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PureMath 1

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379 views234 pages

PureMath 1

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Nevine Esamt
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PEARSON EDEXCEL INTERNATIONAL A LEVEL a Ue bisa by Person Education Lime, 80 Stand, London, WO2F OL. ww persorfcblschoots com Coie otic specications forall Pearson qusiications maybe fund on the \uebate ips quaiteatone pearson came “eet © Pearson Eduction Lit 2018 Estos by Ere rade! Designed by © Pearson Eaucaton Lites 2018 "ypest oy © Teen St id Gaaenens UK (rejalistations © Person Education Lnted 2018 Ingato by © Toch-Set Li, Gateoad, UK (Cover design ty © Pearson Eden Lites 2018 ‘The rights of Geng Ata, Jack Baraclough, Ian Betinon, Gordon Davis, Kath Gack, Darl Goiber, Asta Marprersn, Aw kcAtoe, Bronwen Moran ‘Su Neotoaon, Diane Olver doo Potan, Kath Ploor, Cong San doe Skrasowsk {35 tho autor ofthis werk have boon azcrtd by them in accorcance wth th. ‘Copy, Deagrs and Pants Act 1088, Fst puss 2016, wwae7esea21 Bits Liban Cetloning in Pubetion Dla ‘Aosisloqv recur fre books avalble fom the Ben Library IBN 9781 252048 792 Ccopyriaht notice [Argh esrved No prt of this pbcaton may be repre in ay form ory fy means (eluding pstecoping or sng tary mhadum by electric means {and wheter or not Fersenty or lciertaly fo some lhe use ofthis pubic) \wthout tbe wien permissen of the copyright oumer.exceptin accordance wih the provisions ofthe Copyiht, Design an Palani Act 1866 ar und etre ‘of eonce sued by the Coprignt Lcersing Agcy, Bama in, 66 Fer {are Londen, ECAR 1EN (wan cla.cox) Appears tor he copyght owas \wetn Bemision sould be accreesedto the puber. Pinte by Neogrsta in Siovaia ture Crete reprcduce tar photographs ‘Alamy Stock Photo: Xue 96; Getty Images: Gra 150, Heng end Stoets 18 ramon; NASA: 170; Selonce Photo Library Lia: CMS EXPERIMENT, CERN ST; ‘Shutlerstockeom: Darssh M35, DeRaGe 153, fs 103 {Cover images: Front ett mages: ier Yan Slaen Insert cover Shuttorstockcom: Omy Lcbanov ‘Motor images © Poarean Education ‘A artwork © Person Edition Endorsement Statement rowerioeruu thal the resource ofershigh-qulty supper fo he associated Pearson question, hasbeen hough a view proces by the awateg body “This process conta that tis ecouos fly covers Wo teaching an earning content of te specfeston er pa ota specfeaton at whch #is sened hao Confirms that carnoratates a appropri blance between the devopmen! of subject hls, knowledge and understanding, in adcton to preparation fr [Erorserent es not cover any gudance on assessment aces or processes (eo practice uetons or acvce on ow fo answer aseatret questions) Ineutedn te resource, nor does it prescrbe any pari aproach the teaching or deter ofa lted couse. ‘Whi th pubichars hava mage evry attempt © orauo tat adie on tho ‘ualfeaton ard ta assessments acura, the ofeld speeicaien ena ‘isrlatedstcossment guidance mata ae th ol uber source of intormaton and shoul aways be reared or defrtve guanco Pearson examiners have not connvted to any sectors inthis resource relevant to ‘examination paper or hich they have respons. assesment st by Pearson. Endorsement ofa escutce Soa nt mee ta he ‘resource i rogue to aciove is Pause quafeaon, nor does & mean that IStreeniy sutableratoral avaiable suport the qualification, and any resource ts proauced by the awarding body hal include hs and ator appropats| Cy COURSE STRUCTURE iv ABOUT THIS BOOK vi QUALIFICATION AND ASSESSMENT OVERVIEW viii EXTRA ONLINE CONTENT x 1 ALGEBRAIC EXPRESSIONS 1 2 QUADRATICS 18 3 EQUATIONS AND INEQUALITIES 36 4 GRAPHS AND TRANSFORMATIONS 57 REVIEW EXERCISE 1 81 5 STRAIGHT LINE GRAPHS 85 6 TRIGONOMETRIC RATIOS 104 7 RADIANS 133 8 DIFFERENTIATION 150 9 INTEGRATION 170 REVIEW EXERCISE 2 181 EXAM PRACTICE 185 GLOSSARY 187 ANSWERS 190 INDEX 222 Tsai CHAPTER 1 ALGEBRAIC CHAPTER 4 GRAPHS AND EXPRESSIONS 1 TRANSFORMATIONS 57 1.1 INDEX LAWS 2 4.1 CUBIC GRAPHS 58 1.2 EXPANDING BRACKETS 4 4,2 RECIPROCAL GRAPHS 62 1.3 FACTORISING 6 4.3 POINTS OF INTERSECTION 63 1.4 NEGATIVE AND FRACTIONAL 4.4 TRANSLATING GRAPHS 67 INDICES 9 4.5 STRETCHING GRAPHS a 1.5 SURDS 12 4.6 TRANSFORMING FUNCTIONS 75 1.6 RATIONALISING DENOMINATORS 13 CHAPTER REVIEW 4 78 CHAPTER REVIEW 1 15 REVIEW EXERCISE 1 81 CHAPTER 2 QUADRATICS 18 2.1 SOLVING QUADRATIC EQUATIONS 19 HAPTER 5 STRAIGHT LINE 2.2 COMPLETING THE SQUARE 22 2.3 FUNCTIONS 25 GRAPES . 