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86% found this document useful (112 votes)
715K views62 pagesLs Maths 9 2ed TR Learner Book Answers
learner book maths 9 answer key
Uploaded by
Thuý Phượng Nguyễn ThịCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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© studocu
Ls maths 9 2ed tr learner book answers ee ete eee eee acter ets
> Learner's Book
answers
4 and 3000 and V225
Allof them,
integer 3 irrational
irrational integer 7
irrational
vi. % —38 and — 2.25 are rationa
‘(200 isthe only irrational number.
integer surd surd
integer imeger surd
irrational because V2 is irrational
rational because it is equal to ¥4
irrational because 4 is irrational
rational because it is equal to Y8 = 2
Learner's own answer, For example:
2 and V2.
Learner's own answer. For example:
v2 and 2-2
4
0
They are all positive integers.
Learner's own answer.
Learner's own answer.
49 and 8= 64
4564 and = 12
(= THe sosumnent avo es ot ohare
The square root of any integer between
16 and 25 is a possible answer.
The square root of any integer between
144 and 169 is a possible answer.
14
6
1 2
(5 +1)x(V5-1) =4, and so on
WN +Dx(JV-)=N—1
Learner's own answer.
No, It is not a repeating pattern
Learner's own answer.
Reflection:
true true false
No, It might be a repeating pattern or it
might not
3x10: 3.2% 105
3.28% 10" 3.2871 10"
63x10" 4.88% 10"
3.04% 108 2x10"
5400 1410000
23370000000 87250000
Mercury 5.79% L07km; Mars 2.279 * 108
Uranus 2.87% 10°
Russia Indonesia
The largest country is approximately 9
times larger than the smallest country
710% 8.12104
6.691 x 10-5 2.05 107
« Systudocu = ee ete eee eee acter ets
0.0015 0.00001234
000000079 0.0009003
0 9.11 x 10%kg
65 is not between | and 10.
6.5% 10°
483% 10"
L 5x10?
2.73107)
5x10"
3
Learner's own answers.
6.1% 105 Learner's own answers,
6.17 x 105 =
1.75% 105
7.6x 10%
8.02% 10"
1.6% 107
710° 34x10?
41x10 1.37% 10 Stors
To multiply a number in standard form by Learner's own answers.
10, you add I to the index. Learner's own answers.
To multiply a number in standard form
by 1000, you add 3 to the index. To divide
‘@ number in standard form by 1000, you
subtract 3 from the index.
Reflection: You can compare them easily. You
can write the number without using 2 lot of zeros
You can enter them in a calculator.
1 1
4 5
i 1
26 i000 2 rational irrational
rational inrational
2 and 4° are equal, 5,6" rational
rational because it is equal to J25
irrational because it is3.+ J7 and V7 is
asurd
n=3
8.6% 10 6.45% 10°
CD.AB
1
ro
3or97 or 81"
The three ways in part a.
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 ee ete eee eee acter ets
Px ata 2
5
70
xe+2u
4(x+3)
12°-21pw
2x(2x+7)
Tors
Ot Nia
F
9
Learner's own answers.
For example: Part a is incorrect as ~:
should be written as (-3), which is 9 and
‘not ~9; part bis incorrect as (—2) is 8
and not 8,
Learner's own answer,
x=land y=14,
v=6
and y=H1,x=3and
Learner's own answer. For example:
x=—4and y=—l1, x=—Sand y=—I0,
x=~6and y=-21
Learner's own answer. For example:
=land y
2
Activity 2.1
0 Learner's own answer,
30
Learner's own answers. For example:
3, b==10, e==12,
a=3,b=4,c=-36, d=3
Learner's own answers.
Learner's own answers,
= THe cosumentirovotnientes ot cheeson oy STUAOCT
Learner's own counter-cxamples.
For example: When x
3xt= 3x = 3x42 12, and
(xy°=(9x2)'=6°=36, and 12436
For example: When y=2, (—y'=(-2)
and —y*=-2'=-16, and 162-16
For example: When x=3 and
xt y)=23+4)=2%7= 14 and
2ety=2%344=10, and M4410
26
49
See eee ca] »
?
Col pel ke eco DAU ea eae ota
5° -9(b—a)+
3)
° 6x-8-(2)' +2
i
“1048-1642
2241
=2
Reflection: Learner's own answers
Sn
Sint)
Son
s-7)
GBxP+7 or 92+
(2x)'= 100 or 8x'= 100
2x+2y
6x+2y
ox tay
4x
8x
Date
Porimeter=2(x+5)+
2x+1044x=6x=10
Learner's own answer.
Length of rectangl
Width of rectangle
Perimeter=2> length +2 width =
2x8+2x6=28
Area= length x width=8x6=48
Perimeter=6x+10=6%3+10=28
Qe + 1Ox=2% P+ 10%3=
8
Learner's own answer.
P=2x+10
AEIH6
When x=4, P=18 and A=18
P=2y-4
A=4y-24
When y=10, P=16 and A=16
Pa4n+8
A=n+4n
When n=6, P.
yellow =4 green:
xed
3 red +3 yellow=6 green:
both=12x+6
4 red+4 yellow=8 green:
both=16x+8
red +n yellow=2n green (or similar
explanation given in words)
6 red +2 yellow=12 blue:
12 red +4 yellow =24 blue;
both =24x +24
3n red-+ yellow =6n blue (or similar
explanation given in words)
Learner's own answer.
(Bw)? =36, 29 10, Su(w +1) =50
116
(Bw)? +203y- 20) +SwO0-#)=
Ou? +r —4yw-+ Su? + Sow
14+ yt 6
116
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 Col pel ke eco DAU ea eae ota
But 7h=61, 8 2a=31, a2 +6b=31,
Mat 3h=4
133
Bu? Th+ 8h—3at a? +6b+4(at 3)=
4a°+Th—-3a+4a+ 12b=40°+a+19b
133
un
Not valid because although the perimeter
is positive, three of the side lengths are
rcgative, which is not possible.
23x44) +2(5—x) of
Bye 4e3ytdeS— tse
23x44) +2(5-x°)
Arun is correct. Learner's own
explanation,
For example: The variable » only appears
in the expression for the perimeter when
it is squared. When you square 2 and -2
you get the same answer,
or: 2(2(-27' +9) =2(24+9)=
2(8+9)
and 2(22)°+9)=22 x4+9)=
2(8+9)
Side length Sem,
Sofia is correct.
Learner's own answer,
w=x=l
All the answers are 1. Lea
explanations. For example:
When simplified, all the expressions have
san index of 0, and anything to the power
of 0
or Any expression divided by itself, always
gives an answer of 1
6x Ry
Am? an’
Learner's own answer.
Learner's own answer.
Learner's own answer.
Sasha's method would be easiest to use to
simplify these expressions:
Arun is correct. Learne
explanation. For example:
xp=3%<(e)
or 3x")
3x3x3%
‘or (3x")' means everything inside the
bracket must be cubed. That means the 3
must be cubed as well as the »%
16x" 125y""
16"
— Thecocumenrisawotmnienes otcnneron Gy studocu ee ete eee eee acter ets
Activity 2.3 yoy 48 4145448
me-+m=I2 @-Ta-18
pra lp+30 =30n+200
Learner's own spider diagram,
There are many possible expressions,
For example: ‘The plus at the end would change
aut 1200 toa minus and the 9 changes to a 1
e+ lx-20
4x8 ont
The plus at the end would change to
Borie a minus and the 9 changes to a
Px 228 = 1x20
The plus in the middle would change to
minus, 29x +20
(x+A)(0+B)=8+Cx+D
Learner's own answers. (e+ ANB
(oe
36x)"
(o- Ayo B)=x
. (Ae B)
vie Cw 120427
. Band iv, C and i, D and v
E and vi, F and v xt 2ext2)
Learner's own answer. Any expression 24 Det 2x+4
that simplifies to giv ax edyed
For example: 32
Reflection: Learner's own answers. 6x49
y+ loy+25
242241
m+ 16m+ 64
sat
ZA
(Gash see ieeane
e+Sxt4
CG) =e 46 P-Sp+i6
2430-18 n= 160+81
(tase arta
H8x420-
=6x=16
(64373) =a8+ Bao 3x—
v4
Sx ayn det x25
a Set4 v49
e+ 10x+ 21 VELHO There is no term in x, and the number
term isa square number,
100
2v-15 at+4y—32
oxtld 14x +24
Learner's own answers and explanations.
Learner's own answers and explanations Activity 2.4
Learner's own answer. D 33x24 28x 4=952,
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 ee ete eee eee acter ets
D 16x 11 17= 187,
192-187
The answer is always 5.
sal
ots
nts n+6
She cannot cancel the 3 with the 6,
> ° because the expression is 3x+ yall
De SNin Les on 5. divided by 6, not just 3x divided by 6.
2 n(n 6)=n? + 6n, xy ae, y det
B w+ 6n-+5—(" + 60 2 6
+ 6n+5—n—6)
Learner's own answer
The answer is always 5 correct
Learner's own answer. incorrect. Learners should show that
the correct answer is 2
corroet
incorrect. Learners should show that
os
the eorrect answer is 5
aie
5
29
wt 5
To 10 sabs40
10
Learner's own checks.
Activity 2.5
Learner’ own answers.
6x32 _ 1842
3x341=9+1=10
10=10
Learner's own explanation. For example:
He factorises the bracket to give
2x bracket, which is then divided by 2.
The x2 and=2 cancel each other out
leaving just the bracket.
When x=3, 63+1=18+1=19, 19410,
so the answer is wrong.
Learner's own explanation, For example:
The expression shows that 6x-+2 must all
be divided by 2.
Arun has only divided the 2 in the
‘numerator by 2, and not the 6x by 2 as well
Learner's own answer.
2e+1
Ge the answer is + 2x-3
— Thecocumenrisawotmnienes otcnneron Gy studocu Col pel ke eco DAU ea eae ota
6x4 , 200425 _ 2-2) , 5)
5 7 5
Bx-244x+S=7x43
x+3)=2xx+2%3=2,
Learner's own choice and explanation,
2(x+3) or x+6
2x+2) or 2x+4
(x3) or 4x12
3(1-3x) or 3-9
Reflection: Learner's own answers.
