Lance has assumed that every 19 years there will be
approximately 2140 additional people.
e Lance has assumed that the growth is linear, whereas
it is actually exponential. Drawing a graph would help
him see the growth.
15 a $100
b 14.29%
16 2
17 a x + y 20 and 3x + 8y 110
b No more than 30 units of dye
c If y = 10, the first equation becomes x 10 whereas
the second equation becomes x 10. This means that
the only possible value for x here is equal to 10.
1
18 4
4
19 7
Midpoint
x
Frequency
f
09
4.5
fx
0
1019
14.5
58
2029
24.5
171.5
3039
34.5
172.5
4049
44.5
178
5059
54.5
218
6069
64.5
387
Anthea: Mean =
fx 1185
=
= 39.5
f
30
x 1146
=
= 38.2
n
30
e Anthea used the midpoints of the class intervals,
whereas Elena used the exact values.
27 Prove P(A) P(B) = P(A B)
28 a $41051
b Approx $4300
29 a i 4x + 6y = 12
ii 4x + 3y = 6
iii 2x + 6y = 6
iv 2x + 3y = 12
Elena: Mean =
b i
20 a $1500
b $1000
c Since the depreciation of 40% is on a lower value
each year, the amount Jan can deduct from her taxable
income decreases every year.
21 a 0.27 m
b Teacher to check.
22
Class
interval
2x
+3
4x 2
y=
+6
6
y=
12
0
-2
2
-4
17
35
4 x
-2
2029
24.5
3039
34.5
4049
44.5
5059
54.5
6069
64.5
-4
-2
2x
+6
y=
4 x
-2
-4
iii
2x
2x +
-4
Answers 16E 16F
14.5
ii
y=
4.5
+3
09
1019
-4
4x
23 a p = 250n + 15, n is independent variable and p

dependent variable number of people depend on
number of screens.
p
b t =
100
c Integers
d At least 13
e 3
24 22%
25 a Stephanie can only work out which class interval her
test result is in the 65% to 74% interval.
b The median is the 50th percentile which corresponds
to the 55% to 64% interval.
c No.
d 85th the same as Stephanie.
26 a Range of females = 45 years;
range of males = 53 years
b Females: 64 years; males: 22 years
c
Class
Class interval
mid-point
Frequency
y
+3
y=
6y =
-2
4
6
4 x
-2
-4
Answers
863
2x
38 a
y
+3
y=
2x
+3
-4
-2
y=
4 x
-2
-4
c iThe two equations are the same, so the graphs lie

on top of each other.
iiThe gradient is doubled, the y-intercept is
unchanged, the x-intercept is halved.
iiiThe gradient is halved, the y-intercept is halved, the
x-intercept is unchanged.
ivThe gradient is unchanged, the y-intercept is
doubled, the x-intercept is doubled. These are
parallel lines.
30 a
3
5
8
15
31 a Method 2
b Difference of $3530 in favour of Method 2.
32 Annie is 18 and Barbara is 7.
33 a $5000
b $1000, interest earned per annum.
c A = 5000 + 1000n
d R = 10.5%, This is the percentage interest rate per
annum. So, R = 10.41% p.a.
e Check with your teacher.
f Rosetta had a higher return in the first 13 years then
Theo had the higher return after that.
34 a
Xmin
QL
Median
QU
Xmax
Test A
20
40
50
70
80
Test B
10
50
60
80
90
b The interquartile range is the same for both tests

(IQR = 30). This indicates that the spread of the results
across the middle group of the class for both tests is
the same.
c Based on the median score, the students appear to
have done better in Test B. The middle groups stayed
the same, the strong maths students did better, but the
struggling students did worse.
d Test B may have been an easier test than Test A.
e Students may have found topic B easier to understand.
35
16
19
c
b
d
36 (k + am) 1 +
1
100 100
37
y
Shrub
8
6
4
Tree
2
0
864
Stump
Answers
10 12 14 x
12
Ww
ww
Ww
ww
b 50%
39 a $45 058.50
b $455 per year
40 a Mean = 5.4; median = 5.5; mode = 6
The median is best because it allows for the range of
values and is also between the mean and mode.
b i 0.5
ii 2 or 3
c i 4 more games scoring at least 8 runs in each
ii 2 3 4 5 6 6 8 8 8 8 8 9
d Not very likely
41 a 0.24
b 0.0462
c 0.0231
d
Potential
Profit/
Probability wins
Outlay Winnings Loss
0.24
0.24 20 $20
= 4.8
2.50 4.8 $8 loss

= $12
0.0462
0.924 1 $20
$5
$15 Loss
0.0231
0.462
$0
$20 Loss
$20
e 100 games potentially 30 wins so get $85, but paid

$100 to play, so still losing.
f People look at short term gains, but fail to consider the
long term maths calculations.
42 The numbers are 7 and 10.
43 a Yes, because the relationship involves a variable as an
exponent.
b 20000 km2
c S = 11975 km2
y
d
20000
Surface area (km2)
iv
15000
10000
5000
20
40
60
Years
80
100 x
e In 100 years, S = 118 km2

f No this is not a realistic model as is it does not take
into account changes to climate, rain, runoff from
mountains, glaciers etc.
44 a About 8 apprentices can work for the same amount of
money.
b Experienced
bakers
$1000 each
Apprentices
30 h $16 = $480
Total cost
4 ($4000)
$4000
3 ($3000)
2 ($480) = $960
$3960
2 ($2000)
4 ($480) = $1920
$3920
1 ($1000)
6 ($480) = $2880
$3880
8 ($480) = $3840
$3840
(22)
(18)
10
b i
(17)
2
7
18
ii 35
c
11
35
50 a $900
b $16.50
c $916.50
d $5.80
e $322.30
f $1222.30
51 a
Class interval
b, c
59
1014
1519
2024
1
25
Frequency
8
6
4
2
5 10 15 20 25 x
Number of computers
used
100
80
60
40
20
1
2 3 4
Time (days)
Males
Females
5
10 15 20 25 x
Number of computers used
Males
Females
Mean
28.2
31.1
Range
70
57
IQR
18
22
c There is one outlier a male aged 78.

d Typically males seem to enter hospital for the first
time at a younger age than females.
54 a $9920
b Nathan will have $9993.03 at maturity.
c Because Nathans interest is compounded, the interest
is added to the principal each quarter and earns interest
itself.
3
55 a
3
5
25
15
2
5
5
5 10 15 20 25 x
Number of computers
used
e 10 students
3
5
Black
2
5
Red
3
5
Black
2
5
Red
2
3 5
5
Black
20
10
10 20 30 40 50 60 70 80
Age
5 x
Red
2
5
3
5
2
5
3
5
2
5
Black
Red
Black
Red
Black
Red
Black
Red
Answers 17 17
20
Frequency
7
40
d 7.85 mg/L
53 a
04
60
Total
80
Concentration mg/L
Subaru
y
100
g 50th percentile is about 8.5 computers used,

30th percentile is 5 computers used. This means that
50% of the data lies below 8.5 and 30% of the data lies
below 5.
52 a Teacher to check.
b C = 100 0.120.24t
y
c
1
2
Percentage cumulative
frequency
45 a 12.2 m
b 10.4
c 12.72 m
d 10.3 km/h
46 a 8.25 hours
b Shift 2 offers $53.38 more.
47 149 cm and 171 cm. The average height of the two
students must equal 160 cm.
48 100 mini-laptops
49 a
Toyota
Nissan
b 0.216
c 0.352
Answers
865
67 a P = 2500, A = 1.065 b 6.5%

68 a 0.000 495
b 0.001 981
69 a
Frequency
Interval
(f)
Midpoint (f)
56 a $2090
b 104.5%
c $2184.05
A
d
Investment value ($)
12000
4049
44.5 1 = 44.5
8000
5059
54.5 1 = 54.5
6000
6069
64.5 1 = 64.5
4000
7079
74.5 2 = 149
2000
8089
84.5 4 = 338
9099
94.5 4 = 378
100109
104.5 8 = 836
110119
114.5 6 = 687
120129
124.5 8 = 996
130139
134.5 2 = 269
140149
144.5 2 = 289
10000
10 20 30 40 x
Time (years)
e Approximately 36.5 years

57 a 3
b 6
n( n 1)
c
2
58 a $0.165
b 217 cups
59 200
60 12 years
61 0.47
62 a 310
b 101
c 23 weeks
d No
63 a Mean = 2.17, median = 2
b Mean = 3.54, median = 2
c The median relies on the middle value of the data and
wont change much if an extra value is added. The
mean however has increased because this large value
will change the average of the numbers. The mean is
used as a measure of central tendency if there are no
outliers or if the data are symmetrical. The median
is used as a measure of central tendency if there are
outliers or the data are skewed.
64 a $17 176.86
b $5176.86
c $357.85
65 0.8
66 a See the table at the bottom of the page*.
b
150159
154.5 0 = 0
160169
164.5 1 = 164.5
TOTAL
40
4270
b 106.75
c 107.15
d The differences in this case were minimal; however,
the grouped data mean is not based on the actual data
but on the frequency in each interval and the interval
midpoint. It is unlikely to yield an identical value to
the actual mean. The spread of the scores within the
class interval has a great effect on the grouped data
mean.
70 a October 1: $89.10, October 8: $80.19,
October 12: $84.20, October 15: $75.78
b 23.5%
71 a It is 3 times more likely that the spinner will land on
A. Therefore I would not play this game as I should be
winning $9 not $8.
b I would play this game as a fair game would only give
me $15. To get $18 would be in my favour.
y
72 a
500
100000
400
80000
Capacity (GB)
Prize money ($)
P
120000
60000
40000
20000
0
4 6 8 10 12 14
Number of people
300
200
100
120 000
n
d Inverse variation; k = 120000
e $6000
f 80 people
c P =
0 1/1/95
1/1/01
1/1/07
1/1/10 x
Date
b Approx. 5 GB
c 8192 GB
66 a *
866
10
12
120000
60000
40000
30000
24000
20000
15000
12000
10000
Answers
19
6
4
17

60
1
3
7

12
1
2
7

10
2
5
1

12
59
60
77 a $20400
1
b 79 weeks (1 2 years)
c $340000
d $306000
e $2295
f $2406.67
g $305888.33
h Payments will be more than they are able to afford.
i Find a less-expensive house, save more money then
pay more off the principal each month, find a loan
with a lower interest rate, save for a larger deposit.
78 a
Burritos
Fajitas
15
11
12
7
10
Tacos
b 9
30
20
18
13
40
10
4 WD
50
73 $1060.26, $2003.30, $7585.60

74 a 0.053
b 0.103
75 66.7% by volume and 81.1% by mass
76
Tovota
LPG System
23
10
12
14
16
Years of education
18
Parents of year 10 students
10
12
14
16
Years of education
18
2 a
8
c
83 a
c
9.10%
5.76%
$18000
$9600
b 4.45%
84 a
1

3
b $48000
d $8117.09
1
2
85 a 171.6 cm
b 171 cm
c At the top end of the heights, there is a possible outlier
of 189 cm. Removal of this value results in a mean of
171 cm and a median of 171 cm. The mean is reduced
slightly, while the median is unchanged.
At the lower end of the heights, there are possible
outliers of 159 cm and 160 cm. Removal of these
values results in a mean of 172.5 cm and a median
of 171.5 cm. The mean and median are increased
slightly.
Removal of both the upper and lower outliers
results in a mean of 171.9 cm and a median of
171cm. The mean is increased slightly, while the
median is unchanged.
86 Option 2 is less expensive, despite having a higher annual
interest rate, because it is paid off in only 10 months
instead of 2 years. The TV would cost $217 with option 1
and $212 with option 2.
87 a i 35 s
ii 29.5 s
iii 33.05 s
iv 60 s
v 21 s
vi 39 s
vii 18 s
b
21 29.5 39
15 20 25 30 35 40 45 50 55 60 65 70 75
c i 25%
ii 50%
iii 75%
d Categorical
e 35%
f Pictogram, pie chart or bar chart.
88 a 0.0000396
b About once in 12.6 years
Answers
Answers 17 17
c 45
M
79 a Prove
= 0.5 = (1.0122)-57.3
M0
b 21.54%
80 a $0
2
b This game has a total expected loss of $ 36 , so the game
is not fair and is biased against the player.
81 a
Years of
Cumulative
education
Frequency
frequency
9
2
2
10
4
6
11
8
14
12
17
31
13
6
37
14
5
42
15
4
46
16
3
49
17
1
50
Total
50
867
Number of bacteria
89 a
98
99
100
101

102
103

104
105
106
40 kg
40 steps
Students own work
a C = 1000 + 15s
b R = 25s
c 100
d 350 slippers
0.61
a $397.50
b $2252.50
c $2929.50
d $279.50
e 6.2% p.a.
10.5 m
1350 watts/m2
1
a P(A B) = 12 0 so A and B are not mutually
exclusive.
1
b A and B are not independent because P(A B) = 12
800
600
400
200
0
10 15 20
Time
y = 200 (1.086)t y = 500 (1.031)t
b Approx 17.5 days

c 17.63 days
90 a
0.65
0.75
0.25
T
0.35
0.40
0.60
b 0.5875
c
8
47
91 a 82.73 km/h
b 30 cars
c i $2 607 272.73
ii About 545
92 $461.96
10 9 8 7 6 5 4 3
93 a
10 10 10 10 10 10 10 10
b 0.018144 (about 1.8%)
94 a i R = 12.5t, t 3
ii R = 14t - 4.50, t > 3
b 5.5 hours
c
Fees
Fees
Difference
Hours
OLD
NEW
($)
and P(A) P(B) = 108.
07 30.16%
1
108 25 mL
109 2 h 54 min
110 Students own work
111 P($5) = 0.12503, P($10) = 0.039063, P($15) =
0.12502 0.0156, P($20) = 0.039062 0.0156. The
probabilities of obtaining any of the required scores
to receive a payout are very low. Bianca and Hannah
would be unlikely to have to pay out any money, so
would collect $300 for their fundraising.
112 a 3
b 4.5%
c $4130.10
113 6 games
114 For each 30-sec block, the lowest-cost calls are shown
in blue, while the highest-cost calls are shown in red.
12.50
12.50
25.00
25.00
37.50
37.50
Call
length
51.50
70.00
+18.50
30 sec
65.50
70.00
+4.50
40 + 45
= 85
35 + 92
= 127
36 + 46
= 82
79.50
70.00
-9.50
1 min
40 + 45 2
= 130
35 + 92
= 127
36 + 46 2
= 128
1 min
30 sec
40 + 45 3
= 175
35 + 92 2
= 219
36 + 46 3
= 174
2 min
40 + 45 4
= 220
35 + 92 2
= 219
36 + 46 4
= 220
2 min
30 sec
40 + 45 5
= 265
35 + 92 3
= 311
36 + 46 5
= 266
3 min
40 + 45 6
= 310
35 + 92 3
= 311
36 + 46 6
= 312
95 a i 0.25
ii 0.10
iii 0.375
b 30 students
96 a Based on the comparison between Class As IQR
(16.5) and Class Bs IQR (32.5), Ms Vinculum was
correct in her statement.
b No
97 a Reducing value allows you to claim $300, $210, $147
over the 3 years for a total of $657.
Straight line allows you to claim $200 each year over 5
years for a total of $1000.
Although the reducing value depreciation is greater in
the years 1 and 2, the sum over the life of the item is
greater in the straight line case.
b Reducing value: $1000, $800, $640, $512, $409.60 for
a total of $3361.60
Straight line allows $835 per year over 6 years for a
total of $5000 (actually $5010).
In this case the reducing value method is only better in
the 1st year.
868
Answers
15
1
116
117
118
119
120
Andy
(cents)
Bill (cents)
Cam (cents)
If calls last a full number of minutes, as opposed to

half-minute calls, Bills plan seems to be a good one.
The 30-sec plans seem to be best for calls lasting just
over the minute.
58
$120
70
7
$13 profit
July
121 a The draw for 9 players could look like this.

Round 1
Round 2
Round 3
27 320
1
128 12
129 37
130 Looking back 5 generations, there would be 8 ancestors
for the male bee.
Round 4
Bye
5th generation
X
X
Bye
4th generation
Champion
X
X
X
Bye
Deposit
Withdrawal
Balance
$4200
2nd generation
F
F
F
F
Chapter 18
Real numbers
$4300
Are you ready?

1 a, b and d
7/7
$500
$4800
2 a 4 3
$4075
3 a 3 3 3 6
b 28 2 39 5
4 a 70
$725
$85
$4160
$4160
b Total interest earned is $13.24.