2.4 QUADRATIC GRAPHS 27 oe 2.5 THE DISCRIMINANT 30 5.2 EQUATIONS OF STRAIGHT LINES 89 SUFrEteauNs 33 93 PARALLEL AND PERPENDICULAR LINES 93 5.4 LENGTH AND AREA 96 CHAPTER 3 EQUATIONS AND CHAPTER REVIEW 5 99 INEQUALITIES 36 Seer OS a CHAPTER 6 TRIGONOMETRIC 3.2 QUADRATIC SIMULTANEOUS RATS COSINE RULE ~ popanete ® ba THE SINE RULE to 3.3 SIMULTANEOUS EQUATIONS ON GRAPHS 40 6.3 AREAS OF TRIANGLES 116 3,4 LINEAR INEQUALITIES 44 : : chaos ob oie cosine aD me 3.5 QUADRATIC INEQUALITIES 46 2 peda aad © 66 TANSFOPNA TRIGONOMETRIC " 3.7 REGIONS at RAPS 7 CHAPTER REVIEW 3 54 CHAPTER REVIEW 6 129 CTS ce CHAPTER 7 RADIANS 133 7.1 RADIAN MEASURE 134 7.2 ARC LENGTH 135 7.3 AREAS OF SECTORS AND SEGMENTS 139 CHAPTER REVIEW 7 145 CHAPTER 8 DIFFERENTIATION 150 8.1 GRADIENTS OF CURVES 151 8.2 FINDING THE DERIVATIVE 154 8.3 DIFFERENTIATING x" 157 8.4 DIFFERENTIATING QUADRATICS 159 8.5 DIFFERENTIATING FUNCTIONS ‘WITH TWO OR MORE TERMS 161 8.6 GRADIENTS, TANGENTS AND NORMALS. 163 8.7 SECOND ORDER DERIVATIVES 165 CHAPTER REVIEW 8 167 CHAPTER 9 INTEGRATION 170 9.1 INTEGRATING x" 171 9.2 INDEFINITE INTEGRALS 173 9.3 FINDING FUNCTIONS: 176 CHAPTER REVIEW 9 178 REVIEW EXERCISE 2 181 Peg ABOUT THIS BOOK ‘The following three themes have been fully integrated throughout the Pearson Edexcel Intemational Advanced Level in Mathematics series, so they can be applied alongside your learning. 1. Mathematical argument, language and proof + Rigorous and consistent approach throughout + Notation boxes explain key mathematical language and symbols 2. Mathematical problem-solving The Mathematical Problem-Solving Cycle + Hundreds of problem-solving questions, fully integrated r specify the problem 1 into the main exercises + Problem-solving boxes provide tips and strategies interea reauits ec nts + Challenge questions provide extra stretch Laces, J 3. Transferable skills ‘epresent iormation + Transferable skills are embedded throughout this book, in the exercises and in some examples + These skills are signposted to show students which skills they are using and developing Finding your way around the book Each chapter stats witha Ist of Leaning objectives ‘The Prior knowieige check helps make sure youre ready to start the bnapter Glossary terms willbe lente by bold blu txt (on their fist appearance Each chapters mapped tothe spociteation content for easy, ‘olor The real wold applicators of tne maths you are about to lear ate highlighted atte star ofthe woier CU Se i Sep by stop worked ‘examples focus on the key types of questions you't need tackle ‘Tawteabe aaeae signposted where they naturally occur inthe exerozes and examples Bie umtone se carefull graced S50 thoy increase in ‘city and gradually bring you up t@ exam standard Brercses are packed with exam-siye ‘questions to ensure you ‘ae ready forthe exams Frobiom-solving bores provide hin] [Each secton begins [Chatenge boxes give Sop ts and avatoges, anc Watch out with an explanation youachance to tackle Exam-style questions boxeshighbght areas whore students | Jenakey leering points | Some more ciicult, are flagged with ©) _oftenlose mars n her exams uestons Problem-solving ‘questions are flagged Each chapor ends wth a Char rviow vith © and a Summary of key points [Aer every fow chapter, a Review exercise a helps you consolidate your learning with ots of exam-sile questions Exam practice Mathematics Intemational Advanced Subsidiary! ‘Advanced Level Pure Mathematics Review exercise ‘Riu practice paper atthe back of The ‘book helps you prepare forthe real hing eM Cs sa a) QUALIFICATION AND ASSESSMENT OVERVIEW Qualification and content overview Pure Mathematics 1 (P1) is 2 compulsory unit in the following qualifications: International Advanced Subsidiary in Mathematics International Advanced Subsidiary in Pure Mathematics International Advanced Level in Mathematics International Advanced Level in Pure Mathematics Assessment overview ‘The following table gives an overview of the assessment for this unit. We recommend that you study this information closely to help ensure that you are fully prepared for this course and know exactly what to expect in the assessment. ee ny Pi:PureMathematics1 | 33$%of1as | 75, ‘thour30 mins | January, June and October Paper code WMAI1/01 1625 of AL