Cube
Cuboid
Triangular
prism
Triangular
based
pyrami¢
‘Square-based
pyramid 8
E=F+V-2, or any equivalent version
V=E-F+2
v=6
iis pentagonal-based pyramid and
is a hexagonal-based pyramid
F=E-V+2, F=0, itis not posible
to have a shape with five edges and
seven vertices.
Learner's own answer.
125%
65kg 49.1kg(1dp)
95.9kg (dp) s73kg (dp)
Bx
223)
5
Ax=7k0-6)
Cx=3ny+m
cx
Ax=te
Learner's own answer.
6°F and
86°F >82°F (or 82°F =27.8°C and
27.8°C<30°C).
She is not underweight as her BMT is
20.05, which is greater than 18.5,
3.7kg
perimeter=16x +8,
area = Sx(3xr+4)= 15x +20x
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 »
?
Col pel ke eco DAU ea eae ota
sm?
e+7x+10
3x-54
Aand ys, Eand ivsd, Cand is
10°=3.2 x 1000=3200
3.2% 100=320
‘Yes. Learners own explanation.
smaller the same
greater
1300 7800
85500 65
7 08
04s 0.032
320+ 10°= 320+ 1000=0.32
320+ 10°=320= 100=3.2
045
0.017
0.0248
0.0025
Learner's own answer.
6.8+ 107 = 6800
0.07=10=700
Learner's own answer.
Learner's own answer. For example: An
alternative method is to realise that = by
10 and X by 10* are the same. So, in this
cease 2.6=107=2.6% 1
Learner's own answer.
3.2 10°=3.2= 1000=0.0032
+ 100= 0,032
2x 10=32
2x 100=320
2x 1000=3200
=10-=3,2* 10000=32000
Yes, Learner's own explanation
greater the same
smaller
25 47600
0 85
not tell anyone the secret!
400
4
0.04
Smaller
Smaller
0.12
1200
Larger
Larger
Learner's own answer.
— Thecocumenrisawotmnienes otcnneron Gy studocu »
?
CoE rel ake eco DAU Ue
Em) Ga
Activity 3.1
Learner's own answers.
Reflection:
Learner's own answers.
16 -56
6 03
36 -0.44
0.08 «0.2
8x02=1.6
0.4% 0,007
8x2=16
0.08 x0.
4x7=28
0.4 0.007=0.00
016
4% 0,007= 0,028
D, 1, K (0.015); A, FH, (0.15):
G,L(1.5), (15)
20 50
600
400
300
61000. 6400
‘004s 1000 “a = 1600
ee eee a ee
Risener (ad
60
15
Smaller Larger
Learner's own answer.
Fale True
Pale True
He has made a mistake, The denominator is
0.12, not 1.2: he wrote the answer with only
one decimal place. Answer=50.
120
40
Band v, Cand vi, D and vii,
Fandi
Learner's own answer. Any question that
gives an answer of 0.024. For example:
(0,03 x 400% 0.002
Learner's own answer,
Learner's own answers and discussions,
For example: 28 0.057
57= 1,596, 285.7
5.96
596,
159.6,
6+0.57=280,
280=0.057
123 57=7011
701.1
7.011
701.1
7.011
OAL
0.07011
Learner's own answer.
Learner's own answer.
Estimate: 4x30= 120
Accurate: 119,625
Estimate: 10=0.2=50
Accurate: 62
stint: 4 24000
Accurate: 19200
0204-050
osm
— Byrd, Byrd & Poarce © Cambridge University Pross 2021 ee ete eee eee acter ets
Learner's choice of who they think is
correct, with reason,
Sofia is correct.
Learner's explanation. For example: 10%
of $800 is $80, so the value goes up to $880.
10% of $880 is $88, so the value goes down,
to $792. The 10% decrease is greater than
the 10% increase, It is not the same value.
The coin is now worth less than $800,
Learner's explanation. For example: The
10% decrease will be $80, but the 10%
increase will be less than $80 as it is 10%
of a smaller amount than $800.
$800 — $80=$720, $720+72=$792,
Learner's own answer,
57.6
Leamer’s own answers
195 644
630 108.864
1.1238 sort
528
48.412
0.7216 $4618.24
Aand
Fandy
Dand 0.8!
Band iv, C und i, Band if,
Zara is connect. 1.04% 1.04
is the same as (1.04), so
5000 x 1.04 1,04= 500% (1.04)?
5000 x (1.04)°
5000 (1.04)!
8, The power on the 1.04 is the number of
years
5000 % (1.04)!
5000 % (1.04)
5000 x (1.04)¢
15 years
10000%0.9
10000 0.9"
100000."
The population after 5 years.
= THe cosumentirovotnientes ot cheeson oy STUAOCT
The population after 10 years.
Five years. 10000%0.9'= 6561
10000 x 0.9°= 5904.9
10000 0.9"
Activity 3.3
Learner's own answers.
25, 26, 27, 28, 29, 30, 31, 32,
25
34
85, 86, 87, 88, 89, 90, 91, 92, 93, 94
85
o4
265, 266, 267, 268, 269, 270,
273, 274
265
274
845, 846, 847, 848, $49, 850,
853, 854
11,5, 11.6, 11.7, 11.8, 11.9, 12.0, 12.1,
2.3, 124
54,5, $4.6, 54.7, 548, 549, $5.0, 55.1,
55.2,55.3,554
545
ssa
42 13=54.6=555
Learner's own answers.
Learner's own answers and discussions.
35=x<45
lsex<125
355554 356.5
669.55.4<670.5
1s~11 it gives a
false value,
4(2y+3)-Sv. To make the x positive, Natalia
divides both sides by ~1, but this has the
effect of changing the
Learner's own answers.
Learner's own answer, For example:
2(x-8) = 4x26
Dx 16 = v2
2u-4x
-2x 5-10
10= 2x
6+ 16
Sor
x>6or6x
xe 2or-2sx
Bx-7<4x—11 For example
3x-T<4x-1L
“T+1l<4x—3e
dex
x4
Col pel ke eco DAU ea eae ota
When x=5,3x5-7<4x5-I1 8<9
True
When x=4,3x4-7<4x4-11 5<5
False
16
Learner's own checks for each solution
y=19)
a<2
aand JOR band eOR cand f
cand d
aand cOR dandf
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 »
?
Col pel ke eco DAU ea eae ota
The angle next to a= (alternate angles)
the third angle at the same point is 6
(corresponding angles); the 3 angles on a line
hhave a sum of 180°
Learner's own diagram.
Each angle should be 37.5%
Learner's own check
5°, 95°
36,y=50.
AtBLCHD.
+122°+50
116°472°
360°
0°, €= 70°, d= 120°
Trapezium. One pair of parallel sides.
A=60°, B=120°, C=135°, D=45°
C=40°, B= D= 100°, A= 120°
54° (angle of isosceles triangle AOB)
36° (angle BOC is 108° and triangle OBC
is isosceles)
90°=54°436°
x= 65° (angles on a straight line);
{5°= 115° (corresponding angles) ~ 70°
(alternate angles)
1os°
Reflection: Learner's own answer
45°451°=96°
A+B+C+D=969+ 65° +1274 72
128°
128°
Learner's own diagram of a hexagon split
into four triangles.
4x 180°=720°
loge
120°
100
(= THe sosumnent avo es ot ohare
080°
440°
Six triangles: 6% 180
Eight triangles; 8 180°
triangle 180°
quadrilateral 360°
pentagon 540"
hexagon 720°
‘octagon 1080"
decagon 1 1440"
mn
The sum of the angles=(n—2)x 180°
7 180°=1260°; correct because there are
seven triangles
100°
144°
There are two ways:
\
>
The second way could be drawn ina
reflected form.
‘There is no other way. Either the two
squares are adjacent or they have one
triangle between them on one side and
two triangles between them on the
other side. This way will look different
if itis reflected, but itis still the same
arrangement
Learner's own diagram of a regular
arrangement of triangles.
Loarner’s own diagram of a regular
arrangement of hexagons,
Because 108° is not a factor of 360°.
Learner's tessellations based on the two
drawings in Question 12,
Learner's own diagram; two octagon
(135° angle) and one square (90°) at every
point
Learner's own answer,
Spstudocu: »
?
Col pel ke eco DAU ea eae ota
Reflection: In this case, subtract the 360° at the
centre, $x 180-360 = 540 gives the same answer,
\-¢ Learners own diagram and explanation
The explanation is the same as for a pentagon,
Walking round the hexagon you turn through
each angle in turn and the total is 360°,
a= 99%; b=112°; e= 125%
Yes, vertically opposite angles.
Yes. They are not alll on the same side, but
the vertically opposite angles will be the
ume as you walk round the quadrilateral
120° 0°
360°
Equilateral triangle 120°
Square 90"
Regular pentagon. 72°
Regular hexagon 60°
Regular octagon 45°
Regular decagon | _10 36°
The exterior angle=360 =n degrees
30° 18°
140°
150° i 160°
2 18
15 sides
8
360-2513
Learner's own diagram.
(360-60) +2= 150° is the interior angle. The
exterior angle is 180— 150 = 30°, The number
Of sides is 360 =30= 12.
Interior angle 168° means exterior angle 12°
and 360 ~ 12=30 so it has 30 sides. Interior
angle 170° means exterior angle 10° and
360+ 10=36 so it has 36 sides. But interior
angle 169° means exterior angle 11° and 11 is,
not a factor of 360 so that is not possible.
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021
Reflection: Yes they do. Check with some values
for n. Ibis easier to see if you write (2) x 180=n
as (1800 —360) +n
The answers to all the questions in this exercise are
diagrams, Each question asks the learner to check
their accuracy either by measuring themselves oF
by asking a partner to measure
‘Question 12 asks learners to think about
whether there are different ways to complete the
construction. They should be able to decide which
method is easier or more likely to give an accurate
drawing.
10cm Bem
43em 121em
12em 48m
6.6em Sem
v2 B
Learner's own diagram. A continuation of
the spiral pattern
The 3rd hypotenuse is 2, the 8th hypotenuse
is 3 and the [Sth hypotenuse is 4.
