1

7th
EDITION

NEW SYLLABUS
MATHEMA
TICS
TEACHER’S
RESOURCE BOOK
 1
CONTENTS
Syllabus Matching Grid
................................................1

NEW SYLLABUS
Scheme of Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

MATIC S
7th
Chapter 1

MATHE Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
EDITION
Teaching . . . . . . . . . . . . . 29 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 2
RESOURCE BOOK
TEACHER’S
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 39 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 41
Chapter 3
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 55 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 56
Chapter 4
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 61 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 63
Revision Exercise A1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 75 Revision Exercise A2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Chapter 5
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 77 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 78
Chapter 6
Teaching
 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 99 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 100
Chapter 7
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 111 Worked
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

113 1
Revision Exercise B1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Revision
Exercise B2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
122
Chapter 8
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
123 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 124
Chapter 9
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
134 Worked Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 136

1
2

CONTENTS
Lowest Common Multiple Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 29 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Syllabus Matching Grid Chapter 2: Integers, Rational Numbers and Real
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Numbers
Teaching
. . . . 1 Scheme of Work Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
..........7
Chapter 3: Approximation and Estimation
Chapter 1: Primes, Highest Common Factor and
Teaching 2
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 55 Worked
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 56
Chapter 4: Basic Algebra and Algebraic
Manipulation
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 61 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Revision Exercise A1 . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 75 Revision Exercise A2
............................................
. . . . . 76
Chapter 5: Linear Equations and Simple
Inequalities
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 77 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Chapter 6: Functions and Linear Graphs
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 99 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Chapter 7: Number Patterns
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 111 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Revision Exercise B1 . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 121 Revision Exercise B2
............................................
. . . . 122
Chapter 8: Percentage
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 123 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Chapter 9: Ratio, Rate, Time and Speed
Teaching
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 134 Worked Solutions . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

1
1
Chapter 10: Basic Geometry
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Worked Solutions . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Chapter 11: Triangles, Quadrilaterals and Polygons
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Worked Solutions . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Chapter 12: Geometrical Constructions
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Worked Solutions . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Revision Exercise C1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Revision Exercise C2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Chapter 13: Perimeter and Area of Plane Figures
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Worked Solutions . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Chapter 14: Volume and Surface Area of Prisms and Cylinders
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Worked Solutions . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Chapter 15: Statistical Data Handling
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Worked Solutions . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Revision Exercise D1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Revision Exercise D2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Problems in Real-World Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 3

Syllabus Matching Grid

Cambridge O Level Mathematics (Syllabus D) 4024/4029. Syllabus for examination in 2018, 2019 and 2020.
Theme or Topic Subject Content Reference
 1. Number Identify and use: Book 1:
• Natural numbers Chapter 1
• Integers (positive, negative and zero) Chapter 2
• Prime numbers
• Square numbers
• Cube numbers
• Common factors and common multiples

• Rational and irrational numbers (e.g. π, 2 )

• Real numbers

2. Set language and notation • Use set language, set notation and Venn diagrams to describe sets Book 2:
and represent relationships between sets Chapter 14
• Definition of sets:
e.g. A = {x : x is a natural number}, Book 4:
B = {(x, y): y = mx + c}, Chapter 2
C = {x : a < x < b},
D = {a, b, c, …}

2. Squares, square roots, cubes Calculate Book 1:

and cube roots • Squares Chapter 1
• Square roots Chapter 2
• Cubes and cube roots of numbers

4. Directed numbers • Use directed numbers in practical situations Book 1:

Chapter 2

5. Vulgar and decimal • Use the language and notation of simple vulgar and decimal fractions Book 1:
fractions and percentages and percentages in appropriate contexts Chapter 2
• Recognise equivalence and convert between these forms

6. Ordering • Order quantities by magnitude and demonstrate familiarity with the Book 1:
symbols =, ≠, <, >, <, >. Chapter 2
Chapter 5

7. Standard form Book 3:

• Use the standard form A ⋅ 10n, where n is a positive or negative integer,
Chapter 4
and 1 < A < 10.

8. The four operations Use the four operations for calculations with: Book 1:
• Whole numbers Chapter 2
• Decimals
• Vulgar (and mixed) fractions
including correct ordering of operations and use of brackets.

9. Estimation • Make estimates of numbers, quantities and lengths Book 1:

• Give approximations to specified numbers of significant figures and Chapter 3
decimal places
• Round off answers to reasonable accuracy in the context of a given problem

10 Limits of accuracy • Give appropriate upper and lower bounds for data given to a Book 3:
1 1

11. Ratio, proportion, rate • Demonstrate an understanding of ratio and proportion Book 1:
• Increase and decrease a quantity by a given ratio Chapter 9
• Use common measures of rate
• Solve problems involving average speed Book 2:
Chapter 1

12. Percentages • Calculate a given percentage of a quantity Book 1:

• Express one quantity as a percentage of another Chapter 8
• Calculate percentage increase or decrease
• Carry out calculations involving reverse percentages Book 3:
Chapter 5
 13. Use of an electronic calculator • Use an electronic calculator efficiently Book 1:
• Apply appropriate checks of accuracy Chapter 2
• Enter a range of measures including ‘time’ Chapter 4
• Interpret the calculator display appropriately
Book 2:
Chapter 11

Book 3:
Chapter 10

Book 4:
Chapter 4

14. Time • Calculate times in terms of the 24-hour and 12-hour clock Book 1:
• Read clocks, dials and timetables Chapter 9

15. Money • Solve problems involving money and convert from one currency to another Book 3:
Chapter 5

16. Personal and small • Use given data to solve problems on personal and small business Book 3:
business finance finance involving earnings, simple interest and compound interest Chapter 5
• Extract data from tables and charts

17. Algebraic representation • Use letters to express generalised numbers and express arithmetic Book 1:
and formulae processes algebraically Chapter 4
• Substitute numbers for words and letters in formulae Chapter 5
• Construct and transform formulae and equations
Book 2:
Chapter 2

Book 3:
Chapter 1

18. Algebraic manipulation • Manipulate directed numbers Book 1:

• Use brackets and extract common factors Chapter 4
• Expand product of algebraic expressions
• Factorise where possible expressions of the form: Book 2:
ax + bx + kay + kby Chapter 3
a2x2 – b2y2 Chapter 4
a2 + 2ab + b2 Chapter 6
ax2 + bx + c
• Manipulate algebraic fractions
• Factorise and simplify rational expressions

19. Indices • Understand and use the rules of indices Book 3:

• Use and interpret positive, negative, fractional and zero indices Chapter 4

1 2

20. Solutions of equations • Solve simple linear equations in one unknown Book 1:
and inequalities • Solve fractional equations with numerical and linear algebraic Chapter 5
denominators • Solve simultaneous linear equations in two unknowns
• Solve quadratic equations by factorisation, completing the square or by use Book 2:
of the formula Chapter 2
• Solve simple linear inequalities Chapter 5

Book 3:
Chapter 1
Chapter 3

21. Graphical representation • Represent linear inequalities graphically Book 4:

 of inequalities Chapter 1

22. Sequences • Continue a given number sequence Book 1:

• Recognise patterns in sequences and relationships between different Chapter 7
sequences • Generalise sequences as simple algebraic statements

23. Variation • Express direct and inverse variation in algebraic terms and use this form Book 2:
of expression to find unknown quantities Chapter 1

24. Graphs in practical situations • Interpret and use graphs in practical situations including travel graphs Book 1:
and conversion graphs Chapter 6
• Draw graphs from given data
• Apply the idea of rate of change to easy kinematics involving distance- Book 2:
time and speed-time graphs, acceleration and deceleration Chapter 2
• Calculate distance travelled as area under a linear speed-time graph
Book 3:
Chapter 7

25. Graphs in practical situations • Construct tables of values and draw graphs for functions of the form axn Book 1:
where a is a rational constant, n = –2, –1, 0, 1, 2, 3, and simple sums of not Chapter 6
more than three of these and for functions of the form kax where a is a
positive integer Book 2:
• Interpret graphs of linear, quadratic, cubic, reciprocal and Chapter 1
exponential functions Chapter 2
• Solve associated equations approximately by graphical Chapter 5
methods • Estimate gradients of curve by drawing tangents
Book 3:
Chapter 1
Chapter 7

26. Function notation • Use function notation, e.g. f(x) = 3x – 5; f : x  3x – 5, to describe Book 2:
simple functions Chapter 7
• Find inverse functions f–1(x)
Book 3:
Chapter 2

27. Coordinate geometry • Demonstrate familiarity with Cartesian coordinates in two Book 1:
dimensions • Find the gradient of a straight line Chapter 6
• Calculate the gradient of a straight line from the coordinates of two points
on it Book 2:
• Calculate the length and the coordinates of the midpoint of a line Chapter 2
segment from the coordinates of its end points
• Interpret and obtain the equation of a straight line graph in the form y = mx Book 3:
+ c • Determine the equation of a straight line parallel to a given line • Find Chapter 6
the gradient of parallel and perpendicular lines

3
1
28. Geometrical terms • Use and interpret the geometrical terms: point; line; plane; parallel; Book 1:
perpendicular; bearing; right angle, acute, obtuse and reflex angles; Chapter 10
interior and exterior angles; similarity and congruence Chapter 11
• Use and interpret vocabulary of triangles, special quadrilaterals,
circles, polygons and simple solid figures Book 2:
• Understand and use the terms: centre, radius, chord, diameter, Chapter 8
circumference, tangent, arc, sector and segment
Book 3:
Chapter 9 to
Chapter 13

29. Geometrical constructions • Measure lines and angles Book 1:

• Construct a triangle, given the three sides, using a ruler and a pair Chapter 12
of compasses only Chapter 14
 • Construct other simple geometrical figures from given data, using a ruler
and protractor as necessary Book 2:
• Construct angle bisectors and perpendicular bisectors using a pair Chapter 8
of compasses as necessary
• Read and make scale drawings Book 4:
• Use and interpret nets Chapter 8

30. Similarity and congruence • Solve problems and give simple explanations involving similarity Book 2:
and congruence Chapter 8
• Calculate lengths of similar figures
• Use the relationships between areas of similar triangles, with Book 3:
corresponding results for similar figures, and extension to volumes and Chapter 11
surface areas of similar solids Chapter 12

31. Symmetry • Recognise rotational and line symmetry (including order of Book 2:
rotational symmetry) in two dimensions Chapter 13
• Recognise symmetry properties of the prism (including cylinder) and
the pyramid (including cone) Book 3:
• Use the following symmetry properties of circles: Chapter 13
(a) equal chords are equidistant from the centre
(b) the perpendicular bisector of a chord passes through the
centre (c) tangents from an external point are equal in length

32. Angles • Calculate unknown angles and give simple explanations using the Book 1:
following geometrical properties: Chapter 10
(a) angles at a point Chapter 11
(b) angles at a point on a straight line and intersecting straight
lines (c) angles formed within parallel lines Book 3:
(d) angle properties of triangles and quadrilaterals Chapter 13
(e) angle properties of regular and irregular polygons
(f) angle in a semi-circle
(g) angle between tangent and radius of a circle
(h) angle at the centre of a circle is twice the angle at the
circumference (i) angles in the same segment are equal
(j) angles in opposite segments are supplementary

33. Loci • Use the following loci and the method of intersecting loci for sets of Book 4:
points in two dimensions which are: Chapter 8
(a) at a given distance from a given point
(b) at a given distance from a given straight line
(c) equidistant from two given points
(d) equidistant from two given intersecting straight line

34. Measures • Use current units of mass, length, area, volume and capacity in Book 1:
practical situations and express quantities in terms of larger or smaller Chapter 13
units Chapter 14

1 4

35. Mensuration • Solve problems involving: Book 1:

(a) the perimeter and area of a rectangle and triangle Chapter 13
(b) the perimeter and area of a parallelogram and a Chapter 14
trapezium (c) the circumference and area of a circle
(d) arc length and sector area as fractions of the circumference and area Book 2:
of a circle Chapter 12
(e) the surface area and volume of a cuboid, cylinder, prism, sphere,
pyramid and cone Book 3:
(f) the areas and volumes of compound shapes Chapter 10
36. Trigonometry • Interpret and use three-figure bearings Book 2:
• Apply Pythagoras’ theorem and the sine, cosine and tangent ratios for Chapter 10
acute angles to the calculation of a side or an angle of a right-angled Chapter 11
triangles • Solve trigonometrical problems in two dimensions involving
angles of elevation and depression Book 3:
• Extend sine and cosine functions to angles between 90° and 180° • Chapter 8
Solve problems using the sine and cosine rules for any triangle and Chapter 9
1
the formula area of triangle = 2ab sin C
• Solve simple trigonometrical problems in three dimensions

37. Vectors in two dimensions Book 4:

x ⎛ ⎞ Chapter 7
• Describe a translation by using a vector represented by y ⎝⎜ ⎠⎟ , →
AB or a
• Add and subtract vectors
• Multiple a vector by a scalar

x ⎛ ⎞
• Calculate the magnitude of a vector y ⎝⎜ ⎠⎟ as x + y
2 2

• Represent vectors by directed line segments

• Use the sum and difference of two vectors to express given vectors in terms
of two coplanar vectors
• Use position vectors

38. Matrices • Display information in the form of a matrix of any order Book 4:
• Solve problems involving the calculation of the sum and product Chapter 5
(where appropriate) of two matrices, and interpret the results
• Calculate the product of a matrix and a scalar quantity
• Use the algebra of 2 ⋅ 2 matrices including the zero and identity 2 ⋅
2 matrices
• Calculate the determinant |A| and inverse A–1 of a non-singular matrix A

39. Transformations • Use the following transformations of the plane: reflection (M), rotation Book 2:
(R), translation (T), enlargement (E) and their combinations Chapter 9
• Identify and give precise descriptions of transformations connecting
given figures Book 4:
• Describe transformations using coordinates and matrices Chapter 6

40. Probability • Calculate the probability of a single event as either a fraction or a decimal Book 2:
• Understand that the probability of an event occurring = 1 – the probability Chapter 15
of the event not occurring
• Understand relative frequency as an estimate of probability Book 4:
• Calculate the probability of simple combined events using Chapter 3
possibility diagrams and tree diagrams where appropriate

5
1
41. Categorical, numerical • Collect, classify and tabulate statistical data Book 1:
and grouped data • Read, interpret and draw simple inferences from tables and Chapter 15
statistical diagrams
• Calculate the mean, median, mode and range for individual and discrete Book 2:
data and distinguish between the purposes for which they are used Chapter 17
• Calculate an estimate of the mean for grouped and continuous
data • Identify the modal class from a grouped frequency Book 4:
distribution Chapter 4
 42. Statistical diagrams • Construct and interpret bar charts, pie charts, pictograms, simple Book 1:
frequency distributions, frequency polygons, histograms with equal and Chapter 15
unequal intervals and scatter diagrams
• Construct and use cumulative frequency diagrams Book 2:
• Estimate and interpret the median, percentiles, quartiles and Chapter 16
interquartile range for cumulative frequency diagrams
• Calculate with frequency density Book 4:
• Understand what is meant by positive, negative and zero correlation Chapter 4
with reference to a scatter diagram
• Draw a straight line of best fit by eye

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Chapter 1 Primes, Highest Common Factor and Lowest Common Multiple

TEACHING NOTES

Suggested Approach

Students have learnt only whole numbers in primary school (they will only learn negative numbers and
integers in Chapter 2). They have also learnt how to classify whole numbers into two groups, i.e. odd and
even numbers. Teachers can introduce prime numbers as another way in which whole numbers can be
classified (see Section 1.1). Traditionally, prime numbers apply to positive integers only, but the syllabus
 specifies whole numbers, which is not an issue since 0 is not a prime number. Teachers can also arouse
students’ interest in this topic by bringing in real-life applications (see chapter opener on page 2 of the
textbook).

Section 1.1: Prime Numbers

Teachers can build upon prerequisites, namely, factors, to introduce prime numbers by
classifying whole numbers according to the number of factors they have (see Investigation:
Classification of Whole Numbers). Since the concept of 0 may not be easily understood, it is
dealt with separately in the last question of the investigation. Regardless of whether 0 is
classified in the same group as 1 or in a new fourth group, 0 and 1 are neither prime nor
composite. Teachers are to take note that 1 is not a prime number ‘by choice’, or else the
uniqueness of prime factorisation will fail (see Information on page 8 of the textbook). Also, 0
is not a composite number because it cannot be expressed as a product of prime factors unlike
e.g. 40 = 23 × 5.

To make practice more interesting, a game is designed in Question 2 of Practise Now 1.

Teachers can also tell students about the largest known prime number (there is no largest
prime number since there are infinitely many primes) and an important real-life application of
prime numbers in the encryption of computer data (see chapter opener and Investigation:
Interesting Facts about Prime Numbers) in order to arouse their interest in this topic.

Section 1.2: Square Roots and Cube Roots

Teachers can build upon what students have learnt about squares, square roots, cubes and cube
roots in primary school. Perfect squares are also called square numbers and perfect cubes are
also called cube numbers. Perfect numbers are not the same as perfect squares or perfect
cubes. Perfect numbers are numbers which are equal to the sum of its proper factors, where
proper factors are factors that are less than the number itself, e.g. 6 = 1 + 2 + 3 and 28 = 1 + 2
+ 4 + 7 + 14 are the only two perfect numbers less than 100 (perfect numbers are not in the
syllabus). After students have learnt negative numbers in Chapter 2, there is a need to revisit
square roots and cube roots to discuss negative square roots and negative cube roots (see page
40 of the textbook). Teachers can impress upon students that the square root symbol √ refers
to the positive square root only.

A common debate among some teachers is whether 0 is a perfect square. There is an argument
that 0 is not a perfect square because 0 can multiply by any number (not necessarily itself) to
give 0. However, this is not the definition of a perfect square. Since 0 is equal to 0 multiplied
by itself, then 0 (the first 0, not the second 0, in this sentence) is a perfect square. Compare
this with why 4 is a perfect square (4 is equal to the integer 2 multiplied by itself). Similarly, 0
is a perfect cube.

Section 1.3: Highest Common Factor and Lowest Common Multiple

Teachers can build upon prerequisites, namely, common factors and common multiples, to
develop the concepts of Highest Common Factor (HCF) and Lowest Common Multiple
(LCM) respectively (HCF and LCM are no longer in the primary school syllabus although
some primary school teachers teach their students HCF and LCM). Since the listing method
(see pages 15 and 18 of the textbook) is not an efficient method to find the HCF and the LCM
of two or more numbers, there is a need to learn the prime factorisation method and the ladder
method (see Methods 1 and 2 in Worked Example 9 and in Worked Example 11). However,
when using the ladder method to find the LCM of two or three numbers (see Worked
Examples 11 and 12), we stop dividing when there are no common prime factors between any
two numbers. The GCE O-level examinations emphasise on the use of the prime factorisation
method.

29 1
Challenge Yourself
Some of the questions (e.g. Questions 4 and 5) are not easy for average students while others
(e.g. Question 2) should be manageable if teachers guide them as follows:

Question 2: The figure consists of 3 identical squares but students are to divide it into 4
 identical parts. Teachers can guide students by asking them to find the LCM of 3 and 4, which
is 12. Thus students have to divide the figure into 12 equal parts before trying to regroup 3
equal parts to form each of the 4 identical parts.

Questions 4 and 5: Teachers can get students to try different numerical examples before
looking for a pattern in order to generalise. In both questions, it is important that students
know whether m and n are co-primes, i.e. HCF(m, n) = 1. If m and n are not co-primes, they
m
can be built from the ‘basic block’ of
n 30
HCF(m n, ) , which are co-primes. HCF(m n, ) and

1
WORKED SOLUTIONS Investigation (Sieve of Eratosthenes)
Investigation (Classification of Whole Numbers)
11 12 13 14 15 16 17 18 19 20
1.
1 2 3 4 5 6 7 8 9 21 22 23 24 25 26 27 28 29 30
 31 32 33 34 35 36 37 38 39 19 1, 19
19 = 1 ⋅ 19
41 42 43 44 45 46 47 48 49
20 1, 2, 4, 5, 10, 20
20 = 1 ⋅ 20 = 2 ⋅ 10 = 4 ⋅ 5
51 52 53 54 55 56 57 58 59

61 62 63 64 65 66 67 68 69

71 72 73 74 75 76 77 78 79 1.

81 82 83 84 85 86 87 88 89

91 92 93 94 95 96 97 98 99

Number Working Factors

1 1 is divisible by 1 only. 1

2 1, 2
2=1⋅2

3 1, 3
3=1⋅3

4 1, 2, 4
4=1⋅4=2⋅2

5 1, 5
5=1⋅5

6 1, 2, 3, 6
6=1⋅6=2⋅3

7 1, 7
7=1⋅7

8 1, 2, 4, 8
8=1⋅8=2⋅4

9 1, 3, 9
9=1⋅9=3⋅3
Table 1.1

10 1, 2, 5, 10
10 = 1 ⋅ 10 = 2 ⋅ 5

11 1, 11
11 = 1 ⋅ 11

12 1, 2, 3, 4, 6, 12
12 = 1 ⋅ 12 = 2 ⋅ 6 = 3 ⋅ 4

13 1, 13
13 = 1 ⋅ 13

14 1, 2, 7, 14
14 = 1 ⋅ 14 = 2 ⋅ 7

15 1, 3, 5, 15
15 = 1 ⋅ 15 = 3 ⋅ 5
2. (a) The smallest prime number is 2.
16 1, 2, 4, 8, 16 (b) The largest prime number less than or equal to 100 is
16 = 1 ⋅ 16 = 2 ⋅ 8 = 4 ⋅ 4
97. (c) There are 25 prime numbers which are lessthan or
17 1, 17 equal to 100. (d) No, not every odd number is a prime
17 = 1 ⋅ 17
number, e.g. the number 9 is an odd number but it is a
composite number.
18 1, 2, 3, 6, 9, 18
18 = 1 ⋅ 18 = 2 ⋅ 9 = 3 ⋅ 6 (e) No, not every even number is a composite number, e.g.
the number 0 is an even number but it is neither a
prime nor a composite number.
 (f) For a number greater than 5, if itslast digit is 0, 2, 4, 6 31
or 8, then the number is a multiple of 2, thus it is a 1. Yes, the product of two prime numbers can be an odd
composite number; if its last digit is 0 or 5, then the number, e.g. the product of the two prime numbers 3 and 5 is
number is a multiple of 5, thus it is a composite the odd number 15. 2. Yes, the product of two prime numbers
number. Hence, for a prime number greater than 5, its can be an even number, e.g. the product of the two prime
last digit can only be 1, 3, 7 or 9. numbers 2 and 3 is the even number 6. 3. No, the product of
two prime numbers P1 and P2 cannot be a prime number since
P1P2 has at least 3 distinct factors, i.e. 1, P1 and P1 P2.
Journal Writing (Page 5)
2. Group A: 1
Investigation (Interesting Facts about Prime
Group B: 2, 3, 5, 7, 11, 13, 17, 19 Numbers)
Group C: 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20
3. 0 is divisible by 1, 2, 3, 4, … The 1 000 000th prime number is 15 485 863.
0 has an infinite number of factors. The last digit of the largest known prime number is 1.