First assessment January 2019 JAS - International Advanced Subsidiary, IAL International Advanced A Level Assessment objectives and weightings noo psy roe Recall select ad us thelr knowledge of rathematial facts concepts nd techniquesin 401 | variety of contexts. bal Constrct rigorous mathematial arguments and proof through use of preie statements 02 | lol dedetion and inference arb the manipulation of mathematical expressions, sone including the construction of extended arguments for handling substantial problems presented in unstructured form. Recall select and use thelr knowledge of standard mathematical models to represent soa. stations inthe real word recognise and understand given representation involving on standard models: present and interpret results from such models in terms ofthe orginal situation, Including discussion af the assumptions made and refinement of such models ‘Comprehend translations of common realistic contexts into mathematics; use the results of ‘804 | calculations to make predictions or comment on the context; and, where appropriate, read 5% critically and comprehend longer mathematical arguments or examples of applications. Use contemporary cakulator technology and other permitted resources (such as formulae 1205 | booklets or statistical tables) accurately and efficiently; understand when not to use such 5% ‘technology, and its limitations. Give answers to appropriate accuracy. CEU Wo Essa Waa) Relationship of assessment objectives to units es a oo oo os oo oo Marks out of 75 30-35 25-30 5-15 5-10) 15. * 10-465 ho 20 gah ee Calculators Students may use a calculator in assessments for these qualifications. Centres are responsible for making sure that calculators used by their students meet the requirements outlined below. Students are expected to have available a calculator with at least the following keys: 4, x, #7, 2, el and in radians; memory. Prohibitions Calculators with any of the following facilities are prohibited in all examinations: + databanks + retrieval of text or formulae + built-in symbolic algebra manipulations + symbolic differentiation and/or integration + language translators + communication with other machines or the internet »,In x, e%, x}, sine, cosine and tangent and their inverses in degrees and decimals of a degree, ing Beco ees @ Extra online content ‘Whenever you see an Online box, it means that there is extra online content available to support you. SolutionBank SolutionBank provides worked solutions for questions in the book. Download all the solutions as a PDF or quickly find the solution you need online. Use of technology ? Spleen EDD tiene ortctnasecion CP EY problems and consolidate your understanding. graphically using technology. Use pre-made GeoGebra activities or Casio resources for a graphic calculator. GeeGebra CASIO. GeoGebra-powered interactives Graphic calculator interactives Interact with the maths you are learning, Explore the maths you are learning and gain using GeoGebra's easy-to-use tools confidence in using a graphic calculator Calculator tutorials TORT eRe Tene aN Our helpful video tutorials will guide you through how to use to access the function press your calculator in the exams, They cover bath Casio's scientific =~) © Ge) @ and colour graphic calculators. \ CD WSR GRAYS sen sep use whoo isrctons te" fon anactly which buttons to prace and what ;yand power functions on your calculator. ty Pe B 2 should appear on your calculator’s screen l PVs Tee TS en ee After completing this chapter you should be abl ‘© Multiply and divide integer p > pages 2-4 ‘© Expand a single term over brackets and collect like terms ~ pages 2-6 pand the product of two or th > pages 4-6 ‘© Factorise linear, quadratic and simple cubi > pages 6-9 Know and use the laws of indices Simplify and use the rules of surds Rationalise denominators Duero tae Simplify a dmén + Sram? — 2men + mn —3n b 3x2-5x4243x2—Tx-12 € International GCSE Mathematics Write as a single power of 2: aex2 — b es2 ey + International GCSE Mathematics Expand a3 € International GCSE Mathematics Write down the highest common factor of Rewer oMebeeend a= Computer scientists use indi to describe very large nul Aquantum computer with 1000 qubits (quantum bits) can consid © 4xy2and 3xy ¢ International GCSE Mathematics simplify a 10x w 20x 40x 2300 values