Number
of days
2
14
Interest
calculation
Balance
4200 3.5
$4200
2
365
$0.81
4
365
$1.65
14
365
$6.44
7
365
$2.74
4
365
$1.60
100
4300 3.5
$4300
100
4800 3.5
$4800
100
4075 3.5
$4075
100
4160 3.5
$4160
100
Interest
earned
23 24 votes
1
124 12
125 16
126 The faces adjacent to face number 6 would be 1, 4, 10,
11 and 5.
1
6
11
10
b 7 2
b 24 2
c 10 3
5 a 49
c 244.140625
b 81
d 0.0081
6 a x10
b 20y11
d 18 2
2
2
4a2
d 4m8
b4
b Q
c Q
d I
e I
g Q
h I
i Q
j Q
l Q
m I
n Q
o I
q Q
r I
s I
t I
v I
w I
x Q
y I
b Q
c Q
d Q
e Q
g I
h Q
i I
j Undefined
l I
m I
n Q
o Q
q I
r I
s Q
t Q
v Q
w Q
x I
y Q
Exercise
1 a Q
f Q
k Q
p Q
u Q
2 a Q
f I
k I
p Q
u I
3 B
4 D
5 C
6 C
Exercise 18B Surds
1 b d f g h i l m o q r s t w z
2 A
3 D
4 B
5 C
6 Any perfect square
7 m = 4
Exercise 18C Operations with surds
1 a 2 3
b 2 6
c 3 3
d 5 5
e 3 6
f 4 7
g 2 17
h 6 5
i 2 22
j 9 2
k 7 5
l 8 7
Answers
Answers 18A 18C
31/7
3rd generation
$100
31/7
27/7
F F
3/7
28/7
20/7
Male bee
21/7
6/7
1st generation
1/7
2/7
b 4
c 3
122 a Date
Date
X
X
869
2 a 4 2
b 24 10
c 36 5
d 21 6
e 30 3
f 28 5
j 2 3
g 64 3
1
k
15
3
h 2 2
3
l
7
2
3 a 4a
b 6a 2
d 13a
e 13ab 2ab
3 2
g 5 x y
h 20 xy 5 x
j 18c d
3 4
5cd
f 2ab 17ab
i 54 c3d 2 2cd
5 5
l 7e f
22ef
b 8 3
c 15 5 + 5 3
d 4 11
e 13 2
f 3 6
g 17 3 18 7
h 8 x + 3 y
5 a 10( 2 3 )
b 5( 5 + 6 )
c 7 3
d 4 5
e 14 3 + 3 2
f 3 6 + 6 3
g 15 10 10 15 + 10
h 8 11 + 22
i 12 30 16 15
7
2+2 3
k
2
j 12 ab + 7 3ab
6 a 31 a 6 2a
b 52 a 29 3a
c 6 6ab
d 32a + 2 6a + 8a 2
g 3a a + a
i 4 ab ab + 3a 2 b b
2 3
k 6ab 2a + 4 a b
7 a 14
e 3 7
i 120
m
f 27
g 10 33
j 120 3
k 2 6
h 180 5
2
l 2
3
n x 2 y y
o 3a 4 b 2 2ab
8 a 2
e 18
b 5
f 80
p 6a 5b 2 2b
9
r a 2 b 4 5ab
2
c 12
d 15
g 28
h 200
9 a 5
b 2
2 2
q 3 x y
10 xy
3
4
i 1
4
5
j 2 17
m 2 xy 3 y
5
2
g 2 3
k
8 21
49
8 105
7
10
3
11 a 2 + 2
x
y
3 10 2 33
6
12 5 5 6
10
9 10
5
3 10 + 6 14
4
5 6
3
3 22 4 10
6
14 5 2
6
6 15 25
70
8 11 + 4 13
31
e 12 2 17
15 3 5 + 1
4
8 15
15
21 15
3
12 10
16
30 + 7 2
20
2 2+ 5
3
15 15 20 6
13
19 4 21
5
6 + 6 2 + 10 2 5
2
4 10 + 15 4 6 3
29
Exercise 18D Fractional indices

1 a 4
b 5
d 2
e 3
2 a 3
b 2
d 2.2
e 1.5
3 a 2.5
b 12.9
d 0.7
e 0.8
c
f
c
f
c
f
4 a 7
b 2 3
c 6 2
d 4 2
e 3 3
f 100 10
5 a
1
52
1
10 2
9
5
1.4
1.3
13.6
0.9
c x 2
d 4
d m 2
e 2t 2
h 1
6 a 4 5
b 2 2
c a 6
2
3 4
x y
4 a
3
5 2
2
7 3
3
4 11
11
4 6
3
2 21
7
10
2
2 15
5
3 35
5
f 6 3
23
d x 20
e 10 m15
f 2b 7
20
g 4 y 9
h 0.02a 8
i 5 x 2
10 a
Answers
l 2a b
d 10
2
6
5
5 7
14
c 4 3
42
a + 2 2a
j 3 ab (2a + 1)
3a
4 15
15
2
h (a + a) ab
3a
12 a 5 2
l 15 2
f
2
5 6
6
2ef
4 a 7 5
e a 2a
870
c 3a 10 b
7 a ab 2
8 17
c 6a 5 b 15
19 5 5
e x 6 y 6 z 6
b x 5 y 9
19
d 2m 28 n 5
2 9
f 8a 5 b 8 c
8 a 3 6
b 512
c 12 2
3
a7
3
1 20
x
2
1 3
n
3
9 a
5 7
x3y5
2 3
2 x 15 y 4
10 a
9
2 20
3
a 10
2
4 p5
11 a
1 1
a4b6
1 1 1 1
33 a 9 b 5 c 4
5
x4
7 4
a 45 b 15
11
c
7
1
m6
f 2 3 b 6
b
e
1 1 1
x4 y3z 5
8
c 27
6 7
x5y4
= 0.1
1
8
1
25
= 0.04
1
10 000
2 a 0.167
d 0.00137
g 0.00391
3 a 0.40
d 4.0
g 11
4 a -0.33
d 0.063
g -1.7
b
e
h
b
e
h
b
e
h
0.143
0.00463
0.00160
2.5
0.11
4100
-0.20
-0.67
1.4
5 a
5
4
e 2
i
2
3
or 1 4
10
3
f 4
j
4
9
or 3 3
= 0.125
2
b3
8
7
1
8
= 0.125
1
9
= 0.1
g 8
k
10
11
h 10
l
2
11
d -10
h
16
121
log2 32 = 5
log6 36 = 2
log5 25 = 2
log5 125 = x
logp 16 = 4
l log10 0.1 = -1
m log8 2 = 3
n log2 2 = -1
o loga 1 = 0
p log4 8 =
1
49 2
e 5
b 33 = 27
e
1
16 2
3
2
c 106 = 1000000
=4
f 4x = 64
1
=7
i 812 = 9
h 35 = x
f 7
l 64 3 = 4
d 5
g 0
1
2
1
i -1
j 1
k -2
l 3
6 a 0
b 1
c 2
d 3
e 4
f 5
7 a 0 and 1
b 3 and 4
c 1 and 2
d 4 and 5
e 2 and 3
f 4 and 5
8 a log10 g = k implies that g = 10k so g2 = (10k)2. That is,
g2=102k; therefore, log10 g2 = 2k.
1
b logx y = 2 implies that y = x2, so x = y 2 and therefore
1
logy x = .
2
c The equivalent exponential statement is x = 4y, and we
know that 4y is greater than zero for all values of y.
Therefore, x is a positive number.
c 0.25
f -0.45
20
13
125
1331
j 10-2 = 0.01 k 81 = 8
4 B
5 a 4
b 2
c 2
c 0.44
f 0.000079
f 25
2
-3
1
2
c 0.0278
f 0.00444
or 1 7
c -4
d 53 = 125
1 7
22 x 2
= 0.0001
d 16
or 113
Exercise 18G Logarithm laws

1 a 1.69897
b 1.39794
c 0.69897
d 0.30103
2 Teacher to check.
3 a 1
b 3
d 3
e 4
4 a 2
b 3
d 4
e 3
5 a 2
6 3
7 a 2
c
f
c
f
2
1
1
5
1
2
c 1
d 3
b 4
c 3
d 3
Answers
Answers 18D 18G
1
10
b -3
2 D
3 a 24 = 16
a2
12 a C, D
13 a a4
b b3
c m4
d 4x2
e 2y3
f 2x2y3
g 3m3n5
h 2pq2
i 6a2b6
14 a 0.32 m/s
b 16640 L/s
c 59904000 L/hr
That is 16640 60 60.
d The hydraulic radius is the measure of a channel
flow efficiency. The roughness coefficient is the
resistance of the bed of a channel to the flow of
water in it.
9
4
k log9 3 =
b a
3c m c
y8
Exercise 18E Negative indices

1
1
1 a = 0.2
b = 0.3
27
64
Exercise 18F Logarithms

1 a log4 16 = 2
b
c log3 81 = 4
d
e log10 1000 = 3
f
g log4 x = 3
h
i log7 49 = x
j
2
b5
7
n4
16
81
8 As the value of n increases, the value of 2-n gets closer

to 0.
6
75
1
3
a 3b 4
4
9
c 3 8
3 11
1 8 56
m n
1
56
h x
7 a -2
5 20
b
4
1
f p 24 q 12
7
m
p
b 6 4
1
e a 20 b 20
4
8
m5
11
m 45
6 a 4
871
8 a 1
d 5
b 0
e -2
c -1
f 1
g 0
h -2
i -2
1
2
k -2
9 a loga 40
e loga x
i
b loga 18
f 1
1
2
3
2
l
c logx 48
g -1
d logx 4
h 7
k -6
l -3
10 a B
b B, D
c A, B
11 a log2 80
b log3 105
d log6 56
e log2 4 = 2
g log5 12.5
h log2 3
1
7
2
j log10. 4
k log3 4
m log3 20
n log4 2 =
d C, D
c log10 100 = 2
f log3 3 = 1
i log4 5
l log2 3
1
2
12 a C
b B
c A
13 a 12 (Evaluate each logarithm separately and then find
the product.)
b 4 (First simplify the numerator by expressing 81 as a
power of 3.)
c 7 (Let y = 5log 7 and write an equivalent statement in
logarithmic form.)
Exercise 18H Solving equations
5
1
8
1 a 25
b 81
e 100, -100
f 16
g 26
h 127
1
-32
j 0
m -624
2 a 3
e 2
3 a 3
n
b
f
b
-2.5
2
8
2
c 125
g 6
c -1
d 625
h 4
d -2
2
5
g 0
h 0
1
2
i -1
4 a 5
b 6
j -2
c 10
f 2
g 9
k 5
5 a B
6 a 7
l 6
b A
b 2
m 1
c D
c -2
1
2
1
2
3
4
l -2
h
5
2
5
Answers
2m ,
c 8 2
b 3ab ab
9 a 15
b 6 42
10 a 27
b 720 2
c 30 15
11 a 3
c
10
4 3
20
m
d 20 5
8 a 25 3
d 5
b 6
or
30
12
1
2
6
3
13 a 4
14 a 7.4
2
4
b 4.5
b 1.7
c 2 5 + 4
d 2 3
c 2.2
c 0.8
d 2.7
d 0.8
15 a 2
16 a 1
b 3 2
b 4
c 5 5
d 16
12 a
1
4
18 a 0.0833
n -2
m
,
16
1
b x 2 y 5 xy
4
j 128
25m ,
7 a 72 x 3 y 4 2 xy
i 500
i -2
b 6 5
17 a
n 2
d B
d 0
20 3
, m , 3 8m
m
5 a 5 2
6 C
e 4
3
2
m 2
4 a
d 8
19 a
1
12
1
9
b 0.0204
b
3
17
1
16
1
1000
c 0.800
d 625
c 5
4
13
20 B
21 A
22 A
e 4
o -4
23 a 2 2
d 0.483
h 0.262
l 2.138
0.001
24 a
7 a 3.459
b -0.737
c 2.727
e 1.292
f -3.080
g -1.756
i 0.827
j 0.579
k -0.423
8 a 120
b 130
c
d 3 dB are added.
e 10 dB are added.
f 100
9 a i 1.1
iii 1.3
iii 1.418
iv 1.77
iv 2.43
vi 3.1
b No; see answers to 9a i & ii above.
c i 22387211 kJ
ii 707945784 kJ
iii 22387211385 kJ.
872
1
-9
i 2
1
16
d The energy is increased by a factor of 31.62.

e It releases 31.623 times more energy.
Chapter review
Fluency
1 A
2 a Irrational, since equal to non-recurring and
non-terminating decimal
b Rational, since can be expressed as a whole number
c Rational, since given in a rational form
d Rational, since it is a recurring decimal
e Irrational, since equal to non-recurring and
non-terminating decimal
3 D
3
2
11
1
2
25 a 2
b 2 4
b
1
9
b 1
d 2
3
2
d -5
c loga x2 or 2 loga x
1
25
27 a 512
d 2
28 a 6
e 6
b 35
29 a -2
b - 2
Problem solving
1 a 9
b 6
c 0
d 2
c 8
26 a loga 24
30 a 4.644
1
64
b -3.809
c 5
f 0
c
5
2
c 0.079
2 a, b, c
y = 4x
y=0
y=x
y = log4x
1
0
x=0
Chapter 19
Polynomials
Are you ready?
1 a x2 - 2x - 3
b x2 + 12x + 36
c 6x2 + 7x - 20
2 a 0
b 18
3 a (x - 2)(x + 3)
b (x + 1)(x - 6)
c (2x + 1)(x - 3)
4 a (x + 2)(x - 2)
b (5 + x)(5 - x)
c 3(x + 7)(x - 7)
5 a x = -1 or 3
b x = -3 or 5
3
c x = 2 or 2
Exercise 19A Polynomials
1 a 3
b 7
c 2
f 5
g 5
h 1
2 a x
b x
c x
f u
g e
h g
3 a Polynomial 1h
b Polynomial 1c
c Polynomial 1a
d Polynomials 1a, 1d and 1e
4 a N
b P
c P
f P
g P
h N
5 a 3
b x
c 4
f -2x3
6 a 7
b w
c 7
f 6w7
7 a 4
b 1
c x4
8 a 6
b t
c 6
d, e Check with your teacher.
c -1
d
i
d
i
6
6
x
f
e 8
d N
i N
d 5
e N
d 0
e -9
d 1
e 3x
Exercise 19C Long division of polynomials

1 a x2 + 2x, 9
b x2 + x + 3, -2
c x2 + 3x - 6, 19
d x2 - x + 5, -17
e x2 + 2x - 1, 6
f x2 + 4x - 6, 14
g x2 + 1, 2
h x2 + 5, -36
i x2 - x + 6, -11
j x2 + 4x - 17, 87
2 a x2 + 4x + 3, -3
b x2 + 4x + 13, 48
c x2 + 3x - 3, -11
d x2 - 3x + 7, 5
e x2 - 2x - 3, -17
f x2 - 6x + 3, -4
g x2 + 14x + 72, 359
h x2 + 8x + 27, 104
2
3 a 3x - 7x + 20, -35
b 4x2 - 8x + 18, -22
c 2x2 - 3x + 3, 7
d 2x2 - 9, 35
2
e 4x + 2x - 3, -1
f 3x2 + x - 1, -2
4 a 3x2 - 2x + 1, 5
b 2x2 + 5x - 6, -7
c 4x2 - 7x - 2, -3
d x2 - 4x + 3, 8
e x2 + x - 6, -11
f 3x2 + 2x + 1, 13
5 a -x2 - 5x - 2, -14
b -3x2 - 2x + 4, -3
c -x2 + 5x + 6, 9
d -2x2 + 7x - 1, 1
6 a x2 - x - 2, 3
b x2, -7
2
c x - x - 2, -8
d -x2 - x - 8, 0
e 5x - 2, 7
f 2x2 - 2x + 10, -54
2
g -2x - 4x - 9, -16
h -2x2 + 4x - 1, 1
7 a x3 + 2x2 + 5x - 2, - 2
b x3 + 2x2 - 9x - 18, 0
c x4 - 3x3 + 6x2 - 18x + 58, -171
d 2x5 - 4x4 + 7x3 - 13x2 + 32x - 69, 138
e 6x3 + 17x2 + 53x + 155, 465
7
7
20
20
f x3 - 3 x2 + 9 x + 3 27 , 3 27
Exercise 19D Polynomial values
1 a 10
b 11
c 18
d 43
e 3
f -22
g -77
h 2a3 - 3a2 + 2a + 10
i 16b3 - 12b2 + 4b + 10 j 2x3 + 9x2 + 14x + 18
k 2x3 - 21x2 + 74x - 77 l 128y3 - 48y2 - 8y + 10
Answers
Answers 18H 19D
Exercise 19B Adding, subtracting and

multiplying polynomials
1 a x4 + 2x3 - x2 - 10
b x6 + 2x4 - 3x3 + 9x2 + 5
c 5x3 - 5x2 + 7x - 13
d 2x4 + 3x3 + 12x2 - 4x + 14
e x5 + 13x4 - 10
2 a x4 + 2x2 + 2x + 4
b x6 - x5 + x3 + x2 + 2
c 5x7 - 4x3 + 5x
d 10x4 - 7x2 + 20x + 5
e 2x3 + 6x2 - 10x + 15
3 a x3 + 7x2 + 6x
b x3 - 7x2 - 18x
c x3 + 8x2 - 33x
e y
d 2x3 + 10x2 + 12x

e 48x - 3x3
f 5x3 + 50x2 + 80x
g x3 + 4x2
h 2x3 - 14x2
i -30x3 - 270x2
j -7x3 - 56x2 - 112x
4 a x3 + 12x2 + 41x + 42
b x3 - 3x2 - 18x + 40
c x3 + 3x2 - 36x + 32
d x3 - 6x2 + 11x - 6
e x3 + 6x2 - x - 6
f x3 + 5x2 - 49x - 245
3
2
g x + 4x - 137x - 660 h x3 + 3x2 - 9x + 5
i x3 - 12x2 + 21x + 98
j x3 + x2 - x - 1
3
2
5 a x + 13x + 26x - 112
b 3x3 + 26x2 + 51x - 20
c 4x4 + 3x3 - 37x2 - 27x + 9
d 10x3 - 49x2 + 27x + 36
e -6x3 - 71x2 - 198x + 35
f 21x4 - 54x3 144x2 + 96x
g 54x3 + 117x2 - 72x
h 24x3 - 148x2 + 154x + 245
i 20x4 39x3 - 50x2 + 123x - 54
j 4x3 + 42x2 + 146x + 168
6 a x3 + 6x2 + 12x + 8
b x3 + 15x2 + 75x + 125
c x3 - 3x2 + 3x - 1
d x4 12x3 + 54x2 - 108x + 81
e 8x3 - 72x2 + 216x - 216
f 81x4 + 432x3 + 864x2 + 768x + 256
873
2 to 6
Column 1
Column 2
Column 3
Column 4
Column 5
P(x)
a
b
c
d
P(1)
4
10
3
-7
P(2)
15
28
11
-19
P(-1)
0
-2
-7
5
P(-2)
-5
-8
-21
-7
Column 7
Rem when
divided by
(x - 2)
15
28
11
-19
Column 8
Rem when
divided by
(x + 1)
0
-2
-7
5
Column 9
Rem when
divided by
(x + 2)
-5
-8
-21
-7
1
5
g 2 , 0, 2
h - 4 , 0
i 0,
Exercise 19E The remainder and factor theorems