Thinking Time (Page 4) Thinking Time (Page 8)

1. A prime number is a whole number that has exactly 2 The index notation is useful for writing complicated and
different factors, 1 and itself. repetitive expressions in a more compact form, e.g. we can
A composite number is a whole number that has more than 2 write 3 ⋅ 3 ⋅ 3 ⋅ 3 ⋅ 3 ⋅ 3 ⋅ 3 ⋅ 3 as 38.
different factors. A composite number has a finite number of
factors. Since 0 has an infinite number of factors, it is neither a
prime nor a composite number.
Since 1 has exactly 1 factor, it is also neither a prime nor a
composite number.
2. No, I do not agree with Michael. Consider the numbers 0
and 1. They are neither prime numbers nor composite numbers.
1
Thinking Time (Page 12) ∴ 784 = 2 ⋅ 2 ⋅ 7
If no brackets are used in pressing the sequence of calculator keys = 28
in Worked Example 7, the value obtained would be 60.0416 (to 4 Alternatively,
d.p.). The mathematical statement that would have been evaluated
784 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 7 ⋅ 7 = 24 ⋅ 72
is 8 + 50
2

3 ∴ 784 = 2 7 ⋅ 4 2
7 – 63 3 .
= 22 ⋅ 7
Practise Now 1
= 28
1. 537 is an odd number, so it is not divisible by 2.
2. 7056 = 2 3 ⋅ ⋅ 7 4 2 2 = 22 ⋅ 3 ⋅ 7
Since the sum of the digits of 537 is 5 + 3 + 7 = 15 which is
divisible by 3, therefore 537 is divisible by 3 (divisibility test for = 84

3). ∴ 537 is a composite number.

2.
135 49 183 147 93 121 236
59 is an odd number, so it is not divisible by 2.
Since the sum of the digits of 59 is 5 + 9 = 14 which is not
divisible by 3, then 59 is not divisible by 3. 201 261 150 11 131 5 89
The last digit of 59 is neither 0 nor 5, so 59 is not divisible by 5.
A calculator may be used to test whether 59 is divisible by prime 291 117 153 End 57 0 61
numbers more than 5.
Since 59 is not divisible by any prime numbers less than 59, then
192 231 27 1 111 100 149
59 is a prime number.
Practise Now 3
17 103 43 7 127 51 53
1. 126 = 2 ⋅ 32 ⋅ 7
83 33 32 105 29 71 37
2. 539 = 72 ⋅ 11

Practise Now 4

1. 784 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 7 ⋅ 7 = (2 ⋅ 2 ⋅ 7) ⋅ (2 ⋅ 2 ⋅ 7) = (2 ⋅ 2 ⋅ 7)2 Start

Practise Now 5 1
1. 2744 = 2 ⋅ 2 ⋅ 2 ⋅ 7 ⋅ 7 ⋅ 7 = (2 ⋅ 7) ⋅ (2 ⋅ 7) ⋅ (2 ⋅ 7) = (2 ⋅ 7)3

∴ 2744 3 = 2 ⋅ 7
= 14
Alternatively,
2744 = 2 ⋅ 2 ⋅ 2 ⋅ 7 ⋅ 7 ⋅ 7

= 23 ⋅ 73

∴ 2744 3 = 2 7 ⋅ 3 3 3

=2⋅7
= 14

2. 9261 3 = 3 7 ⋅ 3 3 3

=3⋅7

Practise Now 2
32
1. Since 31 is a prime number, then 1 and 31 are its only two = 21
factors. It does not matter whether p or q is 1 or 31 as we only
want to find the value of p + q. Practise Now 6
∴ p + q = 1 + 31 = 32
123 ≈ 121
2. Since n ⋅ (n + 28) is a prime number, then n and n + 28 are its
= 11
only two factors.
Since 1 has to be one of its two factors, then n = 1. 123 3 ≈ 125 3

∴ n ⋅ (n + 28) = 1 ⋅ (1 + 28) =5

= 1 ⋅ 29 Practise Now 7
= 29
1. (a) 232 + 2025 – 73 = 231
2

(b) 3 2 ⋅ 0
3 3 = 0.3582 (to 4 d.p.)
5 – 2013
2. Length of each side of poster = 987 1. Method 1:
= 31.42 cm (to 2 d.p.)
56 = 23 ⋅ 7
Perimeter of poster = 4 ⋅ 31.42
84 = 22 ⋅ 3 ⋅ 7
= 125.7 cm (to 1 d.p.)
HCF of 56 and 84 = 22 ⋅ 7
Practise Now 8 = 28
Method 2:
2013 = 44.9 (to 1 d.p.), so the largest prime number less than
or equal to 2013 is 43. 2 56, 84
2013 is an odd number, so it is not divisible by 2. 2 28, 42
Since the sum of the digits of 2013 is 2 + 1 + 3 = 6 which is 7 14, 21
divisible by 3, therefore 2013 is divisible by 3 (divisibility test
2, 3
for 3). ∴ 2013 is a composite number.
HCF of 56 and 84 = 2 ⋅ 2 ⋅ 7
= 28
2017 = 44.9 (to 1 d.p.), so the largest prime number less than
2. 28 = 22 ⋅ 7
or equal to 2017 is 43.
Since 2017 is not divisible by any of the prime numbers 2, 3, 5, 70 = 2 ⋅ 5 ⋅ 7
7, …, 43, then 2017 is a prime number.
Largest whole number which is a factor of both 28 and
70 = HCF of 28 and 70
Practise Now 9
 =2⋅7 33
Practise Now 11
= 14
3. Greatest whole number that will divide both 504 and 588 1. Method 1:
exactly = HCF of 504 and 588 24 = 23 ⋅ 3
= 22 ⋅ 3 ⋅ 7
90 = 2 ⋅ 32 ⋅ 5
= 84
LCM of 24 and 90 = 23 ⋅ 32 ⋅ 5
Practise Now 10 = 360
Method 2:
90 = 2 ⋅ 32 ⋅ 5 2 24, 90
135 = 3 ⋅ 5
3 3 12, 45
4, 15
270 = 2 ⋅ 33 ⋅ 5
HCF of 24 and 90 = 2 ⋅ 3 ⋅ 4 ⋅ 15
HCF of 90, 135 and 270 = 32 ⋅ 5
= 360
= 45
2. Smallest whole number that is divisible by both 120 and
126 = LCM of 120 and 126
= 23 ⋅ 32 ⋅ 5 ⋅ 7
= 2520
3. 6 = 2 ⋅ 3

24 = 23 ⋅ 3
Smallest value of n = 23
=8

Practise Now 12
9 = 32
30 = 2 ⋅ 3 ⋅ 5

108 = 22 ⋅ 33

LCM of 9, 30 and 108 = 22 ⋅ 33 ⋅ 5

= 540

Practise Now 13

1. 15 = 3 ⋅ 5
16 = 24
36 = 22 ⋅ 32

LCM of 15, 16 and 36 = 24 ⋅ 32 ⋅ 5

= 720
720 minutes = 12 hours
∴ The three bells will next toll together at 2.00 a.m.

2. (i) 140 = 22 ⋅ 5 ⋅ 7

168 = 23 ⋅ 3 ⋅ 7

210 = 2 ⋅ 3 ⋅ 5 ⋅ 7

HCF of 140, 168 and 210 = 2 ⋅ 7

= 14
Greatest possible length of each of the smaller pieces of rope
= 14 cm
(ii) Number of smallest pieces of rope he can get
 = 37
altogether = 140

14 + 168
14 + 210
14
= 10 + 12 + 15 1
Exercise 1A ∴ 576 = 2 3 ⋅ 62

1. (a) 87 is an odd number, so it is not divisible by 2. Since the

= 23 ⋅ 3
sum of the digits of 87 is 8 + 7 = 15 which is divisible by 3,
= 24
therefore 87 is divisible by 3 (divisibility test for 3). ∴ 87 is a
(c) 3375 = 3 ⋅ 3 ⋅ 3 ⋅ 5 ⋅ 5 ⋅ 5
composite number.
(b) 67 is an odd number, so it is not divisible by 2. = (3 ⋅ 5) ⋅ (3 ⋅ 5) ⋅ (3 ⋅ 5) = (3 ⋅ 5)3
Since the sum of the digits of 67 is 6 + 7 = 13 which is not
divisible by 3, then 67 is not divisible by 3. ∴ 3375 3 = 3 ⋅ 5
The last digit of 67 is neither 0 nor 5, so 67 is not divisible by 5. = 15
A calculator may be used to test whether 67 is divisible by prime Alternatively,
numbers more than 5.
3375 = 3 ⋅ 3 ⋅ 3 ⋅ 5 ⋅ 5 ⋅ 5
Since 67 is not divisible by any prime numbers less than 67, then
67 is a prime number. = 33 ⋅ 53
(c) 73 is an odd number, so it is not divisible by 2.
Since the sum of the digits of 73 is 7 + 3 = 10 which is not ∴ 3375 3 = 3 5 ⋅ 3 3 3
divisible by 3, then 73 is not divisible by 3.
=3⋅5
The last digit of 73 is neither 0 nor 5, so 73 is not divisible by 5.
A calculator may be used to test whether 73 is divisible by prime = 15
numbers more than 5. (d) 1728 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 3 ⋅ 3 ⋅ 3 = (2 ⋅ 2 ⋅ 3) ⋅ (2 ⋅ 2 ⋅ 3) ⋅
Since 73 is not divisible by any prime numbers less than 73, then
73 is a prime number. (2 ⋅ 2 ⋅ 3) = (2 ⋅ 2 ⋅ 3)3
(d) 91 is an odd number, so it is not divisible by 2.
Since the sum of the digits of 91 is 9 + 1 = 10 which is not ∴ 1728 3 = 2 ⋅ 2 ⋅ 3
divisible by 3, then 91 is not divisible by 3. = 12
The last digit of 91 is neither 0 nor 5, so 91 is not divisible by 5. Alternatively,
A calculator may be used to test whether 91 is divisible by prime
1728 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 3 ⋅ 3 ⋅ 3 = 26 ⋅ 33
numbers more than 5.
Since 91 is divisible by 7, therefore 91 is a composite number. 2.
∴ 1728 3 = 2 3 ⋅ 3 6 3
(a) 72 = 2 ⋅ 3 (b) 187 = 11 ⋅ 17 (c) 336 = 2 ⋅ 3 ⋅ 7 (d) 630 = 2 ⋅ 3
3 2 4 2

= 22 ⋅ 3
⋅ 5 ⋅ 7 3. (a) 1764 = 2 ⋅ 2 ⋅ 3 ⋅ 3 ⋅ 7 ⋅ 7 = 12

= (2 ⋅ 3 ⋅ 7) ⋅ (2 ⋅ 3 ⋅ 7) 4. 9801 = 3 1 ⋅ 1 4 2

= (2 ⋅ 3 ⋅ 7)2 = 32 ⋅ 11
= 99
∴ 1764 = 2 ⋅ 3 ⋅ 7
5. 21 952 3 = 2 7 ⋅ 3 6 3
= 42
Alternatively, = 22 ⋅ 7
1764 = 2 ⋅ 2 ⋅ 3 ⋅ 3 ⋅ 7 ⋅ 7 = 28

= 22 ⋅ 32 ⋅ 72 6. (a) 66 ≈ 64
=8
∴ 1764 = 2 3 ⋅ ⋅ 7 2 2 2
(b) 80 ≈ 81
=2⋅3⋅7
=9
= 42
(b) 576 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 3 ⋅ 3 (c) 218 3 ≈ 216 3
Alternatively, =6

576 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 3 ⋅ 3 = 26 ⋅ 32 (d) 730 3 ≈ 729 3

= 9 7. (a) 72 – 361 + 213 = 9291
 2
= (2 ⋅ 2 ⋅ 2 ⋅ 3) ⋅ (2 ⋅ 2 ⋅ 2 ⋅ 3)
(b) + 555 5

= (2 ⋅ 2 ⋅ 2 ⋅ 3)2 ∴ 576 = 2 ⋅ 2 ⋅ 2 ⋅ 3 = 24 ⋅

(c) 4 + 4913 3 3 = 9

1
33= 1.0024 (to 4 d.p.)
2 222
34
8. Length of each side of photo frame = 250
12. Since n ⋅ (n + 42) is a prime number, then n and n + 42 are
= 15.81 cm (to 2 d.p.) Perimeter of photo frame = 4
its only two factors.
⋅ 15.81 Since 1 has to be one of its two factors, then n = 1.
= 63.2 cm (to 1 d.p.) ∴ n ⋅ (n + 42) = 1 ⋅ (1 + 42)
9. Length of each side of box = 2197 3
= 1 ⋅ 43
= 13 cm
Area of one side of box = 132 = 43
= 169 cm2
10. (a) 667 = 25.8 (to 1 d.p.),so the largest prime number
lessthan or equal to 667 is 23. .
667 is an odd number, so it is not divisible by 2. Since the
sum of the digits of 667 is 6 + 6 + 7 = 19 which is not divisible
by 3, then 667 is not divisible by 3.
The last digit of 667 is neither 0 nor 5, so 667 is not divisible
by 5.
A calculator may be used to test whether 667 is divisible by
prime numbers more than 5.
Since 667 is divisible by 23, therefore 667 is a composite
number.
(b) 677 = 26.0 (to 1 d.p.), so the largest prime number less
than or equal to 677 is 23.
Since 677 is not divisible by any of the prime numbers 2, 3, 5,
7, …, 23, then 677 is a prime number.
(c) 2021 = 45.0 (to 1 d.p.), so the largest prime number less
than or equal to 2021 is 43.
2021 is an odd number, so it is not divisible by 2. Since the
sum of the digits of 2021 is 2 + 0 + 2 + 1 = 5 which is not
divisible by 3, then 2021 is not divisible by 3.
The last digit of 2021 is neither 0 nor 5, so 2021 is not
divisible by 5.
A calculator may be used to test whether 2021 is divisible by
prime numbers more than 5.
Since 2021 is divisible by 43, therefore 2021 is a composite
number.
(d) 2027 = 45.0 (to 1 d.p.), so the largest prime number less
than or equal to 2027 is 43.
Since 2027 is not divisible by any of the prime numbers 2, 3,
5, 7, …, 43, then 2027 is a prime number.
11. Since 37 is a prime number, then 1 and 37 are its only two
factors. It does not matter whether p or q is 1 or 37 as we only
want to find the value of p + q.

∴ p + q = 1 + 37 = 38
35 =2⋅7
Exercise 1B
= 14
1. (a) 12 = 2 ⋅ 3
2 4. Greatest whole number that will divide both 792 and 990
exactly = HCF of 792 and 990
30 = 2 ⋅ 3 ⋅ 5
= 2 ⋅ 32 ⋅ 11
HCF of 12 and 30 = 2 ⋅ 3 = 198
=6 5. Smallest whole number that is divisble by both 176 and
342 = LCM of 176 and 342
(b) 84 = 22 ⋅ 3 ⋅ 7
= 24 ⋅ 32 ⋅ 11 ⋅ 19
156 = 22 ⋅ 3 ⋅ 13
= 30 096
HCF of 84 and 156 = 2 ⋅ 32

= 12
(c) 15 = 3 ⋅ 5

60 = 22 ⋅ 3 ⋅ 5 1
6. 15 = 3 ⋅ 5
75 = 3 ⋅ 52
45 = 32 ⋅ 5
HCF of 15, 60 and 75 = 3 ⋅ 5
Smallest value of n = 32
= 15 =9
(d) 77 = 7 ⋅ 11 7. (i) 171 = 32 ⋅ 19
91 = 7 ⋅ 13 63 = 32 ⋅ 7
143 = 11 ⋅ 13 27 = 33
HCF of 171, 63 and 27 = 32
HCF of 77, 91 and 143 = 1
=9
2. (a) 24 = 23 ⋅ 3 Largest number of gift bags that can be packed =
9 (ii) Number of pens in a gift bag = 171 ÷ 9
30 = 2 ⋅ 3 ⋅ 5
= 19
LCM of 24 and 30 = 23 ⋅ 3 ⋅ 5 Number of pencils in a gift bag = 63 ÷ 9
= 120 =7
Number of erasers in a gift bag = 27 ÷ 9
(b) 42 = 2 ⋅ 3 ⋅ 7 =3
462 = 2 ⋅ 3 ⋅ 7 ⋅ 11 8. (i) 60 = 22 ⋅ 3 ⋅ 5

LCM of 42 and 462 = 2 ⋅ 3 ⋅ 7 ⋅ 11 80 = 24 ⋅ 5

= 462
LCM of 60 and 80 = 24 ⋅ 3 ⋅ 5
(c) 12 = 22 ⋅ 3 = 240
18 = 2 ⋅ 32 It will take 240 s for both cars to be back at the starting point
at the same time.
81 = 34
(ii) 5 ⋅ 240 s = 1200 s
LCM of 12, 18 and 81 = 22 ⋅ 34
= 20 minutes
= 324
It will take 20 minutes for the faster car to be 5 laps ahead of
(d) 63 = 32 ⋅ 7 the slower car.
9. (a) True.
80 = 24 ⋅ 5
If 6 is a factor of a whole number n, then n = 6k for some
102 = 2 ⋅ 3 ⋅ 17 whole number k.
We have n = 6k = 2(3k). Since 3k is a whole number, then 2 is
LCM of 63, 80 and 102 = 24 ⋅ 32 ⋅ 5 ⋅ 7 ⋅ 17 = a factor of n.
85 680 We also have n = 6k = 3(2k). Since 2k is a whole number, then
3 is a factor of n.
3. 42 = 2 ⋅ 3 ⋅ 7
(b) True. Since 2 and 3 are distinct prime factors of the
98 = 2 ⋅ 72 whole number, then the prime factorisation of the
Largest whole number which is a factor of both 42 and whole number will contain both of these prime factors.
98 = HCF of 42 and 98 (c) False, e.g. 2 and 4 are factors of 4, but 8 is not a factor of 4.
 (d) True. If f is a factor of n, then n = fk for some whole 36
n (c) True. If 18 is a multiple of a whole number n, then 18 =
number k. Thus f = k is a whole number. Since n can be
n n some whole number k. Thus 18
written as a product of the whole numbers f and f, then f is a nk for n = k is a whole
factor of n. number, i.e. 18 is divisible by n.
(e) True. Since h is a factor of both p and q, then both p (d) True. Since m is a multiple of p, by the same reasoning
and q are divisible by h. as in (c), then m is divisible by p. Similarly, m is divisible by q.
10. 9 = 32 12. (i) 64 = 26

12 = 22 ⋅ 3 48 = 24 ⋅ 3
HCF of 64 and 48 = 24
252 = 22 ⋅ 32 ⋅ 7
= 16
Possible values of n = 7, 3 ⋅ 7 or 32 ⋅ 7 Length of each square = 16 cm
64
= 7, 21 or 63 (ii) Number of squares that can be cut altogether = 16
11. (a) True. If 6 is a multiple of a whole number n, then 6 = nk
48
for some whole number k. We have 12 = 2nk = n(2k). ⋅ 16 = 4 ⋅ 3 = 12 13. (i) Let the number of boys in the
Since 2k is a whole number, then 12 is a multiple of n.
class be n.
(b) False, e.g. 12 is a multiple of 4, but 6 is not a multiple of
4. Then 15 ⋅ n = 3 ⋅ 5 ⋅ n is divisible by 21 = 3 ⋅ 7. Thus the
possible values of n are multiples of 7. Hence, n = 14 since
14 + 20 = 34 studentsisthe only possibility
1 where the number of students in the class is between

30 and 40. ∴ Number of students in the class = 34

(ii) Number of chocolate bars their form teacher

receive = 15 ⋅ 14

21
= 10
14. (i) 126 = 2 ⋅ 32 ⋅ 7

108 = 22 ⋅ 33

HCF of 126 and 108 = 2 ⋅ 33

= 18
Length of each square = 18 cm
Least number of square patterns that could be formed on the
sheet of paper

= 126

18⋅ 108
18
=7⋅6
= 42
(ii) To fit the sheet of paper perfectly, the patterns can be
rectangular, triangular or trapeziums with two right angles,
etc.
15. (i) 45 = 32 ⋅ 5