simultaneously. This i 2 24 greater than the number of parti + International GCSE Mathematics in the observable univer: raise EBRAIC EXPRESSIONS @D index tows ' You can use the laws of indices to simplify powers of the same base. © amxanaqnen + aneasars c= * yee [— Thisisthe index, a 3) Be power or exponent. (aby be L__ sist toe Simplify these expressions: atx bwrxa 6 & we Px def BY ox 2a? (mens Expand these expressions and simplify if possible: a -3x(7x-4) b 3-29) € 4xQx- 2x? + 5x9) d 2n(Sv-+3)-5Q¥ +3) Me Gey oe a -3x(7x= 4) = =2ix + tex | b yB- 29 = ay? aye ¢ 4x(3x- 2x + 5x9) 12x? - 8x9 + 20s4 4 2x(5x+ 3) ~ 52x43) 1Ox? + Gx 10x — 15 10x? - 4x15 | | God Simplify these expressions: xteat 3x2 - 6x5 20x? + 15x at ob SS Sx? | EXE ererncann 1 Simplify these expressions: a exxt b 2x) x 3x? © B B ae ee 1 0% ap ax g 10x5+ 2x3 h (p'P = pt 1 Qa)?+2a° 2aXp? f 8pt = 4p" kk 2a! x 3a ai m 9x2 x (2)? 3x3 x 2x? x 4x6 © Tat x 3a"? Pp Gy3)3 2998 20d = Ast w Bad OWA WIS x a ate) Casa) 2 Expand and simplify if possible: a %x-2) b xx +9) © -3y4-3y) d x5) © =xGx +5) £ 5x4 +1) g Gxt Se h -3n(5-2)°) i -2x(5x-4) i Gx-5x? K 3x4 2)400=7) 1 Sx-6-Gx-2) mA(c+3d°)- 32c+d?) on (+30 49)- OP +3P-4) @ xx? = v4 5) D Ty°2- Sy+ 3p) 4 -2y°S = Ty +39) ¥ Tx 2) + 3x 4) - Gr 2) s 5y-34-20 +6 t Be aG— 4x47 uw dx(e$3)-2xB¥—7)— v Sx42r +1) Sx°Br-4) 3 Simplify these fractions: 6x!+ 10x axt— 2x a: g 8845s g Bosse Bx 3 @®) Expanding brackets To find the product of two expressions you multiply each term in one expression by each term in the other expression. Multiplying each of the 2 terms in the first expression by each of the 3 terms in the second expression gives 2 x 3 = 6 terms. A (x 5)(Gex — By +3) = xl 2y + 3) + 54x 2y 4 3) ix = 2xy + 3x4 20x ~ Oy + 15) Sx 24x? 2xy + 23x-10y +15 EES) ED worm Expand these expressions and simplify if possible: a (x4 5)v# 2) b 2+) © (v-yP d (x4 y)Gx= 29-4) L ‘Simplify your answer by collecting like terms. a (xt Sie 2) Exe H2e$ Se 410 =x + 7x 410 b (r= ayia? +1 ext 2xy a asst sy oe see -._____| (Bx ~ 2y ~ 4) + y(Bx- 2y- 4) Ix? = Duy — dx Bay ~ 2p? ~ Ay = Bx? + xp = 4x = 29? = ay xxx: Expand these expressions and simplify if possible: a xQx43)(e-7) b x5 3y)Qx-y +4) © (x= A(x + e+ D a xx + 3)i-7) 2x2 + Bux 7) tax? + 3x2 = 21x enter Saeprena b xBx- 3px -y + 4) Sx* = Sxyl2x = y+ 4) Sx2(2x-y + 4) — Sxyl2x-y +4) 1Ox? — Sx2y + 20x? = Gx2y + Buy? = 12 xp Ox? ~ thxey + 2x8 + Bay — 12xy 2 (Ae + B)y + nt — x 12x + ele + = aor D120 +) Sexe a ae ee 12 us 1 Expand and simplify if possible: a (xt 4x47) b (x= 30 +2) © (x= 2P d (e-y)2e+3) (+ aye) f Qx-4yGx+y) g Qx- 30-4) bh Gxt 29? i Qx+ 82x43) i (v4 S)Qx+3y-5) k (= DGx=4y=5) 1 (v= 4x +5) m (x +2y- 1x43) n Qx+2y+ 3x46) 0 (4-y)4y—x 43) P Gy SQ~ y 12) a Gy 2s 13 4) ay x WS 9 ate) Casa) 2 Expand and simplify if possible: a Sixt Dr-4) b 1x -2)2x+5) © 30x 3)r-3) @ x= yo #y) © xQx+ 98x44) £ yor=Syor 1) @ yGx = 24x +2) h y(7=x)2x-5) i xQx+y¥5x-2) J wert 200+ 3y-4) Kk yQvey-DO+5) 1 G+ 2y-392N+D m xQx + 3)r+ 9-5) m 2x3x-D4x= 9-3) 0 3x(e= 2+ 3y +5) P (rt r+ let DD 4 (HOOT) (HYOW= (K-58) 5 (x- Sxr- 4x3) t Qx+DQ-DeO+I uw Ax+3)Gx- DO +2) Vv Gx-2Qxv+Gx-2) w(x+ye-ye-1I) x Ar-H © 3 The diagram shows a rectangle with a square cut out. GETS ‘The rectangle has length 3x — y +4 and width x + 7. ‘The square has side length x — 2. Find an expanded and simplified expression for the area shaded green. léem xe7 Tem Seoped ©® 4 A cuboid has dimensions (x + 2)em, (2x ~ Iyem and (2x + 3) em. ‘Show that the volume of the cuboid is (4x? + 12x? + 5-6) em’, ie) 5 Given that (2x + 5y)3x- yV2x + y) = ax? + duty + exy? + dy, where 1b, e and dare constants, find the values of a,b, ¢ and d Expand and simplify (x+y). @® Factorising You can write expressions as a product of their factors. “Snag bates * Factorising is the opposite of expanding brackets. ‘GieeEy (x45) (e+ 2y)r—5y) Use the same strategy as you would use if the lengths were given as numbers: marks) a asst sy oe Factorise these expressions completely: a arto b x- Sx © 8x7 +208 4 9x2y 4 15x77 @ 3y7= 9xy a 3x4 9=3(r+3) b x2 -Sr=xtx- 5) | © Ox? + 20x= 4xi2x + 5) | 4 oxy + 15x? mses} [ic xy Bx + Sy) e 3x2 = A.quadratic expression has the form CEEEED eat uimbers are all the postive and ax? + bx + ewhere a, band care real negative numbers, or zero, including fractions numbers and a +0. and surds. To factorise a quadratic expression: + Find two factors of ae that add up to For the expression 2x? + 5x —3, a and-1+6=5=h, + Rewrite the b term as a sum of these Seopa ‘two factors: + Factorise each pair of terms = x@x—1) +3(2e-1) + Take out the commen factor- mer eer) 2-92 (4 ))0-y) CEEEED an expression in the form x#—y* is called the difference of two squares. Factori b e+6x48 © 6x2-1lx-10 dd 32-25 @ 47-9)" a x?