1 a -30 b 0
c 0
d -24
e -24
f k3 + 3k2 - 10k - 24
g -n3 + 3n2 + 10n - 24
h -27c3 + 27c2 + 30c - 24
2 a 58
b -8
c 11
d -9
e -202
f 6
g 158
h -6
i 35
j 441
3 a 6
b 3
c 1
d -2
e 2
f 2
g -5, 2
h a = -5, b = -3
4 a D
b C, D
c D
d A, C, D
5 a (x - 1)
b (x - 3) or (x - 2)
c (x - 3) or (x + 2)
d (x - 6) or (x + 4) or (x + 5)
6 Show P(-2) = 0, P(3) = 0 and P(-5) = 0.
7 a Show P(1) = 0
b Show P(7) = 0
c Show P(2) = 0
d Show P(2) = 0
e Show P(3) = 0
f Show P(1) = 0
g Show P(4) = 0
h Show P(5) = 0
j 0, 2, 3
m 0, 4, 5
2 a -4, 1, 4
d -4, -2, 2
g -3, -2, -1
j -7, 2, 3
k
n
b
e
h
k
l -7, 0, 1
Exercise 19F Factorising polynomials

1 a (x + 1)(x + 3)(x + 6)
b (x + 1)(x + 2)(x + 5)
c (x + 1)(x + 2)(x + 9)
d (x + 1)(x + 3)(x + 4)
e (x + 3)(x + 4)(x + 7)
f (x + 2)(x + 3)(x + 7)
g (x + 1)2(x + 2)
h (x + 2)2(x + 3)
i (x + 4)(x + 5)2
j x(x + 5)(x + 8)
k x(x + 3)(x + 4)
l x(x + 5)2
m x(x + 1)(x + 5)
n x2(x + 6)
2 a (x - 1)(x + 1)2
b (x - 2)(x - 1)(x + 1)
c (x + 1)2(x + 5)
d (x - 3)(x + 2)2
2
e (x + 1)(x + 4)
f (x - 5)(x - 2)(x + 2)
g (x - 1)(x + 1)(x + 2)
h (x - 3)(x + 1)(x + 2)
i (x - 1)(x + 2)2
j (x + 2)(x2 - x + 3)
k (x + 1)(x + 2)(x + 5)
l (x - 3)(x + 1)(x + 3)
m (x - 2)2(x + 3)
n (x - 4)(x + 5)(x + 8)
3 a (2x + 3)(x - 1)(x + 2) b (3x - 1)(x + 1)(x + 4)
c (3x + 2)(x - 2)(x + 2) d (4x + 3)(x + 3)(x + 5)
e (5x - 1)(x + 1)2
f (x + 1)(x2 + 1)
g (x + 1)(2x + 3)2
h (x - 2)(2x - 1)(3x - 4)
i (x + 4)(2x - 5)(5x + 2) j (7x - 2)(x - 2)(x + 4)
4 a x(x - 2)(3x + 5)
b 2x(x + 1)(2x - 1)
c 3x(x - 4)(x + 2)
d -2x(x + 3)2
e 6x2(x - 1)
f -x(x + 4)(x + 3)
g -(x - 1)(x + 1)(x + 3) h -2x(x - 3)(x - 2)
i -(x + 2)(2x - 1)(3x - 2)
j -(x - 2)2(5x - 4)
k -(x - 1)(x + 3)(x - 5)(x + 2)2
7 a P(-8)
b P(7)
c P(a)
Exercise 19G Solving polynomial equations

1 a -2, 0, 2
b -4, 0, 4
c -5, 0, 5
d 3
e -5, 0
f 0, 2
874
Column 6
Rem when
divided by
(x - 1)
4
10
3
-7
Answers
m -3, -2,
1
2
0, 4
0
-2, 3, 5
-1, 2, 3
-4, 5
1
-6, - 2 , -1
c
f
i
l
-5, 1, 5
-2, 1, 5
-2, 1, 4
1 3
-2 , 2 , 3
n -2, -1, 1
3 A, C
4 B
5 a -3, 2
b -2, 3, 6
c -4, 2
e -4, -2, 1, 3
d 1
3
f -2, -2 , 3, 4
g -3, -2, 1, 2
6 a -2, 1, 4
c -3, 0, 2
3
e -2, 2 , 2
h -4, -1, 0, 2
b -3, -1, 3
d -4, -3, 0, 2
f -1, 1
Chapter review
Fluency
1 C
2 a 5
b - 7
c 3
d x5
3 C
4 C
5 a x3 + 6x2 - 36x + 40
b x3 + 10x2 + 19x - 30
c x3 - 21x2 + 147x - 343 d -2x3 - x2 + 11x + 10
6 a D
b A
7 a x2 - 16, 29
b x2 + 6x + 5, 8
c -x2 + 2x + 2, -9
8 B
9 a -4
b 216
c -24a3 + 8a2 + 2a - 4
10 -7
11 Show P(-3) = 0.
12 (x - 10)(x + 4)(x + 10)
1
13 a - 2 , 3
b 2, 3, 4
c 2, 1, 2, 3
Problem solving
1 Teacher to check.
For example, given P(x) = x3 - x2 - 34x - 56 and
P(7) = 0 (x - 7) is a factor and 7 is a factor of 56.
Chapter 20
6 a 3
Are you ready?

1 a Gradient = 3, y-intercept = 4
b Gradient = -2, y-intercept = 3
c Gradient = 25 , y-intercept = -4
y
2 a
1
1
-
2
y = 2x + 1
y = -4x + 2
y=2
y = x2
-2x 2
10
x +1
x 1
1
3
e -4 or 1
b f(x) 0
f -1
c f(x) 0
d f(x) -
e f(x) 0
2
9 a (0, -4), (2, 0)
b (1, -2), (-3 , 3)
c (2, 0), (-2, 0)
d (3, -4)
N = 2000 3x
12 000
10 000
8 000
6 000
4 000
2 000
y = (x - 2)2
2
3 a
4 A
5 B
6 a
c
7 a
b
c
d
e
c 1
Exercise 20A Functions

1 a One-to-many
c Many-to-one
e One-to-one
g Many-to-many
i One-to-one
k Many-to-one
2 b, c, d, e, f, h, i, j, k, l
3 a i 1
ii 7
and relations
b Many-to-one
d One-to-one
f Many-to-one
h Many-to-one
j Many-to-one
l Many-to-one
b Neither
d Parabola
f Neither
1
27
$883.50
V = 950 (0.93)n
102 mg
86.7 mg
A = 120 (0.85)t
83.927 mg
b $821.66
d $397.67
A
140
120
100
80
60
40
20
A = 120 (0.85)t
f Approximately 210 years

8 a i 96.04%
b C = 100(0.98)w
c C
iii 5
iv 16
ii 1
iii 3
iv 0
100
c i 3
ii 2
iii 6
iv 9
80
ii 1
iii 16
iv
e i 12
ii 6
iii -4
iv 2
+ 6a + 9
b D
b i 2
d i 9
10
0 50 200
a2
ii 90.39%
C = 100 (0.98)w
60
40
20
0
10
15
Answers 19E 20B
b 3
A = 5000 (1.075)n
4 a y = (x + 3)2 + 2
b y = (x - 2)2 - 5
1
9
c y = (x + 2 )2 - 4
5 a Parabola
c Straight line
e Straight line
6 (4, 11)
7 a 81
b $7717
d 10 years
14 000
12 000
10 000
8 000
6 000
4 000
2 000
x
(1, -2)
2 a $5000
c
A
4 A, C, D
5 a, b, c, f
d 2 or 3
8 a f(x)
y = x2 - 4
-2 0
-4
y=
10
x3
x+3
(1,1)
b -3 or 3
x2
x2
5
2x
x
Exercise 20B Exponential functions

1 a 2000
b 486000
c
d 1.26h
N
10
7 a 3
3 a
b 3
20 w
d 8 washings
Answers
875
0 1 2 3 4 5 6 7 8
Years
y
30
y
30
- 3 0
12
-3
y
11
-4 -3
-10
y
12
f
x
-5
-1
-1 0
-6
y
12
- 1 0
2
-45
y
-7
- 1 0
2
-2
Answers
5
3
-2
876
-8
0
- 7
3
j
3
4
-210
5
2
-4
60
1 x
-2
y
- 9
2
150
-9
-24
7 x
5 x
y
-1
0 1 2 x
-6
108
-88
-14
-1 0
-1 0
-42
-8
y
-7
1 2 3
-2
-192
-2 0
-6
-3
-8
-6
-5
2 a
14 a Approximately 20200
b, c Teacher to check.
15 a a = 100, b = 1.20, increase = 20%/min
b N = 146 977 0.70m
Exercise 20C Cubic functions
y
1 a
b
50
6 x
-54
-5
Investment ($)
9 a 118 (million)
b a = 1.02; P = 118 (1.02)n
c Year
1990 1995 2000 2005 2010
Population 118
130
144
159
175
Calculated population is less accurate after 10 years.
d 288 (million)
10 a 32
b 0.98
c T = 32 (0.98)t
d 26.1, 21.4, 17.5, 14.3; values are close except for t = 40.
11 a 3 dogs
b 27 dogs
c 3 years
12 a i 39.85mg
ii 18.43mg
b More than 35.78 centuries
13 a A = 20000 1.06x
b 30000
c 7 years
25000
20000
d 6 years 1 year
15000
quicker
10000
5000
e 9.05% p.a.
1
2
3 C
4 C
5 B
6 D
7
0 1
6
- 3
7
Exercise 20D Quartic functions

y
1 a
b
Exercise 20E Transformations

y = 2P(x)
1
y
24
y = P(x)
y = P(x) + 1
y = P(x) - 2
10
-3 -1 0
-2-10 1
0
y
y = -P(x)
32
-4
- 3
-3
-1 0
5
2
36
- 32 0
2
3
-3 -2
-24
(-2, 400)
(3, -30)
Chapter review
Fluency
1 a
2 a, c, d
3 a 2
b 3
c 0
y
4 a
6
y
400
300
-2 0 1 3
200
-1
x
(-1, 36)
0 1
(-3, 6)
-2
-24
4 a = 4, b = -19
5 a = 3, b = -1
y
-2
(-3, -45)
y
25
y = (2x + 1)(x + 5)2
1 0
-5 -
2
-27
(-2, -16) 16
y = (x - 1)(x + 2)(x - 3)
-3
Answers 20C 20E
1 0
100
-2 -1
3 They have the same x-intercepts, but y = -P(x) is a

reflection of y = P(x) in the x-axis.
4 They have the same x-intercepts, but the y-values in
y = 2P(x) are all twice as large.
5 The entire graph is moved down 2 units. The shape is
identical.
6 a y = -P(x)
b y = P(x) - 3
c y = 2P(x)
-3
y = -P(x)
0
h
2
y = P(x) + 1
y = P(x)
x
- 2
-1
2 a D
b B
3 a
-9
y = P(x + 2)
-2 0
-5
-2 0 1 2
5 Check with your teacher. Possible answer is

y = (x - 1)(x - 2)2.
6 a D
b A
c E
d C
e B
7 D
8 A
Answers
877
d Time (min)
9 a
Temperature (C)
10
15
20
45
35
27
21
16
e No
f No. The line T = 0 is an asymptote.
-11
Chapter 21
Circle geometry
Are you ready?
1 a True
b SSS (all corresponding sides equal in length), SAS
(two corresponding sides equal in length, included
angle equal), ASA (two angles equal, one pair of
corresponding sides equal in length), RHS (rightangled triangles with the hypotenuses and one other
pair of corresponding sides equal in length)
c AC is common.
BAC = DAC (given)
AB = AD (given)
DABC DADC (SAS)
2 a RP
b BC
c RQP
d BAC
3 a False. Sides may be different.
b AAA or equiangular (all corresponding angles
equal), SSS (all corresponding sides in same ratio),
SAS (two pairs of corresponding sides in same ratio
and included angle equal), RHS (both right-angled
triangles with the hypotenuses and one other pair of
corresponding sides in same ratio)
c QPR is common.
PQR = PST (corresponding angles are equal as
QR || ST)
PRQ = PTS (corresponding angles are equal as
QR || ST)
DPQR ~ DPST (equiangular)
4 a a = 84
b b = 88
c c = 75
5 a x = 62
b a = 77, b = 103
c y = 45
8
-8
1
2
10 D
11 A
12
y
-1
-16
13
-1
14 The entire graph is moved up 3 units. The shape is

identical.
Problem solving
1 a x = 3
b x = 23
c x = 28
2 As x , f(x) -
As x -, f(x) 0
3 (2, 0)
4 a 52.67mg/L b 31.524mg/L
c 72.4mg/L
5 a 500C
b 125C
c Between 5 and 6 hours once it has cooled to
below 15C
d T = 50 2x e 3200C
6 a i 20
ii 25
b i H = 25; D = 28
ii H = 28; D = 30
c Hyenas after 3 years; dingoes after 4 years
d After about 23 months; 31 animals
7 a T = 45 0.95t
b 45C
c 10C
878
Answers
Exercise 21A Angles in a circle

1 a x = 30 (theorem 2)
b x = 25, y = 25 (theorem 2 for both angles)
c x = 32 (theorem 2)
d x = 40, y = 40 (theorem 2 for both angles)
e x = 60 (theorem 1)
f x = 40 (theorem 1)
g x = 84 (theorem 1)
h x = 50 (theorem 2); y = 100 (theorem 1)
i x = 56 (theorem 1)
2 a s = 90, r = 90 (theorem 3 for both angles)
b u = 90 (theorem 4); t = 90 (theorem 3)
c m = 90, n = 90 (theorem 3 for both angles)
d x = 52 (theorem 3 and angle sum in a triangle = 180)
e x = 90 (theorem 4)
f x = 90 (theorem 4); y = 15 (angle sum in a
triangle = 180)
3 a x = z = 90 (theorem 4); y = w = 20 (theorem 5 and
angle sum in a triangle = 180)
b s = r = 90 (theorem 4); t = 140 (angle sum in a
quadrilateral = 360)
c x = 20 (theorem 5); y = z = 70 (theorem 4 and angle
sum in a triangle = 180)
d s = y = 90 (theorem 4); x = 70 (theorem 5);

r = z = 20 (angle sum in a triangle = 180)
e x = 70 (theorem 4 and angle sum in a
triangle = 180); y = z = 20 (angle sum in a
triangle = 180)
f x = y = 75 (theorem 4 and angle sum in a
triangle = 180); z = 75 (theorem 1)
4 D
5 B, D
6 a Base angles of a right-angled isosceles triangle
b r + s = 90, s = 45 r = 45
c u is the third angle in DABD, which is right-angled.
d m is the third angle in DOCD, which is right-angled.
e AOC and AFC stand on the same arc with AOC
at the centre and AFC at the circumference.
7 OR = OP (radii of the circle)
OPR = x (equal angles lie opposite equal sides)
SOP = 2x (exterior angle equals the sum of the two
interior opposite angles)
OR = OQ (radii of the circle)
OQR = y (equal angles lie opposite equal sides)
SOQ = 2y (exterior angle equals the sum of the two
interior opposite angles)
Now PRQ = x + y and POQ = 2x + 2y = 2(x + y).
Therefore POQ = 2 PRQ.
Exercise 21B Intersecting chords, secants and
tangents
1 a m = 3
b m = 3
c m = 6
2 a n = 1
b m = 7.6
c n = 13
d m = 4
3 a x = 5
b m = 7
c x = 2.5, y = 3.1
4 a x = 2.8
b x = 3.3
c x = 5.6
d m = 90
5 B, C, D
6 ST = 3 cm
Chapter review
Fluency
1 a x = 50
c x = y = 28, z = 56
e y = 90
g x = 55
i x = 70
k m = 40
2 a x = 90
c x = 55
3 a m = 3
c m = 9
4 A, B, D
6 CE ED = AE EB
AE = CE (given)
\ ED = EB
7 AYC = AXC
b x = 48, y = 25
d x = 90
f x = 140
h x = 125
j x = 100
l x = 90, y = 60,
z = 40
b x = 20
d x = 125
b m = 12
d m = 11.7
5 A, B, C
BXD = BYD
But AXC = BXD
AYC = BYD
8 PQT & PST, PTS & RQS, TPQ & QSR,
QPS & QTS, TPS & TQS, PQS & PTS, PUT
& QUS, PUQ & TUS
9 a x = 95, y = 80
b x = 99
c x = 78, y = 92
d x = 97, y = 92
10 D
Problem solving
1 a x = 42
b y = 62
c p = 65
2 a x = 5
b k = 12
c m = 6, n = 6
d x = 7
e b = 4, a = 2
f w = 3, x = 5
Answers
Answers 21A 21D
Exercise 21C Cyclic quadrilaterals

1 a x = 115, y = 88
b m = 85
c n = 25
d x = 130
e x = y = 90
f x = 45, y = 95
2 a x = 85, y = 80
b x = 110, y = 115
c x = 85
d x = 150
e x = 90, y = 120
f m = 120, n = 130
3 D
4 a 2x
b 360 - 2x
c 180 - x
d 180
5 a A
b A, B, C, D
Exercise 21D Tangents, secants and chords

1 a x = 70
b x = 47, y = 59
2 a p = 6
b q = 8
3 x = 42, y = 132
4 MAC, NAC, FDA, FBA, EDG, EBG
5 B
6 D
7 x = 42, y = 62
9 60
10 x = 180 - a - b
11 x = 80, y = 20, z = 80
13 x = 85, y = 20, z = 85
14 D
15 x = 50, y = 95
16 A
17 C
18 x = 33, y = 55, z = 22
19 x = 25, y = 65, z = 40
20 x = a, y = 90 - a, z = 90 - 2a
879
Chapter 22
Trigonometry II
Are you ready?
1 a
Hypotenuse
Opposite
q
Adjacent
b
Adjacent
Hypotenuse
Opposite
2 a 0.39
3 a 3.4 cm
4 a 60
5 a 3652
b
b
b
b
0.68
38.5 cm
60
5813
c 0.36
c 45
Exercise 22A The sine rule