BF +707
f05* + 58° = 120cm to the nearestem
93.50" 0.97
Learner's drawing.
5.1°+6.8°=8.9, so it isa right-angled
triangle
5.2 +6.8°=72.25 The triangle
satisfies Pythagoras’ theorem, and so is
right-angied.
80em to the nearestem,
38m to the nearestem.
Either VIS" +20" = 25m or
be -1F =13.2«1
90+40:
toldp.
30m
130 - Y(90? + 40") = 31.5 mtol dp.
Square perimeter =4*25= 100mm,
rectangle perimeter= (2% 20) +(2%30)=
40+60= 100 mm
Diagonal of square=35.4mm; diagonal
of rectangle=36.1 mm. »
?
Col pel ke eco DAU ea eae ota
Learner's diagram and value,
The values so far support Sofia’s
conjecture and any further values should
too. The square has the minimum diagonal
for a given perimeter. All the examples
here are for a perimeter of 100mm, but it
is true for any given perimeter.
There are two possible answers, Either the two
shorter sides are | and 4 OR the hypotenuse is
9 and one of the other sides is 8.
7.+5,5!=86,5 and so length of
diagonal= V86.5
A°+5.5°=x°+ 30.25 and so length of
diagonal= Je + 30.25
corresponding
angles and the exterior angle of a triangle.
116° (x= 106)
10 sides
Learner's own diagram,
Each side should be 8.Sem.
35m or 35.3m or 35.36m are possible answers.
x=10 and
In many questions these are suggested answers and
there are many other possibilities. It is not possible
to give a complete list of answers.
Learner's own answers.
For example: length or width
For example: number of doors or
passenger seats.
For example: colour or manufacturer.
Learner's own answer. For example: Using
random numbers of position on the register.
Tt could include a specific number from exch
year group.
(= THe sosumnent avo es ot ohare
A number is assigned to each person. 50
numbers between 1 and 632 are generated.
Any number that is a repeat is ignored.
These are suggested answers but there are many
other possibilities It is not possible to give
complete list of answers
Learner's own answers,
For example: Can boys estimate more
accurately than girls? Can learners
estimate acute angles more accurately
than obtuse angles? Can learners
accurately estimate how long one
minute is?
For example: Girls can estimate the length
of a short line more accurately than boys.
(Older learners can estimate an obtuse
angle more accurately than younger
learners. Learners tend to underestimate
one minute of time,
Learner's own answers. This will depend
on the predictions, For example: Methods
could take names from a hat or use
random numbers, The method could
take learners from different groups in the
school
Learner’s own answer and explanation,
Learner's own answer.
Learner's own generalisation, depending
on their data.
Learner's own answers,
For example: Are lessons too long? Are
there too many lessons in a day? Should
school start earlier in the day?
For example: Learners want longer
lessons. Learners want fewer lessons in a
day. Learners would prefer to start school
one hour later,
Learner's own answers. This will depend
on the predictions. For example: The
method could take learners from different
groups in the school
Learner’s own answer and explanation,
Learner's own answer.
Learner's own generalisation, depending
on their data
« Systudocu = ee ete eee eee acter ets
Learner's own answers.
For example: Questions and predictions
could be about lengths of words, lengths of
sentences, lengths of articles or vocabulary
used.
Learner's own answers. This will
depend on the predictions,
Learner's own generalisation, depending
on their data
Reflection: Learner's own suggestions about
making predictions and choosing a sample to
test them.
17 girls and 13 boys
To encourage people to buy Supremo
Shampoo.
For example: Sample choice, asking a
question suggesting a particular answer,
people giving an answer they think the
questioner wants.
For example: Its cheap. It is quick. It
sives a large sample,
For example: Many people do not use
social media. Many people will not
reply. People who reply might only do so
because they have a strong opinion
8 26
Learner's own explanation, For example:
The vertical axis starts at 30 and not
at zero.
Learner's own diagram. The vertical axis,
should start at 0, and they should use a
uniform seale.
30%
The people who reply might all have a
similar opinion and not be representative,
The questioner is suggesting the answer
they want, ie. “yes
For example: Do not let the person know
which drink is the new recipe. Ask ‘Which
drink do you prefer?". Arrange for half
the people to have the original drink first
and for half of the people to have the
original drink second.
ee eee a ee
If you ask people to agree with you,
they might do so just to avoid conflict.
What do you think is the cause of
global warming?
People are likely to say ‘y
What is @ fair price for entry to this
exhibition?
People will not want to admit they are
overweight
The question is too personal. A better
question would be, for example, ‘Do
you weigh less than ...”and give a
particular value.
People might not know what ‘enough
exercise’ is They might say they do
‘enough exercise when they do not.
How many times a week do you
take exercise, such as walking for 30
minutes, cycling or going to a gym?
People are more likely to reply if they have
complaint.
A good survey would choose men and women
of different ages in the correct proportions
questioned at different times of the day. These
are the numbers required:
15 | 15
45 | 45
Ask the first question about age. When the
required number has been reached, do not ask
‘any more people in that particular category.
No, Learner's own explanation. For
‘example: The sample is too small to make
a valid conelusion,
Learner's own explanation. For example:
The scale does not start at zero, which
makes the proportional differences
between men and women look greater
than they really are
Learner's own diagram. The vertical axis
should start at 0, and they should use a
uniform seal.
— Byrd, Byrd & Poarce © Cambridge University Pross 2021 »
?
Col pel ke eco DAU ea eae ota
Which cake do you think tastes best?
Which cake looks most attractive?
Do you dislike any of the cakes?
People will prefer type A. Type A looks
‘most attractive, Most people dislike Type A.
Learner's own answer. For example: Including
random numbers or using registers and a
particular number from each year.
It will be biased towards people travelling
to work
Choose people on trains on different days
aand at different times of day
37.70em
48cm or 48mm
Mom A4me
Group 1: A, D. G, H; Group 2: B, F:
Group 3: C, E
320000 560000000
682
radius=2em_
radius=9em
=314x81
2543 em’ (1 dp)
radius=4.2m re
144.2
= 3.14 x17.64
54m? (1 dp.)
diameter=I6em r= d+2
= 1632
=8em
dane
3.2x8"
32x64
201.09 em? dp)
rod+2
=922
=4Sem
Aaa?
B.Max4st
3.142% 20
63.63 em? (2dp.)
diameter=2.6m r=d+2
2642
=13m
Aan?
=3.U2x1P
= 3142x169
= 531m? Qdp)
193.938em*
153.86em' 153.958 em?
0.01%
Learner's own answers and explanations
For example: Itis best to use the button
for the most accurate answer, but if
you have to use an approximation, then
=3.142 is the best to choose as it gives
an approximate answer closest to the
accurate answer,
1Bem* 56.7 m*
41Sem* Is.1m
Learner's own answers and explanations,
For example: Ellie has made the mistake
of multiplying the radius by pi and then
squaring, rather than squaring the radius
and then multiplying by pi.
Hans has made the mistake of multiplying
the radius by 2, rather than squaring the
radius
— Thecocumenrisawotmnienes otcnneron Gy studocu »
?
Col pel ke eco DAU ea eae ota
9.0746
Area =9.07 m*(3 .£)
Learner's own answers.
serf ef oesatt
Estimated = eax?
Accurate: 4=1
Accurate:
=7.35em:
1
Accurate: d=! x@x7.35
4m;
Estimate: 3x10
Activity 7.1
Learner's own answers,
‘Marcus is correct.
Area of semicircle=10.618cm?, Arca of
quarter-circle =9.0792em?and 10.618> 9.0792.
Learner's own answers and explanations,
Learner's own answers and explanations.
3em 24m 9.0mm
Aand v, Bandi, Cand vi, D und
E and iv, F and
164m
84m?
Loarner’s own answers and explanations.
257mm L44rmm?
400m?
Lcaxiss
Xx 24+ 24= 12+ 24 m|
2
Learner's own answers,
Area A=/xw=5x4=20
Area B=/w=11%2=22
Total area=20+22=42em*
x12x6=36
x3
Area
Total area=60+56.5
Area rectangle:
Area circle= 3
Shaded area = 28.27 ~ 6= 22.27 em:
Bem 68cm’
Jem, Sem 98cm’
Tem 138em#
Tx A40,5<7X5=45.5em?
48.1 om
3x340.5x3%1.5= 12.375?
10m?
0.5%4% 1040.53 5°=57,Sem
50.5em*
0.5%3%30240.5%3% 15°= 1687.Smm.
The following could be accepted as
aan alternative:
0.5% 3x30? +0.5%3 x 15
1539.4mm
Learner's own answer.
Learner's own answers and explanations,
Learner's own discussions
34em? b 34,365em* ¢ 187.56mnr
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 »
?
Col pel ke eco DAU ea eae ota
Sofia is correct, the two shaded areas are
approximately the same size
86.3lem’, Area of 2nd
Activity 7.2
Learner's own answers.
187-2) em?
‘724 - 2) em?
50¢r— 2)
4.5 ~ 2) cm
Learner's own answer. For example: The
answer is always a number times the
bracket 2-2. The number outside the
bracket is always half of the square of the
radius,
'(n-2)
Learner's own discussions,
Learner's own answers and explanations. For
example: The shaded areas are the same as
they are both “Area of square of side length
10cm Arca of circle of radius Sem’. The
areas of both are 21.46em?
When radius=4, Area of
cirele=2 x4°= Lb
When radius=4, side length of
square=42=8em. Arca of
square=8*8= 64
Shaded area=64~162= 16(4—m)em
25(4-m)em? ii 9(4—z)em*
36(4—n)em? iv. 100(4—a)em?
Learner's own answers, For example:
The answer is always a number times the
A milligram is a very small measure of
mass. I is represented by the letters mg.
| milligram =0.001 grams whieh is the
same as Img=1% 107g,
‘You can also say that there are one,
thousand milligrams in a gram or
1 milligram is one thousandth of a gram.
A nanometre isa very small measure of
length. It is represented by the letters nm.
| nanometre=0.000000001 metres which
is the same as Inm=1* 10m.