42 = 2 ⋅ 3 ⋅ 7

LCM of 45 and 42 = 2 ⋅ 32 ⋅ 5 ⋅ 7
= 630
Number of patterns needed to form the smallest

square = 630

45⋅ 630
42
 (b) 757 = 27.5 (to 1 d.p.), so the largest prime number
= 14 ⋅ 15
less than or equal to 757 is 23.
= 210
(ii) 630 mm = 0.63 m Since 757 is not divisible by any of the prime numbers 2, 3,
Area of smallest square that can be formed = 0.632 = 5, 7, …, 23, then 757 is a prime number.
0.3969 m2 By trial and error, 4. (i) Greatest whole number that will divide both 840 and 8316
Area of largest square that can be formed exactly
= HCF of 840 and 8316
= 0.3969 ⋅ 22
= 22 ⋅ 3 ⋅ 7
= 1.5876 m2 < 1.6 m2
= 84
∴ Length of largest square that can be formed = 1.5876 (ii) Smallest whole number that is divisible by both 840
= 1.26 m and 8316 = LCM of 840 and 8316
Review Exercise 1 = 23 ⋅ 33 ⋅ 5 ⋅ 7 ⋅ 11

1. (a) 1225 = 5 ⋅ 5 ⋅ 7 ⋅ 7 = 83 160

= (5 ⋅ 7) ⋅ (5 ⋅ 7)

= (5 ⋅ 7)2

∴ 1225 = 5 ⋅ 7
= 35
Alternatively,
1225 = 5 ⋅ 5 ⋅ 7 ⋅ 7

= 52 ⋅ 72

∴ 1225 = 5 7 ⋅ 2 2

=5⋅7
= 35
(b) 13 824 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 3 ⋅ 3 ⋅ 3 = (2 ⋅

2 ⋅ 2 ⋅ 3) ⋅ (2 ⋅ 2 ⋅ 2 ⋅ 3) ⋅ (2 ⋅ 2 ⋅ 2 ⋅ 3) = (2 ⋅ 2 ⋅ 2 ⋅ 3)3

∴ 13 824 3 = 2 ⋅ 2 ⋅ 2 ⋅ 3
= 24
Alternatively,
13 824 = 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 2 ⋅ 3 ⋅ 3 ⋅ 3 = 29 ⋅
33

∴ 13 824 3 = 2 3 ⋅ 3 9 3

= 23 ⋅ 3
= 24

2. (a) 63 ≈ 64
=8

(b) 345 3 ≈ 343 3

=7
3. (a) 753 = 27.4 (to 1 d.p.), so the largest prime
number less than or equal to 753 is 23.
753 is an odd number, so it is not divisible by 2. Since the
sum of the digits of 753 is 7 + 5 + 3 = 15 which is divisible by
3, therefore 753 is divisible by 3 (divisibility test for 3).
∴ 753 is a composite number.
37 1. (i) The six adjacent numbers are 11, 12, 1, 2,
5. 6 = 2 ⋅ 3 3, 4. (ii) The other six numbers are 5, 6, 7, 8, 9,
10.
12 = 22 ⋅ 3 Make a list where the sum of each of the pairs of numbers is
a prime number:
660 = 22 ⋅ 3 ⋅ 5 ⋅ 11
• 4 + 7 = 11; 4 + 9 = 13
Possible values of n = 5 ⋅ 11, 2 ⋅ 5 ⋅ 11, 3 ⋅ 5 ⋅ • 5 + 6 = 11; 5 + 8 = 13
• 6 + 5 = 11; 6 + 7 = 13; 6 + 11 = 17
11, 22 ⋅ 5 ⋅ 11, 2 ⋅ 3 ⋅ 5 ⋅ 11 • 7 + 4 = 11; 7 + 6 = 13; 7 + 10 = 17
• 8 + 5 = 13; 8 + 9 = 17; 8 + 11 = 19
or 22 ⋅ 3 ⋅ 5 ⋅ 11
• 9 + 4 = 13; 9 + 8 = 17; 9 + 10 = 19
= 55, 110, 165, 220, 330 or 660 6. (i) 108 = 22 • 10 + 7 = 17; 10 + 9 = 19
⋅ 33 • 11 + 6 = 17; 11 + 8 = 19

81 = 34
54 = 2 ⋅ 33
HCF of 108, 81 and 54 = 33
= 27 1
Largest number of baskets that can be packed = Notice that 5 and 10 are the only numbers that can be
27 (ii) Number of stalks of roses in a basket = 108 ÷ adjacent to two numbers only:
27 • 5 can be adjacent to 6 and 8 only, i.e. 6 – 5 – 8 or 8 – 5 – 6;
=4 • 10 can be adjacent to 7 and 9 only, i.e. 7 – 10 – 9 or 9 – 10 –
Number of stalks of lilies in a basket = 81 ÷ 7.
27 = 3 Since 4 and 11 are adjacent to another number on one side,
Number of stalks of orchids in a basket = 54 ÷ then • the only two possibilities for the other side of 4 are 7
27 = 2 and 9;
7. Time taken for Khairul to run 1 round = 360 s • the only two possibilities for the other side of 11 are 6 and
= 6 minutes Time taken for Devi to cycle 1 8.
round = 4 ÷ 2 With the above information, we can narrow down the
possible arrangements to only two ways:
= 2 minutes 18 = 2 ⋅ 32 (iii) Yes, the result in (ii) can be generalised for any two
numbers. Proof:
6=2⋅3
Consider two numbers x and y.
2=2
Then x = HCF ⋅ p, — (1)
LCM of 18, 6 and 2 = 2 ⋅ 32
= 18 y = HCF ⋅ q, — (2)
All three of them will next meet at 6.03 p.m. where the HCF of p and q is 1.
8. (i) By counting, they will next have the same day off on 7 (1) ⋅ q: x ⋅ q = HCF ⋅ p ⋅ q — (3)
May.
(ii) 4 = 22 (2) ⋅ p: y ⋅ p = HCF ⋅ p ⋅ q — (4)
6=2⋅3 (3) ⋅ (4): x ⋅ y ⋅ p ⋅ q = HCF ⋅ p ⋅ q ⋅ HCF ⋅ p ⋅ q x ⋅
LCM of 4 and 6 = 2 ⋅ 3 2
y = HCF ⋅ HCF ⋅ p ⋅ q
= 12
Since the HCF of p and q is 1, we cannot take out a factor
Subsequently, they will have the same day off every 12 days.
greater than 1 in the product p ⋅ q, thus HCF ⋅ p ⋅ q = LCM. ∴
Challenge Yourself
x ⋅ y = HCF ⋅ LCM
12
11 1
5 (iv) No, the result in (ii) cannot be
12
82 11 1 generalised for any three numbers. For
example, consider the numbers 10, 20 and
3
5 623
25. 10 = 2 ⋅ 5

64 8497 25 = 52
79 10 HCF of 10, 20 and 25 = 5
10
20 = 22 ⋅ 5

2. LCM of 3 and 4 = 12
 ∴ We divide the 3 identical squares into 12 equal parts. 38
Thus we have: LCM of 10, 20 and 25 = 22 ⋅ 52
= 100
HCF ⋅ LCM = 5 ⋅ 100
= 500
≠ 10 ⋅ 20 ⋅ 25
4. Number of squares passed through by a diagonal of a m-by-
n rectangle
= m + n – HCF(m, n)
12
5. (i) Fraction of a sausage each person gets = 18
2
3. (i) 120 = 23 ⋅ 3 ⋅ 5 = 3
∴ Least number of cuts required = 12
126 = 2 ⋅ 32 ⋅ 7
(ii) Least number of cuts required = n – HCF(m, n)
HCF of 120 and 126 = 2 ⋅ 3
=6
LCM of 120 and 126 = 23 ⋅ 32 ⋅ 5 ⋅ 7
= 2520
(ii) HCF ⋅ LCM = 6 ⋅ 2520
= 15 120
= 120 ⋅ 126 (Shown)

120 = 23 ⋅ 3 ⋅ 5

126 = 2 ⋅ 32 ⋅ 7
To obtain the HCF of 120 and 126, we choose the power of
each of the common prime factors with the smaller
index, i.e. 2 and 3.
On the other hand, to obtain the LCM of 120 and 126, we
choose the power of each of the common prime factors
with the higher index, i.e. 23 and 32, and the remaining
factors, i.e. 5 and 7.
Since each term in the prime factorisation of 120 and 126 is
used to find either their HCF or their LCM, the
product of the HCF and LCM of 120 and 126 is equal
to the product of 120 and 126.

1
Chapter 2 Integers, Rational Numbers and Real Numbers

TEACHING NOTES

Suggested Approach

Although the concept of negative numbers is new to most students as they have not learnt this in primary
school, they do encounter negative numbers in their daily lives, e.g. in weather forecasts. Therefore, teachers
can get students to discuss examples of the use of negative numbers in the real world to bring across the idea
of negative numbers (see Class Discussion: Uses of Negative Numbers in the Real World). The learning
experiences in the new syllabus specify the use of algebra discs. In this chapter, only number discs (or
counters) showing the numbers 1 and –1 are needed. Since many Secondary 1 students are still in the concrete
operational stage (according to Piaget), the use of algebra discs can help them to learn the concepts more
easily. However, there is still a need to guide students to move from the ‘concrete’ to the ‘abstract’, partly
because they cannot use algebra discs in examinations, and partly because they cannot use algebra discs to
add or subtract large negative integers, and decimals (see Section 2.2).
 Section 2.1: Negative Numbers
Teachers should teach students to read the negative number –2 as negative 2, not minus 2
(‘negative’ is a state while ‘minus’ is an operation). For example, if you have $5 and you owe
your friend $2, how much do you have left? Since nothing is mentioned about you returning
money to your friend, you have $5 left. Thus $2 is a state of owing money. However, if you
return $2 to your friend, you have $5 + (–$2) = $5 – $2 = $3 left, i.e. 5 minus 2 is an operation
of returning money.

Students should also learn about the absolute value of a negative number (see page 29 of the
textbook) because they will need it in Section 2.2.

In primary school, students have only learnt the terms ‘less than’ and ‘more than’, so there is a
need to teach them how to use the symbols ‘<’ and ‘>’ when comparing numbers. It is not
necessary to teach them about ‘less than or equal to’ and ‘more than or equal to’ now.

Section 2.2: Addition and Subtraction involving Negative Numbers

Algebra discs cannot be used to add or subtract large negative integers, and decimals, so there
is a need to help students consolidate what they have learnt in the class discussions on pages
33 and 35 of the textbook by moving away from the ‘concrete’ to the following two key
‘abstract’ concepts:

Key Concept 1: Adding a negative number is the same as subtracting the absolute value of the
number, e.g. 5 + (−2) = 5 − 2.

Key Concept 2: Subtracting a negative number is the same as adding the absolute value of the
number, e.g. 5 − (−2) = 5 + 2.

To make the key concepts less abstract, numerical examples are used. Do not use algebra now
because students are still unfamiliar with algebra even though they have learnt some basic
algebra in primary school. Avoid teaching students ‘− × − = +’ now because the idea behind 5
− (−2) is subtraction, not multiplication. To make practice more interesting, a puzzle is
designed on page 36 of the textbook.

Section 2.3: Multiplication and Division involving Negative Numbers

The idea of flipping over a disc to obtain the negative of a number, e.g. –(−3) = 3, is important
in teaching multiplication involving negative numbers. Since algebra discs cannot be used to
teach division involving negative numbers, another method is adopted (see page 40 of the
textbook).

There is a need to revisit square roots and cube roots in this section to discuss negative square
roots and negative cube roots (see page 40 of the textbook). Teachers can impress upon
students that the square root symbol √ refers to the positive square root only.

39 1
Section 2.4: Rational Numbers and Real Numbers
Traditionally, real numbers are classified as either rational or irrational numbers. Another way
to classify real numbers is according to whether their decimal forms are terminating, recurring,
or non-recurring (see page 50 of the textbook). If teachers show students the first million
digits of π (see page 51 of the textbook), many students may be surprised that π has so many

digits! This suggests that students do not know that π has an infinite number of decimal

places. Teachers may wish to celebrate Pi Day with students on March 14 by talking about π or
singing the Pi song.
1 40
WORKED SOLUTIONS 41
Thinking Time (Page 28)
Class Discussion (Uses of Negative Numbers in the
Real World)
• One of the most common uses of negative numbers is in the
–5 –4 –3 –2 –1 0 1 2 3 4 5
measurement of temperature, where negative numbers are
used to show temperatures below the freezing point of
(a) Since –3 is on the left of 2, we say ‘–3 is less than 2’ and
water, i.e. 0 °C. Absolute zero, defined as 0 Kelvin, isthe
we write ‘–3 < 2’.
theoretical lowest possible temperature. 0 Kelvin is
equivalent to a temperature of –273.15 °C, therefore the (b) Since –3 is on the right of –5, we say ‘–3 is more than –5’
theoretical lowest possible temperature is 273.15 °C below and we write ‘–3 > –5’.
0 °C.
• The elevation of a location commonly refers to its height with Class Discussion (Addition involving Negative
reference to Earth’s sea level and can be represented by a Numbers) Part I
positive or a negative number. Given a point with an
elevation of –200 m, we can deduce that the point is 200 m 1. (a) 7 + (–3) = 4
below sea level. The lowest elevation on Earth that is on (b) 6 + (–4) = 2
dry land is the Dead Sea shore in Asia with an elevation of 2. (a) (–7) + 3 = –4
–423 m, i.e. the shore of the Dead Sea is 423 m below sea (b) (–6) + 4 = –2
level. 3. (a) (–7) + (–3) = –10
• Negative numbers are also used to tell time zones, which are (b) (–6) + (–4) = –10
based on Greenwich Mean Time (GMT). A country which
Note:
is in the time zone of GMT –2 meansthat the time in that
• If we add a positive number and a negative number, (i) we
country is 2 hours behind the GMT. For example,
take the difference between the absolute values of the two
Honolulu, Hawaii is in the time zone of GMT –10, while
numbers, and
Liverpool, United Kingdom is in the time zone of GMT 0,
(ii) the sign of the answer follows the sign of the number
therefore when it is 10 a.m. in Liverpool, it is 12 midnight
with the greater absolute value,
in Honolulu.
e.g. 5 + (–2) = 3 and (–5) + 2 = –3.
• Latitude and longitude are a set of coordinates that allow for
• If we add two negative numbers,
the specification of a geographical location on the Earth’s
(i) we take the sum of the absolute values of the two
surface and can be represented by positive and/or negative
numbers, and (ii) the answer is negative,
numbers. The latitude of a point is determined with
e.g. (–5) + (–2) = –7.
reference to the equatorial plane; the North Pole has a
latitude of +90°, which meansthat it is 90° north of the
equator while the South Pole has a latitude of –90°, which Class Discussion (Subtraction involving Negative
means that it is 90° south of the equator. The longitude of a Numbers) Part I
point gives its east-west position relative to the Prime
Meridian (longitude 0°); a location with a longitude of +50° 1. (a) 7 – (–3) = 7 + 3
means that it is 50° east of the Prime Meridian while a = 10
location with a longitude of –50° meansthat it is 50° west of (b) 6 – (–4) = 6 + 4
the Prime Meridian. The latitude and longitude of Rio = 10
Grande, Mexico are approximately –32° and –52° 2. (a) (–7) – 3 = (–7) + (–3)
respectively, which means that it is 32° south of the equator = –10
and 52° west of the Prime Meridian. (b) (–6) – 4 = (–6) + (–4)
• The use of negative numbers can also be seen in scoring = –10
systems,such as in golf. Each hole has a par score, which 3. (a) (–7) – (–3) = (–7) + 3
indicates the number of strokesrequired and a golfer’sscore = –4
for that hole is calculated based on the number of strokes (b) (–4) – (–6) = (–4) + 6
played. A score of +3 on a hole shows that the golfer =2
played three strokes above par, while a score of –3 on a 4. (a) 3 – 7 = 3 + (–7)
hole shows that the golfer played three strokes under par. = –4
(b) 4 – 6 = 4 + (–6)
Teachers may wish to note that the list is not exhaustive.
= –2

1
Note:
• If we take the difference of a positive number and a negative
Group 1 Group 2 Group 3
number, (i) we add the absolute values of the two
numbers, and (ii) the sign of the answer follows the sign of 9 1 1
the number with the greater absolute value,
4 = 2.25 3 = 0.333 333 333 3 2 = 0.707 106 781 2
e.g. 5 – (–2) = 7 and (–5) – 2 = –7.
• If we take the difference of two negative numbers or two 1 –
positive numbers, –3 8 = –3.125 – 123 53 = –1.709 975 947
(i) we take the difference between the absolute values of 99 = –1.242 424 242
the two numbers, and
(ii) the sign of the answer depends on whether the first 63 22
π = 3.141 592 654
number is greater than or smaller than the second 64 = 0.984 375 7 = 3.142 857 143
number,
e.g. (–5) – (–2) = –3 but (–2) – (–5) = 3;
2 – 5 = –3 but 5 – 2 = 3.
Table 2.1
Class Discussion (Multiplication involving
Negative Numbers) 22
1. Based on the calculator values, π is not equal to 7 . 2. For
Part I each of the numbers in Group 2, some digits after the decimal
point repeat themselves indefinitely. The numbers in Group 2
1. (a) 1 ⋅ (–4) = –4 are rational numbers.
3. For each of the numbers in Group 1, the digits after the
(b) 2 ⋅ (–4) = –8
decimal point terminate. The numbers in Group 1 are rational
(c) 3 ⋅ (–4) = –12 numbers. For each of the numbers in Group 3, the digits after
the decimal
2. (a) (–1) ⋅ 4 = –4 point do not repeat but they continue indefinitely. The
Investigation (Terminating, Recurring and Non- numbers in Group 3 are irrational numbers.
Recurring Decimals)

(–4) = 4 1 – 63 64
π
(b) (–2) ⋅ 4 = – (c) (–3) ⋅ 4 = – 12 3. (a) (–1) ⋅ –3 8 √53
94
4. 13
8

–4 –3 –2 –1 0 1 2 3 4
(b) (–2) ⋅ (–4) = 8

general, √2
(c) (–3) ⋅ (–4) = 12 Note: In – 123 99
1 Fig. 2.7
22 7
–3
and –3 = 1 .
positive number ⋅ negative number = negative In particular, the integer 0 can be expressed in the form 0
n ,
where n is any integer except 0.
number, negative number ⋅ positive number =
(b) There is more than one way to express a decimal in the form
negative number, negative number ⋅ negative
number = positive number.
a 1 2 3 1 2
b, e.g. 0.5 = 2 = 4 = 6 … and 0.333… = 3 = 6 = 9 …
3
1

Thinking Time (Page 41)

It is not possible to obtain the square roots of a negative number,

e.g. ± –16 , because the square of any number is more than or
equal to 0. Teachers may wish to take this opportunity to
highlight to higher-ability students that even though ± –16  is
not defined in the set of real numbers, it is defined in the set of
complex numbers.

Thinking Time (Page 49)

m 2
(a) Any integer m can be expressed in the form 1 , e.g. 2 = 1
42 4 minutes to recite π to 67 890 decimal places in 2005.
22 9 63 1 1
5. 7 , π, 4 , 64 , 2, 3 , – 123
Practise Now (Page 27)
,– 1
99 53 , –3 8
1. (i) 2013, 6
Investigation (Some Interesting Facts about the (ii) –5, –17
3
Irrational Number π) (iii) 2013, 1.666, 4, 6
1 2
(iv) –5, – 2, –3.8, –17, – 3
1. The 1 000 000 digit of π is 1.
th
2. (a) –43.6 °C
(b) –423 m
2. The 5 000 000 000 000th digit of π is 2.
(c) –1
3. Lu Chao, a graduate student from China, took 24 hours and (d) –$10 000
Practise Now (Page 29) 1. (b) < (c) > (d) >
Practise Now (Page 39) (a) 2 ⋅ (–6) = –12

2. 0 1.666 4 7) = 21 (e) –(–10) = 10

–5 –3.8 (b) –5 ⋅ 4 = –20 (c) –1 ⋅ (–8) = 8 (d) –3 ⋅ (–
1 3
–1 2 4
–5 (f) –9(–2) = 18
–4 –3 –2 –1 0 1 2 3 4 5
1. Point A shows –5 °C.
1 3
Point B shows 23 °C.
∴ –5, –3.8, –1 2 , 0, 4 , 1.666, 4
Difference in temperature = 23 °C – (–5 °C)
Practise Now (Page 33) = 23 °C + 5 °C
= 28 °C
(a) 9 + (–2) = 7
2. Altitude at D = –165 m
(b) –7 + 4 = –3
Difference in altitude = 314 m – (–165 m)
(c) 3 + (–5) = –2
= 314 m + 165 m
(d) –6 + (–8) = –14
= 479 m
(e) 27 + (–13) = 14
(f) –25 + 11 = –14
(g) 14 + (–16) = –2
(h) –12 + (–15) = –27

Practise Now 1
Temperature in the morning = –8 °C + 2 °C
= –6 °C

Practise Now (Page 35)

(a) 9 – (–2) = 9 + 2
= 11
(b) –7 – 4 = –11
(c) –3 – (–5) = –3 + 5
=2
(d) –8 – (–6) = –8 + 6
= –2
(e) 4 – 8 = –4
(f) 27 – (–13) = 27 + 13
= 40
(g) –25 – 11 = –36
(h) –14 – (–16) = –14 + 16
=2
(i) –15 – (–12) = –15 + 12
= –3
(j) 10 – 28 = –18

Practise Now 2
43 Practise Now 3b
(g) 15 ⋅ (–2) = –30 (a) (–3)3 = –27 (b) (–4)3 = –64 (c) 216 3 = 6 (d)

(h) –3 ⋅ 12 = –36 –8 3 = –2

(i) –4 ⋅ (–10) = 40 Practise Now 4a

(j) –2(–100) = 200
(a) –3 ⋅ (15 – 7 + 2) = –3 ⋅ (8 + 2)
Practise Now (Page 40) = –3 ⋅ 10
(a) –8 ÷ 2 = –4 = –30
(b) 15 ÷ (–3) = –5
(b) 43 – 7 ⋅ [16 – ( 64 3 – 5)] = 64 – 7 ⋅ [16 – (4 –
(c) –8 ÷ (–4) = 2
5)] = 64 – 7 ⋅ [16 – (–1)] = 64 – 7 ⋅ (16 + 1)
–6
(d) 3 = –2
20 = 64 – 7 ⋅ 17
(e) –5 = –4
= 64 – 119
(f) –12 = –55
–3 = 4
Practise Now 4b
Practise Now 3a
(a) –3 ⋅ (15 – 7 + 2) = –30
(a) Square roots of 64 = ± 64
= ±8 (b) 43 – 7 ⋅ [16 – ( 64 3 – 5)] = –55
(b) Negative square root of 9 = – 9
= –3
(c) 36 = 6 1
Practise Now 5
3     6 1
3 (b) 1 4⋅ +     5 – 2 =