-5x-6 Soxt-Sx-6 exes = ire 1) x + ix 6) Haeea Gi ate) Casa) bxttext8 x4 Ov HHS Sxte + 2) +40 + 2) = (v4 2ier 4 4) © Gxt tx - 10 = Gxt = 15x 44x= 10 = 3x(2x ~ 5) + 22x 5) = (2x ~ 58x + 2) . 4 x@- 25 2-8 (x4 5\x- 5) : Factorise completely a2 b 8 -25x © a3 + 3x? 10x a x3 2x? “r= 2) b x3- 25F=eR = 2) (x? — 52%) ele + 5 = 5) © x34 3x2 — 10x= xix? + 3x - 10) x(x + 5x ~ 2) ETE) rocnsune 1. Factorise these expressions completely a 4x48 b 6x-™4 © 20x+ 15 d 244 € 4x°+20 f 6x°= 18 g ¥-78 hoe sae boaeox j 6xe-25 K 1oy?—5y 1 35x2— 28x m 42x n3y42y 0 axe Dw p Sy°-20y q oy + Dey ¥ Gab —2ab? Ss Sx?=25xy t laxty + 8xy? uw Ly = 20y2? y 230 waprey x ayy Me Gey oe 2 Factorise: a aha b 28+ 6x ¢ elle de 48x412 e 430-40 fF e-8v412 how-20- 24 i e-3r-10 k 2cese+2 13x24 100-8, n 6x¢-8x-8 : GID For part, take2 out as acommon egies factor first. For part p, let » = x2 rea t u 36x—4 w x Ix 42x98 3 Factorise completely’ a x42x © S=5x dx -9x f 8+ 11x? +30 B= 7x2 + 6 i 2x3- 5x? 3x 13x84 27? + 60x Qmarks) GEE Watch out for terms that can be written as a function of a function, for example: jo 2x8+ 13x? + 15x © 4 Factorise completely x4 y © 5 Factorise completely 6x3 + 72° ~ Sx. (2 marks) Write 4x — 13x? + 9 as the product of four linear factors. ©) Negative and fractional indices Indices can be negative numbers or fractions. CETED tations numbers are those that can be writen as F where and b are integers, and 20, xix x! similarly terms You can use the laws of indices with any rational power, CED 1! =saisthe positive square root ofa. For example: 9! = 9 =3, but ge -3, Tato Massy Simplify: ; P 2 eG) a axlSe4xe2s eg VIDERF t ae 4 2x9 + ayo = (125) x8)? Earn (20) ERED wreneneranion Evaluate: ag b 64s © 49 d 254 ORS Tay eae " ig", express each of the following in the form Ax", where k and n are constants. b ay Check that your answers are in the correct form. IF and mn are constants they could be positive or negative, and they could be integers, fractions or suds. cs ee 1 Simplify: axe? b 2: © xixx a e wy £35 x 4x g 9x h sete! 1 data jek k (x GRY 1) oF 2 Evaluate, without using your calculator: a 25! bs! aa? od 2 (3 h 12968 k (5) 3 Simplify: be a (ay) ae eta? 44) Sx+3x? oo * Ge) "Ts? © 4 a Find the value of 812. (1 mark) ‘b Simplify x(x), (2 marks) = 2°, express each of the following in the form kx", where k and n are constants, ayt (2 marks) bbe @ marks) Par ase fast Ve ate © sus If ris an integer that is not a square number, then any multiple of \i is called a surd. Examples of surds are \2, /19 and 5.2. Surds are examples of irrational numbers. CED irrational numbers cannot be written The decimal expansion of a surd is never-ending Sa eee ee cee ‘and never repeats, for example v2 = 1.414213562. > You can use surds to write exact answers to calculations. = You can manipulate surds using these rules: Simplily: a2 b © 56 — NI + \208 (a 2 =\(4 x3) —_—_—_—<$_____+_ J 24x B28 p 220 © NG 2104 + 204 =66-2%2+7) Me Gey oe | ss Expand and simplity if possible: a 25-03) b 2-35 403) cater WEE 10+ 213 ~ NS - rrouasoune Do not use your calculator for this exercise. 1 Simplify: ae bie 0 a 32 e 90 f 2 7 2 i 000418 - V7 j TTS +83 +008 1 80-290 +395 m 3:80 - 230 + 545 0 V2 + N4B + 75 2 Expand and simplify if possible: a V3Q24+/3) b ¥5G-3) ¢ 24-\5) d (2-V2)8 4/3) © (2-V3)3-v7) £ (44V5\2 +5) g -V3\(1-V3) h (44V3)2-V3) i @-VII2+VT1) © 3 Simplify V7 ~ VTE giving your answer in the form a/3, where ais an integer. (2 marks) BD Rationalising denominators Ifa fraction has a surd in the denominator, it is sometimes useful to rearrange it so that the denominator is a rational number. This is called rationalising the denominator. ™ The rules to rationalise denominators are: 1 + For fractions in the form —, multiply the numerator and denominator by va. + For fractions in the form —1, multiply the numerator and denominator by (a - \). avi 1 «+ For Fractions in the form —1_, multiply the numerator and denominator by (a +.B). ato Massy 1 sa 6 ~ 3412 B+ 2X8 “9 = B2 + 32-2 3) —__ Ei Ower Se 2e_os+h —— newer 15 - v2 (5 — V2)W5 + v2) “4-28 1x (4 + 203) (a = 2AN4 + 2.3) <_< A423 ~ 8-12 16+8 A+ O38 _2+8 2 Me Gey oe GEE) EID os Do not use your calculator for this exercise. 