You can also say that there are one billion
nanometres in a metre oF | nanometre is
one billionth of 1 metre.
A kilolitre isa very large measure of
capacity. It is represented by the letters KL.
1 kilolitre = 1000 litres which is the same
as TKL=110°L.
You can also say that there are one
thousand litres in a kilolitre or 1 litre is
one thousandth of a kilolitre.
A gigametre is a very large measure of
length. It is represented by the letters Gm.
1 gigametre= 1 000000000 metres which is
the same as 1 Gm=1> 10° metres
You can also say that there are one billion
metres in a gigametre or that | metre
one billionth of gigametre.
8 micrometres, 8 millimetres, 8 centimetres,
8 metres, § kilometres, 8 gigametres
Sum, 8mm, Sem, 8m, $km, $Gm.
Learner's own answers and explanations.
For example
Marcus is correct. | tonne=1000kg.
Also [kg = 100g and
1 Mg=10000002= 1000kg= I
Arun is incorrect. | litre=1000mL and
Hitre=100cL, so 1000mL=100eL,
S10mL=1eL, not 100 mL=1eL
Learner's own discussions,
Loarner’s own answers and explanations.
Learner's own discussions,
000000m, so
0.75GL to L+1GL= 1000000000,
so 0.75GL=0.75 x 1000000000
=750000000L
13.2hg to g—> [hg= 100g, so 13.2hg
13.2% 100= 13202
364 cL to L > 100eL=1L, so
364cL = 364= 100= 3.641
12000mg to g > 100mg
12000mg=12000=1000= 128
6200004 to m > 1000000 m= I,
0 620000 ,1m = 620000 1000000
62m
— Thecocumenrisawotmnienes otcnneron Gy studocu Col pel ke eco DAU ea eae ota
Mars 78.34Gm
Jupiter 628.7Gm
Saturn 1.28Tm
Uranus: 2.7247
Neptune 435Tm
A and v, Band iv, C and i, D and iii, Ean
Learner's own answers and explanations.
For example:
Sofia is correct.
300.000.000 x 60% 60 x 24 365.25
=9.46728% 10", which rounds to
DATxIO",
299792458 x 60 x 60% 24 x 365.25
= 9,460730473 x 10!
9460000000000000
{6% 9.460000000000000
56760000 000000000
676% 10"
Learners own discussions,
DBGA
2147483648 bytes
10880 photos
1866 films|
Learner's own answers and explanations. For
example: Magnar is incorrect. The fastest is
model B because 10ns is quicker than 40ns
and Ons.
Reflection: Learner's own answers.
39.27em,
123m?
49.1em?
10cm?
5 nanograms, 5 micrograms, 5 milligrams,
5 grams, 5 kilograms, 5 tonnes:
Sng, Sug, Smg, Sz, Ske, St
=0.25 which is a terminating decimal
2 22x1=2x0.25=05 which isa
ferminating decimal
t
3
i
3x = 0.75 which isa
jerminating decimal
1
4
2 yt
Recurring decimal
All recurring decimals.
2203
5
f=04
5
8-06
=08
0.125
Terminating decimal
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 They are all terminating decimals.
2-025
s
=0.875
Learner's own answers. The following
three fractions can be simplified.
25, iti =1=05 and
2
vo=S=075
x4
at
No,2=1=0.5 whieh is nota recurring
6
decimal
Yes,
Learner's own explanations. For example:
6is even, so it can be halved.
So 3= 1. However, 7s odd and soit
cannot be halved, so there is not an
equivalent fraction such that 2= 2.
Learner's own investigations and answers.
For example: If the denominator is
even, then there will be a fraction such
that = 5 which will not be a recurring
decimal. If the denominator is odd and
the unit fraction isa recurring decimal,
then it’s possible that all the fractions with
the same denominator will be recurring
decimals as well. However, there are
exceptions such as: + is recurring, but
except has: 1g, but
3=1<0.2 which is ferminatin,
Bos
Recurring decimals. Learner's own
explanations. For example: The
denominators are multiples of 3. The
numerators are all 1
They are still recurring decimals, Learner's
own explanations. For example: The
fractions that ean be cancelled down still
have a denominator with a multiple of 3,
and once cancelled are not even.
Learner's own explanations, For example:
3 is now
Bisnow2=!, Dis now 3 = 4, Eis no
3
A=} These are all terminating decimals
No. Learner's own discussions.
Col pel ke eco DAU ea eae ota
Always true: 7is odd and a prime number
so all fractions with a denominator of
7 cannot be simplified. 4 is a recurring
decimal, so all fractions with a
denominator of 7 are recurring,
Sometimes tue: For example: ! the
denominator is a multiple of 2; and the
fraction isa recurring decimal. However,
itis not always true because they can
also be terminating decimals, eg. 1, the
denominator is a multiple of 2, and the
fraction isa terminating decimal
1 the
denominator is a multiple of 10, and
the fraction is a terminating decimal,
However, it is not always true because
they can also be recurring decimals
Sometimes true: For example:
eg. +. the denominator is a multiple of
eg. He the d ator is a multiple of
10, snd the fraction is a recurring decimal,
Never true: A fraction with a denominator
which is a power of 2 is a terminating
ecimal. = = a
dccimal. £=0.5,2=0.25,4=0.125,
4 =010625,1 005125 0t, Each decimal
can be divided by 2 to get the next
decimal in the sequence, so they will all be
terminating.
Learner's own answers and explanations,
For example: Recurring decimals. All
the denominators are multiples of 7 and
they are all written in their simplest form
(apart from F).
Learner's own answers and explanations,
For example: E is not written in its,
simplest form, but when itis, itis
n
equivalent to which is recurring. So it
doesn't change the answer to part a
Learners own answers. For example: She
must add ‘when it is written in its simplest
form’ so her statement now is: Any
Fraction which has a denominator that is
a multiple of 7, when itis written in its
simplest form, is a recurring decimal.
} recurring,
3 is
terminating
terminating
« Systudocu = »
?
Col pel ke eco DAU ea eae ota
terminat
recurring terminat
The fractions written in their simplest
form are:
2 2
sk
@
ies
Abi fev
Dave i Fin
Learner's own decisions on how to sort,
the friends into two groups.
For example:
Abi and Fin ~ the fr
terminating decimals.
ons they work are
Bim, Caz, Dave and Enid the fractions
they work are recurring decimals.
oR
Abi, Bim and Fin the fractions they
work are unit fractions
Caz, Dave and Enid ~ the fractions they
work are not unit fractions,
oR
Abi, Bim, Dave and Fin — the
denominators of the fractions they work
are even numbers,
Caz and Enid — the denominators of the
fractions they work are odd numbers.
ete
Activity 8.1
Learners own answers
Reflection: Learner's own answers
se
Brackets
Addition: +3552
io
Multiplication:
Rewrite 10:
Subtraction:
so)
Addition:
Learner’ own answers. Fr example:
743-(6-3)=10-3=7
1
a
Leamer’ own answers and explanations.
Learner's own discussions,
9-6
Learner's own answers.
Leamers om ansers Forename I
mit be cas to work with he whol
‘convert into improper fractions.
we
25-(shs2)or3s
Lane? ova anser an cpt
the nso herd se sor than
thesumaf the othr tw es hich
not posible na tinge
112. Learner's own answer and
45
explanation, For example: Yes, the third
side is less than the total of the other two
sides.
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 Col pel ke eco DAU ea eae ota
athe
Division: 6+ $= 6x5 =
t
Multiplication: 31x
plication: 3
a
Learner's own answer and explanation
For example: They get different answers
Marcus is correct, His method does
multiply 15 by 1}. Arun’s method
multiplies 1 by and! by 1, which does
not give the same anster. This can be
shown using a multiplication box.
1 .
Marcus’
a
Arun method only gets the I and the it
does get te other wos
General rule: change the mixed number
to an improper fraction. Square the
‘numerator, square the denominator.
Change the answer back to a mixed
umber.
s a
295 Is}
Learner's own discussions, For example:
She cancelled using a common factor of
4, but she should have cancelled using the
highest common factor of 8.
highest common factor
Learner's own discussions,
140
Leis correct, he tae 8h which
Ino than 180k
ahaato
Learner’s own working. For example:
xed and 4<8, 442
Sx}=dund4<8, 44
« Systudocu = ee ete eee eee acter ets
When you multiply any number by
aan improper fraction, the answer will
always be greater than the original
number.
‘When you multiply any number by a
mixed number, the answer will always
be greater than the original number.
Learner's own discussions.
2h ens
smaller, 24 bigger. 84
L
Digger 1
a“ pitcolp!eis.r2
ay BYP Oe PP ENG PS
Learner's own decisions on how to sort
the cards into two groups,
For example:
A, D and F are proper fractions; B, C and
E are improper fractions,
OR
B and E have an even number for the
denominator; A, C, D and F have an odd
number for the denominator.
oR When you divide any number by an
improper fraction, the answer will
A, B, C, D and F have a denominator always be smaller than the original
which is a multiple of 3; E does not have a number.
denominator which is a multiple of 3, ete
When you divide any number by a
Reflection: Learner's own answers. mixed number, the answer will always
be smaller than the original number.
Leamer's own discussions
Nex Za 4x7= 28 bigwer,9!
« eer 9
smaller, 4
Dg =7x5=35
Mase Mg =7x9=63 Learner's own answer and explanation. For
: example: His conjecture is not true. If you
divide a mixed number by a larger mixed
number the answer will be a proper fraction,
not a mixed number, eg. 21-3110
: number 8 2543573
4
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 »
?
Col pel ke eco DAU ea eae ota
Learner's answer and explanation
For example: r= 3, and
diameter = circumference:
slightly more than the
15 so the diameter will be just
under Sem.
2
a. Semis
reumference,
i+
3
ot
925 kon/h
(2)+1$+5hisereater
(
4), M327
423 Mang 2} ides
Dae’s method — advantage: can work on
one step at a time and could easily do this
method mentally, disadvantage: method is
longer (which learners might not like)
Learner's own answers and explanations,
Learner's own answers and explanations,
For example: Dae’s method because
when 14 is multiplied by 2.5 it gives a
whole number.