1   –3 7   6 1 7  
(a) 7 2+    4⋅   5 – 2 = 4⋅  
1 3
5 =7 2–3 5 12 5 7 7 49
10 – 10 = 4⋅ 10 = 40
5 6
= 7 10 – 3 10 9
= 1 40
=   6 10 5 6 9
+    10+ 10 – 3 10 = 3 10
5 2

3   –
(b) –2 4+   

  – Practise Now 5
6 –    9
3 5 2 5 = 3 10
3 = –2 4 – 6+ 3 3
11 5 2 33 10 8
= – 4 – 6+ 3 =– 12 – 12+ 12 = –33 – 10 8 + 12 1   –3
(a) 7 2+   

5
Practise Now 7b
11
3   – 3 = –2 12 2
(b) –2 4+   

= – 43 8 + 12 2 9 8 2 9 3
(a) 2 3⋅ 4 = 3 1⋅ 4 1
= –35 12
=2⋅3
11
= –2 12 =6
1 5 25 5
Practise Now 6 (b) 4 6 ÷ 2 = 6 ÷ 2
 4
  –
6 –    1   –2
(a) 5 4 ÷   

Practise Now 6 7
5 = –1 8

3     6 1 9
2 9 1 5 2
(a) 2 3⋅ 4 = 6 (b) 4 6 ÷ 2 = 1 3 (b) 1 4⋅ +     5 – 2 = 1 40

Practise Now 7a Practise Now 8

5
5424
25 2 1
= 63 +2712
⋅ 51
5 2 3 2.5 4 4
= 3 =1 3 (a)
13 . 5 6
∴ 13.56 ⋅ 2.4 = 32.544 (b) 1 3 7 . 8
Practise Now 7a ⋅2.4

21   – 14 ⋅0.35
5 = 4÷    5 6890
4 +4134
1   –2 4 8. 2 3 0
(a) 5 4 ÷   
∴ 137.8 ⋅ 0.35 = 48.23
21 3   – 5 15
= 4 ⋅    14 2 = – 8
7
= –1 8

1 44
Practise Now 9  1. (i) 10 001, 4 (ii) –12, –2017
Exercise 2A
1 5 1
(a) 0.92 ÷ 0.4 = 0.92 0.4 (iii) 5 , 4.33, 10 001, 4 (iv) –0.3, – 7 , –12, –1 2 , –2017 2. (a) 30
 m above sea level
9.2 (b) –35
= 4 2.3
(c) An anticlockwise rotation of 30°
4 ) 9.2
(d) A speed of 45 km/h of a car travelling West
–8
12 3. (a) < (b) < (c) < (d) > (e) < (f) >
–12 4. (a)
0
–4 –2.8 2
∴ 0.92 ÷ 0.4 = 2.3  062 5
–2 0 2 4 5 6 –4 –3 –1 1 3
(b) 1.845 ÷ 0.15 = 1.845 0.15


= 184.5
15 –15 –2 –1 1 3
12.3 34 1
15) 1 8 4 . 5 4 – 10 2
(b)
–30 4
45 –2 0 2 –0.55

–450 (c) –3 –2 –1 0 1 2 3
 –1
∴ 1.845 ÷ 0.15 = 12.3 –4 0

Practise Now 10 1 1
–3 2
4 3
2
(d) –2 36
(a) 32 – (–1.6) = 32 + 1.6 = 33.6 9
4
5
7
8 02
(b) 1.3 + (– 3.5) = –2.2 1 5 7 9
34 6 8 10

1.2  
0.6 = 4⋅   –0.23
(c) 0.23 0.6 5. (a) –13 230

0.12 –0.23  23
   

0.4⋅   –

 –20 240
= 0.3 ⋅  0.6 =   0 20 40 60 80 100 120 140 160 180
⋅   3 –0.23 200 220
1 2 –3 30
6
= –0.115 

  4.5
–2.7 – 0.65 = –0.3 ⋅45
2

∴ –13, –3, 23, 30, 230

 (b)
(d) – 0.3 ⋅
2
 –27 – 0.65 3
– 20
5 –10
15 150
= – 0.09 0.03⋅ 45

– 27 1 = 0.15 – 0.65 = –0.5 0 20 40 60 80 100 120 140 160 –0.5

3
– 0.65 –20

Practise Now 11
3
∴ –10, –0.5, – 20 , 15, 150
0.7 6. (a) –273.15 °C
π⋅ 2

(c) < (d) >

45 1
3
3
2.4 1 10 + (b) –86 m
7. (a) > (b) >
= 0.583 (to 3 d.p.)
8. (a) 1 3 (h) 2 – (–7) – 8 = 2 + 7 – 8 (b) –19 + 12 = –7
– 3 2.5 1 8 1
0.11 = 1 4. (a) 23 + (–11) = 12
–0.5 0 0.5 1.5 2.5

–0.2 (d) –21 + (–25) = –46

2
(b) (e) –13 + 18 = 5
1 (c) 17 + (–29) = –12
1 3 5 7 9 11 13 15 17 19 (f) –24 + (–13) = –37 (g) 16 + (–27) = –11
(h) –26 + 14 = –12
5. (a) 22 – (–13) = 22 + 13
0 1 3 4 5 6 7 8 9 10 20 2 11 12 13 14 15 16 17 18 19

(c) 3 5 7 –30 (c) –19 – (–11) = –19

2 = 35 (b) –14 – 16 = + 11
36 7
28 10
459 = –8 (d) –18 – (–22) = –18 + 22
(d) 1 2 = 4 (e) 17 – 23 = –6 (f) –20 – 15 = –35
4
 1 = –1 + 10 = 9 (f) 6 – 9 = –3 8. Altitude of town = –51 m
02 (g) –8 – 3 = –11 Difference in altitude = 138 m – (–51 m)
(h) 2 – (–7) = 2 + 7 = 138 m + 51 m
Exercise 2B =9 = 189 m
34 9. (i) Difference between –2 and 3 = 3 – (–2)
1. (a) 6 + (–2) = 4 5
=3+2
(b) –5 + 8 = 3 (g) 12 – (–17) = 12 + 17
=5
(c) 4 + (–10) = –6 = 29
(ii) The timeline for BC and AD does not
(d) –1 + (–7) = –8 (h) –21 – 17 = –38
have a zero while the
(e) 9 + (–3) = 6 6. Temperature in the morning = –11 °C + 7
number line has a zero.
°C
(f) –11 + (–5) = –16 (iii) There are 4 years between 2 BC and 3
= –4 °C
(g) –10 + 2 = –8 AD.
7. Point A shows –7 °C.
(h) 1 + (–8) = –7 Note: As there is no zero on the timeline,
Point B shows 16 °C. we cannot use
2. (a) –(–7) = 7
Difference in temperature = 16 °C – (–7 3 – (–2) to find the difference between 2 BC
(b) 5 – (–3) = 5 + 3
°C) and 3 AD. In fact,
=8
= 16 °C + 7 °C the calculation should be 3 – (–2) – 1,
(c) –4 – 7 = –11
= 23 °C provided one year is in
(d) –8 – (–2) = –8 + 2 = –6 (e) –1 – (–10)
3. (a) 4 + (–7) – (–3) = 4 + (–7) + 3 = 0 = ±9
(b) –3 – 5 + (–9) = –17 (b) Square roots of 16 = ± 16
(c) 1 – 8 – (–8) = 1 – 8 + 8 = ±4
=1
(c) Square roots of 25 = ± 25
(d) –2 + (–1) – 6 = –9
= ±5
(e) 8 – (–9) + 1 = 8 + 9 + 1
(d) Square roots of 100 = ± 100
= 18
= ±10
(f) –5 + (–3) + (–2) = –10
(g) 6 + (–5) – (–8) = 6 + (–5) + 8 = 9 4. (a) 81 = 9
(b) 4 = 2
1 (c) – 9 = –3
BC and the other year is in AD. If both are in BC, or both are in
(d) Not possible
AD, the calculation is the same as that in (i).
5. (a) (–2)3 = –8
(iv) A real-life example isthe floorsin a building, i.e. we can
(b) (–5)3 = –125
consider B1 (Basement 1) as –1 but there is no floor with the
(c) (–10)3 = –1000
number 0.
(d) (–6)3 = –216
6. (a) 27 3 = 3
Exercise 2C
(b) – 64 3 = –4
1. (a) 3 ⋅ (–9) = –27 (c) 83 = 2
(d) –216 3 = –6
(b) –8 ⋅ 4 = –32
7. (a) –55 + (–10) – 10 = –65 – 10
(c) –7 ⋅ (–5) = 35 = –75
(b) –12 – [(–8) – (–2)] + 3 = –12 – [(–8) + 2] + 3
(d) –1 ⋅ (–6) = 6
= –12 – (–6) + 3
= –12 + 6 + 3
= –6 + 3
46 = –3
(e) –2(–7) = 14
(c) –100 + (–45) + (–5) + 20 = –145 + (–5) + 20
(f) –6 ⋅ 0 = 0 = –150 + 20
2. (a) –21 ÷ 7 = –3 = –130
(b) 16 ÷ (–2) = –8 (d) –2 + 3 ⋅ 15 = –2 + 45
(c) –8 ÷ (–2) = 4
= 43
–14
(d) 2 = –7 (e) (–5 – 2) ⋅ (–3) = (–7) ⋅ (–3)
15
(e) –5 = –3 = 21
(f) –18 (f) –25 ⋅ (–4) ÷ (–12 + 32) = –25 ⋅ (–4) ÷ 20
–3 = 6 = 100 ÷ 20
3. (a) Square roots of 81 = ± 81 =5
47 (j) 10 – 3 ⋅ (–2) = 4
(g) 3 ⋅ (–3)2 – (7 – 2)2 = 3 ⋅ (–3)2 – 52
9. (a) 24 ⋅ (–2) ⋅ 5 ÷ (–6) = –48 ⋅ 5 ÷ (–6)
= 3 ⋅ 9 – 25 = –240 ÷ (–6)
= 27 – 25 = 40
=2
(b) 4 ⋅ 10 – 13 ⋅ (–5) = 40 – (–65)
(h) 5 ⋅ [3 ⋅ (–2) – 10] = 5 ⋅ (–6 – 10) = 40 + 65
= 5 ⋅ (–16) = 105
(c) (16 – 24) – (57 – 77) ÷ (–2) = (–8) – (–20)
= –80
÷ (–2) = (–8) – 10
(i) –12 ÷ [22 – (–2)] = –12 ÷ [4 – (–2)]
= –18
= –12 ÷ (4 + 2)
(d) 160 ÷ (–40) – 20 ÷ (–5) = –4 – (–4)
= –12 ÷ 6
= –4 + 4
= –2
=0

(j) = (e) [(12 – 18) ÷ 3 – 5] ⋅ (–4) = (–6 ÷ 3 – 5) ⋅ (–4)

10 – 3 ⋅ (–2) 10 – (–6)
= (–2 – 5) ⋅ (–4) = (–7) ⋅ (–4)
= 10 + 6 = 28
= 16 (f) {[(–15 + 5) ⋅ 2 + 8] – 32 ÷ 8} – (–7)
=4
8. (a) –55 + (–10) – 10 = –75 = {[(–10) ⋅ 2 + 8] – 32 ÷ 8} – (–7)
(b) –12 – [(–8) – (–2)] + 3 = –3 = [(–20 + 8) – 32 ÷ 8] – (–7)
(c) –100 + (–45) + (–5) + 20 = –130 = [(–12) – 32 ÷ 8] – (–7)
(d) –2 + 3 ⋅ 15 = 43 = [(–12) – 4] – (–7)
= (–16) – (–7)
(e) (–5 – 2) ⋅ (–3) = 21 = (–16) + 7
= –9
(f) –25 ⋅ (–4) ÷ (–12 + 32) = 5

(g) 3 ⋅ (–3)2 – (7 – 2)2 = 2

(h) 5 ⋅ [3 ⋅ (–2) – 10] = –80

(i) –12 ÷ [22 – (–2)] = –2
1
1
(g) (5 – 2) ⋅ 2 + [–4 + (–7)] ÷ (–2 + 4) = 3 ⋅ 2 + (–11) ÷ 2
3 2 3 2
= 27 ⋅ (g) (5 – 2)3 ⋅ 2 + [–4 + (–7)] ÷ (–2 + 4)2 = 51 4
2 + (–11) ÷ 4 3 1
(h) {–10 – [12 + (–3)2] + 33} ÷ (–3) = 1 3
  –2
 3
= 54 +   11. –2 ⋅ ⋅ (–6.5) – [–2 (–3) 8 + ⋅ (–2) – 8 ⋅ + 2] 5 2 = –2 ⋅ + (–6.5)

3
– [6 (–16) – 16] 5 + 2

4
1
1
= 51 4 (h) {–10 – [12 + (–3) ] + 3 } ÷ (–3)
2 3
1   –
= [–10 – (12 + 9) + 33] ÷ (–3) (b) 3 8+   
= (–10 – 21 + 33) ÷ (–3) 1 1
= (–10 – 21 + 27) ÷ (–3) 4 =3 8– 4
1 2
= (–31 + 27) ÷ (–3) =3 8– 8
= (–4) ÷ (–3) 1 2
8+ 8 – 8
1 8
=1 3
10. (a) 24 ⋅ (–2) ⋅ 5 ÷ (–6) = 40 =   2 7
+    = 2 8
(b) 4 ⋅ 10 – 13 ⋅ (–5) = 105 1 1 2 5
(c) 5 5 – 4 2 = 5 10 – 4 10
(c) (16 – 24) – (57 – 77) ÷ (–2) = –18
(d) 160 ÷ (–40) – 20 ÷ (–5) = 0 =   4 10 2 5 7
+    10+ 10 – 4 10 = 10
(e) [(12 – 18) ÷ 3 – 5] ⋅ (–4) = 28 2

(f) {[(–15 + 5) ⋅ 2 + 8] – 32 ÷ 8} – (–7) = –9

 1   –4 1   –
(d) –3 6+    (b) 3 8+   
1 2 7
3 = –3 6 – 4 3 4=2 8
1 4 5 1 1 7
= –3 6 – 4 6 = –7 6 (c) 5 5 – 4 2 = 10
3
2
1   –
2. (a) – 2+    1   –4
(d) –3 6+   
1
4 = –1 4 5
3 = –7 6
1
3 =4
= –2 ⋅ + (–6.5) – (–10 – 16) 5 2 = –2 ⋅ + = 13 + + 26 25 3

3 Exercise 2D
(–6.5) – (–26) 5 2 = 39 + 25 3
3
5 = 64 3 3
15 1
3. (a) 8 2 15 5 15
=2 21 (c) 4÷ 2 = 42
4 1 5 3
3 15 13 = 2
⋅ 3 1= 2 (b) 2 5⋅ 26 = 5 1
2 1
3 1
⋅ 51
= –2 ⋅ + (–6.5) – (–26) 25 3
= 13 – (–26) 2 = 2 = 1 2
15 3
⋅ 26 2
+53

2 3
1   – =– 4– 4
1. (a) – 2+   
1 7 4 16 4
1 3 = 1 2 (d) 1 9 ÷ 3 = 9 ÷ 3
4 =– 2– 4
16
= –2 – 3 4 = 93 15 4 1 3 15 1
–5 1 4 1 4. (a) 8⋅ 3=2 2 (b)2 5⋅ 26=1 2 (c)
= 4 = –1 4 = 3 =1 3
15 5 1
4÷ 2=1 2
7. (a)

48
1 3 1 14.72 ⋅1.2 2944
4 ⋅ 41 +1472 17.664

7 4 1
(d)1 9÷ 3=1 3 ∴ 14.72⋅ 1.2= 17.664

8
3 1 8
64   – 8 1 =– 5 130.4 ⋅0.15 6520
5. (a) 15 5
⋅   (b) +1304
3 19.560
= –1 5
2
3
– 10 4 1  ∴ 130.4⋅ 0.15=
 3 = 15 ⋅ 19.56
– (c)
4   
(b) 15÷   
5
10
2 5  ⋅0.08 0.0216
=– 25 0.27

1 3 49 7 3 ∴ 0.27⋅ 0.08= 0.0216

(c)–6 8⋅ 14 =– 8 ⋅ 142
 21 +25
=– 16
0.25 0.4900
5 1 2 5 1 22 11 ⋅1.96 150
= –1 16 (d) –2 2⋅4 5 =– 2 1⋅ 5 1
(d) 225

1 3 5 3
= –11 (e) –1 4÷ 8 =– 4÷ 8 ∴ 0.25⋅ 1.96= 0.49 
0.81
8. (a) 0.81÷ 0.3 =
0.3


=–5
5
8 2
14 3 8.1
⋅ = 3 2.7
10 3) 8.1
=– 3
–6
1
= –3 3 21
3 1
8   –1 2 8     – 5
(f)– 9÷    3 =– 9÷   39⋅  
∴ 0.81÷ 0.3= 2.7 
–
 8
3 = 15
–210 (b) 1.32÷ 0.12 =
1.32 0.12
=–8 
3
4  
64   (b) 15÷  
6. (a) 15⋅  
3 – 10 2
8= –1 5  3=– 25
–
 = 132 12
= 11 

(c) 3.426÷ 0.06 =

1 3 5 3.426 0.06
(c) –6 8⋅ 14= –1 16


6)34 2.6
1 2 1 3 1 –30
(d) –2 2⋅4 5= –11 (e) –1 4÷ 8= –3 3
42
8   –1 2 8 –42
(f)– 9÷    3= 15 6
342.6 –6
= 6 5 7.1

∴ 3.426÷ 0.06= 57.1

1
49
 1 4
4.35
  –
8+   
(d) 4.35 ÷ 1.5 = 1 4
  –3 3 = –4 – 3 8 – 3
1.5  
(d) –4 +  
135
= 43.5 15
–135
2.9
1 1 3 8 11
15) 4 3.5 = –4 – 3 8 – 1 3 = –4 – 3 24 – 1 24 = –8 24 7
–30
 1 9 7 4 45 70
1 1   – = – 5+ 4 – 2 = – 20+ 20 – 20 = – 4 +
(e) – 5+ 2 4+    45 – 70 20

= –29
1 1 7 20
2 = – 5+ 2 4 – 2
0 9
= –1 20 1
∴ 4.35 ÷ 1.5 = 2.9 8   –2
11. (a) – 5 –   
9. (a) 4.3 – (–3.9) = 4.3 + 3.9
= 8.2 1 3
4 – 2 = 20
(b) 2.8 + (–1.5) = 1.3
(c) –5.9 + 2.7 = –3.2   –4 1 17
(d) –6.7 – 5.4 = –12.1 4+    10 = 2 20
1 3

8   –2 1   –
10. (a) – 5 –    (b) 6 5 –   
1 8 1 1 1
4 – 2 = – 5+ 2 4 – 2
8 9 1 32 45 10 2   –6
= – 5+ 4 – 2 = – 20+ 20 – 20 = –32 (c) 4 7+   
+ 45 – 10 20
  – 4 6
3
= 20 3–    21 = –1 7
3
4
  –4 1 1 3 1   –
4 +    10 = 6 5+ 4 – 4 10
8+   
1   –
(b) 6 5 –   

=
31 3 41
5+ 4 – 10   –3 = –8 11
1 (d) –4 +   7 3 24

28 5
= 124 15 3
15 82
20+ 20 – 20   – 28 25
5 5   –
= – 7⋅ +    15 15 = – 7⋅   
= 124 + 15–82 20
57 3
= 20 15

17   – 4 2 1 4 5 1   1
=2 20 3 –    21 = 4 7 – 6 3+ 21 = – 7 ⋅   – 51

1 1
= 7
2   –6
(c) 4 7+        1 1   1 1
(b)     – 4 – – 3 ÷   4 – 3
30 19 4 90
= 7– 3+ 21 = 21 – 133   – 1 1    
4 1 1
=+    4 3 ÷   4 – 3 =+
21+ 21  

= 90 – 133 + 4 21 – 3 4   3 4 1   –
 12 12 ÷   12 – 12 = 12 ÷   
= –39 21 1
12
1 1   – –13
(e) – 5+ 2 4+    = 7
9
2 = –1 20 1
1

5   – 28 2 5   – =⋅
12. (a) – 7⋅ +    15 1 3 = – 7⋅ +   
6
= –1 7 1
1

= –1 50

12 (– 12 )
1 
15   3 1   – 
(c) 10 – 8⋅ ⎟   2 4 2+   
 1
4
 4
15   3 9   – 1
= 10 – 8⋅ ⎟   2 2 +    – 3 = –1
1
1
15   3 1 
4
(c) 10 – 8⋅ ⎟   2 4 2 + 
15  
= 10 – 8⋅ ⋅  
 –
    1 1  4=9
(b)     – 4 – – 3 ÷

1
8

5
32 1 3 3
15  –      –
29 1 3
1
1  4 (d)   2   4 4 = –1 16 +   
 –  2
1
3
3 +  1
2
1
1
1 4
= 10 – ⋅ 8 1 = 9
  – 1 4   –
(e) 3+ 9⋅    2
3 +    4
3 

5  – 2
= 10 – 8+     
  1 1 1
(f)  
4 ⋅   15 – 2 3 = –5 10
5 1 2
= 10 – 8 – 4

 
⋅   –0.16
5 2
= 10 – 8 – 8 1.5   
1.2 = 5⋅   –0.16 1.2   –0.16
14. (a) 0.15 0.5

8 
= 0.3 ⋅  1.2
5 2
8– 8– 8
  9  
=+ = ⋅  
  
1
=9 8 3
1  –0.16

1 3
3 2
3 3 12 4

  1 9   –
(d)   4 = 8 – 16+   
2 4 = –0.04
    –
–   4 +   

1 9 3 
= 8 – 16 – 4 (b) 0.027
 2 9 12
2.7   = 16 – 16 – 16  
–0.18 = 3⋅   1.4 ⋅   1.4 0.03

–0.18 

= 2–9– 12 16  
=⋅  

 
= 0.9 ⋅   1.4 –0.18
1

= –19

9
 14
16 3 2
= –1 16 = –7 
– 18

1 0.8
  –13  
2
1
1  – 0.62 = –0.42 ⋅   8 – 0.62 (c) –0.42 ⋅   –
4
1.3
1 81– 0.62
1  4 – = 3+ ⋅ 9   1
(e) 3+ 9⋅    2 = –0.16 0.02⋅   –13
4
1 1 3 1 = 0.26 – 0.62 = –0.36
= 3+ 9 = 9+ 9

(d) (–0.2) ⋅27 3
+ 0.105 = (–0.2)3 ⋅270
4 1.6 
= 9 16 + 0.105

3   1 1     1 7
2 ⋅   15 – 2 3 =   3 ⋅   15 – 3 = –0.008 0.001⋅270
2 135

+ 0.105
23 16 1
    1 35 8
  2   15 – 15
2
(f) ⋅ = –0.135 + 0.105
= –0.03
 
=  
2 1
  – 34  5 2 
⋅    15 15. (a)π +  
2
3 2

   = 16.934 (to 3 d.p.)