1 Simplify 1 a a »b—- a em 8 245 3-8 8-3 =e 5 ; 7 Soe 3407 , ited Val - 29 3 Rationalise the denominators and simplify: 1 1 G-aP ae a ea 64a" (5+92)3-¥2) 3-5 4 Simplify == eiving your answer in the form p + q/3, where p and g ate rational You can check that your answer is in the correct form by writing down the values of p and q and numbers. (4 marks) checking that they are rational numbers, Chapter review @ execurve rucion 1 Simplify: ayx) b 3x?x 2x5 © ax) d 4b? x 363 x bt 2 Expand and simplify if possible: a (x+3)(x-5) b Qx-7)x+1) © Qx45)Gx-¥ +2) 3 Expand and simplify if possible: a ace or= 1) bet M-TH —-€ Ox 3=DEX=D) 4 Expand the brackets: a 5p 44) b SeB—Se4 2x7) © Sx(Qe43)—2W(1—3x) Ad 3X1 + 3x) - 2-2) Sm ae eM Gay 5. Factorise these expressions completely: a Bt + dy b 4p? + oy ee tayeaye 10x2y 6 Factorise: aet3xr+2 b 3x2 + 6x . a e Sx2-13x-6 ff 6-Sx 7 Pactorise: a 2x) + 6x b x? - 36x © 2x4 7x? 15x 8 Simplify: a 9x 30 b a) © 9 Evaluate, without using your calculator: 8\i (x) 10. Simplify, without using your calculator: 3 a= 63 b 20 + 245 - 80 LL a Find the value of 353% +2 — 48 when x = 25, b By factorising the expression, show that your answer to part a can be written as the product of two prime factors, 12. Expand and simplify if possible, without using your calculator: a \23415) b (2-V5)5+13) ¢ (6 -12)4-97) 13 Rationalise the denominator and simplify: 1 3 et. rot Q+ar GF a © a Ra! B49 14 Do not use your calculator for this question. a Given that x - x? = 17x 15 = (x + 30? + bx + ¢), where b and care constants, work out the values of b and ¢. b Hence, fully factorise x* - x? - 17x - 15. © 15 Given that y= 7x", express each of the following in the form kx", where k and » are constants, ay! (1mark) b 4y (i mark) @® 16 show that —> yo be writen in the form +P, where aand bare integers, (S marks) © 17 Expand and simplify (IT - 55 = V1), without using your calculator, (2 marks) © 18 Factorise completely x 64x4 (3 marks) (B®) 19 Express 272**! in the form 3”. stating v in terms of x. (2 marks) Me Gey oe 20 Solve the equation 8 +312 = x Give your answer in the form a/b, where a and b are integers. (4 marks) ® 21 Do not use your calculator for this question. A rectangle has a length of (1 + /3)cm and area of yT2.cm?, Calculate the width of the rectangle in cm. Express your answer in the form a+ 6V3, where a and b are integers to be found. -w ccan be written as 4x-!—4 + x! (2 marks) © 2 Show that B®) 2 Given that 24343 3, find the value of a. (marks) 4x GP) 24 Given that "can be written in the form 4x" + x*, Ww write down the value of a and the value of 6. (2 marks) Simplify (ia + vB)(Va —B) 1 ae 1 b Hence show that = = SENN te e+ B+ eed ees 1. You can use the laws of indices to simplify powers of the same base. ae eee *@)" =a" + (aby =a"b" 2. Factorising is the opposite of expanding brackets. 3 A quadratic expression has the form ax? + bx + ¢ where a, b and c are real numbers and a = 0. 4 xt- y= (x4 ye-y) 5 You can use the laws of indices with any rational power. + ghee : a + a=1 6 You can manipulate surds using these rules: = + lab =a xb Ee 7 The rules to rationalise denominators are: 1 + For fractions in the form ,, multiply the numerator and denominator by vd, a multiply the numerator and denominator by (a — vb). ati pp Multiply the numerator and denominator by a + vB). + For fractions in the form + For fractions in the form a lS : wy me ri After completing this chapter you should be able to: © Solve quadratic equations using factorisation, the quadratic formula and completing the square Pa eee > pages 19-26 Read and use f(x) notation when working with functions > pages 25-27 ‘Sketch the graph and find the turning, point of a quadratic function > pages 27-30 Find and interpret the discriminant of a quadratic expression Dera ees Solve the following equations: a 3x4+6=x-4 b ¢ 4x2=100 5(r+3)=6@x-1) d (x-8)2=64 ‘+ International GCSE Mathematics Factorise the following expressions: a e+ 8x45 b xt+3x-10 400 «Section 1.3, equations, 's where each graph crosses € International GCSE Mathematics by Solve the following inequalities: ax+8<1l bier € 4x-T=Ax-1) d4-x ‘€ International acs Matnematic aK} Fy y 15 