1 4458, 772, 13.79
2 3918, 3855, 17.21
3 70, 9.85, 9.4
4 33, 38.98, 21.98
5 19.12
6 C = 51, b = 54.66, c = 44.66
7 A = 60, b = 117.11, c = 31.38
8 B = 4826, C = 10334, c = 66.26; or B = 13134,
C = 2026, c = 23.8
9 24.17
10 B, C
11 A = 7315, b = 8.73; or A = 10645, b = 4.12
12 51.9 or 44.86
13 C = 110, a = 3.09, b = 4.64
14 B = 38, a = 3.36, c = 2.28
15 B = 3333, C = 12127, c = 26.24; or B = 14627,
C = 833, c = 4.57
16 43.62 m
17 a 6.97 m
b 4 m
18 a 13.11 km
b N2047W
19 a 8.63 km
b 6.48 km/h
c 9.90 km
20 22.09 km from A and 27.46 km from B
21 C
22 B
23 Yes, she needs 43 m altogether.
Exercise 22B The cosine rule
1 7.95
2 55.22
3 23.08, 4153, 237
4 2857
5 8815
6 A = 6115, B = 40, C = 7845
7 2218 m
8 a 12.57 km
b S351E
9 a 356
b 6.73 m2
10 23
11 89.12 m
12 a 130 km
b S2212E
13 28.5 km
14 74.3 km
15 7049
16 a 8.89 m
b 77
c x = 10.07 m
17 1.14 km/h
880
Answers
Exercise 22C Area of triangles

1 12.98
2 38.14
3 212.88
4 A = 324, B = 9956, area = 68.95 cm2
5 A = 3950, B = 8410, area = 186.03 m2
6 A = 12514, C = 1646, area = 196.03 mm2
7 C
8 14.98 cm2
9 570.03 mm2
10 2.15 cm2

11 B
12 3131.41 mm2
13 610.38 cm2
14 a 187.5 cm2

b 15.03 cm
c 187.47 cm2
15 17 goldfish
16 22.02 m2
17 a Area = 69.63 cm2
b Dimensions are 12.08 cm and 6.96 cm.
18 17 kg
19 52.2 hectares
20 175 m3
21 C
22 B
Exercise 22D The unit circle
1 a 1st
b 2nd
c 4th
d 3rd
e 2nd
f 3rd
g 4th
h 4th
2 A
3 D
4 a 0.35
b 0.95
c -0.17
d 0.99
e -0.64
f 0.77
g -0.57
h -0.82
5 a 1
b 0
c 0
d -1
e -1
f 0
g 0
h 1
6 a 0.87
b 0.50
7 a 30
b -0.87
c cos 150 = -cos 30
d 0.5
e sin 150 = sin 30
8 a 30
b -0.87
c cos 210 = -cos 30
d -0.50
e sin 210 = -sin 30
9 a 30
b 0.87
c cos 330 = cos 30
d -0.50
e sin 330 = -sin 30
10 a 0.34
b 0.94
c 0.36
d 0.36
e They are equal.
11 a 0.71
b -0.71
c -1
d -1
e They are equal.
f tan 135 = -tan 45
12 a -0.64
b -0.77
c 0.84
d 0.83
e They are approx. equal. f tan 220 = tan 40
13 a -0.87
b 0.5
c -1.73
d -1.74
e They are approx. equal. f tan 300 = -tan 60
14 D
Exercise 22E Trigonometric functions

1 x
0
30
60
90
sin x
0
0.5
0.87
1
x
390
420
450
480
sin x
0.5
0.87
1
0.87
y
90
180
270
360
450
540
630
720
150
0.5
540
0
y = sin x
1
0
120
0.87
510
0.5
3 360
4 a 0.7
b 0.8
c 0.35
d -0.35
e 0
f 0.9
g -0.2
h -0.9
5 a 64, 116, 424, 476 b 244, 296, 604, 656
c 44, 136, 404, 496 d 210, 330, 570, 690
e 233, 307, 593, 667 f 24, 156, 384, 516
6 See the table at the bottom of the page*.
7 y
1
180
0
570
-0.5
210
-0.5
600
-0.87
240
-0.87
630
-1
330
-0.5
720
0
360
0
y = cos x
90
180
270
360
450
540
630
720
300
-0.87
690
-0.5
14 The graph would continue repeating every 180 as above.

15 Quite different. y = tan x has undefined values
(asymptotes) and repeats every 180 rather than 360. It
also gives all y values, rather than just values between 1
and 1.
16 a 1.7
b 1
c 1.2
d 0.8
e 0.8
f 1.2
g 0.2
h 1
17 a 45, 225, 405, 585
b 56, 236, 416, 596
c 158, 338, 518, 698
d 117, 297, 477, 657
e 11, 191, 371, 551
f 135, 315, 495, 675
y
18 a
y = cos x
-180 -90
1
270
-1
660
-0.87
540
y = sin x
180 360 540 720
-1
y = sin 2x
90
180 270 360
-1
720
y
1
y
360
180
-1
8 The graph would continue with the cycle.

9 It is a very similar graph with the same shape; however,
the sine graph starts at (0, 0), whereas the cosine graph
starts at (0, 1).
10 a 0.7
b -0.98
c -1
d 0.9
e -0.5
f -0.8
g 0.8
h -0.96
11 a 120, 240, 480, 600
b 37, 323, 397, 683
c 46, 314, 406, 674
d 127, 233, 487, 593
e 26, 334, 386, 694
f 154, 206, 514, 566
12 See the table at the bottom of the page**.
13 y = tan x
180
90
y = 2 cos x
-360 -270 -180 -90
x
-2
270
450
630
6 *
x
cos x
x
cos x
12 **
x
tan x
x
tan x
0
1
390
0.87
0
0
390
0.58
30
0.87
420
0.5
30
0.58
420
1.73
60
0.5
450
0
60
1.73
450
undef.
90
0
480
-0.5
90
undef.
480
-1.73
120
-0.5
510
-0.87
120
-1.73
510
-0.58
150
-0.87
540
-1
150
-0.58
540
0
180
-1
570
-0.87
180
0
570
0.58
210
-0.87
600
-0.5
210
0.58
600
1.73
240
-0.5
630
0
270
0
660
0.5
300
0.5
690
0.87
330
0.87
720
1
360
1
240
1.73
630
undef.
270
undef.
660
-1.73
300
-1.73
690
-0.58
330
-0.58
720
0
360
0
Answers
Answers 22A 22E
90
881
19 a
b
c
d
20 a
b
c
d
i
i
i
i
i
i
i
i
ii
ii
ii
ii
ii
ii
ii
ii
360
360
180
360
180
120
720
1440
e i 360
f i 180
21 a C
b A
c D
1
1
1
2
3
4
2
1
2
ii 1
ii 1
22 a y
Period = 1080
2

Amplitude = 2
y = 2 cos x
3
540
1080
23 a
y
2
1
-1
-2
90
180 270 360
90
180 270 360
y
1
y = cos (x - 60)
120 240 360
-3
c
Period = 720
y

Amplitude = 3
3
y = 3 sin 2x
-180 -90
90
180
y
5
4
3
2
1
y = 2sin 4x + 3
90
24 a
180 270 360
180
-1
y
5
y = 5cos 2x
180
Period = 180
Amplitude = 5
y
f
Period = 90
y = -sin 4x
1

Amplitude = 1
90
-1
882
Answers
180
i 1
ii 1
b i 3
ii 1
c Max value of sin x = 1, hence max value of
y=21+3=5
Min value of sin x = -1, hence min value of
y = 2 -1 + 3 = 1
25 a
x
0
30 60 90 120 150 180
-5
360
-1
d y
Period = 120
y = -cos 3x
1

Amplitude = 1
x
y = cos 2x
-3
120 240 360
-1
b y
Period = 180
y = -3 sin 2x
3

Amplitude = 3
90
y = sin 2x - 2
-2
180 270 360 x
y
-1
-2
-3
-4
y = cos x + 1
3
3
undef 3
3
3
y
y = tan x
90
180
c At x = 90, y is undefined.
d x = 270
e The period = 180, amplitude is undefined.
4 3.6 cm
5 34
6 9456
7 a 159.10 cm2
8 4th quadrant
9 a 0.94, -0.34
10 B
11 tan 53
12 y
13
Depth (m)
2.5
2.0
1.5

1.05 m
0.5
1.55 m
1.0
122 hours
1.05 m
0.5 m
450
y
y = cosx
1
0
1
14 y = tan x
y
180
360
x
90
15
270
3.0
2.6 m
360
0
1
450
Exercise 22F Solving trigonometric equations

1 Calculator answers
iii 25.84, 334.16
iii 72.54, 287.46
iii 101.54, 258.46
iv 126.87, 233.13
2 a 30, 150
b 60, 120
c 120, 240
d 135, 225
e 90
f 180
g 210, 330
h 225, 315
i 30, 330
j 150, 210
k 90
l 90, 270
3 a 30, 60, 210, 240
b 75, 105, 255, 285
c 15, 75, 195, 255, 375, 435, 555, 615
d -165, -135, -45, -15, 75, 105
e 52.5, 82.5, 142.5, 172.5
f -165, -135, -45, -15, 75, 105
g 45
h 30, 90, 150, 210, 270, 330
4 a 30, 150
b 30, 330
c 45, 315
d 225, 315
5 a
b -2.75
y = sinx
270
b c = 45 and x = 135
c Period = 90 and amplitude is undefined.
c 159.09 cm2
b 17.68 cm
360
270
180
90
90
180
y = tan 2x
90
180
26 a
y
x
A
46
68
C
16 a Period = 120, amplitude = 2

b Period = 180, amplitude = 3
c Period = 180, amplitude = 0.5
17 a y
2
1
180
360
Answers 22F 22F
-1
-2
5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9
am
pm
y = 2sin x
Time (hours)
1
b i 12 2 h
ii 1.05 m
c 10.00 am, 10.30 pm, 11.00 am, 11.30 pm,
noon
d Until 2.15 am; from 8.15 am to 2.45 pm;
after 8.45 pm
Chapter review
Fluency
1 14.2 cm
2 2031
3 b = 22.11 m, c = 5.01 m, C = 10
-180
y = cos 2x
180
-1
18 a x = 191.54, 348.46
b x = 22.79, 157.21, 202, 79, 337.21
c x = 88.09, 271.91
d x = 7.24, 172.76, 187.24, 352.76
Answers
883
19 a 210, 330
b 30, 330
c 45, 315
d 45, 135
20 E
21 a y
Problem solving
1 3.9 m
2 a 7.3 km
3 a
180
-1
-2
-3
-4
-5
360
y = 2sin 2x - 3
b Period = 180, amplitude = 2

y
22 a
i Period = 180
y = 2cos 2x
ii Amplitude = 2

2
180
360
b 28157T
t
0.000
0.005
240
0.010
0.015
-240
0.020
0.025
240
0.030
0.035
-240
0.040
-2
V (Volts)
b
i Period = 90
y = 3sin 4x
ii Amplitude = 3

3
y
240
.010 .020 .030 .040
.005 .015
90
180
y
2
-60
y = -2cos 3x
60
i Period = 120
ii Amplitude = 2
y
4
-90

y = 4sin 2x
90
Interpreting data
i Period = 180
ii Amplitude = 4
-4
23 a 15, 165, 195, 345

b -70, 10, 50
c 112.5, 157.5, 292.5, 337.5
d 15, 105, 135
e 0, 45, 90, 135, 180
f 45, 135, 225, 315
24 a 60, 300
b 240, 300
c 45, 315
d 225, 315
25 y y = tan 2x
90
180
b Maximum voltage occurs at t = 0.005 s, 0.025 s

c 0.02 s
d 50 cycles per second
Chapter 23
-2
Are you ready?

1 a -6
b 4
2 a i y = 2
b i y = -3
3
c i y =
2
3 a y = -2x + 4
b y = 4x - 5
2
5
c y = x
3
3
4 a 1
b 2
5 a
5
2
6 a
5y - 4x = 20
884
Period = 90, amplitude is undefined.

Asymptotes are at x = 45 and x = 135.
Answers
4
0
-5
7
3
y
4y - 2x = 5
1 14
-2 12
t (second)
-240
-3
.035
ii x = 3
ii x = 9
c 3
ii x = 2
c -1
c
1
4
5 a
x
Price ($1000)
-3
-4
3y + 4x = -12
Dependent
Test results
Attendance
Visits to the doctor
Memory taken
Attendance
Cost of property
Cut-off OP score
Heart rate
30 40 50 60 70 80 90 100 110 120

Number of guests
Number of bags sold
12
11
10
9
8
7
6
5
4
3
2
1
30 35 40 45 50 55 60 65 70 75 80
Cost ($)
b Negative, linear, moderate. The price of the bag

appeared to affect the numbers sold; that is, the more
expensive the bag, the fewer sold.
100
90
80
70
60
50
40
30
20
10
0
9 10
Number of questions completed
b Strong, positive, linear correlation

c Various answers some students are of different
ability levels and they may have attempted the
questions but had incorrect answers.
7 a
6
5
4
3
2
1
0
5 10 15 20 25 30 35 40
Number of lessons
b Weak, negative, linear relation

c Various answers, such as some drivers are better than
others, live in lower traffic areas, traffic conditions etc.
8 a T
b F
c T
d F
e T
9 B
10 C
11 D
Exercise 23B Lines of best fit
Note: Answers may vary depending on the line of best fit
drawn.
P
1 a, b
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Answers 23A 23B
3 a Perfectly linear, positive

b No correlation
c Non-linear, negative, moderate
d Strong, positive, linear
e No correlation
f Non-linear, positive, strong
g Perfectly linear, negative
h Moderate negative, linear
i Weak, negative, linear
j Non-linear, moderate, positive
k Positive, moderate, linear
l Non-linear, strong, negative
m Strong, negative, linear
n Weak, positive, linear
o Non-linear, moderate, positive
4 a
Number of bedrooms
b Moderate positive linear correlation. There is evidence

to show that the larger the number of bedrooms, the
higher the price of the house.
c Various answers; location, age, number of people
interested in the house, and so on.
6 a
Total score (%)
4.6
4.4
4.2
4.0
3.8
3.6
3.4
3.2
3.0
2.8
2.6
2.4
2.2
2.0
1.8
1.6
1.4
Number of accidents
Cost ($1000)
Exercise 23A Bivariate data

1 Independent

a Number of hours

b Rainfall

c Hours in gym

d Lengths of essay

e Cost of care

f Age of property

g Number of applicants
h Running speed

2
420
400
380
360
340
320
300
280
260
240
220
200
180
160
140
Petrol used (L)
10 20 30 40 50 60 70 80 90 100 d
Answers
885
130
120
110
100
90
80
70
60
50
40
30
20
10
0
8 10 12 14 16 18 h
Hours worked
Cost of food ($)
c Using (8, 47) and (12, 74), the equation is

E = 6.75h - 7.
d On average, students were paid $6.75 per hour.
3 a 38
b 18
4 a i 460
ii 290
iii 130
b i 39
ii 24
iii 6
c y = -11.71x + 548.57
d y-values:
i 466.60
ii 290.95
iii 127.01
x-values:
i 36.60
ii 24.64
iii 5.86
C
5 a
165
160
155
150
145
140
135
130
125
120
115
110
105
100
95
90
85
80
75
70
Number of people
b Using (1, 75) and (5, 150), the equation is

C = 18.75n + 56.25.
c On average, weekly cost of food increases by $18.75
for every extra person.
d i $206.25
ii $225.00
iii $243.75
M
6 a
3.6
3.4
3.2
3.0
2.8
2.6
2.4
2.2
2.0
1.8
1.6
1.4
1.2
1.0
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8 9 10111213141516 d
Day
b M = 0.973d + 1.285
c Each day Rachels crystal gains 0.973 g in mass.
d 7.123 g; 8.096 g; 13.934 g; 14.907 g; interpolation
(within the given range of 116)
e 17.826 g; 18.799 g; predictions are not reliable, since
they were obtained using extrapolation.
9 a D
b C
10 E
Exercise 23C Time series
1 a Linear, downward
b Non-linear, upward
c Non-linear, stationary in the mean
d Linear, upward
e Non-linear, downward
f Non-linear, stationary in the mean
g Non-linear, stationary in the mean
h Linear, upward
2 a
May temperature
18.0
Temperature (C)
Mass (kg)
b M = 0.247t - 6.408
c With every week of gestation the mass of the baby
increases by 247 g.
d 3.719 kg; 3.966 kg
e 1.002 kg
f 36 weeks
7 a r = 0.9
b There is a strong positive relationship between
the number of hours spent studying and the
marks obtained. This seems to indicate that,
greater dedication to studying will produce better
results.
M
8 a
18
Mass (g)
Earnings ($)
c Using (23, 3) and (56, 8), the equation is

5
16
P = d .
33
33
E
2 a, b
17.8
17.6
17.4
17.2
17.0
16.8
16.6
16.4
16.2
16.0
15.8
15.6
15.4
15.2
15.0
14.8
14.6
14.4
14.2
14.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Day
31 32 33 34 35 36 37 38 39 40 t
Weeks
886
Positive, strong, linear correlation
Answers
b Linear downward trend
b Yes, the graph shows an upward trend.