=   

2
–2.1


= ⋅


17
3 2
3 = –2.085 (to 3 d.p.)
2 (b) – π + 2
9

34   
4 – 15  
5
51 322
= –5.842 (to 3 d.p.) (c) +
=– 10
7–4
14 19
1
= –5 10 π
– 4.55

51
5 ⋅   – 28 2 ⋅
13. (a) – 7 +    15 1 3 =   2
1
1 4.6 8.3 – 6 2 +  
7 = 7.288 (to 3 d.p.)

22
(d)

2 4.6 – 8.3 1
(b) 2.36 – 10.58 = –8.22
4
16. Amount of time Nora spent on visiting old folks’ homes = 7⋅ –11.97 – (–2.69) = –11.97 + 2.69 = –9.28 ∴ 2.36 – 10.58 >
1
8 16 –11.97 – (–2.69) (c) –5 ⋅ 1.5 = –7.5
50 ÷ (–8) = –6.25
4
= 7 ⋅ 129
1
∴ –5 ⋅ 1.5 < 50 ÷ (–8)
16 4 1 3
(d) 7 5 – –3 10
= 129
28 
17 
= 4 28hours 1 3
  = 7 5+ 3 10
 7
  – – 4 10
3 5 23 2 3
17. 5 4 – 2 6+ – 15   = 7 10+ 3 10
 3 5 23 7
  = 5 4 – 2 6 – 15+ 4 10
23 17 23 47 60
= 4– 6 – 15+ 10 = 345
73
= 12
60 – 170
92 1
60 – 60+ 282 = 6 12
5
= 10 10
1
= 10 2
60 2 1
19 5+ –8 10
= 345 – 170–92 282  2 1
  = 19 5 – 8 10

+ 
4 1 3 2 1
60 = 19 10 – 8 10 = 11 10   < 19 5+ –8 10
= 365

1 3 
∴ 7 5 – –3 10    

18. Fraction of sum of money left after 4

= 5 29 3
1 Fraction of sum of money left after Khairul –3 –2 –1 0 1 2 3 4 ∴ 5.5, 4, 33 , – 4 , –
Farhan has taken his share = 1 – 5
1
has taken his share = 1 – 3 2.365
2. (a)
 4
3 29 56
– 4 33   ⋅ 5
–2.365 4 5.5

 (b) –8 –2π
58 5.855
2 4 1
= 3⋅ 5 10 2

8
= 15 
Fraction of sum of money left after Huixian has taken her
1 –8 –6 –2 0 2 6 8 –4 4 12 10
share = 1 – 4

 8 1 5
  ⋅ 15 ∴ 10 2 , 5.855, 8 , –2π, –8

1
8 + (–55) = –47
3 8
= 4 15
∴ –7 – 38 > 8 + (–55)
⋅
1

2
= 5
3. (a) 13 – (–54) = 13 + 54
2 1
= 67
(b) (–74) – (–46) = –74 + 46
5

= –28

1 
Fraction of sum of money taken by Jun Wei = 1 – 7   ⋅

2
5

52
6 2 12 (c) 11 + (–33) – (–7) = –22 – (–7) = –22 + 7 = –15
= 7⋅ 5 = 35
(d) –13 + (–15) + (–8) = –28 + (–8) = –36 4. (a) –12 ⋅ 7 = –84

Review Exercise 2 (b) 4 ⋅ (–5) ⋅ (–6) = –20 ⋅ (–6) = 120

1. (a) –7 – 38 = –45 (c) –600 ÷ 15 = –40
50 =
(d) 50 ÷ (–8) ÷ (–5) = – 8 ÷ (–   +
25 6.    
5) = – 4 ÷ (–5) 
32 ⋅ 
–18 – –3375 – (– 6) 4 9
3332
–18 – –(3 5 ) – (– 6) 4 9
+

5
25 1 (c) –5 ⋅ 6 – 18 ÷ (–3) = –30 – (–6)
=– 4– 5
= –30 + 6
 
= –24
⋅  
1 (d) 2 ⋅ (–3)2 – 3 ⋅ 4 = 2 ⋅ 9 – 3 ⋅ 4
5
= 4 = 18 – 12
1 =6
=1 4
(e) –3 ⋅ (–2) ⋅ (2 – 5)2 = –3 ⋅ (–2) ⋅ (–3)2 =
5. (a) (–3 – 5) ⋅ (–3 – 4) = (–8) ⋅ (–7)
= 56 –3 ⋅ (–2) ⋅ 9 =6⋅9
(b) 4 ⋅ (–5) ÷ (–2) = –20 ÷ (–2) = 54
= 10 (f) (–2)2 – (–2) ⋅ 3 + 2 ⋅ 32 = 4 – (–2) ⋅ 3 + 2 ⋅ 9
= 4 – (–6) + 18 = 4 + 6 + 18  4 2 3
= –18 – [–(3 5) – 36]   = 3 7+ 1 5+ 7
⋅ 
29
+ 25 7 3
= 7+ 5+ 7 = 125
49 15
= –18 – (–15 – 36) 11 35+ 35+ 35

= –18 – (–51) 11 = 125 49 15

++
= –18 51
35
+
11 = 189
33 35
= 11 27
=3 = 5
4 2 3 2
7. (a) 3 7+ 1 5 – – 7 =5 5
 2
  + – 5
= 10 + 18 = 28 2 3
(b) 3 – –3 20   2 3 2
  = 3+ 3 20 – 5 

(g) (–4)2 ÷ (–8) + 3 ⋅ (–2)3 = 16 ÷ (–8) + 3 ⋅ (–8) 53

2 63 2
= (–2) + (–24) = 3+ 20 – 5
40
= –26 = 60+ 189
24
(h) 4 ⋅ 32 ÷ (–6) – (–1)3 ⋅ (–3)2 = 4 ⋅ 9 ÷ (–6) – (–1) ⋅ 60 – 60

9 = 36 ÷ (–6) – (–1) ⋅ 9 = –6 – (–9) = 40 189–24

= –6 + 9 +
=3 60

(i) –2 ⋅ (–2)3 ⋅ (–2) ⋅ 3 + (–2) ⋅ 3 ⋅ (–1)2 = 205

60
= –2 ⋅ (–8) ⋅ (–2) ⋅ 3 + (–2) ⋅ 3 ⋅ 1 41
= 12
= 16 ⋅ (–2) ⋅ 3 + (–6) 5
= 3 12
= –32 ⋅ 3 + (–6) 4 3 5 16 27 20
(c) –6 9 – 3 4 – 3 9 = –6 36 – 3 36 – 3 36
= –96 + (–6) 63
= –12 36
= –102 7
= –12 4
(j) 5 – {12 ⋅ [(–5)2 – 7] ÷ 3} = 5 – [12 ⋅ (25 – 7) ÷ 3] 3
= –13 4
= 5 – (12 ⋅ 18 ÷ 3)
= 5 – (216 ÷ 3)
= 5 –72
= –67

1
1 1   1 1    
(d) – 2 3 +   + 4 – 3 +     

 1 1 1 1 1
1 = – 2+ 3+ 4 – 3 – 20
 + – 20 1 1 1 1 1
= – 2+ 3 – 3+ 4 – 20
 1 2 5 4
(h) –12 2+ 1 3 ÷ (–4) – 7⋅ –2 5
 3
 = – 10
 

 
 
1 5 5 14
= –12 2+ 3 ÷ (–4) – 7⋅ – 5 
 

1 5
 = –12 2+ – 12
  
  – (–2)




 5 1 14 2 1 5
= –12 2 – 12+ 2
  – 7 1⋅ – 5 1 6 5
1 5 1 = –12 12 – 12+ 2
= –12 2+ 3⋅ – 4 11
1 1 1 10 5 1 = –10 12
= – 2+ 4 – 20 = – 20+ 20 – 20 = –10 5 – 1 23
4 2
+ – 7–– 5
20   
–6
20    
=


2 3
8.
1 3 13 
(e) –3 4⋅ 1 5⋅ –1 
1
⋅ ⋅ 2 = 598

 13 8 15   – 64
  = – 4 5 – 13     8
625 – 125
1225
3

⎟
1
1
1
=6
3 1 1 3 5
(f) 5⋅ – 4 – 6 = 5⋅ – 12
  1
  ÷ –1 12
 1 1  
9. (a) –12.8 – 88.2 = –101
  ÷ –2 3 1 4 +  
(b) 500.3 – (–200.2) – 210.1 = 500.3 + 200.2 – 210.1
3 3 2
= 5⋅ – 12 – 12 = 700.5 – 210.1
= 490.4
 4 3   
  ÷ –2 12 1 12 +  
(c) 1.44 ÷ 1.2 ⋅ (–0.4) = 1.44


  ⋅(–0.4)
1.2

3 5   = 14.4 12⋅ (–0.4)
= 5⋅ – 12

 ÷ 13
  – 12

      
   ⋅    


= ⋅
 = 1.2 ⋅ (–0.4)
5 12 = –0.48
5 – 12 – 13 1 11
1

3 (d) (–0.3)2 ÷ (–0.2) + (–2.56) = 0.09 ÷ (–0.2) + (–2.56)


3 = 0.09
= 13
 + (–2.56)

 
9 3 1 3
(g) –3 16 ÷ 1 16 – 3⋅ –1 4  57 19 1 7
  = – 16 ÷ 16 – 3⋅ – 4
–0.2
3
 = 0.9 –2 + (–2.56)

  
1

57 16 1 7
=– 16 19 ⋅ – 3⋅ – 4 

7 5
= –3 + 12 = –2 12

= –0.45 – 2.56 = –3.01
 

 Challenge Yourself
= –0.45 + (–2.56)
1. Since x – 3 and (y + 2)2 cannot be negative, x – 3 =
1
1 0 and (y + 2)2 = 0
 x – 3 = 0 and y + 2 = 0
7
= –3 – – 12  
∴ x = 3 and y = –2
2. (a) (b)
324 48
⋅57 28) 1 3 4 4 – 1 1 2
224
2268
–224
+1620
0
18468

3. (b) (3 + 3) ÷ 3 + 3 – 3 = 2 (c) 3 + 3 – 3 – 3 + 3 = 3
(d) (3 + 3 + 3 + 3) ÷ 3 = 4 (e) 3 + 3 ÷ 3 + 3 ÷ 3 = 5
(f) 3 + 3 + (3 – 3) ⋅ 3 = 6

1
54
Chapter 3 Approximation and Estimation

TEACHING NOTES

Suggested Approach

Teachers can give students a real-life example when an approximated or estimated value is used before getting
them to discuss occasions when they use approximation and estimation in their daily lives. In this chapter,
they will first learn the five rules to identify the digits which are significant in a number before learning how
to round off numbers to a specified number of significant figures. Students will also learn how to carry out
estimation through worked examples that involve situations in real-world contexts.

Section 3.1: Approximation

To make learning of mathematics relevant, students should know some reasons why they need
to use approximations in their daily lives (see Class Discussion: Actual and Approximated
Values).
 Teachers should do a recap with students on what they have learnt in primary school, i.e. how
to round off numbers to the nearest tenth, whole number and 10 etc.

Section 3.2: Significant Figures

Through the example on measuring cylinders on page 63 of the textbook, students will learn
that a number is more accurate when it is given to a greater number of significant figures.

After learning how to round off numbers to a specified number of significant figures, teachers
can arouse students’ interest in this topic by bringing in real-life situations where they cannot
just round off a number using the rules they have learnt (see Investigation: Rounding in Real
Life). The journal writing on page 67 of the textbook requires students to cite examples of
such situations.

Section 3.3: Rounding and Truncation Errors

Teachers should tell students that the general instructions for O-level Mathematics
examinations state, ‘If the degree of accuracy is not specified in the question, and if the
answer is not exact, give the answer to three significant figures. Give answers in degrees to
one decimal place.’ The investigation on page 68 of the textbook highlights the importance of
giving intermediate values correct to four significant figures if we want the final answer to be
accurate to three significant figures. Otherwise, a rounding error may occur.

Students should also learn that there is a difference between ‘approximately 2.5 million’ and
‘equal to 2.5 million (to 2 s.f.)’ (see the thinking time on page 69 of the textbook).

Teachers should tell students the difference between rounding off a number to, say, 3
significant figures and truncating the same number to 3 significant figures. The investigation
on page 70 of the textbook enables students to find out more about rounding and truncation
errors in calculators.

Section 3.4: Estimation

Teachers can impress upon students that there are differences between approximation and
estimation. Since students need to be aware when an answer is obviously wrong, estimation
allows them to check the reasonableness of an answer obtained from a calculator (see Worked
Example 6).

Students will also learn an important estimation strategy: use a smaller quantity to estimate a
larger quantity (see Investigation: Use of a Smaller Quantity to Estimate a Larger Quantity).

Teachers should get students to work in groups to estimate quantities in a variety of contexts,
compare their estimates and share their estimation strategies with one another. (see the
performance task on page 76 of the textbook).

55 1
WORKED SOLUTIONS Investigation (Rounding in Real Life)
Class Discussion (Actual and Approximated Values) Scenario 1
Total number of passengers = 215 + 5
1. The actual values indicated in the article include ‘42 038 777
= 220
passengers’, ‘13.0%’, ‘24 awards’ and ‘four terminals’
while approximated values include ‘over 360 awards’ and Number of buses required = 220 ÷ 30
‘73 million passengers’. Actual values are exact numbers 1
while approximated values are values which are usually =7 3
rounded off. 1
2. (a) It is not necessary to specify the actual number of awards The nearest whole number to 7 3 is 7. However, 7 buses are not
enough to carry 220 passengers, thus we round up to find the
won, as an approximation is sufficient to show that
number of buses required to carry all the passengers.
Changi Airport has won many awards.
(b) A headline serves as a brief summary of the article to ∴ The number of buses required is 8.
draw readers’ attentions, thus it is more appropriate to
Scenario 2
use an approximated value instead of the actual value.
Maximum mass of lift = 897 kg
 = 900 kg (to the nearest 100 kg) 56
Journal Writing (Page 67)
If the maximum mass of the lift is given as 900 kg, it means that
the lift is able to carry a mass of  900 kg. However, the • A developer wants to build a house on a plot of land that has a
maximum mass allowed is only 897 kg. height restriction of 10 m. The height from the floor to the
ceiling of each level is about 2.6 m.
∴ The maximum mass of the lift should be given as 800 kg.
Number of levels the developer can build = 10 m ÷ 2.6 m =
Scenario 3 3.85 (to 3 s.f.) The nearest whole number to 3.85 is 4. However,
In Singapore, the issue of 1-cent coins has ceased since 2002; a house with 4 levels will be taller than 10 m, and thus will go
while the coins are legal tender and are still in circulation, most against the height restrictions. Hence, the maximum number of
shops have stopped accepting 1-cent coins. As such, when levels that the developer can build is 3.
people wish to pay for their purchases in cash, the prices of • The boiling point of oxygen, i.e. the temperature at which
their purchases have to be rounded off to the nearest 5 cents liquid oxygen boils to form gaseous oxygen, is –183 °C.
which is now considered to be the smallest denomination of The maximum temperature, correct to the nearest 10 °C, at
currency in Singapore. which liquid oxygen can be stored is –190 °C as oxygen
will be in its gaseous state at a temperature of –180 °C.
Teachers may wish to ask students to explain why when other
methods of payment are used, it is not necessary to round off Teachers may wish to note that the list is not exhaustive.
the prices of their purchases to the nearest 5 cents.
Investigation (The Missing 0.1%Votes)
1. The percentage of votes for each candidate given is correct to
3 significant figures. Due to rounding errors in the
intermediate steps, there is a follow-through error, resulting
in the missing 0.1% of the votes. If the final answer is
correct to 2 significant figures, we will obtain 100%.
Hence, the final answer can only be accurate to 2
1 significant figures.

2. Percentage of votes for Vishal = 188

301⋅ 100%

= 62.5% (to 3 s.f.) Percentage of votes for Rui

Feng = 52

301⋅ 100%

= 17.3% (to 3 s.f.) Percentage of votes for

Huixian = 61

301⋅ 100%
= 20.3% (to 3 s.f.) Total percentage of votes =
62.5% + 17.3% + 20.3%
= 100.1%

The percentage of votes for each candidate given is correct

to 3 significant figures. Due to rounding errors in the
intermediate steps, which results in a follow through error,
the total percentage of votes is 100.1%. If the final answer
is correct to 2 significant figures, we will obtain 100%.
Hence, the final answer can only be accurate to 2
significant figures.

Thinking Time (Page 69)

1. (i) When the population of City A is approximately 2.5
million, it is possible for the exact population size to be 2.47
million. (ii) When the population of City A is approximately 2.5
million, it is possible for the exact population size to be 2.6
million.
2. (i) When the population of City B is equal to 2.5 million (to 2
s.f.), it is possible for the exact population size to be
 2.47 million as it is equal to 2.5 million when rounded = $3073.70
off to 2 significant figures.
(ii) When the population of City B is equal to 2.5 million
(to 2 s.f.), it is not possible for the exact population
size to be 2.6 million as it is still equal to 2.6 million
when rounded off to 2 significant figures.

Note: There is a difference between ‘approximately 2.5 million’

and ‘equal to 2.5 million (to 2 s.f.)’.

Investigation (Rounding and Truncation

Errors in Calculators)
For this activity, the calculator model used is SHARP EL-
509VM. (a) 1. 0.727 922 061
2. 7.27 922 061 3
3. 2.7 922 061 3
The calculator stores 12 digits.
The calculator truncates the value of 162 at the 12th digit to
give 12.727 922 061 3, instead of rounding 162 to 12.727 922
061 4. (b) 5. 6.999 999 999

Investigation (Use of a Smaller Quantity to

Estimate a Larger Quantity)
For this investigation, the smaller box used is of length 9.2 cm,
width 5.6 cm and height 2.7 cm.

Three trials are carried out to find the average number of 10¢
coins that can fill the box. The result of each trial is shown in
the table.

Trial Number of 10¢ coins

1 294

2 280

3 284

Average number of 10¢ coins that can fill the

smaller box = 294 280 284

++
3
858
= 3
= 286

Volume of smaller box = 9.2 ⋅ 5.6 ⋅ 2.7

= 139.104 cm3

Volume of tank = 50 ⋅ 23 ⋅ 13
= 14 950 cm3

Number of 10¢ coins that can fill the tank = 286

139.104⋅ 14 950

= 30 737 (to the nearest whole number) ∴ Amount of 57

Performance Task (Estimation in Our Daily Lives)
money in the tank = 30 737 ⋅ 10¢
1. Use surveys, questionnaires or verbal questioning to find out Estimate the total amount of money collected for both the
the number of hours spent surfing the Internet by each peak and non-peak periods.
student in the class on a weekday and on a Saturday or
Total amount of money collected by drinks stall during
Sunday. Ensure that students have a common
understanding of the phrase ‘surfing the Internet’. peak period ≈ $2px

Calculate the total number of hours spent surfing the

Total amount of money collected by drinks stall during non-
Internet by all the students in the class on a weekday and
on a Saturday or Sunday. peak period ≈ $2qy

Total amount of time spent surfing the Internet by all the

Hence,
students in the class on a weekday = x hours
Total amount of money collected by drinks stall on a
Total amount of time spent surfing the Internet by all the
students in the class on a Saturday or Sunday = y hours weekday ≈ $(2px + 2qy)

Estimate the total number of hours spent surfing the Internet

by all the students in the class in a month. Assume that the Practise Now 1
average number of weekdays and the average number of 1. (a) 3 409 725 = 3 409 730 (to the nearest 10)
Saturdays and Sundays in a month are 22 and 8 (b) 3 409 725 = 3 409 700 (to the nearest 100)
respectively.
(c) 3 409 725 = 3 410 000 (to the nearest 1000)
Total amount of time spent surfing the Internet by all the (d) 3 409 725 = 3 410 000 (to the nearest 10 000)
2. Largest possible number of overseas visitors = 11 649
students in the class in a month ≈ (22x + 8y) hours 999 Smallest possible number of overseas visitors =
11 550 000
2. Assume that there are 8 slices in a large pizza. Use verbal
questioning to find out the number of slices needed to feed
Practise Now 2
one class (e.g. about 40 students) in the school when they
go for an excursion. 1. (a) 78.4695 = 78.5 (to 1 d.p.)
(b) 78.4695 = 78 (to the nearest whole number)
Number of slices needed to feed one class in the school = x
(c) 78.4695 = 78.47 (to the nearest hundredth)
x
Number of pizzas needed to feed one class in the school = 8 (d) 78.4695 = 78.470 (to the nearest 0.001)
Find out the number of classes in the school. Ensure that 2. No, I do not agree with Jun Wei. 8.40 is rounded off to 2
there is approximately the same number of students in each decimal places which is more accurate than 8.4 which is
class, e.g. 40 students. rounded off to 1 decimal place.
Number of classes in the school = y
Practise Now 3
Estimate the amount of pizza needed to feed all the students
in the school during an excursion. Cost of 450 kWh of electricity = 450 ⋅ $0.29
= $130.50
Total number of pizzas needed to feed all the students in the
xy Cost of 38 m3 of water = 38 ⋅ $1.17
school ≈ 8
= $44.46
3. Find out the opening hours of the drinks stall on a weekday
Total amount of money the household has to pay = $130.50 +
and determine the durations of the peak (e.g. recess and
$44.46 =
lunchtime) and non-peak periods respectively.
$174.96
Duration of peak period = x hours = $175 (to the nearest
dollar)
Duration of non-peak period = y hours

Find out the amount of money collected by the drinks stall Practise Now (Page 64)
in half an hour during the peak period and half an hour (a) The number 192 has 3 significant figures.
during the non-peak period.
(b) The number 83.76 has 4 significant figures.
Amount of money collected by drinks stall in half an hour (c) The number 3 has 1 significant figure.
during peak period = $p (d) The number 4.5 has 2 significant figures.