For example: Akeno’s method
because 15 cannot be divided by 2
exactly, s0 it is easier to use improper
fractions and to work out the answer
asa mixed number.
0.28x5? = 0.2
(+55) =i (Jest) -(@'=36 > 36
(2}-02) sas (3!
3 3
07x42 >
13x(4'- 4) 13
J =r =27
w= = (
= 6-4-2
48 49
25x40 Seda 8o5 BQ" a 1S x10"
15% 25x40 3x $a'5 5 IS ¥Q" = 15102150
2.9518 >
126
Learner's own answers. For example:
‘Akeno’s method — advantage: shorter,
disadvantage: involves changing decimals
to improper fractions and cancelling before
multiplying (which learners might not like)
[= THis slosumnent avo es ot shares on
_S) studoct
1
Learner's own answers and explanations.
For example: Write
fraction, square the fraction then multiply
by the mixed number which has been
written as an improper fraction.
decimal as a
Learner's own answers and explanations
rege
For example: Fraction, because and 5 are
both recurring decimals so itis Gasier to
write them as fractions.
Learner's own discussions
example strategy:
a) x8
2
a
X
See eee ca] Col pel ke eco DAU ea eae ota
Learner's own answers and explanations.
For example: Write the decimal as a
fraction, square root the fraction then
complete the calculation using fractions.
Learner’s own answers and explanations.
For example: Fraction, because the
square roots are easier to work out if the
decimals are changed (0 fractions.
Learner's own discussions,
i
4.25%,)17
{13 =52: example strategy
1
4PNe
my
a
3
4.25 x I
5
\
Activity 8.5
Learner's own answers.
Reflection: Learner's own answers.
recurring terminating
recurring terminating
st
4
1
2
48
80
add 2
5
subtract 0.3,
5.7.9.
add 2
Pattorn 4
Position-to-term rule is
term =2. position number +3
taal,
re
linear linear
non-linear non-linear
linear non-linear
linear non-linear
linear
Learner's own explanations. For example:
The linear sequences go up/down by the same
amount each time, The non-linear sequences
do not go up/down by the same amount
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 ee ete eee eee acter ets
A and ii, Bandi, Cand iv, D and ii
4.5.14, 2,752,
5,9, 49, 0,9, 144,
3,3,3.... All the terms of the sequence
are the same,
Learner’s own two sequences.
For example: First term is 5, term-to-term
rule is square and subtract 20,
first term is 16, term-to-term rule is
subtract 12 and square.
Learners own answers
For example: It is not possible if the
numbers ure postive integers because if
you square then add or add then square
you will have sequences where the terms
are getting bigger every time.
Hloweverif you use fractions itis possible
eg first term is, temto-term ruleis
v 1
square und add, or fist term is}
termeto-term rule is ‘add 2 and square
It isalso possible if you add negative
numbers — eg. first term is 2, term-to-term
ruleis ‘square and add ~2', or first term is
9, term-to-term rule is “add ~6 and square’
Learner's own discussions,
3 a0! 74, 69,633,
842,794, 744, 69, 653,51
|, 3.7, 3.4, 3.1
31, 24.8, 18.6, 12.4, 6.2, 0, -6.2
The fifth term, which is 126382570
(fourth term = 11 242 which is less than
one million)
3.4.69,
6,8, 12, 18,
20, 19, 16, 11,
100, 90, 75, 55,
Activity 9.1
Learner's own questions and discussions.
Zara is correct. Learner's own explanation,
For example: The first term is 3 and when you
‘cube 3 you get 27. Then:
© If you subiract 24, you get a second term
Which is also 3, so all the terms of the sequence
tare 3 and so you don't get a negative number,
© If you subtract a number less than 24, the
second term is greater than 3, so all further
terms get bigger so you don’t get a negative
number — eg. if you subtract 23, the sequen
will be 3, 4, 41, 68898,
© If you subtract a number greater than
24, the second term is smaller than 3, so all
further terms get smaller so you do get a
negative number ~eg if you subtract 25, the
sequence will be 3, 2, 17, 4938,
Tania’s method is incorrect, Learner's own
explanation, For example: She nceds to reverse
the term-to-term rule to find the previous
terms in the sequence, not just halve the 6th
term to get the 3rd term,
Correct answer is: Sth term =486=3= 162,
4th term=162+3= 54, 3rd term=54=
Reflection: Learner's own answers.
2nd term:
3rd term= 4th term=:
Ist term 2nd term
3rd term= Ath term=°=64
— Thecocumenrisawotmnienes otcnneron Gy studocu »
?
Col pel ke eco DAU ea eae ota
0,3,8,...,99
Aaand iv, Band Dandi
Learner's own answer and reason,
Card A has the greater value,
A: Sth term=$— 14=50,
B: 20th term=!x20433=49
Learner's own answer.
7,8, 11, 16,
The second differences are all the
same (+2)
#2 46 +]0 +14 418
a 34 34 54
In each sequence the second
differences are all the same.
quadratic linear
neither linear
neither quadratic
Learner's own discussions.
43 w+1o
mal -9
Learner's own explanation, For example: When
you square a number you get a positive answer
land then onee you add 5 you know that all
the terms in the sequence will be positive.
You cannot have a first term of —1 as this is
negative number not a positive number, so it
cannot be in the sequence,
ee eee a ee
t
Learners own discussions.
az
Yes, when n= 13, 1
the 13th term,
No, {4896 = 16.98,
number,
93, s0 98 is
so not a whole
between 4096 and 4913, so cannot be
in the sequence,
Marcus is correct. Learner's own explanations.
For example
when n=1,44—11=4,
22
na
when n=2,44-1x2
20.2-0.2n
35-150
345678910
678910
678910
910
— Byrd, Byrd & Poarce © Cambridge University Pross 2021 ee ete eee eee acter ets
7
16 16
Loarner’s own answer. For example:
x=—4 and 4 have the same y-value,
x=3aand 3 have the same y-value,
Learner's own discussions. For
example: Yes, when you square +x
and =x, you get
2or-2| 4 or -4| 10 or -10
3
Ds 20 | 80 500
tussions. Learner's own answer. For example:
There are two possibilities for x for
. each y-value,
2x)"
Learner's own discussions, For
example: You could say that cither all
Learner's discussions, the x-values are positive or that all the
sevalues are negative
“3-415 -
ot 1} 200 a] 5] 12
32[ so] 288
x+2y
-2
7
2 wpuy
3 apes
z
Activity 9.3
Learner's own answers.
Learner's own check.
Learner's own check.
Learner's own cheek.
— Thecocumenrisawotmnienes otcnneron Gy studocu »
?
Col pel ke eco DAU ea eae ota
x4F
Learner's own check
Learner's own check
A and iii, B and i, C and v, D and
E and iv, Pand
They are both correct. Learner's own
explanations, For example: The x-values match
the p-values for both function equations and
2x)P=2ex2x= 44
= 8x
Arun is incorrect. Learner's own explanations,
For example:
He is correct for the function y= 2x because
any positive or negative number to the power
Of four gives a positive answer. This is then
multiplied by two to still give a positive
1
He is incorrect for the function y
because when a nezative number
is eubed, the answer will be negative. When
this is multiplied by ! the answer wil still be
negative >
Reflection: Learner's own answers
3,4, 11, 116,
31,9, 121, ..
107
ee eee a ee
The number 178 is not a term in this sequence,
because when you solve the equation
n° +32=178 to find the value of m you do not
got a whole number.
nP+32=178
wf =178-32
46
n= Vid6 = 12.08,
-2
= 20d+35
3
5
if2
[i [3
Learner's own graph; A straight line
through (0, 1), (0.5, 0) and @, 5
2
40°C
20°C
At the start
S31
The number of days multiplied by 3 plus
10 for the fixed charge,
3 days On +15
2Tke.
— Byrd, Byrd & Poarce © Cambridge University Pross 2021 »
?
Col pel ke eco DAU ea eae ota
6x5 +6%10=
s/+101=90
8
126+ 12x4=72+48= 120
61+ 4s=120
)
The total value is 80 cents
4
3x42,
If 3x=21 then 2y=19 and that is,
impossible ify is a whole number.
Learner's own ansivers,
2 3r+4q= 100
10 32
No. Each pair would have a total of 7
edges and 7 is not a factor of 100.
qz3r-5
Reflection: Two possible ways are
and 2)
20 — x
1] 2] 3
15 [25 [35 [45
When x=5, then y=10%5+15=65
o[ 10 | 20 [| 30
=10 | 10 [30 [50
AL, -10)
When x=23, then y=2%23 ~ 10=36, so
(23, 36) is on the graph.
113
wie
and (5,0)
= THe cosumentirovotnientes ot cheeson oy STUAOCT
(6,0) 0.9)
Learner’s own graph. A straight line
through (6, 0) and (0, 9).
is [oT 5 [0
of ife2ts
Learner's own graph. A straight line
through (15, 0) and (0, 3),
of274[s[afo
woflefels[2z[o
Learner's own graph. A straight line
through 10 on each axis.
Learner's own graph. A straight line
through 7 on euch axis,
1,07, i[2]3]4
sl4[3[2]4[o
Learner's own graph. A straight line
through 4 on each ax:
A Straight line through on each axis,
Learner's own graph. A line parallel to the
others through the origin,
Learner's own graph. A straight line
through 12 on each axis,
of if 2 [3 [4]
wfolslelst2
Learner's own graph, A straight line
through 12 on the y-axis and 6 on the
Learner's own graph. A straight line
Uhrough 12 on the y-axis and 4 on the
Learner's own graph. A straight line
through 12 on the y-axis and 3 on the
A stsight ine through 12 onthe pans
and 2 nthe sain
See eee ca] »
?
Col pel ke eco DAU ea eae ota
Learner's own graph. A straight line
through (14, 0) and (0, 7).
A straight in through (n,0) and (0!)
a[-2|-1,o [12/3
of 4 afolilals
Learner's own graph. A parabola with the
base at the origin,
3]-2,-1Jo[1 [272
uf é[ 3f2[a[e[u
Learner's own graph. A parabola with the
base at (0,2)
=2 oT if2]3
0 -4[-3[o[s
Learner's own graph. A parabola with the
base at (0, ~4).