4
45
c y = x +
7
7
d i 15
ii 18 (The assumption made was that business will
continue on a linear upward trend.)
8 The trend is non-linear, therefore unable to forecast
future sales.
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Quarter
2006
2007
2008
2009 Year
b Sheepskin products more popular in the third quarter

(presumably winter) discount sales, increase in
sales, and so on.
c No trend
4 a 100
Revenue ($1000)
95
90
85
80
75
70
65
60
55
50
45
40
2007
2008
2009
Year
b General upward trend with peaks around December

and troughs around April.
c Peaks around Christmas where people have lots of
parties, troughs around April where weather gets
colder and people less inclined to go out.
d Yes. Peaks in December, troughs in April.
5 a Peaks around Christmas holidays and a minor peak at
Easter. No camping in colder months.
b Check with your teacher.
6 a 120
Enrolment
9 10 11 12 13 14 15
5 10 15 20 25 30 35 40 45 50 55 60
13
12
11
10
9
8
(1, 7)
7
6
(8, 11)
June July Aug Sep Oct Nov Dec Jan Feb Mar Apr May
Month
c Strong, positive, linear correlation; the larger the

number of completed revision questions, the higher
the mark on the test.
d Different abilities of the students
2 a i 12.5
ii 49
b i 12
ii 22.5
22
7
c y = x
15
3
d i 12.33
ii 49

and

i 11.82
ii 22.05
3 a Linear downwards
b The trend is linear.
c About 65 occupants
d Assumes that the current trend will continue.
4 a P = 31.82a + 13070.4, where P is the sale price and a
is the land area.
b The price of land is approximately $31.82 per square
metre.
c $64000
d 1160 m2
5 a C = 0.15p + 11.09, where C is the money spent
at the canteen and p represents the pocket money
received.
b Students spend 15 cents at the canteen per dollar
received for pocket money.
c $18
d $26. This involves extrapolation which is considered
unreliable. It does not seem reasonable that, if a
student receives more money, they will eat more or
have to purchase more than any other student.
6 a P = 0.91t + 2.95, where P is the number of pirouettes
and t is the number of hours of training.
b Ballet students can do approximately 0.91 pirouettes
for each hour of training.
c Approximately 15 pirouettes
Answers
Answers 23C 23C
Year
Upward linear
b In 15th year the expected amount = 122
7 a 14
Number of children
100
90
80
70
60
50
40
30
20
10
0
Number of questions
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Month
110
100
90
80
70
60
50
40
30
20
10
0
Chapter review
Fluency
1 a Number of questions independent; mark on a test
dependent
b
Test result
Sales ( $1000)
3 a
887
Length (cm)
Problem solving
1 a
L
0 1 2 3 4 5 6 7 8 9 1011121314151617181920 n
Week
Best jump (metres)
b L = 1.062n + 19.814
c 25.124 cm; 27.248 cm; 29.372 cm; 31.496 cm;
32.558 cm; 35.774 cm; 36.806 cm; 38.93 cm;
39.992 cm
d Interpolation (within the given range of 120)
e 42.116 cm; 43.178 cm; 44.24 cm
f Not reliable, because extrapolation has been used.
2 a
888
8
7
6
5
4
3
2
1
Answers
Best jump (metres)
8
7
6
5
4
3
2
1
0
1 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Age
1 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Age
8
7
6
5
4
3
2
1
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
Best jump (metres)
d Approximately 30 pirouettes. This estimate is based

on extrapolation which is considered unreliable. To
model this data linearly as the number of hours of
training becomes large is unrealistic.
7 About 170 cm; Data was first plotted as a scatter plot.
(145, 160) was identified as an outlier and removed
from the data set. A line of best fit was then fitted to
the remaining data and its equation determined as
d = 0.5h + 80, where d is the distance stretched and h is
the height. Substitution was used to obtain the estimate.
The estimation requires extrapolation and cannot be
considered reliable. The presence of the outlier may
indicate variation in flexibility rather than a strong linear
correlation between the data. Estimate is based on a small
set of data. More data should be collected in order to
determine the suitability of least squares regression.
1 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Age
d Yes. Using points (9, 4.85) and (16, 7.24),

B = 0.341a + 1.781; estimated best jump = 8.6 m.
e No, trends work well over the short term but long term
are affected by other variables.
f 24 years old: 9.97 m; 28 years old: 11.33 m. It is
unrealistic to expect his jumping distance to increase
indefinitely.
g Equal first
3 a Outliers can unfairly skew data and as such
dramatically alter the line of best fit. Identify and
remove any outliers from the data before determining
the line of best fit.
b Extrapolation involves making estimates outside the
data range and this is considered unreliable. When
extrapolation is required, consider the data and
the likelihood that the data would remain linear if
extended. When giving results, make comment on the
validity of the estimation.
c A small range may not give a fair indication if a data
set shows a strong linear correlation. Try to increase
the range of the data set by taking more measurements
or undertaking more research.
d A small number of data points may not be able to
establish with confidence the existence of a strong
linear correlation. Try to increase the number of data
points by taking more measurements or undertaking
more research.
Glossary
2-dimensional: a description of a plane shape. The
dimensions are given in two directions, such as length and
width or length and height.
3-dimensional: a shape that occupies space (a solid). That
is, one that has dimensions in three directions length,
width and height.
Addition law of probability: if A and B are mutually
exclusive events, then P(A or B) = P(A) + P(B) or
P(A B) = P(A) + P(B)
Adjacent angles: angles at a point that share a common ray
and a common vertex
A
Area: the amount of flat surface enclosed by the shape. It is

measured in square units, such as square metres, m2, or
square kilometres, km2.
Area of triangle (using sin): if the perpendicular height of a
triangle is not known, but two sides and the included angle
are known, the area of any triangle ABC can be calculated
using the rule:
1
1
1
Area = ab sin C, Area = ac sin B or Area = bc sin A
2
2
2
B
c
a
A
b
B
O
Algebraic expression: an expression formed by numbers
and algebraic symbols using arithmetic operations. For
example, 4x + 3y - 2 is an algebraic expression.
Algebraic fractions: fractions that contain pronumerals
(letters)
Algebraic term: an algebraic expression that forms a
separable part of some other algebraic expression. For
example, in the expression 4x + 2y - 3, 4x and 2y are
algebraic terms, while -3 is a constant term.
Alternate angles: angles on alternate sides of a transversal.
On parallel lines, alternate angles are equal.
C
Associative Law: a method of combining two numbers
or algebraic expressions is associative if the result of
the combination of these objects does not depend on
the way in which the objects are grouped. Addition and
multiplication obey the Associative Law, but subtraction
and division are not associative.
Asymptote: a line that a graph approaches but never meets
Average: see Mean
Average speed: The total distance travelled during a journey
divided by the total time taken. It is given by the formula:
total distance travelled .
average speed =
total time taken
Back-to-back stem-and-leaf plot: a method for comparing
two data distributions by attaching two sets of leaves
to the same stem in a stem-and-leaf plot; for example,
comparing the pulse rate before and after exercise
Amplitude: half the distance between the maximum and

minimum values of a function
Angle of depression: the angle measured down from the
horizontal line (through the observation point) to the line
of vision
Horizontal
Pulse rate
Before
After
9888 6
8664110 7
8862 8 6788
60 9 02245899
4 10 0 4 4
0 11 8
12 4 4
13
14 6
Bar graph: a graph drawn in a similar way to a column
graph, with horizontal bars instead of vertical columns.
Categories are graphed on the vertical axis and the
frequencies (numbers) on the horizontal axis.
Base: the digit at the bottom of numbers written in index
form. For example, in 64, the base is 6. This tells us that 6
is multiplied by itself four times.
Bi-modal: describes data whose distribution has two modes
Bisect: cut into two equal parts
Bivariate data: sets of data where each piece is represented
by two variables
Angle of depression
Line of sight
Object
Angle of elevation: the angle measured up from the
horizontal line (through the observation point) to the line
of vision
Object
Line of sight
Angle of elevation
Horizontal
Arc (of a circle): a portion of the circumference of a circle
Glossary
889
Boxplots (box-and-whisker plots): a graphical

representation of the 5-number summary; that is, the
lowest score, lower quartile, median, upper quartile and
highest score, for a particular set of data
65 70 75 80 85 90 95 100 105 110

Pulse rate
Brackets: also called grouping symbols
Capacity: the maximum amount of fluid that can be
contained in an object. It is usually applied to the
measurement of liquids and is measured in units such as
millilitres (mL), litres (L) and kilolitres (kL).
Cartesian coordinate system: the position of any point
in the Cartesian plane can be represented by an ordered
pair of numbers (x, y). These are called the coordinates of
thepoint.
y
5
4
3
2
1
0
-5 -4 -3 -2 -1
-1
x-coordinate
(4, 2)
1 2 3 4 5x

Cartesian plane: the area formed by a horizontal line
with ascale (x-axis) joined to a vertical line with a scale
(y-axis). The point of intersection of the lines is called
theorigin.
Categorical (data): data that cannot be measured or
counted but can be categorised; for example, eye colour or
television programs
Census: collection of data from a population (e.g. all
Year 10 students) rather than a sample
Centre (of circle): middle point of a circle,
equidistant (equal in distance) from all points on
its circumference
Chord: straight line from one point on the circumference of
a circle to another point on the circumference
Q
Circle (equation): the general equation of a circle, with
centre (h, k) and radius r is:
(x - h)2 + (y - k)2 = r2.
Glossary
G
b
C
A
y-coordinate
-2
-3
-4
-5
890
Circumference: distance around the outside of a circle. It is

given by the rule 2pr or pD, where r is the radius and D is
the diameter of the circle.
Class interval: a subdivision of a set of data. For example,
students heights may be grouped into class intervals of
150 cm - 154 cm, 155 cm - 159 cm.
Closure Law: when an operation is performed on an
element (or elements) of a set, the result produced must
also be an element of that set.
Coefficient: the number part of a term, generally written in
front of the pronumeral
Co-interior angles: angles that lie on the same side of a
transversal that cuts across a pair of lines. For a pair of
parallel lines, co-interior angles are supplementary
(add to 180).
Q
D
B
a
F
P
Collinear points: points that all lie on the same straight line
Column graph: a graph in which equal width columns are
used to represent the frequencies (numbers) of different
categories
Common factor (common divisor): a factor that is common
to each element of the set; for example, 3x is a common
factor of the elements 9x2 and 12x
Commutative Law: a method of combining two numbers or
algebraic expressions is commutative if the result of the
combination does not depend on the order in which the
objects are given. For example, the addition of 2 and 3 is
commutative, since 2 + 3 = 3 + 2. However, subtraction is
not commutative, since 2 - 3 3 - 2.
Compass (conventional) bearings: directions measured in
degrees from the northsouth line in either a clockwise
or anticlockwise direction. To write the compass bearing
we need to state whether the angle is measured from the
north or south, the size of the angle and whether the angle
is measured in the direction of east or west; for example,
N27W, S32E.
Complement (of a set): the complement of a set, A, written
A, is the set of elements that are in x but not in A
Complementary angles: two angles that add to 90; for
example, 24 and 66 are complementary angles
Complementary events: events that have no common
elements and together make up the sample space.
If A and A are complementary events,
then P(A) + P(A) = 1.
Completing the square: a procedure used to transform an
algebraic expression into a perfect square
Composite number: a number that has more than two
factors. For example, 6 is a composite number because it
has factors 1, 2, 3 and 6.
Composite figure: a figure made up of more than one basic
shape
Compound graphs: column and bar graphs that display two

or more sets of data simultaneously. They are drawn with
each column or bar representing combined sets of data.
Individual columns or bars are multicoloured, one colour
for each set.
Compound interest: the interest earned by investing a
sum of money (the principal) when each successive
interest payment is added to the principal for the purpose
of calculating the next interest payment. The formula
used for compound interest is: A = P(1 + R)n, where A
is the amount to which the investment grows, P is the
principal or initial amount invested, R is the interest
rate per compounding period (as a decimal) and n is the
number ofcompounding periods. The compound interest
is calculated by subtracting the principal from the amount:
CI = A - P.
Concentration: a measure of the strength of a solution. The
measured units can be, for example, g/mL.
Concyclic (points): points that lie on the circumference of
a circle
Conditional probability: where the probability of an event
is conditional (depends) on another event occurring first.
For two events A and B, the conditional probability of
event B, given that event A occurs, is denoted by P(B|A)
and can be calculated using the formula:
P ( A B)
, P(A) 0.
P(B|A) =
P( A)
Cone: A solid formed by taking a circular base and a point
not in the plane of the circle, called the vertex, which lies
above or below the circle, and joining the vertex to each
point on the circumference of the circle.
Constant of proportionality (or variation) k: used to prove

that a proportionality relationship (direct or inverse) exists
between 2 or more variables (or quantities)
Continuous (data): numerical data that can take any value
within a certain range. They are generally associated with
measuring; for example, the heights of students.
Coordinates (x, y): two numbers that give the position of
a point on the Cartesian plane. The first number is the
x-coordinate and the second number is the y-coordinate.
Correlation: a measure of the relationship between two
variables. Correlation can be classified as linear, nonlinear, positive, negative, weak, moderate or strong.
Correlation coefficient r: the value of r indicates the
strength of the relationship between two variables.
Its range is -1 r + 1, -1 being a strong negative
relationship and +1 being a strong positive relationship.
The closer the value of r is to 0, the less strong the
relationship between the variables.
Corresponding angles: angles that are in corresponding
positions with respect to a transversal. On parallel lines,
corresponding angles are equal.
Q
G
C
D
B
A
P
Radius r
Cosine (cos) ratio: the ratio of the adjacent side to the

hypotenuse in a right-angled triangle.
adjacent
.
So, cos q =
hypotenuse
Height h
Slant height l
Hypotenuse
Opposite
q
Vertex
Congruent figures: figures that are identical; that is, they
have exactly the same shape and size
D D
A
A
Adjacent
Cosine rule: in any triangle ABC, c2 = a2 + b2 - 2ab cos C.
B
c
a
A
B
C
C
B
Congruent triangles: there are four standard congruence
tests for triangles: SSS (side, side, side), SAS (side,
included angle, side), ASA (two angles and one side) and
RHS (right angle, hypotenuse, side)
Conjugate surds: surds that, when multiplied together,
result in a rational number. For example, ( a + b ) and
( a b ) are conjugate surds, because
( a + b ) ( a b ) = a b.
Constant: a term or expression whose value does not vary
b
C
Counting numbers: the non-negative integers; that is, one
of the numbers 0, 1, 2, 3, ...
Cross-section: the shape (plane section) produced when a
solid is cut through by a plane parallel to the base. For
example, the cross-section of a cone is a circle.
Cube: a polyhedron with 6 faces. All faces are squares of
the same size.
Cubic functions: the basic form of a cubic function is
y = ax3. These functions can have 1, 2 or 3 roots.
Glossary
891
Cumulative frequency: the total of all frequencies up to

and including the frequency for a particular score in a
frequency distribution
Cumulative frequency polygon: a line graph that is formed
when the cumulative frequencies of a set of data are
plotted against the end points of their respective class
intervals and then joined up by straight-line segments. It is
also called an ogive.
Cyclic quadrilateral: a quadrilateral that has all four
vertices on the circumference of a circle. That is, the
quadrilateral is inscribed in the circle.
Cylinder: a solid that has parallel circular discs of equal
radius at the ends. The centres of the discs form the axis
of the cylinder.
Axis
Cross-section
is a circle
Cylinder
Data: various forms of information
Decimal number system: the base 10, place-value system
most commonly used for representing real numbers
Degree (angle): a unit used to measure the size of an angle
Degree (of a polynomial): the degree of a polynomial in x is
the highest power of x in the expression.
Denominator: the lower number of a fraction that represents
the number of equal fractional parts a whole has been
divided into
Density: the ratio of mass to volume of a substance. It is
given by the formula:
mass
density =
.
volume
It is measured in units such as g/cm3.
Dependent events: successive events in which one event
affects the occurrence of the next
Dependent variable: this variable is graphed on the y-axis.
Depreciation: the reduction in the value of an item as it ages
over a period of time. The formula used is A = P(1 - R)n,
where A is the depreciated value of the item, P is its initial
value, R is the percentage the item depreciates each year
(expressed as a decimal) and n is the number of years the
item has depreciated.
Diameter: the straight line from one point on the
circumference of a circle to another on the circumference,
passing through the centre.
Dilated (Quadratics): occurs when graphs are made thinner
or wider
Dilation (Geometry): occurs when figures are made larger
(enlarged) or smaller (reduced) in proportion
Direct variation: describes a particular relationship between
two variables (or quantities); that is, as one variable
increases so does the other variable. The graph of the
relationship is a straight line, passing through theorigin
and the rule used to relate the two variables is y = kx.
892
Glossary
Discrete data: numerical data in which the information can

take only certain exact values, usually whole numbers.
They are associated with counting.
Discriminant: referring to the quadratic equation
ax2 + bx + c = 0, the discriminant is given by
D = b2 - 4ac. It is the expression under the square-root
sign in the quadratic formula and can be used to determine
the number and type of solutions of a quadratic equation.
Disjoint sets: these sets have no elements in common with
each other.
Distance formula: the distance between two points A(x1, y1)
and B(x2, y2) is given by the formula
( x2 x1 )2 + ( y2 y1 )2 .
Distributive Law: the product of one number with the sum
of two others equals the sum of the products of the first
number with each of the others; for example 4(6 + 2) =
4 6 + 4 2. It is also applicable to algebra; for example,
3x(x + 4) = 3x2 + 12x.
Dividing by a fraction: when dividing by a fraction,
multiply by the reciprocal of the fraction, then simplify
3
2
the expression. For example, 6 = 6 = 4.
2
3
Dodecahedron: a regular polyhedron (platonic solid) with
12 faces, all of which are regular pentagons.
Dot plot: this graphical representation uses one dot to
represent a single observation. Dots are placed in columns
or rows, so that each column or row corresponds to a
single category or observation.
3 4 5 6 7
Passengers
Edges: straight lines where pairs of faces of a polyhedron
meet
Eighth Index Law: terms with fractional indices can be
1
written as surds. For example, a n = n a and a n = n a m .