Amount of money collected by drinks stall in half an hour

Practise Now (Page 64)
during non-peak period = $q
(a) The number 506 has 3 significant figures.
(b) The number 1.099 has 4 significant figures.
1
 1 (d) The number 70.8001 has 6 significant figures.

Practise Now (Page 64)

1. (a) The number 0.10 has 2 significant figures.
(b) The number 0.500 has 3 significant figures.
(c) The number 41.0320 has 6 significant figures.
(d) The number 6.090 has 4 significant figures.
2. 4.10 cm is more accurate because 4.10 cm is measured to 3
significant figures, while 4.1 cm is measured to 2 significant
figures.

Practise Now (Page 65)

(a) The number 0.021 has 2 significant figures.
(b) The number 0.603 has 3 significant figures.
(c) The number 0.001 73 has 3 significant figures.
(d) The number 0.1090 has 4 significant figures.

Practise Now (Page 65)

(a) 3800 m, which is corrected to the nearest 10 m, has 3
significant figures.
(b) 25 000 km, which is corrected to the nearest km, has 5
significant figures.
(c) 100 000 g, which is corrected to the nearest 10 000 g, has 2
significant figures.

Practise Now 4
1. (a) 3748 = 3750 (to 3 s.f.)
(b) 0.004 709 89 = 0.004 710 (to 4 s.f.)
(c) 4971 = 5000 (to 2 s.f.)
(d) 0.099 99 = 0.10 (to 2 s.f.)
0.099 99 = 0.100 (to 3 s.f.)
2. Since 67 0X1 (to 3 s.f.), then the possible values of X are 5, 6,
7, 8 or 9.
If 67 0X1 is a perfect square, then by trial and error, X = 8.

Practise Now 5

(i) Length of square = 105

= 10.2 m (to 3 s.f.)
(ii) Perimeter of square = 10.25 ⋅ 4
= 41.0 m (to 3 s.f.)

Practise Now 6

1. 798 ⋅ 195 ≈ 800 ⋅ 200

= 160 000
∴ Nora’s answer is not reasonable.

2. (a) 5712 ÷ 297 ≈ 5700 ÷ 300

= 19
Using a calculator, 5712 ÷ 297 = 19.2 (to 3 s.f.). ∴
The estimated value is close to the actual value.

(b) 63 ⋅ 129 3 ≈ 64 ⋅ 125 3

58 =8⋅5
(c) The number 3.0021 has 5 significant figures.
= 40
 Using a calculator, 63 ⋅ 129 3 = 40.1 (to 3 s.f.). ∴ Practise Now 9
5. No, I do not agree with Kate. She needs to put a ‘0’ in the
The estimated value is close to the actual value. 3. ones place as a place holder after dropping the digit ‘2’, i.e.
5192.3 = 5190 (to the nearest 10).
Time taken to drive from Singapore to Malacca = 250 6. Largest possible value of Singapore’s population = 5 077 499
80 Smallest possible value of Singapore’s population = 5 076 500
7. No, I do not agree with Farhan. 27.0 is rounded off to 1
≈ 240 80hours decimal place which is more accurate than 27 which is rounded
off to the nearest whole number.

Practise Now 7 Exercise 3B

Rp 10 000 ≈ S$1.50, so Rp 20 000 ≈ S$3, Rp 5000 ≈ 1. (a) The number 39 018 has 5 significant figures.
(b) The number 0.028 030 has 5 significant figures.
S$0.75 ∴ The price of the pair of earrings is Rp 25 (c) 2900, which is corrected to the nearest 10, has 3
significant figures.
000 ≈ S$3.75.
2. (a) 728 = 730 (to 2 s.f.)
(b) 503.88 = 503.9 (to 4 s.f.)
Practise Now 8 (c) 0.003 018 5 = 0.003 019 (to 4 s.f.)
(d) 6396 = 6400 (to 2 s.f.)
For option A, 300 ml costs about $9.
6396 = 6400 (to 3 s.f.)
Thus 100 ml will cost about $3, and 50 ml will cost about $1.50.
(e) 9.9999 = 10.0 (to 3 s.f.)
∴ For option A, 350 ml will cost about $9 + $1.50 = $10.50. For (f) 8.076 = 8.08 (to 3 s.f.)
option B, 350 ml costs $10.40 which is $0.10 cheaper than 3. Possible values of x = 4, 5 or 6
option A. However, for option A, 300 ml actually costs $8.80 1
4. (a) 99 = 0.010 10 (to 4 s.f.)
which is less than $9. Thus for option A, 350 ml will cost at
least $0.20 less than the estimated $10.50. (b) 871 ⋅ 234 = 203 814
= 200 000 (to 2 s.f.)
∴ Option A is better value for money.
2 2
= 2013.698 63
Percentage of shaded region = 3⋅ 100% (c) 21

2 59
= 66 3%
0.219
= 2013.7 (to 5 s.f.)
Exercise 3A 3
= 9.0 (to 2 s.f.)
1. (a) 698 352 = 698 400 (to the nearest 100)
(d) 3.91 – 2.1
(b) 698 352 = 698 000 (to the nearest 1000) 6.41
(c) 698 352 = 700 000 (to the nearest 10 000) 5. Greatest number of sweets that can be bought
2. (a) 45.7395 = 45.7 (to 1 d.p.)
(b) 45.7395 = 46 (to the nearest whole number) = $2
$0.30
(c) 45.7395 = 45.740 (to 3 d.p.)
= 6 (to the nearest whole number)
3. (i) Perimeter of land = 2(28.3 + 53.7)
= 2(82) 6. (i) Length of square = 264
= 160 m (to the nearest 10 m) = 16.2 cm (to 3 s.f.)
(ii) Area of grass needed to fill up the entire plot (ii) Perimeter of square = 16.25 ⋅ 4
of land = 28.3 ⋅ 53.7 = 65.0 cm (to 3 s.f.)

= 1519.71 m2 7. (i) Radius of circle = 136

= 1500 m2 (to the nearest 100 m2)
2π
4. (a) 4.918 m = 4.9 m (to the nearest 0.1 m)
= 21.6 m (to 3 s.f.)
(b) 9.71 cm = 10 cm (to the nearest cm)
(c) $10.982 = $11.00 (to the nearest ten cents) (ii) Area of circle = π(21.65)2
1 = 1470 m2 (to 3 s.f.)
(d) 6.489 kg = 6.49 kg (to the nearest 100 kg)
8. Since 21 X09 = 22 000 (to 2 s.f.), then the possible values of
X are 5, 6, 7, 8 or 9.
If 21 X09 is a perfect square, then by trial and error, X =
6. 9. Largest possible number of people at the concert =
21 249 Smallest possible number of people at the
concert = 21 150 10. (i) 987 654 321 + 0.000 007 – 987
654 321 = 0.000 007 (ii) 987 654 321 + 0.000 007 – 987
 654 321 = 0 $0.20 less than $6.
Thus for option A, 500 g will cost at least $0.20 less than
the estimated $10.
∴ Option A is better value for money.
1
(iii) No, the answers for (i) and (ii) are different. This is 9. Price of dress in Shop A after a 20% discount = 80
because the calculator truncates the value of 987 654 100 ⋅ $79.50
321 + 0.000 007 to give 987 654 321. Hence, the
answer for (ii) is 0.
≈ 80

Exercise 3C 100 ⋅ $80

1. 218 ÷ 31 ≈ 210 ÷ 30 Price of dress in Shop B after a 10% discount = 90

=7 100⋅ $69.50
∴ Priya’s answer is not reasonable.
Using a calculator, 218 ÷ 31 = 7.03 (to 3 s.f.). ≈ 90

∴ The estimated value is close to the actual value. 100⋅ $70

2. (a) 2013 ⋅ 39 ≈ 2000 ⋅ 40

= 80 000 1
Using a calculator, 2013 ⋅ 39 = 78 507.

∴ The estimated value is close to the actual value.

(b) 145.6 ÷ 65.4 3 ≈ 144 ÷ 64 3

= 12 ÷ 4
=3

Using a calculator, 145.6 ÷ 65.4 3 = 2.99 (to 3 s.f.). ∴

The estimated value is close to the actual value. 3. (i)
3.612 = 3.6 (to 2 s.f.)
29.87 = 30 (to 2 s.f.)
(ii) 3.612 ÷ 29.87 ≈ 3.6 ÷ 30
= 0.12 (to 2 s.f.)

4. Amount of petrol used = 274

9.1

270
≈ 9l
5. Ratio of area of shaded region to that of unshaded region
= 1 : 2 6. Total amount of money that the shopkeeper has to

pay = 32 ⋅ $18 + 18 ⋅ $8 + 47 ⋅ $26 + 63 ⋅ $23 + 52 ⋅ $9

≈ 30 ⋅ $20 + 20 ⋅ $10 + 50 ⋅ $30 + 60 ⋅ $20 + 50 ⋅

$10 = $600 + $200 + $1500 + $1200 + $500
= $4000 (to the nearest hundred dollars)
7. RM10 ≈ S$4, so RM20 ≈ S$8, RM5 ≈ S$2.

∴ The price of the bag is RM25 ≈ S$10.

8. For option A, 300 g costs about $6.
Thus 100 g will cost about $2.
∴ For option A, 500 g will cost about 5 ⋅ $2 = $10.
For option B, 500 g costs $9.90 which is $0.10 cheaper than
option A.
However, for option A, 300 g actually costs $5.80 which is
60
10. KRW 900 ≈ S$1 ≈ 80 100 ⋅ $85

∴ Price of handbag = KRW 26 700

Price of hard disk in Store B after a 10% discount = 90 100⋅
≈ KRW 27 000
$76.0
= 30 ⋅ KRW 900 5

≈ 30 ⋅ S$1
≈ 90
= S$30
100⋅ $76
Review Exercise 3 8. For option A, 250 ml costs about $15.
Thus 50 ml will cost about $3, and 100 ml will cost
1. (a) 6479.952 = 6500 (to the nearest 100)
(b) 6479.952 = 6000 (to the nearest 1000) about $6. ∴ For option A, 300 ml will cost about 3 ⋅
(c) 6479.952 = 6480.0 (to the nearest tenth) $6 = $18.
2. (i) 4.793 = 4.8 (to 2 s.f.) Furthermore, for option A, 250 ml actually costs $15.20
39.51 = 40 (to 2 s.f.) which is $0.20 more than $15.
(ii) 4.793 ÷ 39.51 ≈ 4.8 ÷ 40 Thus for option A, 300 ml will cost at least $0.20 more than
= 0.12 (to 2 s.f.) the estimated $18.
3. Smallest possible mass of chocolate truffle = 0.0245 kg 4. ∴ Option B is better value for money.

Rp 10 000 ≈ S$1.50, so Rp 30 000 ≈ S$4.50, Rp 5000 ≈

Challenge Yourself
S$0.75. ∴ The price of the toy is Rp 35 000 ≈ S$5.25.
1. 987 ⋅ 123 is more than 988 ⋅ 122 because 987 ⋅ 123 =
5. Total mass = 3 ⋅ 109 + 2 ⋅ 148 + 5 ⋅ 84
987 ⋅ (122 + 1), i.e. there is an additional 987 ⋅ 1;
≈ (3 ⋅ 110 + 2 ⋅ 150 + 5 ⋅ 80) g
but 988 ⋅ 122 = (987 + 1) ⋅ 122, i.e. there is only an
6. Number of batteries required = 28.2
4.03 additional 1 ⋅ 122. In fact, 987 ⋅ 123 – 988 ⋅ 122 =
987 – 122 = 865.
28
≈ 4 2. This question tests students’ sense of mass. The mass of an
ordinary car is likely to be 2000 kg.
7. Price of hard disk in Store A after a 20% discount = 80 100 ⋅ Teachers may wish to get students to give examples of
$85.0 objects with masses of 20 kg, 200 kg and 20 000 kg, e.g. 2
5 10-kg bags of rice have a total mass of 20 kg, 5 Secondary
1 students have a total mass of about 200 kg and a rocket
has a mass of about 20 000 kg.
Chapter 4 Basic Algebra and Algebraic Manipulation

TEACHING NOTES

Suggested Approach

Some students are still unfamiliar with algebra even though they have learnt some basic algebra in primary
school. Thus for the lower ability students, teachers should teach this chapter as though they do not know
algebra at all. The learning experiences in the new syllabus specify the use of algebra discs. In addition to the
algebra discs showing the numbers 1 and –1 which students have encountered in Chapter 2, algebra discs
showing x, –x, y and –y are needed. Since many Secondary 1 students are still in the concrete operational
stage (according to Piaget), the use of algebra discs can help them to learn the concepts more easily. However,
there is still a need to guide students to move from the ‘concrete’ to the ‘abstract’, partly because they cannot
use algebra discs in examinations, and partly because they cannot use algebra discs to manipulate algebraic
expressions which consist of algebraic terms that have large or fractional coefficients (see Section 4.1, 4.2 and
4.3).

Section 4.1: Fundamental Algebra

Teachers should teach students how to use letters to represent numbers and interpret basic
algebraic notations such as ab = a × b. Teachers should illustrate the definitions of
 mathematical terms such as ‘algebraic term’, ‘coefficient’, ‘algebraic expression’ and ‘linear
expression’ using appropriate examples.

In the class discussion on page 83 of the textbook, students are required to use algebraic
expressions to express mathematical relationships.

To make learning more interactive, students are given the opportunity to use a spreadsheet to
explore the concept of variables (see Investigation: Comparison between Pairs of
Expressions). Through this investigation, students should be able to observe that evaluating an
algebraic expression means finding the value of the expression when the variables take on
certain values. This investigation also provides students with an intuitive sense of the
difference between pairs of expressions such as 2n and 2 + n, n2 and 2n, and 2n2 and (2n)2.
Students are expected to give a more rigorous mathematical explanation for the difference
between such a pair of expressions in the journal writing on page 85 of the textbook.

Algebra discs cannot be used to add or subtract algebraic terms with large coefficients, so there
is a need to help students consolidate what they have learnt in Worked Example 2. For the
lower ability students, before going through Worked Example 2(d) and (e), teachers should
1 1
revisit the procedure for simplifying ordinary numerical fractions, e.g. 2+ 3.

Section 4.2: Expansion and Simplification of Linear Expressions

The idea of flipping over a disc to obtain the negative of a number or variable, e.g. –(−x) = x, is
needed to teach students how to obtain the negative of a linear expression. Algebra discs
cannot be used to manipulate algebraic expressions which consist of algebraic terms that have
large coefficients, so there is a need to help students consolidate what they have learnt in the
class discussion on page 94 of the textbook by moving away from the ‘concrete’ to the
following ‘abstract’ concept:

Distributive Law: a(b + c) = ab + ac

Teachers should emphasise the importance of the rules by which operations are performed
when an algebraic expression involves brackets by using the thinking time on page 96 of the
textbook.

Section 4.3: Simplification of Linear Expressions with Fractional Coefficients

After going through Worked Example 5 and 6, students should observe that the procedure for
simplifying linear expressions with fractional coefficients is similar to that of simplifying
ordinary numerical fractions.

61 1
Section 4.4: Factorisation
Students should learn how to appreciate the factorisation process, i.e. it is the reverse of
expansion. Teachers should tell students the difference between ‘complete’ and ‘incomplete’
factorisation. In Secondary 1, students only need to know how to factorise algebraic
expressions by extracting the common factors.

The class discussion on page 101 of the textbook requires students to work in pairs to select
and justify pairs of equivalent expressions. Teachers should make use ofthis opportunity to
highlight some common errors made by students when manipulating algebraic expressions.
1 62
WORKED SOLUTIONS h girls as boys in a school. Find the number of boys.
) an expression, in terms of x,
Class Discussion (Expressing Mathematical for the total number of
∴ 3x represents the number of
Relationships using Algebra) students in the school, where girls. Total number of students =
x represents the number of x + 3x = 4x
1. boys in the school.
In words Algebraic expression
(i The age of Nora’s father is It is given that y represents
) thrice hers. The age of Nora’s Nora’s age.
(a Sum of 2x and 3z 2x + 3z brother is 5 years more than
) ∴ Nora’s father is 3y years
hers. Find an expression, in
terms of y, for the sum of old. Nora’s brother is (y + 5)
( Product of x and 7y 7xy their ages, where y represents years old. Sum of their ages =
b Nora’s age. y + 3y + y + 5 = (5y + 5)
) years

(c Divide 3ab by 2c 3 (j The length is three times as It is given that b represents

) ab ) long as the breadth of the the breadth of the rectangle
2
rectangle. Find an expression, in m. 3b represents the
c
in terms of b, for the length of the rectangle in
perimeter and the area of the m.
( Subtract 6q from 10z 10z – 6q rectangle, where b represents Perimeter of rectangle = 2(3b
d
the breadth of the rectangle. + b) =
)
2(4b)
= 8b m
(e Subtract the product of x (p + q) – xy
) and y from the sum of p Area of rectangle = 3b ⋅ b
and q = 3b2 m2

(f Divide the sum of 3 and y by 5 3y

) +
5
(iii) When n = 8,
(g Subtract the product of 2 and b – 2c 2n = 2 ⋅ 8 = 16
) c from the positive square
root of b
When n = 9, 2n = 2 ⋅ 9 = 18
( There are three times as many It is given that x represents
When n = 10, 2n = 2 ⋅ 10 = 20

A B C D E F

2 n 2n 2+n n2 2n2 (2n)2

3 1 2 3 1 2 4

4 2 4 4 4 8 16

5 3 6 5 9 18 36

6 4 8 6 16 32 64

7 5 10 7 25 50 100

3.
 Table 4.3 (i) The value of 2n changes as n changes.
(ii) We multiply the given value of n by 2 to obtain the
Investigation (Comparison between Pairs of
corresponding value of 2n.
Expressions)
4. • 2n and 2 + n
Referring to columns B and C on the spreadsheet, the
expressions 2n and 2 + n are equal only when n = 2.
When n < 2, 2n < 2 + n. When n > 2, 2n > 2 + n.
• n2 and 2n
Referring to columns B and D on the spreadsheet, the
expressions n2 and 2n are equal when n = 2. By
observation, they are also equal when n = 0. When n <
0 or n > 2, n2 > 2n. When 0 < x < 2, n2 < 2n.
• 2n and (2n)2
2

By observation, the expressions 2n2 and (2n)2 are equal when n

= 0. For any value of n ≠ 0, (2n)2 > 2n2.