A curve with the y-axis as a line of
symmetry and the lowest point at (0, ¢)
(Learners are not expected to know the
word parabola.)
A and iii, Band iv, C and i, D and ii
~4]-3]-2]-1] 0] 1] 2] 374] 5
7 of-s|-a|-9]-s]-s] o [7 [16
Learner's own graph. A parabola with the
bottom at (0, ~9)
(10,91) (8, 55)
(20, 391)
(3,0) or 3,0)
(6,27) or (6,27)
raion and ynteropt 6
gradient 6 and pnterept 4
gradient 6 and intercept 4
raion. 0 Sand yntrept3
gradient —1 and y-intercept 8
eradient and intercept 0
1
27474] 8 [0
4[3l2[i[o
Learner’s own graph. A straight line
through (10, 0) and (0, 5)
'
5
sradient ~4 and y-intereept 5
Learner's own check
yl5-3x
gradient ~3 and y-intereept 15
oTs]2 ]4
is[o[s [3
Learner's own graph. A straight line
through (0, 15) and (5, 0)
Learner's own check.
6
3
gradient ~3 and y-imtercept
ofe]4
6 [o[3
Learner's own (correct) values in the last
column,
Learner's own graph. A straight line
through (0, 6) and (8, 0).
Learner's own check.
y=18-2x
x+2y-18
ax 2y= 18
ax t4y=18
The gradient is—# and the y-intereept is 4
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 »
?
Col pel ke eco DAU ea eae ota
+8
straight line, gradient 4, intercept 8,
passes through (0, 8) and (
3
2
8
There are § HK dollars to 1 US
dollar.
y=8x
920 HK dollars
28 dollars
1.4dollars
64.12 dollars
0.2m
2041
3.2m
1500m 750m
p= 1500
350m 30 minutes
0 m/minute
Learner's own graph, A straight line from
(0, 0) through (50, 45).
50 [ 20 [ 30 [15
fea 18 | 27 [135
09
1 dollar buys 0.9 euros
y=0.9x
252
170
Learner's own graph, A straight line from
the origin through (25, 40).
24 dollars 16
1.6 dollars
152 dollars
y= 16x
62.5ks
Learner's own graph. A straight line from
(0,20) going through (30, 32)
24°C
o4
y=04r+20
ie
200 seconds
Learner's own answers.
Learner's own graph. A straight line from
(0, 100) going through (8, 72)
79 litres
3.5 litrev/hour
y=100~3.5h
4800 33000
The »-intereept is 24
Gradien 8, so the equation of
0-0
the line is p=0.8¢+24.
81424501 = 28 <5: takes 15
years. os
Smls
Marcus. Arun’s speed is Sun/s,
‘The rate for A is 2em/minute and the rate for
Bis Sem/minute.
120 tani
Goal
280-120,
20-120 <6 m/s
29 = 16m
400-280
5
Decreasing at a rate of 2 litres/hour.
y=I8-2r
9 hours
=2Mmis
Learner's own answers.
— Thecocumenrisawotmnienes otcnneron Gy studocu Col pel ke eco DAU ea eae ota
Sx 1oy=100
10y= 100 ~ Sx, then divide both sides
by 10.
1
oT if2[3]4
late ts[3
Learner's own graph, A straight line
through (0, 15) and (5, 0).
-3
Learner's own graph. The usual parabola
shape with the bottom at (0, 5)
Sand -5
4.5m O.3m/year
Bx43
14
108
32
Sky be: Osean bue:$
‘Sky blue is lighter. Learner’s own method.
For example:
Sky blue 1:3=2:6=2 parts blue and 6
parts white
Ocean blue 2:5=2 parts blue and 5 parts
white
There is more white in sky blue, so this
shade is lighter.
$6.80
Cherries: 2 parts=80g,
1 part=80=
Sultanas: 5 par
Total=80+200:
Strawberries: 2 part
Raspberries: 1 part
Total =400+20
si2s
sis
Sand: 2 parts=1Skg,
1 part=15+2
Cement: 1 part=7.5kg
Gravel: 4 parts=4%7.5=30kg
Total=15+7.5+30=52.Skg
24 and 42
Learner's own answers.
Learner's own answers,
Learner's own discussions,
750mL LsL
1. Difference in number of parts=4
2.3 parts=39g
3.1 part=39+3=13¢
4.4 parts= 13.
5. Total mass= 13+ 52=65g
S70.
Moira gets $21 and Non gets $49.
There are two possible solutions. The
numbers are either 6 and 9 or 4 and 6.
Learner's own answers.
There are two possible solutions.
Either the first number is 6 or the
second number is 6,
6:9 dividing both numbers by
3 gives 2:3)
4:6 — dividing both numbers by
2 gives 2:3
Learner's own discussions,
0.18 oF 1.28; Check: 0.48:0.18=
1.28:048=8:3
440g of oats, 220g of butter and 110g of
syrup. Learner's own method. For example:
125g per part, Oats:
10g per part.
Use 110g per part as smallest amount.
Syrup: 1x 110g=110g, Butter
2x 110=220g, Oats: 4x 1102= 4402
12g
3:45
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 ee ete eee eee acter ets
Learner's own working. For example:
When working out the number of members of
staff the number must be rounded up to make
sure there are enough members of stall
12 10
300] 100] 600]1200] 200] 120
Learner's own answers and discussions,
2 hours 24 minutes
up to 18 3.
months 1073533) Learner’ own answers. Marcus is correct
18 months because the length of the ride is 4 minutes
upto3 | 41 1e24-45-5 and it doesn’t matter how many people
years are on the roller coaster.
3 years up
oS years |!
Learner's own discussions,
15+8=1,875=2
Activity 11.2
5 years up sip Y
teryoos | Met 4+ 14=1.7...-2] Learner's own questions and answers
Yes, Learner's own explanations. For
Total number of members of staff example: The height of bounce is 0.8 x the
needed =4+5+2+2=13 height it is dropped from,
Reflection: Learner's own answers. 96cm
Height of ball before and after bounce
direct proportion
neither
wwerse proportion
direct proportion
neither 100 150-200-250 300
inverse proportion Height when dropped (cm)
neither They are in a straight line,
Yes
25cm
150g Direct proportion. Learner's own
explanation. For example: The
wa mass length inerease ratio is the same as
Thorse=8 days «> Sg: 3mm for all pairs of values
A hores=2 dy
A horses=2 days
|, cc hotmal speed =36 seconds
TPN hs
4 speed=72 seconds a? *?
seg 7 Total speed=36 seconds
“S sxspecd=12 seconds «7 ~3
20 minutes 30km/h
— Thecocumenrisawotmnienes otcnneron Gy studocu »
?
Col pel ke eco DAU ea eae ota
Length of increase of string when different
masses are added
30.35 404s 50
Mass (x)
Use your graph to work out
27mm
Be Me (ac
1
ste answer is 33,
38)
True, Learner's own explanation. For
example: Because one set of values is a
multiple of the other, so the gradient of
the line is constant.
7508 1050g oF 1.0Sks
24,30and42 b 14
Sugar = 50.2, Butter=100 g, Flow
86 sis
12 days 3 days 6 people
0.95 04
ou 0.09 019 ost
1
2
Learner’s own answers. For example: The
smallest possible numbers are black 3,
white 8, yellow 1. Or learners could have
any multiples of these
P(S) is always 5 whether the first spin is a head
or a tail
If A happens, the number is 2, 3 or 4 and.
then PCL or 2)=3: A does not happen, the
pumberis 1, Sor 6and then PCL or 2
thaw are thcsame, he eens aeindpdent
No. IP theist 0 pinata then the
probability that all three are = P(Y) Liar
the fist two spins are not Boh as then Vis
impos
They ar independent The coin ar and 0
the probably is always, The coin as 93
memory ofthe previous hows!
Fog wll crease the probit thatthe ight
will leave on time because the flight could be
Caneel
AER happens, the number i 1.2.3.4, 8
or and Peven)=2- IF R does no
happen. the numbers, 23 0r4 and
Phoven)=2- 1 The probable re the
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 ee ete eee eee acter ets
IF hagpeng the nimeris1,2,36r4and PO) =! doesnot happen, the number 1,2, 3,4,
5 or 6 and P(2)=4. The probabilities are not the same, so the events are not independent
They are independent. Ifthe first bal is replaced then the situation is exactly the same both times
They are not independent, Ifthe first ball is black, the probability that the second ball is black is
smaller than ifthe first ball is white
Learner's own explanation, For example: Arun and Sofia are not friends and do not travel together
and there are no external factors such as weather or trafic
Leamer’ own explanition, For example: Arun and Sofia are brother and sister und travel to
school together
FX happens then one of the cards must be A, C or D. OF these 2 out of 3 are in the word CODE, so
the probability of Y is 7. If X does not happen the card must be B or E. Then | out of 2 isin the word
CODE, so the probabifiy is | These probabilities are diferent, so the events are not independent
2
1 3
> %
049 0.21
032 0.2
ons 0.085 0.135
Leamer’s own explanation. For example: They are mutually exclusive and one of them must
happen.
First Second Outcome
5
1
a
Not getting a 5 either time.
— Thecocumenrisawotmnienes otcnneron Gy studocu Col pel ke eco DAU ea eae ota
First Second Outcome
06
red <<
s oF red, not red 0.3 *0.4=012
»> os not red, red
not rod <<
o4 0.7 x04=0.28
not red not red, not red
red red, red
ous. 0.28 0.12 042
Learner's own explanation, For example: They are mutually exclusive and one of them must
happen,
Blackbird Robin Outcome
Yes Yes 0.9 0.8 = 0.72
YesNo0.90.2=0.18
No, Yes 0.1 0.8 = 0.08
0.10.2 = 0.02
Second Outcome
Blue Blue, Blue
Blue, Yellow
Yellow, Blue
Yellow, Yellow
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 Col pel ke eco DAU ea eae ota
Learner's own diagram. For example: The best way to do this is with a tree diagram,
First Second Outcome
Yes Yes Yes 0.40.9 = 0.36
09.