Quadratic functions are used to model projectile motion. Whenever an object is thrown or launched, its path wi L% epproximately follow the shape of a S* poratute COU ey Crates (XD solving quadratic equations ‘A quadratic equation can be written in the form ax* + bx + ¢= 0, where a, b and care real constants, and a # 0, Quadratic equations can have one, two, or no real solutions. = To solve a quadratic equation by factorising: CELE The solutions to an + Write the equation in the form ax? + bx +c=0 ‘equation are sometimes called + Factorise the left-hand side Cease + Set each factor equal to zero and solve to find the value(s) of x CED EMD or rms Solve the following equations: axta2v- 1520 b xt= 9x © G+ 13v-5=0 dP - Sy 4 18=243x , CEED ie srt eas pes ta ” x= 2x-15 20 ‘This statement says ‘If x +3 = 0, then x =—3" (e+ 3-9) =O The solutions are x = and x= 9, © Gx+18x-5=0 The solutions are x x#-6x+16=0 (r= Aw 4) = 0 Then either x-4=O>x=4 sx=4 CEEIED ites a quadratic equation has exactly one rot is called a repeated root You cam also say thatthe equation has two equal rts PO as Ue} In some cases it may be more straightforward to solve a quadratic equation without factorising. Solve the following equations: es CEEED re aetsts yar wie no - Seon eutare rary minus’. ex Then either 2: or 2x The solutions are EE) rroncrsasne 1 Solve the following equations using factorisation: axt3vt2=0 bxteSrt4=0 € P4Txt10=0 — d e-x-6=0 ee -8rt15=0 ff e-9x+20=0 — g xP-Sx-6 h x-4y-12=0 2 Solve the following equations using factorisation: © 3x2 = 6x 5x2 = 30x g 6x? = 5x-6=0 h 4x? = 16x+ 15=0 ated e 2x4 Iv+3=0 3 Solve the following equations: b Qx-37 36 a2, a 3x7 +5 © @&-7F f (37-13 g Gx-1=1 h Sx? 10x? =-7+ v4.92 i 6t-7=1ly | j At Iv =6x- 2 en © 4 This shape hasan area of 44m Sf t Divide the shape into two sections: Find the value of x. t a i | i ©® 5 Solve the equation $x +3 = \3x+7. CUES} Cale 2 ‘Some equations cannot be easily factorised. You can also solve quadratic equations using the quadratic formula. * The solutions of the equation (rans ax? + bx + =O are given by the formula: b= Vb hac 2a CEEEED exe se +e=0 the constants ez: POTD ivrcarnerarion 4 band c are called coefficients. O by using the quadratic formula. Solve 3x? — 7x —1 Or x= 247 (3 si) or x cus ee 1 Solve the following equations using the quadratic formula, Give your answers exactly, leaving them in surd form where necessary, bx-3r-2=0 ex H6x46=0 © d x¢-Sy-2=0 =0 | g 4x°-Tv=2 h Ie +2r-7=0 0185 (3 5) ax tayd e384 10x-2=0 0 f dx¢—-dx— 2. Solve the following equations using the quadratic formula, Give your answers to three significant figures, axa? b e-8rt1=0 a e-7x-17 e Sx249x-1=0 — f 22-3x- 1820 g 3x? +8 = 16x bh 2x4 Iv =5x2- 18 3. For each of the equations below, choose a suitable method and find all of the solutions ‘Where necessary, give your answers to three significant figures. these equations, ae e8et12=0 b 49x-1 ¢ 8-9x-1= @ 24504 GED sou can use any method ident with to soh © Qx+8P= 100 f 6x46 See ave 8 2x? = I b x= Bx-15 Pm ad Ue} 4 This trapezium has an area of SOm2, Show that the height of the trapezium is equal to 5(\5 ~ 1)m. en Helght must be positive. You will have to discard the negative solution of your quadratic equation. + im— cers GBD wate the equation in the form ‘ax? + by + = 0 before using the quadratic formula or factorising. Given that » is positive, solve the equation ©) completing the square It is frequently useful to rewrite quadratic expressions by completing the square: we oten (oo (BF 2 You can draw a diagram of this process when xand bare positive: x The original rectangle has been rearranged into the shape of a square with a smaller square mi The two areas shaded blue are the same. CEE A cuasratic expression inthe form Complete the square for the expressions: epee ater to 8x bey € 2v- 12x een ao = (v4 4-16 © 2x? — 12x = Bix? — Gx) = 2x - 2x ~ 3)? = = 2x - 3)? COU ey Crates Write 3x2 + 6x +1 in the form p(x + g)? +r, where p, q and rare integers to be found. ern Cans i 3Q2+ ay 41 = 3+ 17) 41 eS 4d = 304-2 Sop=3,q=1 andr=-2 EID rerrcaon Gx.) D> OD irewesensi 1 Complete the square for these expressions: ‘rite the expression as nl ‘; ji : ~Ax*—16x-+10 then atdy be -6x © xf 16x © Pe sake a factor of -4 out of the first two terms to get ~A(xe + 4a) + 10, 2 Complete the square for these expressions: a 2+ 16x b 3x?