Journal Writing (Page 85)

By observation, the expressions 5 + n and 5n are equal only
1 1 1
when n = 1 4. When n < 1 4 , 5n < 5 + n. When n > 1 4 , 5n >
5 + n. 63
Class Discussion (The Distributive Law)
A B C D E F
1. (a) 2(–x – 4) = –2x – 8
1 (b) –2(–x – 4) = 2x + 8
(c) 3(y – 2x) = 3y – 6x
2 n 2n 2+n n2 2n2 (2n)2 (d) –3(y – 2x) = –3y + 6x
3 1 2
2. a(b + c) = ab + ac

4 2 4

5 3 6

6 4 8

7 5 10

2.
1
Thinking Time (Page 96)
3 = 9(x x + + 3) – 16(2 3) 4 – 4(2 3 x + )
3. G and N 3(x + 3) –(x – 5) + 6x – (7x – 2) + 12 = –x + 5 + 6x – 12
7x + 2 + 12
= –x + 6x – 7x + 5 + 2 + 12 = –2x + 19 12
Possible ways:
= 9 – x x 32 + 27 – 48
• –(x – 5) + 6x – 7x – (2 + 12) = –(x – 5) + 6x – 7x
12
– 14 = –x + 5 + 6x – 7x – 14 = –x + 6x – 7x + 5 –
14 = –2x– 9 = –23x – 21
• –x – (5 + 6x) – (7x – 2) + 12 = –x – 5 – 6x – 7x + 2 + 12 12
Students may mistakenly match B and G due to an error in
= 9 2 x x + 7 – 32 – 48 their working as shown:
= –x – 6x – 7x – 5 + 2 + 12
3 = 9(x x + + 3) – 16(2 3) 4 – 4(2 3 x + )
3(x + 3) = –14x + 9 12
• –x – (5 + 6x) – 7x – (2 + 12) = –x – (5 + 6x) – 7x The five pairs of equivalent expressions are as follows:
– 14 = –x – 5 – 6x – 7x – 14 1. D and F
= –x – 6x – 7x – 5 – 14 3(x – 2y) – 2(3x – y) = 3x – 6y – 6x + 2y
= –14x – 19 = 3x – 6x – 6y + 2y
= –3x – 4y
Class Discussion (Equivalent Expressions) Students may mistakenly match D and O due to an error in
 their working as shown: 64
3(x – 2y) – 2(3x – y) = 3x – 6y – 6x – 2y
= 9 2 x x + + 7 – 32 48
= 3x – 6x – 6y – 2y
12
= –3x – 8y
2. A and E = 9 – x x 32 + + 27 48
x–3 12

2–2–x5 = –23x + 75
12
3 = 3(x x – 3) – 2(2 – 5)
6 4. I and M
2x – 3[5x – y – 2(7x – y)] = 2x – 3(5x – y – 14x + 2y)
= 3x x –9– 4 1 + 0 = 2x – 3(5x – 14x – y + 2y) = 2x – 3(–9x + y)
6 = 2x + 27x – 3y
=3–xx4–91+0 = 29x – 3y
6 Students may mistakenly match L and M due to errors in
their working as shown:
–1x+ 2x – 3[5x – y – 2(7x – y)]= 2x – 3(5x – y – 14x – 2y)
= 6
= 2x – 3(5x – 14x – y – 2y) = 2x – 3(–9x – 3y)
=1–x = 2x – 27x – 9y
6 = –25x – 9y
Students may mistakenly match E and H due to an error in 5. C and J, C and K or J and K
their working as shown: 7ay – 49y = 7(ay – 7y) = 7y(a – 7)
x–3
Teachers may wish to get students to indicate the
2–2–x5 expression which is obtained when the expression 7ay –
3 = 3(x x – 3) – 2(2 – 5) 49y is factorised completely.
6
Practise Now 1
= 3x x –9– 4 – 10
6 1. (a) 5y – 4x = 5(4) – 4(–2)
= 20 + 8
= 3 – x x 4 –9– 10
6 = 28

= – – x 19 (b) 1 – y + 3 = 1
6 x − 2–4+3
1
=– 2–4+3
1
= –4 2 + 3
1
= –1 2

1
1 2
  – + 3(–2)2
2. p2 + 3q2 =    2 2. (i) 2p – 5q + 7r – 4p + 2q – 3r = 2p – 4p –
5q + 2q + 7r – 3r = –2p – 3q + 4r
1 1
= 4 + 3(4)
1 1  
(ii) When p = 2 , q = – 3 , r = 4, 1 –2p – 3q + 4r = –2  
1 (a) 4x – 3x = x
= 4 + 12
(b) 4x – (–3x) = 4x + 3x
1
= 12 4 = 7x
(c) –4x – 3x = –7x
Practise Now (Page 87) (d) –4x – (–3x) = –4x + 3x
(a) 3x + 4x = 7x = –x
(b) 3x + (–4x) = –x
(c) –3x + 4x = x Practise Now (Page 89)
(d) –3x + (–4x) = –7x (a) x + 2 + 5x – 4 = x + 5x + 2 – 4
= 6x – 2
Practise Now (Page 88) (b) 2x + (–3) – 3x + 5 = 2x – 3x + (–3) + 5
 = –x + 2 65
(c) –x – y – (–2x) + 4y = –x – y + 2x + 4y   –
= –x + 2x – y + 4y 2–3   
= x + 3y
(d) –3x – 7y + (–2y) – (–4x) = –3x – 7y + (–2y) + 4x 3 + 4(4)
= –3x + 4x – 7y + (–2y) = –1 + 1 + 16
= x – 9y = 0 + 16
= 16
Practise Now 2
Practise Now (Page 92)
1. (a) 2x – 5y + 4y + 8x = 2x + 8x – 5y + 4y
= 10x – y (a) –(3x + 2) = –3x – 2
(b) 11x – (–5y) – 14x – 2y = 11x + 5y – 14x – 2y (b) –(3x – 2) = –3x + 2
= 11x – 14x + 5y – 2y (c) –(–3x – 2) = 3x + 2
= –3x + 3y (d) –(2x + y – 4) = –2x – y + 4
(c) –9x – (–y) + (–3x) – 7y = –9x + y – 3x – 7y
= –9x – 3x + y – 7y Practise Now (Page 92)
= –12x – 6y (a) x + 1 + [–(3x – 1)] = x + 1 – 3x + 1
1 1 3 2 = x – 3x + 1 + 1
(d) 2 x – 3 x = 6 x – 6 x
1 = –2x + 2
= 6x (b) 5x – 3 + [–(4x + 1)] = 5x – 3 – 4x – 1
7 5 14 5
(e) 4 y – 8 y = 8 y – 8 y = 5x – 4x – 3 – 1
9 =x–4
= 8y
(c) 3x + 2y + [–(–y + 2x)] = 3x + 2y + y – 2x
= 3x – 2x + 2y + y
= x + 3y
(d) –4x + 2y + [–(–x – 5y)] = –4x + 2y + x + 5y
= –4x + x + 2y + 5y
= –3x + 7y

Practise Now (Page 93)

(a) 3(5x) = 15x
(b) 3(–5x) = –15x
(c) –3(5x) = –15x
(d) –3(–5x) = 15x

Practise Now 3
(a) 3(x + 2) = 3x + 6
(b) –5(x – 4y) = –5x + 20y
(c) –a(x + 2y) = –ax – a(2y)
= –ax – 2ay

Practise Now (Page 95)

(a) x + 7 + 3(x – 2) = x + 7 + 3x – 6
= x + 3x + 7 – 6
= 4x + 1
(b) 3(x + 2) + 2(–2x + 1) = 3x + 6 – 4x + 2
= 3x – 4x + 6 + 2
= –x + 8
(c) 2(–x – y) – (2x – y) = –2x – 2y – 2x + y
= –2x – 2x – 2y + y
= –4x – y

1
(d) –(x + 4y) – 2(3x – y) = –x – 4y – 6x + 2y
1. (a) x – 3 6+ 2(2 – x 5)
= –x – 6x – 4y + 2y
= –7x – 2y
Practise Now 6
3 = 3(x – 3)
2+2–x5 6
Practise Now 4
= 3 – x x 9 4 + – 10 6
1. (a) 6(4x + y) + 2(x – y) = 24x + 6y + 2x – 2y =
24x + 2x + 6y – 2y = 26x + 4y = 3 4 x x + –9– 10 6
(b) x – [y –3(2x – y)] = x – (y – 6x + 3y) = x – (– = 7 – x 19
6x + y + 3y) = x – (–6x + 4y) 6

= 3(x x – 3) 2 + (2 – 5) 6

(b) x – 2 12 – 4(2 – x 7)
4–2–x7
= x + 6x – 4y 12
3 = 3(x – 2)
= 7x – 4y
= 3(x x – 2) – 4(2 – 7) 12
(c) 7x – 2[3(x – 2) – 2(x – 5)] = 7x – 2(3x – 6 – 2x + 10) =
7x – 2(3x – 2x – 6 + 10) = 7x – 2(x + 4) = 7x – 2x – 8 = 5x – 8 = 3x x –6–8 + 28 12
2. (i) Michael’s present age = (p + 5) years (ii)
Vishal’s present age = 3(p + 5) = 3 – x x 8 – 6 2 + 8 12

= –5x + 22 12
= (3p + 15) years 1 (iii) Sum of their ages in 6 years’ time
3+ 2–2–x3
2. (a) x – 1 6 3(2 – x 3) 4 = 4(x – 1)
12+ 12 – 12
= p + p + 5 + 3p + 15 + 3 ⋅ 6 66

= p + p + 5 + 3p + 15 + 18 = 4(x x – 1) 6 + – 3(2 – 3) 12
= p + p + 3p + 5 + 15 + 18
= 4 – x x 4 + + 6–6 9 12
= (5p + 38) years
(iv) Sum of their ages 3 years ago = p + p + 5 + 3p + 15 – 3 = 4 – x x 6 – 4 6 + + 9 12

⋅ 3 = p + p + 5 + 3p + 15 – 9 = p + p + 3p + 5 + 15 – 9 = (5p + = –2x + 11
11) years 12
Alternatively,
(b) 2x + x – 4
Sum of their ages 3 years ago = 5p + 38 – 3 ⋅ 9 9–2–x5
= 5p + 38 – 27
3 = 9(2 ) x
= (5p + 11) years
9+ x – 4
Practise Now 5 9 – 3(2 – x 5)
9
1 1 2 1 1 1 1 2
(a) 2 x + 4 y – 5 y – 3 x = 2 x – 3 x + 4 y – 5 y
= 9(2 ) x x + –4– 3(2 – x 5) 9
3 2 5 8 1 3
= 6 x – 6 x + 20 y – 20 y = 6 x – 20 y
= 18x x + + –4– 6 1 x 5 9
1 1
(b) 8 [–y – 3(16x – 3y)] = 8 (–y – 48x + 9y)
1 = 18x x + + – 6x – 4 15 9
= 8 (–y + 9y – 48x)
1 = 13x + 11
= 8 (8y – 48x) 9
= y – 6x

Practise Now 7
(a) –10x + 25 = –5(2x – 5)
(b) 18a – 54ay + 36az = 9a(2 – 6y + 4z)

1 Exercise 4A
1. (a) ab + 5y (b) f3 – 3
w
(c) 6kq (d) xy
2
3
p
(e) 3x – 4 z (f) q
2
5
2. (a) 4x – 7y = 4(6) – 7(–4)
= 24 + 28 = 136
= 52 x 6 1 1
(d) 3x + y – y = 3(6) + – 4 – (–4) = 18 – 1 2 – 16 = 16 2 – 16
2 2

x 5 (d) 6x – 20y + 7z – 8x + 25y – 11z

(b) y 3 + x = 5(6)
= 6x – 8x – 20y + 25y + 7z – 11z = –2x + 5y – 4z
3(– 4) + 6 5. (a) Required answer = 2x + 4y + (–5y) = 2x + 4y – 5y
= 30 = 2x – y
(b) Required answer = –b – 4a + 7b – 6a = –4a – 6a – b + 7b = –
–12 + 6 10a + 6b
1
= –2 2 + 6 (c) Required answer = 6d – 4c + (–7c + 6d) = 6d – 4c – 7c + 6d =
1 –4c – 7c + 6d + 6d = –11c + 12d
=3 2
(d) Required answer = 3pq – 6hk + (–3qp + 14kh) = 3pq – 6hk –
(c) 2x2 – y3 = 2(6)2 – (–4)3
3qp + 14kh = 3pq – 3qp – 6hk + 14kh = 8hk
= 72 – (–64)
= 72 + 64 6. (a) (a + b)2 – 3xy 3
(b) Total value = (20x + 500y) cents

7. (a) a b 3 – – = 3(3) – (– 4)

2(–2)+ 3(3) – (–2)

2+ac3
–

1 c cb –2 – (– 4)
= 2

3. (a) a(3c – b) = 3[3(6) – (–5)] = 3(18 + 5) = 3(23) = 69 13 11

= –4+ 2
(b) ab2 – ac = 3(–5)2 – 3(6) = 3(25) – 18 = 75 – 18
1 1
= –3 4 + 5 2
94+ +
1
= –4+ + =2 4
92 3(–2) (– 4)– 5(3) + 4(–2)
–2 4
2(–2) – 3
3–ac+
= 57 (b) 54 –2 – 3
+cb
2– =
ca – +ca
b c –5 6 1 9
(c) a – b = 3 – –5 = 3 + –5
2 1 –4–3
= –1 3 + 1 5 = –6 – 4 – 15–8
7
= – 15 –5
bc+ ac+ = −7
(d) a+ b = –5 + 6
7
+ –10 – –5
3+ − 7 2 1
= 10 + 1 5 = 2 10
36 c 5
3 – – – b 4 = 3 ( + + – 4) 2(–2)
5
1 4 = –x – 1 67
= 3–1 5
(b) x + 3y + 6x + 4y = x + 6x + 3y + 4y =
+
(c) a b + + c = 7x + 7y
–5 5
2 (c) 6xy + 13x – 2yx – 5x = 6xy – 2yx + 13x – = –5 – 8
cab 5x 5
=1– 8
= 4xy + 8x
3(–2) – 3 – (–4 ) – 5(–2) 3
4(– 4) = 8

–6 – 3 4 – –10
3 – 4–4

7
= –1 15
4. (a) 5x + 22 – 6x – 23 = 5x – 6x + 22 – 23
1 –16

(d)
  bc ac +
3 4 ÷ +   a b cb
bc 11. (i) Raj’s age 5 years later = (12m + 5) years (ii) Present age of
– Raj’s son = 12m – 9m

– 4 – (–2) (–4)(–2) 3(–2) = 3m years

3p + 8p – q – q – 7r + 2r = 11p – 2q – 5r
 
3(–2) 4(–4 ) ÷ +   1
(ii) When p = 2, q = –1 2 , r = –5,
1
Age of Raj’s son 5 years later = (3m + 5) years
=   –1
+ 
11p – 2q – 5r = 11(2) – 2  
3
2 – 5(–5)
  8 = 22 + 3 + 25
–6 – 16 ÷ +   3–6
= 25 + 25
= 50
=–4+2
–4

  2 2 1
–22 ÷ +    3 1 2

= –2 1
1 1
= 11 ÷ 4 6
6
= 275
–4

Sum of their ages in 5 years’ time = 12m + 5 + 3m + 5

= 12m + 3m + 5 + 5
= (15m + 10) years
12. Amount of money Huixian had at first
= 8 ⋅ $w + 7 ⋅ $m + $(3w + 5m)
= $8w + $7m + $(3w + 5m)
= $(8w + 3w + 7m + 5m)
= $(11w + 12m)

8. (a) 15x + (–7y) + (–18x) + 4y = 15x – 7y – 18x + 4y = 15x – 18x

– 7y + 4y = –3x – 3y
(b) –3x + (–5y) – (–10y) – 7x = –3x – 5y + 10y – 7x
= –3x – 7x – 5y + 10y = –10x + 5y
(c) 9x – (–2y) – 8x – (–12y) = 9x + 2y – 8x + 12y
= 9x – 8x + 2y + 12y
= x + 14y
(d) –7x – (–15y) – (–2x) + (–6y) = –7x + 15y + 2x – 6y
= –7x + 2x + 15y – 6y = –5x + 9y
1 1 3 4
9. (a) 4 x + 3 x = 12 x + 12 x
7
= 12 x
2 1 6 5
(b) 5 y – 3 y = 15 y – 15 y
1
= 15 y
3 3 15 21
(c) – 7 a + 5 a = – 35 a + 35 a
6
= 35 a
9 4 27 16
(d) 4b – 3b = 12b – 12b
11
= 12b
10. (i) 3p + (–q) – 7r – (–8p) – q + 2r = 3p – q – 7r + 8p – q + 2r =
68 – 8y) = –4(10x – 4x + 15y – 8y) = –4(6x + 7y)
5 = –24x – 28y
13. (a) Number of people who order plain prata = 2 a (b) Number of
2 7. (a) Required answer = 2x – 5 – (–6x – 3)
people who order egg prata = 5b (c) Number of people who order = 2x – 5 + 6x + 3
2
egg prata = 7 c = 2x + 6x – 5 + 3
= 8x – 2
Exercise 4B (b) Required answer = 10x – 2y + z – (6x – y + 5z)
= 10x – 2y + z – 6x + y – 5z
1. (a) –(x + 5) = –x – 5
= 10x – 6x – 2y + y + z – 5z
(b) –(4 – x) = –4 + x
= 4x – y – 4z
(c) 2(3y + 7) = 6y + 14
(c) Required answer = –4p – 4q + 15sr – (8p + 9q –
(d) 8(2y – 5) = 16y – 40
5rs) = –4p – 4q + 15sr – 8p – 9q + 5rs = –4p – 8p – 4q
(e) 8(3a – 4b) = 24a – 32b
– 9q + 15sr + 5rs = –12p – 13q + 20rs
(f) –3(c + 6) = –3c – 18
(d) Required answer = 10a – b – 4c – 8d – (8a – 3b + 5c
(g) –4(d – 6) = –4d + 24
– 4d) = 10a – b – 4c – 8d – 8a + 3b – 5c + 4d = 10a – 8a – b
(h) 2a(x – y) = 2ax – 2ay
+ 3b – 4c – 5c – 8d + 4d = 2a + 2b – 9c – 4d
2. (a) 5(a + 2b) – 3b = 5a + 10b – 3b
8. (a) –2{3a – 4[a – (2 + a)]} = –2[3a – 4(a – 2 – a)]
= 5a + 7b
= –2[3a – 4(–2)]
(b) 7(p + 10q) + 2(6p + 7q) = 7p + 70q + 12p + 14q = 7p + 12p +
= –2(3a + 8)
70q + 14q = 19p + 84q (c) a + 3b – (5a – 4b) = a + 3b – 5a + 4b
= –6a – 16
= a – 5a + 3b + 4b = –4a + 7b
(b) 5{3c – [d – 2(c + d)]} = 5[3c – (d – 2c – 2d)]
(d) x + 3(2x – 3y + z) + 7z = x + 6x – 9y + 3z + 7z = 7x – 9y + 10z
= 5[3c – (–2c – d)]
3. Present age of Khairul’s uncle = 4(x + 5) = (4x + 20) years 4.
= 5(3c + 2c + d)
Total cost = 4x + 6(x – y)
= 5(5c + d)
= 4x + 6x – 6y
= 25c + 5d
= (10x – 6y) cents
5. Total cost of skirts Devi bought
= 7 ⋅ $x + n ⋅ $12 + (2n + 1) ⋅ $15 + 4 ⋅ $3x = $7x + $12n + $15(2n
+ 1) + $12x
= $7x + $12n + $(30n + 15) + $12x
= $(7x + 12n + 30n + 15 + 12x)
= $(7x + 12x + 12n + 30n + 15)
= $(19x + 42n + 15)
6. (a) 4u – 3(2u – 5v) = 4u – 6u + 15v
= –2u + 15v
(b) –2a – 3(a – b) = –2a – 3a + 3b
= –5a + 3b
(c) 7m – 2n – 2(3n – 2m) = 7m – 2n – 6n + 4m
= 7m + 4m – 2n – 6n
= 11m – 8n
(d) 5(2x + 4) – 3(–6 – x) = 10x + 20 + 18 + 3x
= 10x + 3x + 20 + 18
= 13x + 38
(e) –4(a – 3b) – 5(a – 3b) = –4a + 12b – 5a + 15b
= –4a – 5a + 12b + 15b
= –9a + 27b
(f) 5(3p – 2q) – 2(3p + 2q) = 15p – 10q – 6p – 4q
= 15p – 6p – 10q – 4q
= 9p – 14q
(g) x + y – 2(3x – 4y + 3) = x + y – 6x + 8y – 6
= x – 6x + y + 8y – 6
= –5x + 9y – 6
(h) 3(p – 2q) – 4(2p – 3q – 5) = 3p – 6q – 8p +
12q + 20 = 3p – 8p – 6q + 12q + 20 = –5p + 6q + 20
(i) 9(2a + 4b – 7c) – 4(b – c) – 7(–c – 4b)
= 18a + 36b – 63c – 4b + 4c + 7c + 28b
= 18a + 36b – 4b + 28b – 63c + 4c + 7c
= 18a + 60b – 52c
(j) –4[5(2x + 3y) – 4(x + 2y)] = –4(10x + 15y – 4x
69 1 1 1 1 1 1 1 1
1. (a) 4 x + 5 y – 6 x – 10 y = 4 x – 6 x + 5 y – 10
9. Average monthly salary of the female
3 2 2 1 1 1
employees m f m b y = 12 x – 12 x + 10 y – 10 y = 12 x + 10 y
2 1 3 2 1 3
=$++ (b) 3 a – 7b + 2a – 5b = 3 a + 2a – 7b – 5b
2 6 5 21 8 26
2000( ) – ( 200) = 3 a + 3 a – 35b – 35b = 3 a – 35b
 5 3 7 4 5 7 3 4
(c) 9 c + 4d – 8 c – 3d = 9 c – 8 c + 4d – 3d
  40 63 9 16 23 7
= 72 c – 72 c + 12d – 12d = – 72 c – 12d
f
5 9 1 28 5
(d) 2f – 3h + 4k – 2 f – 5k + 4h
=$+ 1 5 5 9 28
= 2f – 2 f – 3h + 4h + 4k – 5k
 4 1 20 15 45
  m f mb m = 2 f – 2 f – 12h + 12h + 20k – 112
2000 2000 – – 200 20k
f 3 5 67
= 2 f – 12h – 20k
=$+   ab 3 3
2. (a) 5a + 4b – 3c – +   2–c 2 2

  m m mb f 3 3
= 5a + 4b – 3c – 2a + 2b – 2 c
2000 – 200 – 2000 3 3
f = 5a – 2a + 4b + 2b – 3c – 2 c
8 3 6 3
= 3a + 2b + 2b – 2 c – 2 c
=$+ 11 9
= 3a + 2b – 2 c

1 1
  m mb f (b) 2 [2x + 2(x – 3)] = 2 (2x + 2x – 6)
1800 – 2000 1
= 2 (4x – 6)
f = 2x – 3

Exercise 4C

1
(f) 3 – y 1 12 – 2(2 – y 3)
4–2–y3
2 2 12
(c) 5 [12p – (5 + 2p)] = 5 (12p – 5 – 2p) 6 = 3(3 – y 1)
2 35
= 5 (12p – 2p – 5)
2 = 17h + 7
= 5 (10p – 5)
= 4p – 2 35
3x
1 1 (d) 8 – x + 2
(d) 2 [8x + 10 – 6(1 – 4x)] = 2 (8x + 10 – 6 + 24x)
1 1 3x
= 2 (8x + 24x + 10 – 6) = 2 (32x + 4) 4= 8 – 2(x + 2)
= 16x + 2 8
x 2x 5x 4x
3. (a) 2 + 5 = 10 + 10 = 3 – x x 2( + 2)
9 8
= 10 x
a a 4a 3a =3–xx2–4
(b) 3 – 4 = 12 – 12 8
1
= 12 a
=x–4
2h
(c) 7 + h + 1 8