=<
04,
ol 04x 0.1 =0.04
oo - 06 x09 =04
on
No
ol
No No,No 0.60.1 = 0.06
Miss the first time, and get a basket the second time,
0.94
3
or 0.12
Red 0.39; white 0.27; blue 0.34
The probability of each colour is 0.333. Blue is closest to this, white is furthest from this,
10 | 20 | 30 | 40 | 50 | 60 | 70 | a0 | 90 | 100
2[4[s]saf[o fwlu] wii {is
0.2 [ 0.2 Jo.r67| 0.2 [0.18 o.167]0.157] 0.2 fo.1g9] 0.18
Learner's own graph. Check that the relative frequency values from the table in part b have been
plotted correctly
Line through 0.167 on vertical axis.
20 40 60 80. 700
8 9 ED 38. 44
oa [| 047s os [oars [ 044
Learner's own graph, Check that the relative frequency values from the table in part a have been
plotted correctly.
The probability is 0.5. The relative frequency values are close to this. The values are below or equal
to this,
Learner's own table. Check that they have calculated the relative frequencies correctly
Learner's own graph, Check that the relative frequency values from the table in part a have been
plotted correctly
Learner's own estimate. The probability is 0.583 and the estimate could be close to this.
Learner's own discussions.
40 [ 40 | 80 [100] 120 | 140 [ 140 | 120
14 | 27 [36 [a2] so [55 | 42 [ 70
0.42 [0.417 [0.393 | 0.388 [ 0.389
— Thecocumenrisawotmnienes otcnneron Gy studocu Col pel ke eco DAU ea eae ota
Learner's own graph. Check that the If X happens then the number is 2, 4 or 6
relative frequency values from the table in and PCY)=4. If X does not happen then
eee eee ee ‘ the number is 1, 3 or $ and again P(Y)=+
cearner’s own estimate, For example: snathe umber ane
black sa Io ahite EX happens the numbers are2, 4 or 6
then P(Z)=1. If X does not happen
the numbers are I, 3 or 5 then
40. P(Z)=2. Different probabilities so they
are not independent.
5 0.36 0.16
0.1}0.125| 0.117 | 0.088 02 0.22
The probability is 0.2. The relative
Learner's own graph, Check that the Frequencies ate the same or similar.
relative frequency values from the table in
part a have been plotted correctly.
20 | 40 [ 60 | 80
2] 6]a]o}is
ot | 0.15 o.133]0.113] 0.15
Learner's own graph, Check that the
relative frequency values from the table in
part ¢ have been plotted correctly.
100 | 200 | 300 | 400
1 | 27 | 40 | 52 | 60
0.11 | 0.135 | 0.133 | 0.13 | 0.12,
Learner's own graph. Check that the
relative frequency values from the table in
part e have been plotted correctly
The probability is 0.1. The probabilities
vary around this value. Sofia has the
closest final value. You might expect her
final value to be close because she has the
largest sample size,
Learner's own answers and experiments.
Learner's own answers. There are many
possible answers. For example:
Roll a 2 and roll an odd number.
Roll # 2 and roll an even number.
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 Col pel ke eco DAU ea eae ota
VW
a
Learner's own measurement. Answer in
range 85m- 88m,
Yes they could meet. Learner's own answers
678 9 108 aand discussions. Learner's own explanation.
For example: In a sketch of the situation,
the two lines cross, showing the point where
Rotation, 90° clockwise, centre (-1, 0). the yacht and the speedboat could mest. You
don’t know if the yacht and the speedboat will
meet because you don't know their speeds, but
if they do meet it will be at this point,
i= N
Distance on seale drawing=800+ 100=8em
b
Teshi’s sketch is incorrect. He has drawn
Yue south of Jun instead of Jun south
of Yue.
— Thecocumenrisawotmnienes otcnneron Gy studocu »
?
Col pel ke eco DAU ea eae ota
Learner's own measurement. Answer in
range I2km-13km (Accurate answer is,
12.4km to3 st)
Learner's own measurement. Answer in
range 140°-145° (Accurate answer is 143°
to3st)
Activity 13.1
Learner's own question and discussions.
Le
70 (km)
sun Sem
N
Sem
(100km)
4em
(s0km)
Learner's own measurement. Answer in
range 125km-—130km (Accurate answer is
128km to 3 sf)
Learner's own measurement, Answer in
range 246°-252° (Accurate answer is 249°
to3sf)
Learner's own discussions.
Sem(16km)
‘em
(2km)
\
Shop
Learner’s own measurements. In the
range L4km-14,5km and 275° 280°,
Learner's own measurements. In the
range 6 Skm-7km, 140°145°.
Learner's own measurements. In the
ranges: Distanee from P= I. Skm
12km, Distance from Q=1.2km-
Lokm.
75cm (75km) L
Learner's own measurements. In the range
46km-47km.
Learner's own measurements. In the range
S3km_54km
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 Col pel ke eco DAU ea eae ota
120°+2° 247e42°
351°22°
20km $1120
Reflection: Learner's own answers.
Learner's own diagram. Check that all of the
points are plotted and labelled correctly
A (0,2) and BQ, 2)
a2
2,2)
CG, 0) and D (4,8)
42
4.0
Aand y, Band
Eandiv, Fandi
|. Cand vi, D and ii
\-d Learner's own answers
Learner's own answer. For example:
Chosa’s method will work as she takes
into account the position of S. When S
moves she will add her distances on to the
coordinates of S. Tefo's method will not
work as he is just finding the fraction of
the coordinates of T. When S moves this
will give the incorrect answer:
Learner's own discussions.
BU,3)
c@,3)
412.9)
Bis, 12)
BES)
C69)
J (2x10, 3%10
P2x16,3x16)
(2x20, 3%20)=(40, 60)
Coordinates of the point labelled with the
nih letter are Qn, 30)
Yes Learner’ own explanation. For
example: Eis at 4%3, 4%7) =(12, 28),
No. Learner’ own explanation. For
example: OD ies 4 of the distance OE
and so DE lies of the distance OE. This
13
rel: and
a
means the ratio OD: DE
not 1:4.
(= THe sosumnent avo es ot ohare
R (12, 15)
Learner's own explanation. For example:
The point (1, 2) is not on the line. It is two
units to the left of where the line starts at
point A.
Learner's own explanation. For
She needs to add (1,2) on to the
coordinates of A (3, 2)
‘ample:
The coordinates of C are (3+1,2+2)
=(4,4). Learner's own check.
1:5 14
Learner’s own discussions,
Difference in x-coordinates=9-3=6,2x6=4
Difference in y-coordinate
3-4=9,2x9=6
3
H=PG,4) +4, 0=3+4,4+6)=(7, 10)
Lao, 1)
Learner's own check using a diagram,
Learner's own diagram. Check that the
points and diagonals are drawn accurately
Difference in x-coordinates of
cns-1-4 Sx
ac=s-1=4 §
Difference in »-coordinates of
AC=5-1=4 Sx
E ac.ne(2!.24} (
2)
(13, 13). Learner's own working. For
example:
Difference in x-coordinates is 17 —
Difference in y-coordinates is 19 ~
There are six points after F, so the
x-coordinates increase by 12=6=2 for each
point, and the y-coordinates inerease by
18+6=3 for each point
x-coordinates | 5 [7 | 9 [11]13] 15] 17
tof 1376
y-coordinates [1] 4 [7
« Systudocu = a and ii, band i,eand ii
Learner's own diagram. The image should
hhave vertices (2, 0), (4, 0), (4, 1) and (G, 1),
Learner's own diagram. The image should
have vertices (3, 0), (4,0), (4, 1) and (G2).
Congruent, Learner's own explanation,
For example: In both parts the object and
the image are identical in shape and size.
Learner's own diagram. The image should
have vertices (2, 1), (4, 3) and (1, 3)
Learner's own diagram. The image should
hhave vertices (~2, 0), (-5, 0) and (-3, 2)
Learner's own diagram. The image should
have vertices (2, 1), (-2, 4) and (0, 3).
Learner's own diagram. The image should
have vertices (2, ~1), (4, ~3) and (2,4),
Learner's own diagram. The image
should have vertices (1, -3), (1, ~3),
(0, -2) and (0, -3),
Learner's own diagram, The image
should have vertices (3, 5), (-5, 5),
(4,4) and (-4, 5),
Learner's own diagram, The image
should have vertices (3, ~3), (5, -2),
(3, “I and (4, -),
Learner's own diagram. The image
should have vertices (-1, -3), (1,
(,-Dand (0, =D),
Learner's own diagram, The image
should have vertices (~2, 2), (-2, 4),
(3,3), 4, 3) and 4, 2).
Learner's own diagram. The image
should have vertices (2, -4),
(4, =6), (4, =5) and (-3,
The positions of the shapes are
different, even though the elements of
the transformations are the same.
Yes, Learner's own explanation,
For example: A different order
often results in a different finishing,
position,
Learner's own discussions.
Learner's own transformations. For
example: Reflection in line y
then reflection in line
Learner's own checks
Col pel ke eco DAU ea eae ota
Reflection in the y-axis.
Reflection in the x-axis,
Reflection in the line y= 1.
Reflection in the line
90° clockwise, centre (3, 3)
90° anticlockwise, centre (3, 0)
180°, centre (3, 0)
90° clockwise, centre (-1, 0)
90° anticlockwise, centre (-1, -1)
Rotation 180°, centre (~2, 1) OR
reflection in the line y=1 OR
translation §)
Drarslaion{ 2} OR rotation 10°,
centre (2.5, 3)
Reflection in the line x=4.5 OR
rotation 180°, centre (4.5, 1) OR
transtation(g}
(loved wonton)
For example: Rotation 90°
anticlockwise, centre (1 4) followed
"2
by a translation (“2
For example: Rotation 90°
anticlockwise, centre (3, 0) followed
ms
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 ee ete eee eee acter ets
Learner's own discussions. For example:
Yes, for all of them there is more than one
combined transformation, Each object can
be rotated ubout any point to get it in the
same orientation as the image, and then
you can use translation to move it into the
Correct position. Tn parti
use a reflection in any vertical or horizontal
line and then you can use a translation to
‘move it into the correct position,
They are both correct. When you start
with triangle G and follow Sofia’s
instructions, the final image is triangle
H. When you start with triangle G and
follow Zara’s instructions, the final image
is triangle H.