Element: an element of a set is a member of that set; for
example; 5 is an element of the set of counting numbers.
Elimination method: a method used to solve simultaneous
equations. This method combines the two equations into a
third equation involving only one of the variables.
Ellipse: a plane figure in the shape of an oval
Enlargement (dilation): a scaled-up (or down) version of a
figure in which the transformed figure is in proportion to
the original figure; that is, the two figures are similar
Equally-likely outcomes: outcomes in a probability
experiment that have the same chance of occurring
Equating: the process of writing one expression as equal to
another
Equation: a statement that asserts that two expressions are
equal in value. An equation must have an equal sign. For
example, x + 4 = 12.
Equilateral triangle: a triangle with all sides equal in
length, and all angles equal to 60
Fourth Index Law: to remove brackets, multiply the indices

inside the brackets by the index outside the brackets. Where
no index is shown, assume that it is 1. So, (am)n = amn.
a
Fraction: numbers represented in the form , where a and b
b
are whole numbers and b is not equal to zero.
Frequency: the number of times a particular score appears
Frequency polygon: a special type of line graph, which uses
the same scaled axes as the histogram. The midpoints of
the tops of the histogram columns are joined by straight
line intervals. The polygon is closed by drawing lines at
each end down to the score- or x-axis.
Frequency table: a means of organising a large set of data.
It shows the number of scores (frequencies) that belong to
each group or class interval.
Function: a process that takes a set of x-values and produces
a related set of y-values. For each distinct x-value, there
is only one related y-value. They are usually defined by a
formula for f(x) in terms of x; for example, f(x) =x2.
Gradient (slope) m: this is a measure of the steepness of
a line or plane. The gradient of a line is given by
rise y2 y1
m=
=
and is constant anywhere along that line.
run x2 x1
y
B(x2, y2)
y2 - y1
(Rise)
A(x1, y1)
x2 - x1
x
(Run)
Herons formula: this formula is used to find the area of a
triangle when all three sides are known. The formula is
A = s(s a)(s b)(s c) , where a, b and c are the
lengths of the sides and s is the semi-perimeter or
a+b+c
.
s=
2
Histogram: a special type of column graph, in which no
gaps are left between columns and each column straddles
an x-axis score. The x-axis scale is continuous and usually
a half-interval is left before the first column and after the
last column.
y
10
0
Frequency
Equivalent fractions: fractions that can be reduced to the

same basic fraction; that is, fractions that have the same
1 2 3
4
value, for example, = = =
3 6 9 12
Estimate: information about a population extrapolated from
a sample of the population
Eulers rule: a rule that links the number of faces, F, the
number of vertices, V, and the number of edges, E, of a
polyhedron. Eulers formula: F + V E = 2.
Evaluate: determine a value for an expression
Event: a set of favourable outcomes in each trial of a
probability experiment
Expanding (algebra): this is the process of multiplying
everything inside the brackets by what is directly outside
the brackets. Expanding is the opposite of factorising.
Expected frequency: the number of times a particular event
is expected to occur when a chance experiment is repeated
a number of times
Exponent: see Index
Exponential decay: a quantity that decreases by a constant
percentage in each fixed period of time. This growth can
be modelled by exponential functions of the type y = kax,
where 0 < a < 1.
Exponential functions: relationships of the form y = ax,
where a 1, are called exponential functions with base a.
Exponential growth: a quantity that grows by a constant
percentage in each fixed period of time. This growth can
be modelled by exponential functions of the type y = kax,
where a > 1.
Expression: this is a collection of two or more numbers or
variables, connected by operations. For example, 12 - 2,
2a + 3b. Expressions do not contain an equal sign.
Extrapolation: the process of predicting a value of a
variable outside the range of the data
Faces: 2-dimensional, closed shapes that form the surfaces
of a polyhedron
Factor: a factor of a given number is a whole number that
divides it exactly. For example, 1, 2, 3, 4, 6 and 12 are the
factors of 12.
Factor theorem: if P(x) is a polynomial, and P(a) = 0 for
some number a, then P(x) is divisible by (x-a).
Factorising: breaking down a number or expression into
smaller factors that can be numeric or algebraic. The
process of factorising an algebraic expression involves
changing it from a sum (or difference) into a product of
factors.
Fifth Index Law: to remove brackets containing a product,
raise every part of the product to the index outside the
brackets. So, (ab)m = ambm.
Finite: a fixed number or amount. For example, the decimal
0.25 has a fixed number of decimal places.
First Index Law: when terms with the same base are
multiplied, the indices are added. So, am an = am + n.
Five-number-summary: a method for summarising a data
set using five statistics: the minimum value, the lower
quartile, the median, the upper quartile and the maximum
value
FOIL: a diagrammatic method of expanding a pair of
brackets. The letters in FOIL represent the order of the
expansion: First, Outer, Inner and Last.
8
6
4
2
0 155 160 165 170 175 180 185 190 195 200 x
Height
Horizontal: a line is said to be horizontal if it is parallel to
the horizon of the Earth. Horizontal lines have a gradient
of zero and are parallel to the x-axis.
Glossary
893
Hypotenuse: the longest side of a right-angled triangle. It is

the side opposite the right angle.
Icosahedron: a regular polyhedron (platonic solid) with
20 faces, all of which are equilateral triangles
Identity Law: when 0 is added to an expression or the
expression is multiplied by 1, the value of the variable
does not change. For example, x + 0 = x and x 1 = x.
Image (similar figures): the enlarged (or reduced) figure
produced
Improper fraction: a fraction in which the numerator is
greater than the denominator
Independent events: successive events that have no effect
on each other
Independent variable: this is the x-axis (or horizontal)
variable
Index (power or exponent): the number expressing the
power to which a number or pronumeral is raised.
Forexample, in the expression 32, the index is 2.
Plural:indices.
Inequality signs: signs used in inequations. They are
< (less than), > (greater than), (less than or equal to) and
(greater than or equal to).
Inequations: similar to equations, but contain an inequality
sign instead of an equal sign. For example, x = 3 is an
equation, but x < 3 is an inequation.
Infinite: never-ending; for example, the decimal 0.3 is nonterminating and therefore its number of decimal places
cannot be counted.
Integers (Z): These include the positive and negative
whole numbers, as well as zero; that is, ..., -3, -2,
-1, 0, 1, 2, ...
Interpolation: the process of predicting a value of a variable
from within the range of the data
Interquartile range: the difference between the upper
(orthird) quartile, QU (or Q3), and the lower (or first)
quartile, QL (or Q1); that is, IQR = QU - QL = Q3 - Q1.
Itis the range of approximately the middle half of
thedata.
Intersection (of sets): region that represents the common
elements of two or more sets. A B denotes the
intersection of sets A and B.
Inverse variation: describes a particular relationship
between two variables (or quantities); that is, as one
variable increases, the other decreases. The rule used to
k
relate the two variables is y = .
x
Irrational numbers (I): numbers that cannot be written as
fractions. Examples of irrational numbers include surds, p
and non-terminating, non-recurring decimals.
Isometric drawing: a 2-dimensional representation of
a 3-dimensional shape in which vertical lines remain
vertical, horizontal lines are drawn at an angle and parallel
edges remain parallel.
Inverse Law: when the additive inverse of a number or
pronumeral is added to itself, the sum is equal to 0. When
the multiplicative inverse of a number or pronumeral is
multiplied by itself, the product is equal to 1. So,
1
x + (-x) = 0 and x = 1.
x
Iterations: repeated calculations
894
Glossary
Inverse operation: the operation that reverses the effect

of the original operation. Addition and subtraction are
inverse operations; multiplication and division are inverse
operations.
Isosceles triangle: a triangle with two sides equal in length
Intercepts: points where a curve crosses the x- or y-axis
Kite: a quadrilateral with two pairs of adjacent sides equal.
A kite may be convex or non-convex.
Like terms: terms that contain exactly the same pronumeral

(letter) part; for example, 3ab and 7ab are like terms but
5a is not.
Line of best fit: a straight line that best fits the data points
of a scatterplot that appear to follow a linear trend. It is
positioned on the scatterplot so that there is approximately
an equal number of data points on either side of the
line, and so that all the points are as close to the line as
possible.
Line of vision: the straight line from an observation point to
the object being viewed
Line symmetry: a figure has line symmetry if one or more
lines (line of symmetry or axis of symmetry) can be
drawn that divide the figure into two mirror images.
Linear equation: an equation involving pronumerals of
degree 1. The general form of a linear equation in one
variable is ax + b = 0.
Linear graphs: consist of an infinite number of points that
can be joined to form a straight line
Linear modelling: applies the principle of linear equations
to represent practical situations
Logarithm: the power to which a given positive number
b, called the base, must be raised in order to produce the
number x. The logarithm of x, to the base b, is denoted by
logb x. Algebraically: logb x = y by = x; for example,
log10 100 = 2 because 102 = 100.
Logarithm Laws:
Law 1: loga x + loga y = loga (xy)
x
Law 2: loga x - loga y = loga
y
Law 3: loga xn = nloga x
Law 4: loga 1 = 0
Law 5: loga a = 1
1
Law 6: loga = -loga x
x
Law 7: loga ax = x
Lower (or first) quartile: the score that marks the end of
the first quarter in an ordered set of data. It is denoted by
QL or Q1. It is calculated by finding the median of the
lower half of the data.
Lowest common denominator (LCD): the lowest number
that denominators of all fractions considered in a problem
will divide equally into
Lowest common multiple (LCM): the lowest multiple that

two or more numbers have in common
Many-to-one correspondence: a function or mapping that
takes the same value for at least two different elements of
its domain
Maximum turning point: the highest point of a parabola
that is inverted
Mean: one measure of the centre of a set of data. It is given
x
sum of all scores
. When data are
or x =
by mean =
number of scores
n
( f x )
presented in a frequency distribution table, x =
.
n
Measures of central tendency: mean, median and mode
Measures of spread: range, interquartile range, standard
deviation
Median: one measure of the centre of a set of data. It is the
middle score for an odd number of scores arranged in
numerical order. If there is an even number of scores, the
median is the mean of the two middle scores when they are
ordered. Its location is determined by the rule
n +1
.
2
For example, the median value of the set 1 3 3 4 5 6 8 9 9
is 5, while the median value for the set 1 3 3 4 5 6 8 9 9 10
is the mean of 5 and 6 (5.5).
Midpoint: the midpoint of a line segment is the point that
divides the segment into two equal parts. The coordinates
of the midpoint M between the two points P(x1, y1) and
x + x2 y1 + y2
Q(x2, y2) is given by the formula 1
,
.
2
2
y
Q(x2, y2)
y
2
y
y1
M(x, y)
T
P(x1, y1)
x1
S
x
Multiple: a number that is the product of a given number

and any whole number greater than zero. For example, the
multiples of 3 are 3, 6, 9, 12, 15, ...
Multiplication law of probability: if events A and B are
independent, then:
P(A and B) = P(A) P(B) or P(A B) = P(A) P(B).
Mutually exclusive events: events that cannot occur
together. On a Venn diagram, two mutually exclusive
events will appear as disjoint sets.
Natural numbers: the set of positive integers, or counting
numbers; that is, the set 1, 2, 3, ...
Net: a 2-dimensional plan of a solid that can be cut out and
folded to form that solid. Below is the net of a cube.
x2 x
Mixed number (numeral): a number that consists of

awhole number part and a fractional part,
1
for example, 2 3
Minimum turning point: the lowest point of a parabola
which is upright
Minutes (angle): units of angular measurement, where
1degree (1) = 60 minutes (60)
Modal class: the term used when analysing grouped data. It
is the class interval with the highest frequency.
Mode: one measure of the centre of a set of data. It is
thescore that occurs most often. There may be no
mode(all scores occur once), one mode or more than
onemode (two or more scores occur equally
frequently).
Monic: a monic pronumeral or monic expression is
onein which the coefficient of the leading term is 1.
Forexample, x2 + 4x - 3 is monic, while
6x2 + 4x - 3 is not.
Nominal (data): a type of categorical data in which the

information is divided into subgroups; for example, eye
colour (hazel, blue, green)
Non-recurring decimals: decimals that have no repeating
digits or pattern; for example 5.4827862...
Non-terminating decimals: decimals that have an infinite
Null Factor Law: if a b = 0, then either a = 0 or b = 0
or both a = 0 and b = 0; used when solving quadratic
equations
Numerator: the upper number of a fraction that represents
the number of equal fractional parts
Numerical (data): data that can be measured or counted
Object (similar figures): the original figure is classed as the
object
Octahedron: a regular polyhedron (platonic solid) with
Odds: relates to probabilities in gambling. They are given as
5
ratios, such as 5-1, 1 or 5 : 1.
Ogive (cumulative frequency polygon): a graph formed
by joining the top right-hand corners of the columns of a
cumulative frequency histogram
One-to-one correspondence: refers to the relationship
between two sets such that every element of the
first set corresponds to one and only one element of
thesecond set
Ordinal (data): a type of categorical data in which the
information is in some type of ranked order; for example,
first, second, third, ...
Order of rotational symmetry: the number of times a
figure coincides with its original position in turning
through one full rotation. For example, an equilateral
triangle has rotational symmetry of order three and a
square has rotational symmetry of order four.
Orthogonal drawing: a drawing that consists of the front
view, the top view and the side views of an object
Outcome: the result obtained when a probability experiment
is conducted
Glossary
895
Outlier: a piece of data that is considerably different from

the rest of the values in a set of data; for example, 24 is
the outlier in the set of ages {12, 12, 13, 13, 13, 13, 13,
14, 14, 24}.
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Age
Palindromic numbers: numbers that are the same if read
forwards or backwards, for example 33, 16561
Parabola: the graph of a quadratic function has the shape
of a parabola. For example, the typical shape is that of the
graph of y = x2.
y
9
8
7
6
5
4
3
2
1
0
-4 -3 -2 -1
-1
1 2 3 4x
Most often this simply means adding a vertical percentage

axis on the right-hand side of a cumulative frequency graph.
Percentile: the value below which a given percentage of all
scores lie. For example, the 20th percentile is the value
below which 20% of the scores in the set of data lie.
Perimeter: the distance around the boundary of a
2-dimensional shape
Periodic functions: functions that have graphs that repeat
themselves continuously in cycles, for example, graphs
of y = sin x and y = cos x. The period of the graph is the
distance between repeating peaks or troughs.
Perpendicular: perpendicular lines are at right angles
to each other. The product of the gradients of two
perpendicular lines is -1.
Pi (): the Greek letter p represents the ratio of the
circumference of any circle to its diameter. The number
22
p is irrational, with an approximate value of , and a
7
decimal value of p = 3.141 59....
Pie chart (graph): see Sector graph
Platonic solids: five regular polyhedra, that is, five
polyhedra whose faces are regular congruent polygons:
tetrahedron (4 faces); cube (6 faces); octahedron (8 faces);
dodecahedron (12 faces); icosahedron (20 faces)
Plotting: placing points on a Cartesian plane, using their
coordinates
Polygon: a plane figure bounded by line segments
-2
Before
Time
After
Parallel: parallel lines in a plane never meet, no matter how

far they are extended. Parallel lines have the same gradient.
Parallel boxplots: two or more boxplots drawn on the same
scale to visually compare the five-number summaries of
the data sets. These boxplots compare the pulse rates of
the same group of people before and after exercise.
70 80 90 100 110 120 130 140 150

Pulse rate
Parallelogram: a quadrilateral with both pairs of opposite
sides parallel
A
B
C
Payout: winnings paid, for example, on races. A payout
is made on the ratio given by the odds, with the initial
investment being returned plus the winning amount.
Percentage: a fraction whose denominator is 100; for
28
example, 28% = 100
Percentage cumulative frequency polygon: a cumulative
frequency polygon expressed as a percentage of the total.
896
Glossary
Polyhedron: a solid in which each face is a polygon; plural:

polyhedra
Population: the whole group from which a sample is drawn
Power: see Index
Primary data: data collected by the user
Prime factor: a prime number that divides a given number
exactly; for example, the prime factors of 42 are 2, 3 and7
Prime number: a number that has only two different factors
itself and one. For example, 3 is a prime number
because its only factors are 1 and 3. Note that 1 is not a
prime number because its two factors 11 are the same.
Prism: A solid comprising two congruent parallel faces
(bases) and the (lateral) faces that connect them. The
lateral faces are parallelograms. If they are all right-angled
(i.e. rectangles) the prism is a right prism; if they are not
all right-angled, then the prism is an oblique prism.
Right
rectangular
prism
Oblique
rectangular
prism
Right
triangular
prism
Probability: the likelihood or chance of a particular event

(result) occurring.
P(event) =
.
The probability of an event occurring ranges from 0
(impossible will not occur) to 1 (certainty will
definitely occur).
Product: the result of a multiplication
Pronumerals: letters used in place of numbers
Proportion: corresponding elements are in proportion if
there is a constant ratio; for example, circumference = p
diameter
for all circles
Pyramid: a group of solids with any polygon as the base.
Its other faces are triangles that meet at a common vertex.
Pyramids are named according to their base. For example,
a pyramid with a square base is a square pyramid.
Square-based
Triangular-based
Hexagonal-based
pyramid
pyramid
pyramid
Pythagoras theorem: in any right-angled triangle, the
square on the hypotenuse is equal to the sum of the
squares on the other two sides. This is often expressed as
c2 = a2 + b2.
A
a
B
C
Quadrant: a sector with an arc equal to a quarter of a circle
(and therefore centre angle of 90)
Quadrant 1: the quarter of the unit circle where the value of
the angle being considered is between 0 and 90. That is,
the x- and y-coordinates are both positive.
Quadrants of a Cartesian plane: four regions of the
Cartesian plane produced by the intersection of the x- and
y-axes
Quadratic equation: the general form of the quadratic
equation is ax2 + bx + c = 0.
Quadratic formula: gives the roots of the quadratic
equation ax2 + bx + c = 0. It is expressed as:
b b 2 4 ac .
x=
2a
Quadratic trinomial: an algebraic expression that contains
three terms, in which the highest power of the pronumeral
is a squared term; for example, 4x2 - 3x + 7
Quantiles: percentiles expressed as decimals. For example,
the 95th percentile is the same as the 0.95quantile.
Quantitative data: data that can be counted (discrete data)
or measured (continuous data), for example, the number
of students enrolled in a school (discrete), the heights in
centimetres of the students in a class (continuous)
Quartic functions: the basic form of a quartic function is
y = ax4. If the value of a is positive, the curve is upright,
while a negative value of a results in an inverted graph.