5 = 10h 41x+
(e) 5+3–x1
35 + 7(h + 1)
35 2 = 2(4 1 x + )

= 10h h + + 7( 1) 10 + 5(3 – x 1)
35 10

= 1077 h h + + = 2(4 1 x x + +) 5(3 – 1)

10
 70
= 8 2 x x + + 15 – 5
10 = 3(3 – y y 1) – 2(2 – 3) 12

= 8 1 x x + + 5 2–5 = 9 – y y 3 – 4 6 + 12
10
= 9 – y y 4 – 3 6 + 12
= 23x – 3
10 53y+
= 12

(g) a – 2
4–a+7

8 = 2(a – 2)
8–a+7
8

= 2(a a – 2) – ( 7 + ) 8

1 = 2a a –4– – 7
8

= 2 – a a –4–7
8

= a – 11
8

(h) 3 – p q2
3 – 4 – p q5
4 = 4(3 – p q2 )
12 – 3(4 – p q5 )
12

= 4(3 – p q2 ) – 3(4 p q – 5 ) 12

= 12 p q – 8 – 12 1 p q + 5 12

= 12 p p – 12 – 8 1 q q + 5 12
7
= 12 q
4. (a) 12x – 9 = 3(4x – 3)
(b) –25y – 35 = –5(5y + 7)
(c) 27b – 36by = 9b(3 – 4y)
(d) 8ax + 12a – 4az = 4a(2x + 3 – z)
(e) 4m – 6my – 18mz = 2m(2 – 3y – 9z)
2
5. (a) y – 3 (9x – 3y) = y – 2(3x – y)
= y – 6x + 2y
= –6x + y + 2y
= –6x + 3y
1
(b) – 3 {6(p + q) – 3[p – 2(p – 3q)]}
1
= – 3 [6(p + q) – 3(p – 2p + 6q)]
1
= – 3 [6(p + q) – 3(–p + 6q)]
1
= – 3 (6p + 6q + 3p – 18q)
1
= – 3 (6p + 3p + 6q – 18q)
1
= – 3 (9p – 12q)
= –3p + 4q

6. (a) 7(x + 3)

2 + 5(2 – x 5)
3 = 21( 3 x + )
 6 + 10(2x – 5) = –10b a – 9( – 2 ) b
6 15

= 21( 3 x x + +) 10(2 – 5) 6 = –10b a – 9 + 18b

15
= 21x x + + 63 20 – 50 6
= –9a b – 10 1 + 8b
= 21x x + + 20 63 – 50 6 15
= 41x + 13 = –9a b + 8
6 15
(b) 3 – x 4
5 – 3(x – 1)
2 = 2(3 – x 4 )
10 – 15( – x 1)
10

= 2(3 – x x 4 ) – 15( – 1)
10

= 6x x –8– 15 + 15
10

= 6 – x x 15 – 8 + 15
10

= –9x + 7
10

(c) 3(z – 2)
4 – 4(2 – z 3)
5 = 15( – z 2)
20 – 16(2z – 3)
20

= 15( – z z 2) – 16(2 – 3) 20

= 15z z – 30 – 32 + 48 20

= 15z z – 32 – 30 + 48 20

= –17z + 18
20

(d) 2( p q – 4 )
3 – 3(2 ) p q +

2 = 4( p q – 4 )
6 – 9(2 ) p q +
6

= 4( p q – 4 ) – 9(2 ) p q + 6

= 4 – p q 16 – 18 – p q9 6

= 4 – p p 18 – 16 – q q9 6

= –14 p q – 25
6
2b
(e) – 3 – 3(a b – 2 )
5 = – 10b
15 – 9(a b – 2 )
15
71 6

(f) 2(x + 3) = 3(x x + + 1) 2( + 3) – (5 – x 1) 6

1
5– 2+3–x4 = 3 3 x x + + 2 + + 6–5x 1 6
4 = 8(x + 3)
= 3 2 x x + + – 5x 3 6 + + 1 6
10
20 – 20 + 5(3 – x 4 ) 10
20 = 6
5
= 3
= 8(x x + + 3) – 10 5(3 – 4) 20
2
=1 3
= 8 2 x x + + 4 – 10 15 – 20 20
(i) 2(a b – )
= 8 1 x x + + 5 24 – 10–20 20
23ab+ ab+
7– 14 + 2
= 23x – 6
20
= 4(a b – )
(g) a + 1
23ab+
14 – 14 + 7(a b + )
2–a+3
14
3–5–a2
4 = 4(a b – ) – (2 3 a b + +) 7( ) a b +
14
= 6(a + 1)
= 4 – a b4 – 2 – a b3 7 + + a b7
12 – 4(a + 3)
14
12 – 3(5 – a 2)
= 4 – a a2 7 + + a b – 4 – 3b b7
12
14
= 6(a a + + 1) – 4( 3) – 3(5 – a 2) 9
= 14 a
12
(j) x + 3
= 6 6 a a + + – 4 – 12 – 15a 6
12 3 + 5(3 4 x + )

= 6 – a a4 – 15a + + 6 – 12 6 6 + 1 = 2(x + 3)
12 6 + 5(3 4 x + )
13 6
= – 12 a 6+ 6
(h) x + 1
= 2(x x + + 3) 5(3 4 + +) 6 6
2+x+3
= 2 6 x x + + 15 + + 20 6 6
3–5–x1
= 2 1 x x + + 5 6 + + 20 6 6
6 = 3(x + 1)
= 17x + 32
6 + 2(x + 3) 6
6–5–x1 1
7. (a) –39b – 13ab = –13b(3b + a)
2

2–2–qp
(b) 5x + 10x(b + c) = 5x[1 + 2(b + c)]
= 5x(1 + 2b + 2c) 14 – 2( p q + )
(c) 3xy – 6x(y – z) = 3x[y – 2(y – z)] 7
= 3x(y – 2y + 2z)
= 35( – p q)
= 3x(–y + 2z)
(d) 2x(7 + y) – 14x(y + 2) = 2x[7 + y – 7(y + 2)] 14 – 2 – q p
= 2x(7 + y – 7y – 14) = 2x(y – 7y + 7 – 14) = 2x(–6y 14 – 4( p q + )
– 7) 14
(e) –3a (2 + b) + 18a(b – 1) = 3a[–(2 + b) + 6(b – 1)]
= 3a(–2 – b + 6b – 6) = 3a(–b + 6b – 2 – 6) = 3a(5b – 8) = 35( – p q) – (2q p – ) – 4( ) p q + 14
(f) –4y(x – 2) – 12y(3 – x) = 4y[–(x – 2) – 3(3 – x)] = = 35 p q – 35 – 2 – q p + 4 – p q4 14
4y(–x + 2 – 9 + 3x) = 4y(–x + 3x + 2 – 9) = 4y(2x – 7) 8. = 35 p p + – 4 p q – 35 – 2 – q q4 14

(a) 5( p q – ) = 32 p q – 41
 14
= 96–8x x + + 15 8 – y y 18 – 18 4 z z + 5 24
2a b +
(b) – 3–+ = 96 + + 7 – x y 10 27z
3(a b – 3 ) a b 24

2 – 4( 2 )
Review Exercise 4

  1. (a) 4a + 5b = 4(–2) + 5(7)
5 = –8 + 35
= 27
2a b + (b) 2a2 = 2(–2)2
=– 3 – 3(a b – 3 ) =8
(c) (2a)2 = [2(–2)]2
2 + 4(a b + 2 )
= (–4)2
5
xy– = 16
(d) 4 – 3 – 3(y z + 4 ) (d) a(b – a) = (–2)[7 – (–2)]
= (–2)(7 + 2)
4 + 5(x z + 3 )
= (–2)(9)
8
96 = –18
= 24 – 8(x y – ) (e) b – a2 = 7 – (–2)2
24 – 18( ) y z + =7–4
=3
24 + 15( 3 x z + ) (f) (b – a)2 = [7 – (–2)]2
24 = (7 + 2)2
= 92
= 96–8( – x y) – 18( ) y z + + 15( 3 x z + ) 24
= 81
2
= 96–8x y + + 8 – 18y z – 18 15 4 x z + 5 24
2 = 3(3) – 5(–
4 ) – 2(3)(–4 )
(2) 2
(–4 )
= – 10(2a b + ) 30 + 24( 2 a b + ) –4– 2
2
30 – 45( – a b3 ) 2. x y xyz 3 – 5 – 2
3
x
y
30
–
y
z
= –10(2a b + + ) – 45( – a b3 ) 24( 2 a b + )
30 12

= –20a b – 10 – 45a b + + 135 24a b + 48 = 9( f h – ) – 14(h k + +) 30(k f – )

30 12

= –20a a – 45 2 + + 4 – a b 10 135b b + 48 = 9 – f 9 1 hhk − + 4 – 14 30k f – 30

30 12

= – 41a b + 173 = 9 – f f 30 – 9h h – 14 – 14k k + 30

30 12

(c) 3( f h – ) = –21 f h – 23 1 + 6k
12
4 – 7(h k + )

6 + 5(k f – ) 1
2

= 9( f h – )
12 – 14( ) h k +

12 + 30( – k f )
72 = 4[h – 3(–5f + 6h)]
= 4(h + 15f – 18h)
= 9–80 4 + 8
3 16 hf+ fk+
– 4– 2 (d) 3– 2+4–hk
= –23 5
3
– 4 – 32 = 10( ) h f +
4
30 – 15( ) f k +
= –23
35 30 + 6(4 – h k)
– 4 30
22
= 2 35
= 10( ) h f + + – 15( f k) 6 + (4h k – ) 30
3. (a) 3ab – 5xy + 4ab + 2yx = 3ab + 4ab – 5xy + 2yx = 7ab – 3xy
(b) 4(3p – 5q) + 6(2q – 5p) = 12p – 20q + 12q – 30p = 12p – 30p = 10h f + + 10 – 15 – f k 15 24h k – 6 30
– 20q + 12q = –18p – 8q
(c) 2a + 3[a – (b – a)] + 7(2b – a) = 2a + 3(a – b + a) + 7(2b – a) = 10 f f – 15 1 + + 0 2 h h4 – 15k k – 6 30
= 2a + 3(a + a – b) + 7(2b – a) = 2a + 3(2a – b) + 7(2b – a) = 2a
= –5 f h + 34 – 21k
+ 6a – 3b + 14b – 7a = 2a + 6a – 7a – 3b + 14b = a + 11b
30
(d) –2[3x – (4x – 5y) – 2(3x – 4y)] = –2(3x – 4x + 5y – 6x + 8y) =
–2(3x – 4x – 6x + 5y + 8y) = –2(–7x + 13y) = 14x – 26y (e) 3q – 4 – p q3
(e) 4{h – 3[ f – 6( f – h)]} = 4[h – 3( f – 6f + 6h)] qp–4
5– 6
= 4(15f + h – 18h)
30 – 5(q p – 4 ) 30 – 6(4 – p q3 )
= 90q = 4(15f – 17h) 30
= 60f – 68h (f) 5(x + 5y) – {2x – [3x – 3(x – 2y) +
= 90q p – 6(4 – 3q q ) – 5( – 4 p) 30
y]} = 5(x + 5y) – [2x – (3x – 3x + 6y + y)] = 5(x +
5y) – (2x – 7y) = 90q p – 24 1 + + 8 – q q5 20 p 30
= 5x + 25y – 2x + 7y
= 5x – 2x + 25y + 7y = –24 p p + + 20 90q q + 18 – 5q 30
= 3x + 32y = – 4 p q + 103
2x 30
4. (a) 3+5–x
8x 5(x y – ) x y
4 = 12 + 3(5 – x)
7–
(f) 4(x – 5)
12  
7–+  
21
= 8 3 x x + (5 – )
6 = 4(x – 5)
12
= − + 3x y
=81xx+5–3 24
12
(c) 4(2 – a b)
= 8 – x x3 1 + 5
3 – 2(3 ) a b +
12
5 = 20(2a b – )
=51x+5
12 15 – 6(3 ) a b +
xy– 15
(b) 8–3–xy2
= 20(2a b – ) − + 6(3 ) a b 15
12 = 3(x y – )
= 40a b – 20 – 18a b – 6 15
24 – 2(3 – x y 2 )
24 = 40a a – 18 – 20b b – 6 15
= 3(x y – ) – 2(3x y – 2 ) = 22a b – 26
24 15
= 3 – x y3 – 6 4 x y +
24

=3–xx6–34yy+
24
73 = $27.5x

7 – 5(x y – ) Total amount Kate earned = $[(18 – 4) ⋅ y + 4 ⋅ 1.5y] = $(14 ⋅ y +

6–7–xy 4 ⋅ 1.5y) = $(14y + 6y)

21
= $20y
= 24( – x 5)
Total amount they earned = $(27.5x + 20y)
42 – 35( – x y) (ii) Amount Kate was paid per hour = $5.50 + $0.50
42 – 2(7 – x y) = $6
42 Total amount they earned = $[27.5(5.5) + 20(6)] = $(151.25 +
120)
= 24( – x x 5) – 35( – ) y x – 2(7 – ) y = $271.25
42
10. (i) Total score obtained by Michael in the first two papers = p
= 24 x x – 120 – 35 3 + + 5 – y x 14 2y – 3q + 13 + 3p + 5q – 4
42 = p + 3p – 3q + 5q + 13 – 4
= (4p + 2q + 9) marks
= 24 x x – 35 – 14 x y + + 35 2 – y 120
(ii) Score obtained by Michael in the third paper
42
= 10p + 5q – (4p + 2q + 9)
= –25x y + 37 – 120 = 10p + 5q – 4p – 2q – 9
42 = 10p – 4p + 5q – 2q – 9
5. (a) 21pq + 14q – 28qr = 7q(3p + 2 – 4r) = (6p + 3q – 9) marks
(b) 4x – 8(y – 2z) = 4[x – 2(y – 2z)] (iii) 6p + 3q – 9 = 3(2p + q – 3)
= 4(x – 2y + 4z)
6. (a) Total value of 5-cent coins = 5x cents Challenge Yourself
(b) Total value of 10-cent coins = (3x ⋅ 10) cents 1. Let the number of heads up in the pile of 5 be x.
= 30x cents Then the number of tails up in the pile of 5 is 5 – x,
3 the number of heads up in the pile of 7 is 5 – x. After the teacher
(c) Number of 10-cent coins = 7 x flips over all the coins in the pile of 5, the number of heads up in
  3 that pile is 5 – x.
Total value of coins = + ⋅   5x x 7 10 Hence, both piles now have the same number of heads up. (shown)
  2. The only possible set of values is {x = 2, y = 3, z = 6}. Proofs
30
cents = +   5x x 7 cents = + If x = 2 and y  4, then z  5 and 1 + 1 + 1
x y z < 1.
  35 30 65 If x  3, then y, z > 3 and 1 + 1 + 1
x y z < 1.
  x x 7 7 cents = x 7cents

1
1
7. Distance Farhan can cycle in 1 minute =
⋅x
3 60
x
= 180 km

Distance Farhan can cycle in y minutes = xy

180 km
8. (a) Required difference = 3y ⋅ 60 – 25y
= 180y – 25y
= 155y seconds
(b) Required sum = 50(3z – 2) ⋅ 60 + 4(z + 1) ⋅ 3600
= 3000(3z – 2) + 14 400(z + 1)
= 9000z – 6000 + 14 400z + 14 400 = 9000z + 14 400z – 6000 +
14 400 = (23 400z + 8400) seconds

9. (i) Total amount Shirley earned = $[(25 – 5) ⋅ x + 5 ⋅ 1.5x] =

$(20 ⋅ x + 5 ⋅ 1.5x) = $(20x + 7.5x)

74 = 10x(10x + z) + y(10x + z) = 100x2 + 10xz + 10xy + yz = 100x2 +
3. Let the two numbers be xy and xz, where y + z = 10. xy = 10x + y 10x(y + z) + yz
xz = 10x + z = 100x2 + 10x(10) + yz
= 100x2 + 100x + yz
∴ xy ⋅ xz = (10x + y)(10x + z)
= 100x(x + 1) + yz
Revision Exercise A1 6.8 60
≈
1. (a) 42 = 2 ⋅ 3 ⋅ 7 66 = 2 ⋅ 3 ⋅ 11 78 = 2 ⋅ 3 ⋅ 13
⋅630
628
6. Average speed = 7 60 m/s
⋅
= 1 (2)(–3)
2

2
HCF of 42, 66 and 78 = 2 ⋅ 3 7. (a) a bd 3 – ac d
3(1)(0) – (–3)
= 6 (b) 7 = 7
=
13 = 13 +–6
14 = 2 ⋅ 7 03
–6
LCM of 7, 13 and 14 = 2 ⋅ 7 ⋅ 13 = 3 = –2

= 182
+ +
2. (i) Greatest whole number which is a (b) +
2
= +
factor of both 405 and 1960
bc d 2
2(0) (–3)
ab
12
= HCF of 405 and 1960
09+
=5 = 3
(ii) Smallest whole number that is divisible by both 405 and 1960
9
= LCM of 405 and 1960 = 3
=3
= 23 ⋅ 34 ⋅ 5 ⋅ 72
(c) a2 + b2 – c2 + d2 = 12 + 22 – 02 + (–3)2 = 1 + 4 – 0 + 9 = 14
= 158 760 (d) –a3 – b3 + c3 – d3 = –13 – 23 + 03 – (–3)3 = –1 – 8 + 0 – (–27) = –9
3. (i) 105 = 3 ⋅ 5 ⋅ 7 + 0 – (–27) = –9 – (–27) = –9 + 27
= 18
126 = 2 ⋅ 32 ⋅ 7 8. Cost of a pear = (a + b) cents

HCF of 105 and 126 = 3 ⋅ 7 10a a b

12( )
= 21
Greatest number of students that the refreshment can cater to = 21 Total cost = $  +
+
(ii) Number of bags of crisps each student will receive = 105 ÷ 21
= 5 (iii) Number of packets of fruit juice each student will receive 
= 126 ÷ 21  
=6 100 100

4. (i) Pairs of cards that have a sum of 4 = {–2, 6}, {–1, 5}, {1, = 32 ÷ 16
3} (ii) Pairs of cards that have a product of 2 = {–2, –1}, =2
{1, 2} (iii) Groups of three cards that have a sum of 10
= {–1, 5, 6}, {1, 3, 6}, {1, 4, 5}, {2, 3, 5}

5. (a) 101 ⋅ 80.7 ≈ 100 ⋅ 81

= 100 ⋅ 9
= 900

(b) 26 3 ⋅ 502 ÷ 49 ≈ 27 3 ⋅ 500 ÷ 50

= 3 ⋅ 500 ÷ 50
= 1500 ÷ 50
= 30

(c) 65 ⋅ 63 3 ÷ 17 ≈ 64 ⋅ 64 3 ÷ 16

= 8 ⋅ 4 ÷ 16
75 LCM of 16, 18, 44 and 68 = 24 ⋅ 7 ⋅ 11 ⋅ 17 =
=$++ 20 944
10a a 12( ) b
2. (a) 9216 = 210 ⋅ 32

  ∴ – 9216 = – 2 3 ⋅ 10 2
100
= –(25 ⋅ 3)
=$++ = –96
 (b) 8000 = 26 ⋅ 53
  10a a 12 12b
3
100 ∴ 8000 3 = 2 5 ⋅ 63

=$+ = 22 ⋅ 5

 = 20
  22a b 12 3. 1764 = 22 ⋅ 32 ⋅ 72
100
36 = 22 ⋅ 32
=$+
8820 = 22 ⋅ 32 ⋅ 5 ⋅ 72
2(11a b6 )
 ∴ Value of p = 22 ⋅ 32 ⋅ 5
  = 180
100 4. (i) Temperature of town at 6 p.m. = –6 °C + 8° C –
4 °C = –2 °C (ii) Overall increase = –2 °C – (–6 °C)
=$+ = –2 °C + 6 °C
 = 4 °C
  11a b6   –3 1   –
2
50 5. (a) 3 –    20 +   
4
2 1 4
5 = 3 + 3 20 – 5
2 61 4 40
= 3 + 20 – 5 = 60 + 183
48
60 – 60

= 40 + 183 – 48 60

= 175
60
35
= 12
11
= 2 12
(b) (i) [–4.749 – 6.558 ⋅ (–2.094)3] ÷ –

1.999 3 = –44.030 (to 3 d.p.)

1 6. Number of buttons in Box B after Kate transfers 15 buttons
Revision Exercise A2 from Box A to Box B
= 35 + 15
1. (a) 54 = 2 ⋅ 33 = 50
Number of buttons in Box A after Kate transfers 15 buttons
126 = 2 ⋅ 32 ⋅ 7
from Box A to Box B
342 = 2 ⋅ 32 ⋅ 19 5
= 50 ÷ 7
HCF of 54, 126 and 342 = 2 ⋅ 32
7
= 50 10 ⋅ 51
= 18
(b) 16 = 24 = 70
Initial number of buttons in Box A = 70 + 15
28 = 22 ⋅ 7
= 85
44 = 22 ⋅ 11
1 9
7. (i) Area of carpet = 4 10⋅ 2 10
68 = 22 ⋅ 17
 5x + 7) = –8x + 9 + 15 – 4x – (–7x + 5x + 4 + 7) = –
≈ (4 ⋅ 3) m2
8x + 9 + 15 – 4x – (–2x + 11) = –8x + 9 + 15 – 4x +
(ii) Cost of carpet ≈ 4 ⋅ 3 ⋅ $89.75 2x – 11
= –8x – 4x + 2x + 9 + 15 – 11
≈ $(4 ⋅ 3 ⋅ 90) = –10x + 13
8. Required answer = –8x + 9 + 15 – 4x – (–7x + 4 +

2
 

 
(ii)  

 
⋅  

 
 1

8
3 – 33

5
– 6 – (–

0.375) 



3
3
⋅ [–π ÷ (–6.5)]


 

= 0.313 (to 3 d.p.) 1

76