For example: Reeton inthe line x=3
then ransiation{ 5}
‘
reflection in the line x=—4,
There are an infinite number of ‘Scale factor 2
own explanation, For example: G can be
Learner's own diagram. Shape B with
vertices (6, 4), (8, 5), 8, 2) and (6, 2).
Shape C with vertices (2, 5), (4,6)
(4,8) and Q, 8)
Reflection in the line y=5, Seale factor 3
Leamner’s own diagram. Shape D with
vertices (5,8), (8, 8), (8, 10) and
(6,10). Shape E with vertices (2, 5),
(5,5).(5, Nand (3, 7).
Rotation 90° anticlockwise
centre (2,5)
Activity 13.3
Learner’ own answers and discussions.
At AoC
BtoD Cok
Reflection: Seale factor 4
Itis the same shape and size. Learner's own explanation. For example:
corresponding lengths are equal She hasn't enlarged the shape correctly
corresponding angles are equal from the centre of enlargement. She has
the object and the image are congruent incorrectly used the centre as one of the
vertices of the triangle.
— Thecocumenrisawotmnienes otcnneron Gy studocu ee ete eee eee acter ets
Activity 13.4
Learner's own enlargements and discussions.
Learner's own diagram. Check that the
shape has been enlarged correctly. Vertices
of the image should be at (1, 7) (5. 7),
(5, 3) and (1, 3).
Learner's own diagram. Check that the
shape has been enlarged correctly. Vertices
of the image should be at (2, 6), (8, 6),
(8, 0) and (2, 0)
Learner's own diagram. Check that the
shape has been enlarged correctly. Vertices
of the image should be at (1, 9), (9, 9),
(9, Nand (1, 1).
Perimeters: A=8em, B= 16cm,
(C=24em and D=32em
Areas: A=dem’, B= 16cm’,
(C= 36cm? and D=64em?
1:2 [1:4=1:27
1:3 [1:91:22
4 1 1:4 [1:16=1:44
ratio of lengths= ratio of perimeters
ratio of lengths squared = ratio of areas.
Yes. Yes
Learner's own discussions
Perimeter of R= 14cm —> Perimeter of
Area of R=1em? > Area of
Perimeter=60em, Area = 1S0cm?
Shape G is an enlargement of shape F, seale
factor 3 and centre of enlargement at (1, 2)
Enlargement scale factor 2, centre (5,
Enlargement scale factor 4, centre (6,
Enlargement scale factor 3, centre (4,
Learner's own answers and justification, For
example: Arun is incorrect. When one shape is
an enlargement of another, and the centre of
‘enlargement is inside the shapes, you can use
ray lines to find the centre of enlargement.
Enlargement scale Factor 3, centre (6,5).
Enlargement scale factor 2, centre (4,4),
Sem’
(90km)
Answer in range 148km-152km
(accurate answer 150 km),
Answer in the range 264% 270°
(accurate answers 267° to 3 s.£)
6.3) (6,10)
L&,10)
Learner's own diagram. The vertices
of triangle B should be at (3, 3), (5,3)
and (4, 4),
Learner's own diagram. The vertices
of triangle C should be at (3, 3), (4,2)
and (4, 4)
Rotation of 180°, centre (3, 4).
Rotation 90° anticlockwise,
centre (2, 3).
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 Col pel ke eco DAU ea eae ota
6 Scale factor 3, centre of enlargement
at (10,4).
7 Perimeter=S4em and area=180em.
Unit 14 Getting started
1 25.13em
b 2m ¢
a 27mm 78.5mF
120em* b 158em*
480em?
Learner's own diagram, Any correct net,
S28em?
1 b 2
Exercise 14.1
1 120em*
130em*
1344em?
‘em? 10cm _| 120m?
24cm? ‘g.5cm | 204m?
18.5m* 62m | 114.7m*
Learner’s own explanation. For example:
‘Yusaf hasn't used the correct cross-
seotion, Instead of using the trapezium
as the erossseetion, he has used the side
rectangle (which is not the cross-section
of the prism).
‘Area of trapezium j(sea)xa= Ahom?
Volume of prism=44 x 20=880em?
Learner's own answers, For example:
Yes. The cross-section isa circle
‘Area of circle x height
Vemrh
Learner's own discussions.
Learner's own explanation, For example: The
radius and height are in different units, She
needs to change the Smm tocm or change the
2em tomm before she works out the volume.
Volume=1570mm' (3 sf) or 1.S7em! @ sf.)
6 a 942.Sem!
b 353.4em
© 17592,9mm?
Activity 14.1
Learners own eyfinders answers and discussions.
7
2.5m 4.2m
écm) 10cm? | 4.48cm
252m | 20m? 25m
456mm [65.25mm? [14mm
a S.Sem
b 42m oe
82.47!
‘507 em?
50m?
104mm"
2.1m
Learner's own methods and answers, For
example:
‘Volume of cylinder: V=arh=ax 6 x18
=2035.75em’ (2d.p)
‘Volume of cube: V=8)=S12em!
‘Volume of water: 1.5 litres=1500mL=1500cm*
‘Volume of cube+ 1.5 litres = 512+ 1500
=2012em?
‘The total volume of the eube and water is less
than the volume of the cylinder, so the water
«will not come over the top of the cylinder.
2012em'<2035.75em*
Reflection: Learner's own explanations,
= THe cosumentirovotanienes ot share on Ey STUGOCU Col pel ke eco DAU ea eae ota
Answer using rounded intermediate values:
Circumference of circle =a
x10
1.42 om 2d.p.)
Area of rectangle = 31.42 x 12
377.04 em? (2 dp.)
‘Total area = 2. 78.54 + 377.04
5340m? Gs.)
Answer using accurate intermediate values:
Area of citele= mr?
=axs
= 78,5398... em’
Circumference of
Area of rectangle = 31.4159... x 12
376.9911... em?
‘Total arca ~ 2 x 78.5398... +376.9911
= sé em? 3 s£)
SA=477.Sem’
SA=322.0em?
SA=4272.6mm?
The pyramid has a greater surface area than
the cylinder. 132em?> 125.66en¥.
Pyramid: SA=4{ 1638} 66152 en
Cylinder: SA = 7% 22% 2-4 x 43<8= 125.66 em?
Learner's own methods and answers
For example:
SASar* +r + 2erh
SA=a7 +r + 2arh=20e+ Derh=
2erlr+h)
SA=2ar(r-+h)=2er(r-4 2p) = Der r=
SA=100r
Add | to the number in front of the
r,then double it. This gives you the
number in front of the 27°, So, 19+1=20,
202=40, so SA=402-2
Learner's own discussions,
26cm? (3 sf)
Learner's own methods and answers, For
example:
The hypotenuse of the triangular
cross-section,
Pythagoras’ theorem
Learner's own discussions,
408em*?
SA=660em*
SA=1188mm?
SA=23.3 n°
Activity 14.2
Learner's own shapes. For example:
A cuboid with length lcm, width
10cm and height Sem (V =800cmr,
SA=520cn): A triangular prism of
length 33cm with a right-angled
cross-section with base length 6em, height
8cm and hypotenuse 10cm (V=792cm!,
SA=840cm?); A cylinder with height
T6em and cross-section radius 4em
(V=804em", SA=S03am").
Learner's own answers and explanations.
Learner's own discussions,
754em?
15 labels is the maximum using Method |
below.
Method 1
120 +23.6=5 whole lengths
35+10=3 whole lengths
Number of labels=5%3=15
Method 2:
120=10=12 whole lengths
35+23.6=1 whole length
Number of lubels= 12% 1=12
(Cambridge Lower Secondary Mathematics 9 Byrd, Byrd & Pearce © Cambridge University Pross 2021 Col pel ke eco DAU ea eae ota
and c Learner's own drawings. Check that
the planes of symmetry are drawn correctly
‘Shapes a and b have vertical planes of
symmetry. Shape ¢ has a horizontal plane of
symmetry.
.,b Learner's own drawings. Check that the
planes of symmetry are drawn correctly. Shape
a has one vertical and one horizontal plane of
symmetry. Shape b has two vertical and one
horizontal plane of symmetry.
b Learner’s own drawings. Check that the
plane of symmetry is drawn correctly. The
plane of symmetry should be vertical
The plane of symmetry is a vertical plane
of symmetry
, bLearner’s own lines of symmetry. Any of
these:
A cube has a total of nine planes of
symmetty.
Learner's own justification, All nine
diagrams shown in the answer to part b.
Learner's own discussions.
There are two vertical and one horizontal
planes of symmetry.
— |
Triangle
Triangular
Square Square
Pentagon Pentagonal
Hexagon Hexagonal
‘Octagon ‘Octagonal
Learner's own answers and explanations,
For example
Number of planes of symmetry = number
of lines of symmetry +1. This happens
because the planes of symmetry can be
drawn, the length of the prism, in the
same place as the lines of symmetry on the
cross-section of the prism. There is then
the extra plane of symmetry that divides
the prism halfway along its length.
nN 2B
Learner's own discussions,
Learner's own diagram. Check that the
plane of symmetry passes through the
circular ends of the cylinder, dividing the
circular cross-section into two identical
Learner's own diagram, Check that the
plane of symmetry passes halfway along
the height, splitting the eylinder into two
Loarner’s own answers and explanations,
For example
Ithas an infinite number of planes of
symmetry. A circle has an infinite number
of lines of symmetry, so this is the same
in 3D for the cylinder. When the cylinder
is placed upright there is always one
horizontal plane of symmetry, but an
infinite number of vertical ones.
Reflection: Learner's own answers.
— Thecocumenrisawotmnienes otcnneron Gy studocu Col pel ke eco DAU ea eae ota
juare-based pyramid has the greater
Pyramid: SA=340cnr
Cylinder: SA=320.44em*, 340> 320.44
The shape has wo vertical, one horizontal
and two diagonal planes of symmetry
Learner's own diagrams showing the five
planes of symmetry correctly as described
in the answer to part
W