Amaximum of 4 roots can result.
Quartiles: Values that divide an ordered set into four
(approximately) equal parts. There are three quartiles
the first (or lower) quartile Q1, the second quartile (or
median) Q2 and the third (or upper) quartile Q3.
Quotient: the result of dividing one number or algebraic
expression by another
Radius: the straight line from a circles centre to any point
on its circumference
Random number: a number whose value is governed by
chance, and cannot be predicted in advance
Range: the difference between the highest and lowest
scoresin a set of data; that is,
range = highest score lowest score
Rate: a particular kind of ratio where the two quantities are
measured in different units; for example, km/h, $/g
Ratio: the comparison of two or more quantities of the same
kind. A ratio has no units.
Rational numbers (Q): numbers that can be written as
fractions, where the denominator is not zero
Rationalising the denominator: a method used to express
the denominator as a rational number. Both the numerator
and denominator of a fraction are multiplied by the surd
(or conjugate surd) contained in the denominator.
Real numbers (R): the set of all rational and irrational
numbers
1
Rectangular hyperbola: the graph of y = is called a
x
rectangular hyperbola. The x- and y-axes are asymptotes.
y
y=
1
x
Recurring decimals: These decimals have one or more

digits repeated continuously; for example, 0.999.... They
can be expressed exactly by placing a dot or horizontal
line over the repeating digits; for example,
8.343434 = 8.34 or 8.34.

Reflected (Quadratics): one parabola is a mirror image of
the other.
Reflection (Geometry): the image is a mirror image of the
object.
Relative frequency: represents the frequency of a particular
score divided by the total sum of the frequencies.
It is given by the rule:
relative frequency of a score =
.
Remainder theorem: if a polynomial P(x) is divided by
x - a, where a is any real number, the remainder is P(a).
Glossary
897
Revolution (angle): the size of a revolution is 360.
360
Rhombus: a parallelogram with all sides equal
Right angle: the size of a right angle is 90.
A
O
B
Rotation: turning a figure about a fixed point, called the
centre of rotation
Sample: part of a population chosen so as to give
information about the population as a whole
Sample space: a list of all the possible outcomes obtained
from a probability experiment. It is written as x or S, and
the list is enclosed in a pair of curled brackets {}.
Sampling: obtaining data from a small group of subjects
(often people) within a larger population. This smaller
group should be representative of the larger population.
Scale factor: the ratio of the corresponding sides in similar
figures, where the enlarged (or reduced) figure is referred
to as the image and the original figure is called the object.
image length
scale factor =
object length
Scalene triangle: a triangle with no two sides equal in
length
Scatterplot: a graphical representation of bivariate data
that displays the degree of correlation between two
variables. Each piece of data on a scatterplot is shown
by a point. The x-coordinate of this point is the value
of the independent variable and the y-coordinate is the
corresponding value of the dependent variable.
Scientific notation: a method of expressing a number as the
product of a power of 10, and a decimal that has just one
digit to the left of the decimal point; for example
54 267 would be written as 5.4267104 and 0.005426 7
as 5.4267 10-3.
Secant: a chord of a circle that is extended beyond the
circumference on one side
Second Index Law: when terms with the same base are
divided, the indices are subtracted. So, am an = am n.
Secondary data: data collected by others
Sector: part of a circle bounded by two radii and an arc
898
Glossary
Sector graph: a type of graph mostly used to represent

categorical data. A circle is used to represent all the
data, with each category being represented by a sector of
the circle, whose size is proportional to the size of that
category compared to the total.
Segment: a region of a circle between a chord and the
circumference. The smaller segment is called the minor
segment and the larger one is called the major segment.
Semicircle: part (half) of a circle bounded by a diameter and
an arc joining the ends of the diameter
Set: a collection of similar elements
Seventh Index Law: a term with a negative index can be
1
expressed with a positive index using this law. So, a-n = n
a
1
and n = an.
a
Similar figures: figures that have identical shape but
different size. The corresponding angles in similar figures
are equal in size, and the corresponding sides are in the
same ratio, called a scale factor.
Similar triangles: triangles that have similar shape but
different size. There are four standard tests to determine
whether two triangles are similar: AAA (angle, angle,
angle), SAS (side, angle, side), SSS (side, side, side) and
RHS (right angle, hypotenuse side).
Simple interest: the interest accumulated when the interest
payment in each period is a fixed fraction of the principal.
P r T
The formula used is I =
, where I is the interest
100
earned (in $) when a principal of $P is invested at an
interest rate of r% p.a. for a period of T years.
Simple random sampling: a survey that ensures all subjects
have an equal chance of inclusion in the sample
Simplify: to write an expression in its simplest form by the
use of algebraic or arithmetical techniques
Simultaneous equations (linear): two (or more) linear
graphs that have the same solution
Sine (sin) ratio: the ratio of the opposite side to
the hypotenuse in a right-angled triangle. So,
opposite
sin q =
.
hypotenuse
a
b
c
Sine rule: in any triangle ABC,
=
=
sin A sin B sin C
B
c
a
A
b
C
Sixth Index Law: to remove brackets containing a fraction,
multiply the indices of both the numerator and denominator
a m a m
by the index outside the brackets. So, = m .
b
b
Sketch: the drawing of a graph highlighting its special
features; for example, the y-intercept and gradient or
the x- and y-intercepts of a straight line. Sketches are
notdrawn on graph paper and scales are not shown
alongthe axes.
Skewed: if a distributions shape is not symmetric, it can

be described as being positively skewed (tailing off to
the upper end of the distribution) or negatively skewed
(tailing off to the lower end of the distribution).
Shape
Negative skew
Positive skew
Symmetric
70
90
110
Values
130
150
Slant height (of cone): the distance from any point on

the circumference of the circular base of the cone to the
vertex of the cone
Solid: a 3-dimensional object
Solve: to find a solution to a problem or an equation
Speed: the rate that describes how quickly distance changes
over a period of time. It is given by the formula
distance
speed =
.
time
Standard deviation: a measure of the variability of
spreadof a data set. It gives an indication of the degree
to which the individual data values are spread around
themean.
Stem-and-leaf plot: a display that provides simultaneously
a rank order of individual scores and the shape of the
distribution. The stem is used to group the scores and the
leaves indicate the individual scores within each group.
The stem-and-leaf plot for the pulse rates of a group of
students is shown.
Pulse rate
6 8889
7 0114668
8 2688
9 06
10 4
11 0
A back-to-back stem-and-leaf plot has two sets of data
displayed one on either side of the common stem.
Stratified random sampling: sampling of a population that
consists of identifiable groups or strata, so that each group
receives fair representation. Each group should make up
the same proportion of the sample as it does of the full
population.
Subjective probability: probability that is based on one or
more of the following: judgements, opinions, assessments,
estimations and conjectures by individuals. It may also
involve beliefs, emotions and bias.
Subset: a smaller set within another set. It is denoted by the
symbol .
Substitution: the replacement of a variable by a number. For
example, substituting x = 2 in the expression 5x gives
5 2 = 10.
Substitution method: a method used to solve simultaneous
equations. It is useful when one (or both) of the equations
has one of the variables as the subject.
Subtended (angle): an angle standing on an arc of a circle,

with its vertex on the circumference or at the centre of the
circle
Supplementary (angles): angles that add to 180
Summary statistics: measures such as mean, mode, median
and range, used in analysing a set of data
Surds: roots of numbers that do not have an exact answer,
so they are irrational numbers. Surds themselves are exact
numbers; for example, 6 or 3 5 .
Symmetrical: the identical size, shape and arrangement of
parts of an object on opposite sides of a line or plane
Tangent (to a circle): a straight line that touches the
circumference of a circle or a curve at one point only
Tangent (tan) ratio: the ratio of the opposite side to the

adjacent side in a right-angled triangle. So,
opposite
tan q =
.
adjacent
Terminating decimals: decimals that have a fixed number
of places; for example, 0.6 and 2.54
Tetrahedron: a regular polyhedron (platonic solid) with
Theorems: rules or laws
Theoretical probability: given by the rule
P(event =
or
n( E )
, where n(E) = number of times or ways an
P ( E ) =
n(S )
event, E, can occur and n(S) = number of elements in the
sample space or number of ways all outcomes can occur,
given all the outcomes are equally likely
Third Index Law: any term (excluding 0) with an index of
0 is equal to 1. So, a0 = 1.
Time series: a sequence of measurements taken at regular
intervals (daily, weekly, monthly and so on) over a certain
period of time. They are used for analysing general trends
and making predictions for the future.
Total surface area (TSA): the area of the outside surface of
a 3-dimensional figure
Transformations (Quadratics): changes that occur to the
basic parabola y = x2 in order to obtain another graph.
Examples of transformations are translations, reflections
or dilations.
Translated (Quadratics): moving a parabola horizontally
(left/right) or vertically (up/down)
Translation (Geometry): occurs when an object moves up,
down, left or right without flipping, turning or changing
size
Transposing: changing the order of terms in an equation
Glossary
899
Transversal: a line that meets two or more other lines in a

plane
Trapezium: a quadrilateral with at least one pair of opposite

sides parallel
Travel graphs: graphs that represent the relationship between

distance and time. The distance covered is shown on the
vertical axis and the time taken on the horizontal axis.
Tree diagrams: branching diagrams that list all the possible
outcomes of a probability experiment. This diagram shows
the outcomes when a coin is tossed twice.
Head, Head
Head
Head
Tail
Tail
Head
Head, Tail
Tail, Tail
Trend line: the line of best fit that is drawn on a time series
graph, which is used to forecast future values
Trial: the number of times a probability experiment is
conducted
Triangle: a 3-sided polygon
Trigonometric ratios: three different ratios of one side of
a triangle to another. The three ratios are the sine, cosine
and tangent ratios.
Trinomial: an expression consisting of three terms; for
example, x2 + 3x - 5
True bearings: directions that are written as the number
of degrees (3 digits) from north in a clockwise direction,
followed by the word true or T; for example, due east
would be 090 true or 090T
Truncated cone: a cone with its top cut off
Turning point: the point at which the graph of a quadratic
function (parabola) changes direction (either up or down)
Two-way tables: a table that lists all the possible outcomes
of a probability experiment in a logical manner
900
Glossary
Tail, Head
Tail
Hair colour
Red
Brown
Blonde
Black
Total
Uniform cross-section: a solid has a uniform cross-section

if cross-sections taken parallel to its base are always the
same size and shape. Cross-sections parallel to the base of
prisms are uniform, whereas cross-sections parallel to the
base of pyramids are not.
Union (of sets): represents the combination of elements
of two or more sets. A B denotes the union of sets
A and B.
Unit circle: a circle with its centre at the origin and having a
radius of 1 unit
Unit fraction: a fraction that has a numerator of one; for
1 1 1
example, , ,
2 5 10
Univariate data: data relating to a single variable
Universal set (x ): the largest set that contains all possible
elements of the data considered
Upper quartile: the score that marks the end of the third
quarter in an ordered set of data. It is denoted by QU or
Q3. It is calculated by finding the median of the upper half
of the data.
Venn diagrams: a series of circles, representing sets, within
a rectangle, which represents the universal set. They show
the relationships between the sets.
Hair type
1
8
1
7
17
1
4
3
2
10
Total
2
12
4
9
27
Vertex: plural: vertices; a point where two or more

sides of a polygon or edges of a solid meet.
For example, a square has 4 vertices and a cube
has 8 vertices.
Vertical: vertical lines are parallel to the y-axis and have an
undefined (infinite) gradient.
Vertical line test (function): the graph of a function cannot
be crossed more than once by any vertical line.
Vertically opposite angles: when two lines intersect,
four angles are formed at the point of intersection, and
two pairs of vertically opposite angles result. Vertically
opposite angles are equal.
B
O
Volume: the amount of space a 3-dimensional object

occupies. The units used are cubic units, such as cubic
centimetres (cm3) and cubic metres (m3).
Wedge: a piece of wood, metal etc., thick at one end,
tapering to a thin edge.
x-intercept: the point where a graph intersects the x-axis
y-intercept: the point where a graph intersects the
y-axis. In the equation of a straight line, y = mx + c,
the constant term, c, represents the y-intercept of
that line.
Index
Addition Law of probability 398400
algebra see linear algebra
algebraic expressions, expanding 2217, 242
binomial expansion 2212
difference of two squares rule 2234
FOIL method 2223
perfect squares 223
algebraic fractions
adding and subtracting 336, 50
exercises 367, 3940
multiplying and dividing 379, 50
simplifying 220
alternate segment theorem 71819
amplitude of graphs 755
angles, naming 326
angles of depression 1614, 178
angles of elevation 1614, 178
arcs 702
area 185
common shapes 184
composite figures 1878
exercises 18993
Herons formula 7467
of triangles 7459, 7623
using formulas to find 184, 1857
see also total surface area
area units, conversion of 184
Associative Law 30
bar graphs, reading 498
bearings 165
and compass directions 16572, 178
exercises 16972
true bearings 165, 166
bi-modal graphs 459
binomial expansion 2212
bivariate data 474, 769, 794
correlation 76972
drawing column graphs from data tables 4778
eBookplus activities 496
exercises 4767, 4813, 7736, 7846
graphing 47783, 491
identifying related pairs of variables
4747, 491
identifying a relationship 4756
lines of best fit 77686
review exercises 4925
scatterplots 48390, 769
variables 4745
box-and-whisker plots 464
exercises 4479
five-point summary 4445
identification of extreme values 4457
multiple or parallel 454
buying on terms 5425, 560
capacity, volume 2078
Cartesian plane 57
cash payments 540
causation, and correlation 7712
census 499, 501

central tendency, measures of 4319, 464
exercises 4359
grouped data 4335
mean 432, 433
median 431, 433
modal class 4335
mode 431
ungrouped data 4313
chords
intersecting 7089, 724
as parts of a circle 701, 725
and radii 71113
circle geometry
angles in a circle 7018, 724
constructing a tangent 7046
cyclic quadrilaterals 71518, 725
exercises 7068, 71315, 7203, 7269
intersecting chords, secants and tangents 70815, 724
parts of a circle 7012
tangents, secants and chords 71823, 725
theorem 1 703
theorem 2 703
theorem 3 704
theorem 4 704
theorem 5 705
theorem 6 709
theorem 7 710
theorem 8 711
theorem 9 712
theorem 10 712
theorem 11 715
theorem 12 716
theorem 13 71819
theorem 14 719
circles 315, 320
angles in 7034, 724
area formula 185
centre of 701
equation of 31518
exercises 31718
transformation 686
translation 687
see also unit circles
circumference 701
climate change project 5345
Closure Law 30
column graphs
drawing from data tables 4778
reading 472
using to create a scatterplot 47880
Commutative Law 2930
compass directions
and bearings 16572, 178
exercises 16972
true bearings 165, 166
complementary events 382, 3967, 423
determining 380
exercises 4003
Index
901
composite figures
area 1878
volume 2067
composite solids, total surface area 1969
compound interest 54953, 560
conditional probability 41720, 424
cones, total surface area 195
congruence
exercises 32932, 3389
and proof 3369, 347
review 32732, 347
congruent triangles
corresponding sides and angles
326, 700
tests to prove 3279, 700
continuous data 472
coordinate geography
determining linear equations 648
distance between two points 6871
exercises 857
midpoint on line segment 714
parallel and perpendicular lines 7482
sketching linear graphs 5763
coordinate points, plotting 473
correlation 769
and causation 7712
linear and non-linear relationships 770
positive and negative correlation 770
strength of 771
correlation coefficient 7823
cosine, calculating 732
cosine graphs 7559
cosine ratio (CAH) 1479, 177
calculating the angle from 732
cosine rule 7414, 762
credit card payments 540
cube roots
calculating 2
estimating 2
linking with cubes 2
using a calculator to evaluate 2
cubes
linking with cube roots 2
total surface area 184, 193
volume 184, 203
cubic functions 67983, 694
reflection 690
transformation 68990
translation 689
cuboid 193
cyclic quadrilaterals 71518, 725
cylinders
total surface area 194
volume 203
data see bivariate data; univariate data
data analysis 512
graphing statistical data 51215
in statistical investigations 522
data collection
evaluating methods of 51112
902
Index
data interpretation see interpreting data

data organisation, in statistical investigations 522
data sets
comparing 4549, 4645
exercises 4559
data types
distinguishing between 498
exercises 50810
qualitative data 472
quantitative data 472
see also primary data; secondary data
deductive geometry
congruence and proof 3369, 347
congruence review 32732, 347
eBookplus ICT activity 3523
exercises 34950
quadrilaterals: definitions and properties 3403, 347
quadrilaterals and proof 3446, 3478
similarity review 3326, 347
dependent events 41317, 423
dependent variables 472, 4745, 498
depreciation 5536, 560
depression, angles of 1614, 178
diagrams, drawing from given directions 132
diameter 701
discounts
percentage discounts 538
successive 5468, 560
discrete data 472
disjoint sets 386
distance between two points 6871
elevation, angles of 1614, 178
ellipse, area formula 185
equation of a straight line 646
equations 40
solving using laws of logarithms and indices 6249, 631
expanding brackets 220
expanding a pair of brackets 220
experimental probability 3812
experiments, primary data 504
exponential functions 306, 694
exponential decay 671
exponential growth 671
and their graphs 30612, 319
transformation 6889
extrapolation 781
extreme values, identification of 445
factor theorem 64951, 659
factorising
by completing the square 23640, 2423
by taking out a common binomial factor 220
by taking out the highest common factor 220, 248
difference of two squares expressions 636
finding a factor pair that add to a given number 248
mixed factorisation 2401
polynominals 6515
quadratic trinomials 636
factorising expressions with two terms 2312, 242
a2 - b2 232
exercises 2346
factorising expressions with three terms 22731, 242

ax2 + bx + c when a = 1 2278
ax2 + bx + c when a 1 2289
exercises 22931
factorising expressions with four terms 231, 2326, 242
figures, naming 326
financial maths
buying on terms 5425, 560
depreciation 5536, 560
exercises 5402, 5435, 5478, 5513, 5546, 5589,
5623
loan repayments 5569, 560
payment options 540
purchasing goods 53942, 560
successive discounts 5468, 560
five-point summary, box-and-whisker plots 4445
flood in backyard project 3523
FOIL method, expanding algebraic expressions 2223
formulas, rearranging 132
fractional indices 1216, 23, 60914, 630
fractions
addition 28, 380
division 28
multiplication 28
multiplying for calculating probabilities 380
simplifying 380
subtraction 28, 380
frequency distribution table
calculation of mean, median and mode from 4323
presentation of data 430
function notation 667
functions 6669
circles 31518, 320
cubic functions 67983, 694
evaluating 667
exercises 3213
exponential functions 6718, 694
exponential functions and their graphs 30612, 319
function notation 667
hyperbola 31215, 320
identifying features of 6678
plotting parabolas 2816, 319
points of intersection 6689
quartic functions 6836, 694
sketching parabolas of the form y = ax2 + bx + c
298306, 319
sketching parabolas in turning point form 2928, 319
sketching parabolas using basic graph of y = x2 28792
transformations 68693, 695
vertical line test 666
functions and relations 66571, 694
exercises 6967
relations 6656
gradient
finding 664
finding given two points 90, 768
linear graphs 57
lines 56
Herons formula 7467

highest common factor, finding 28
horizontal lines 779
hyperbolas 31215, 320
dilation 688
negative values of k 688
transformation 688
hypotenuse, finding 134
Identity Law 30
independent events 41317, 423
independent variables 472, 4745, 498
index expressions, substitution into 664
index form 2
evaluating numbers in 590
using calculator to evaluate numbers in 2
index laws 37, 23
First Index Law 3
Second Index Law 3
Third Index Law 3
Fourth Index Law 4
Fifth Index Law 4
Sixth Index Law 4
Seventh Index Law 8
Eighth Index Law 1213
combining 1720, 23
exercises 57, 2022, 245
using 590
indices
combining index laws 1723
exercises 245
fractional indices 1216
negative indices 712
review of index laws 37
inequations 106
inquiry methods, evaluating 51115, 51821, 527
integers 592
interest
simple interest 538
interpolation 781
interpreting data
bivariate data 76976, 794
exercises 7736, 7903, 7957
lines of best fit 77686, 794
time series 78693, 794
interquartile range 4402
Inverse Law 30
irrational numbers 5923
lay-by payments 540
least squares regression 7812, 794
like terms, collecting 28
line graphs, reading 473
line segments, midpoint of 714
line of vision 161
linear algebra
adding and subtracting algebraic fractions 337
exercises 523
multiplying and dividing algebraic fractions 3740
Index
903
linear algebra (continued)

solving equations with algebraic fractions and multiple
brackets 459
solving linear equations 404
substitution 2933
linear equations
horizontal and vertical lines 779
parallel lines 745, 7982
perpendicular lines 756, 7982
transposing to standard form 90, 768
linear equations, determining 646
equation of a straight line 646
exercises 678
pointgradient method 66
straight line parallel or perpendicular to another
straightline 767
linear equations, solving 407, 50
exercises 434, 489
involving algebraic fractions 459, 50
with multiple brackets 45, 50
that arise when finding x- and y- intercepts 56, 90, 768
where pronumeral appears on both sides 413
linear graphs 57
Cartesian plane 57
gradient/slope 57
quadrants 57
linear graphs, sketching 5762
exercises 623
gradientintercept method 5960
x- and y-intercept method 589, 90
y = c and x = a form 612
y = mx form 60
linear inequations
exercises 10810, 11316, 11822
multiplying or dividing both sides by negative
numbers 1078
sketching 11016, 124
solving 10610, 123
solving simultaneous 11622, 124
linear relationships 770
lines
describing gradient 56
identifying equations of straight lines 664
naming 326
plotting using table of values 56
sketching straight lines 664
lines of best fit 485, 77686, 794
correlation coefficient 7823
exercises 7846
interpolation and extrapolation 781
least squares regression 7812
reliability of predictions 781
loan repayments 5569, 560
loans 543
logarithm laws 61924, 631
exercises 6224
Law 1 620
Law 2 6201
Law 3 621
Law 4 622
Law 5 622
Law 6 622
Law 7 622
logarithms 61719, 631
904
Index
Mannings formula 589

many-to-many relations 665
many-to-one relations 665
mean
calculation from frequency distribution
table 4323
grouped data 4335
of small data set 430
of stem-and-leaf plot 430
ungrouped data 431
measurement, primary data 504
measures of central tendency see central tendency, measures of
measures of spread see spread, measures of
media reports, investigating 5235
median
calculation from frequency distribution table 4323
grouped data 4335
small data set 430
ungrouped data 431
midpoint formula 71
modal class, grouped data 4335
mode
calculation from frequency distribution table 4323
small data set 430
ungrouped data 431
Multiplication Law of probability 413, 418
mutually exclusive events 3978, 4003, 423
negative correlation 770
negative indices 712, 23, 61417, 631
non-integer rationals 592
non-linear relationships 770
normal distribution 459
Null Factor Law 249
number classification
exercises 5945
integers 592
irrational numbers 5923
non-integer rationals 592
p (pi) 593
rational numbers 591
review 5914, 630
number laws 2930
Associative Law 30
Closure Law 30
Commutative Law 2930
Identity Law 30
Inverse Law 30
observation, primary data 504
odds 3902
for and against 390
payouts 390
one-to-many relations 665
one-to-one relations 665
outliers 445
parabolas 287
identifying equations of 664
parabolas, plotting 281, 2816, 319
dilation 281, 287
exercises 2846
finding turning point when equation is not in turning

pointform 298302
horizontal translation 2889
maximum turning point 281
minimum turning point 281
reflection 281, 28990
transformation 281
translation 281, 2879
turning points 281, 298302
vertical translation 2878
parabolas, sketching 664
exercises 2912, 2968, 3026
form y = ax2 + bx + c 298306, 319
in turning point form 2928, 306
using basic graph of y = x2 28792, 319
parallel lines 745
exercises 7982
and simultaneous linear equations 934
parallelograms
area formula 185
definition 340
properties 340
test 344
percentage discounts 538
percentages
converting to a decimal 538
decreasing a quantity by 538
of a quantity of money 528
periodic functions 755
perpendicular lines 756, 7982
p (pi) 593
points, distance between two 6871
points of intersection 664, 6689
polynomial equations, solving 6558,
659
polynomial values 6479, 659
polynominals 6379, 659
adding 63941, 659
degree of 637
exercises 661
factor theorem 64951, 659
factorising 6515, 659
factorising using long division 6513
factorising using short division 6534
leading coefficient 637
leading term 637
long division of 6416, 659
multiplying 63941, 659
polynomial values 6479, 659
remainder theorem 649, 6501, 659
subtracting 63941, 659
populations 499
exercises 5023
and samples 499503, 527
positive correlations 770
predictions
from scatterplots 4858
reliability of 781
primary data 5037, 527
exercises 50810
experiments 504
measurement 504
observation 504
simulations 504

surveys 504
probability
Addition Law of 398400
complementary events 382, 3967, 4003, 423
conditional probability 41720, 423
equally-likely outcomes 381
events 381
exercises 3926, 4003, 41012, 41517,
41920, 4257
experimental probability 3812
frequency 381
independent and dependent events 41317, 423
Multiplication Law of 413, 418
mutually exclusive events 3978, 4003, 423
odds 3902
outcome 381
relative frequency 3823
review 38192, 423
sample space S 381
subjective probability 4202, 423
theoretical probability 3834
tree diagrams 40512, 423
trial 381
two-way tables 4035, 423
Venn diagrams 38490
problem solving exercises 35578, 56588
proof
of congruence 3369, 347
quadrilaterals 3446, 347
proportions, finding 498
purchasing goods 53942, 560
exercises 5402
payment options 540
pyramids, volume 2056
Pythagoras theorem 68, 134, 177
finding the hypotenuse 134
finding a shorter side 1357
similar right-angled triangles 1334
in three dimensions 1405, 177
using 56
quadrants 57
quadratic equations
eBook activities 278
exercises 2767
solving 636
substitution into 248, 280, 636
quadratic equations, solving 24955, 274
by completing the square 2502
by inspecting graphs 25863, 274
by interpolation 263, 274
by using the discriminant 2648
confirming solutions 2601
exercises 2535, 2613, 2678, 2723
and linear equations simultaneously 26973, 2745
Null Factor Law 249
type ax2 + bx + c = 0 where a = 1 280
type ax2 + bx + c = 0 where a 1 281
using quadratic formula 2558, 274, 280
quadratic expressions
exercises 2445
Index
905
quadratic expressions (continued)

expanding algebraic expressions 2217
factorising by completing the square 23640
factorising expressions with three terms 22731
factorising expressions with two or four terms 2316
quadratic formula 2558, 274, 280
quadratic functions
dilation 687
horizontal translation 687
reflection 687
transformation 686
vertical translation 686
quadratic trinomials 227, 636
quadrilaterals
in circles 71518, 725
definitions 340, 347
identifying 326
and proof 3446, 3478
properties 340, 347
tests 344, 3478
qualitative data 472
quantitative data 472
quartic functions 6836, 694
basic shapes of quartic graphs 6835
exercises 6856
reflection 690
transformation 690
quartic graphs, basic shapes 6835
radii
and chords 71113
as parts of a circle 701
random samples 499
range 440
rational numbers 591
rationalising denominators
surds 6035
using conjugate surds 6057
real numbers
exercises 6323
fractional indices 60914, 630
logarithm laws 61924, 630
logarithms 61719, 631
negative indices 61417, 632
number classification review 5915, 630
operations with surds 599600, 630
solving equations 6249, 631
surds 5959, 630
rectangles
area formula 185
definition 340
properties 340
test 344
rectangular prisms
total surface area 184, 193
volume 184, 203
relations 6656
many-to-many relations 665
many-to-one relations 665
one-to-many relations 665
one-to-one relations 665
906
Index
relative frequency 3823

remainder theorem 649, 6501, 659
rhombus
area formula 185
definition 340
properties 340
test 344
finding angle in 732
finding side lengths 732
labelling the sides 132, 732
rise, measuring 56, 90, 768
rounding
size of angle to nearest minute and second 132
to a given number of decimal places 132
run, measuring 56, 90, 768
samples 499500
exercises 5023
and populations 499503, 527
scales, reading 472
scatterplots 478, 48390, 491, 769
line of best fit 485
making predictions 4858
using column graphs to create 47880
secants
as parts of circles 702
and tangents 71920, 725
secondary data 5078, 527
exercises 50810
sectors
area formula 185
segments
alternate segment theorem 71819
set notation 380
sets, Venn diagrams 384
similar triangles, tests to prove 333, 700
similarity
exercises 3356
review 3326, 347
testing triangles for 333
similarity statements, writing 326
simple interest, finding 538
simulations, primary data 504
simultaneous linear equations 91
elimination method of solving 99101, 123
exercises 946, 989, 1013, 1056, 1259
graphical solution 913, 946, 123
parallel lines 934
problem solving using 1036
solving 11622, 124
substitution method of solving 969, 123
sine, calculating 732
sine graphs 7559
sine ratio (SOH) 1479, 177
sine rule 769
ambiguous case 7359
exact values 7335
skewness 45963, 465

exercises 4613
negatively skewed data 460
positively skewed data 460
small data sets
finding the mean 430
finding the median 430
finding the mode 430
spheres
volume 205
spread, measures of 43944, 464
exercises 4424
interquartile range 4402
range 440
square roots
calculating 2
estimating 2
linking with squares 2
using a calculator to evaluate 2
squares
completing 280, 664
linking with square roots 2
squares (quadrilateral shape)
area formula 185
definition 340
properties 340
standard deviation 44953, 464
statistical data, graphing 51215
statistical graphs, drawing 430
statistical investigations
data analysis 522
data collection 521
exercises 5256
investigating media reports 5235
organising the data 522
performing calculations 522
reporting results 522
steps in 528
using primary data 521
using secondary data 5223
statistical reports, evaluating 51521, 527
statistics in the media
eBook plus ICT activity 5345
evaluating inquiry methods and statistical reports 51120
exercises 52932
populations and samples 499503
primary and secondary data 50310
statistical investigations 5216
stem-and-leaf plots
back-to-back 454
mean, median and mode 430
straight lines see lines
subjective probability 4202, 424
subsets 386
substitution 2931, 50
exercises 313
into index expressions 664
into a linear rule 90, 768
into quadratic equations 248, 280, 636
number laws 2930
to check if given point makes inequation a true statement 90
to solve simultaneous linear equations 969
successive discounts 5468, 560

surds 5958, 630
adding 590, 600
dividing 590, 6023
identifying 590
multiplying 590, 6012
operations with 599609, 630
proof by contradiction 596
proof a number is irrational 5967
rationalising denominators 6035
rationalising denominators using conjugate
surds 6057
simplifying 220, 248, 590, 599600
subtracting 590, 600
surface area see total surface area
survey questions, determining suitability 498
surveys 501, 504
symmetrical graphs 459
tangent, calculating 732
tangent ratio (TOA) 1479, 177
tangents
and secants 71920, 725
theoretical probability 3834
time series 78693, 794
exercises 7903
trend lines 78890
of composite solids 1969
cones 195
of cubes 184, 193
cylinders 194
exercises 199202, 21415, 216
other solids 1956
rectangular prisms 184, 193
spheres 194
transformation 68693, 695
circles 686
cubic functions 68990
exercises 6923
exponential functions 6889
in general polynominals 6902
hyperbolas 688
parabolas 281
quadratic functions 686
quartic functions 690
trapezium
area formula 185
definition 340
properties 340
tree diagrams 4035, 423
trend lines 78890
triangles
angle relations 700
angles in 700
area formula 185, 186
area of 7459, 7623
Herons formula 7467
testing for similarity 333, 700
see also congruent triangles; Pythagoras theorem;
Index
907
triangular prisms, volume 203

trigonometric equations
exercises 761
solving 75961, 763
solving algebraically 760
solving graphically 759
trigonometric functions 763
amplitude of graphs 755
exercises 7579
periodic functions 755
sine and cosine graphs 7556
trigonometric ratios 177
angles and the calculator 1456
cosine ratio 1479, 177
exercises 14951
sine ratio 1479, 177
tangent ratio 1479, 177
trigonometry
angles of elevation and depression 1614, 178
applications 1726, 178
area of triangles 7459, 7623
calculating angle size 15660, 177
calculating side lengths 1515, 177
compass directions and bearings 16572, 178
cosine rule 7414, 762
eBookplus activities 182, 764
exercises 1545, 15860, 1736, 17981,
73940, 7645
sine rule 73340, 762
unit circles 74954
see also Pythagoras theorem; trigonometric functions;
trigonometric ratios
trinomials 227
TSA see total surface area
two squares expressions, factorising
difference of 636
two-way tables 4035, 423
unit circles 74954, 763
constructing 7502
exercises 7524
four quadrants of 7502
908
Index
univariate data 474

box-and-whisper plots 4449
comparing data sets 4549
exercises 4669
measures of central tendency 4319
measures of spread 43944
skewness 45963
standard deviation 44953
universal set, Venn diagrams 384
variables 474
dependent and independent 4745
identifying related pairs 4747, 491
Venn diagrams 38490
complement of a set 385
disjoint sets 386
intersection of sets 384
sets 384
subsets 386
union of the sets 385
universal set 384
vertical line test 666
vertical lines 779
equation of 248, 280
volume 203, 2045, 213
capacity 2078
composite figures 2067
cubes 184, 203
cylinders 203
exercises 20812
pyramids 2056
rectangular prisms 184, 203
review exercises 216, 217
spheres 205
triangular prisms 203
volume units, conversion of 184
y-intercept
finding 664
stating from graph 56

Maths Quest 10

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Maths Quest 10

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maths Quest 10 + 10a

for the australian

First published 2012 by

1A Review of index laws 3

Simultaneous linear equations and

4A Graphical solution of simultaneous linear

Number and algebra

Number and algebra

Measurement and geometry

LINEAR AND NON-LINEAR RELATIONSHIPS

Are you ready? 56

Are you ready? 132

3A Sketching linear graphs 57

5A Pythagoras theorem 133

5B Pythagoras theorem in three

7E Mixed factorisation 240

Measurement and geometry

Surface area and volume 183

Quadratic equations 247

8A Solving quadratic equations 249

9A Plotting parabolas 281

Quadratic expressions 219

7A Expanding algebraic expressions 221

Number and algebra

patterns and algebra

Number and algebra

Measurement and geometry

Statistics and probability

Deductive geometry 325

Univariate data 429

Are you ready? 326

Are you ready? 430

13A Measures of central tendency 431

10A Congruence review 327

Exercise 13A 435

Exercise 10A 329

13B Measures of spread 439

Exercise 13B 442

Exercise 13C 447

pro-0099 Backyard flood 352

Statistics and probability

Are you ready? 472

Problem solving I 355

14A Identifying related pairs of

Statistics and probability

12A Review of probability 381

Exercise 12A 392

Bivariate data 471

Statistics and probability

Statistics in the media 497

15A Populations and samples 499

Exercise 15A 502

15D Statistical investigations

pro-0100 Climate change

Are you ready?

Exercise 16A 540

Number aNd algebra

Are you ready?

Are you ready?

Exercise 18A 594

Functions and relations

18A Number classification review

Number aNd algebra