- 24x © Sa +20x d 2x- Se Bx= 257 3. Write each of these expressions in the form p(x +g)? +r, where p, q and r are constants to be found: aQs8ytl bh Sx2- 15x43 © Sx 420 10 16x— 4x2 @ 2v- 8x2 + 10 © 4 Given that e + 3x4 6 =(x-+ a)? + b, find the values of the constants a and b. (2 marks) © § Write 240.8% — 0.04% in the form 4 = AG 4+ CP, where 4, Rand Care constants to be determined. (B marks) example QY sus Sane Solve the equation x? + 8x4 1 Give your answers in surd form, 0 by completing the square. So the solutions are Pre) Va: i Cle Solve the equation 2x* ~ 8x + 7 = 0. Give your answers in surd form. Green This isan equation so you can divide every term by the same constant. Divide by 2to get. on its ‘own. The right-hand side is Oso itis unchanged. Leanne ~ ments mmaetain witentte LED se your cater to check fy ac aasal eto Gaon EID ws 1 Solve these quadratic equations by completing the square. Leave your answers in surd form. d= 10x So the roots are 24band a xt46r+1=0 bxt+12x43=20 ¢ xt44x-2 2 Solve these quadratic equations by completing the square, Leave your answers in surd form a 2e4+6r-3=20 — b Sx48y-2=0 © 4x?-x-8=0 d 15-6x-2%=0 = 4x +1 = (x +p)? +g, where p and gare constants, a Find the values of p and q. (2 marks) Using your answer to part a, or otherwise, show that the solutions to the equation a= 14x + 1 = 0 can be written in the form r + 33, where r and s are constants 10 be found. (2 marks) 4 By completing the square, show that the solutions to ey the equation x? + 2by + ¢ = 0 are given by the formula Fan TRC Ean ene ae ya xenbiib—e. (4 marks) ifthe coefficients were numbers. a Show that the solutions to the equation b, (ae a*y GBD start by cviaing the whole ax? + 2bx +6=0are given by x= « ‘equation by a. b Hence, or otherwise, show that the solutions to the equation ax? + bx + ¢=0 can be written as You can use this method to beatae prove the quadratic formula, ma € Section 2.1 CUES} Crates €) Functions ‘A function is a mathematical relationship that maps each value of a set of inputs toa single output. The notation f(x) is used to represent a function of x. = The set of possible inputs fora function is called the domain. Domain The set of possible outputs of a function is called the range. This diagram shows how the function f(x) = x? maps five values in its domain to values in its range. = The roots of a function are the values of x for which fix) = 0. ‘The Functions f and gaze given bys) =2x~ 10 CED the instore tinction, and g(x) =? 9, XER. can be any real number, then the a Find the values of f(5) and g(10). domain can be written as x eR. b Find the value of x for which f(x) = g(x). ‘The symbol € means ‘isa member of’ and the symbol P represents the set of real number Leer ‘The function f is defined as f(x) = 22 + 6x — 5.x ER. a Write f(x) in the form (x + p)? +4. b Hence, or otherwise, find the roots of f(x), leaving your answers in surd form, ¢ Write down the minimum value of f(2), and state the value of x for which it occurs, w+ 3P-14=0 (x + 3% f(x) has two roots: ~3 +94 and ~3 ~ Via. PM asd Ue} ¢ +3" 20 So the minimum value of F(x) is -14. Find the roots of the function f(x) =a + 7x9 8,x ER. im <0 eed Xo 4 7x8 - 8 =O. fla)can be written asa function ofa function, ea ‘The only powers of xin f(x) are 6, 3 and Oo you aes G) =a can write it as a quadratic function of (8-108 +6) =0 So x? = 1 or x? The roots of f(x) are 1 and —2. |__| iQ) =x + 78-8 = 6 == Na+ . _ So when fx) = 0, w= 1 or w= 6. pt eet Cans lFu=-6 > x3= The roots of f(x) are 1 and —2. Ks ee 1. Using the functions f(x) = 5x + 3, g(x) = x? = Zand h(x) = ST, find the values of af) b 2) © h(8) 4d (15) e 22) 4) f be) £4) +22) hb 0) +210) + h(O) 2 The function f(x) is defined by f(x) = x? = 2x, ER. en Given that f(a) = 8, find two possible values for a. eee ae 3. Find all the roots of the following functions: esis resulig expeescy soe 8 a f(x) =10- 15x b g(x) =(6+ X= 2) © h(x)= x8 + 6x40 Joa) = 144 = x e REPSaU HHT of mea. + SNF 2a CUES} Crates 4 The functions p and q are given by p(x) Find the two values of x for which p(x) = a(a). 5 The functions f and g are given by f(x) = 2x° + 30x and g(x) = 17x, xe R, Find the three values of x for which f(x) = g(x). © 6 The function f is defined as fx) = x= 2x +2, vER, a Write f(x) in the form (x-+ p)? + g, where p and g are constants to be found. (marks) b Hence, or otherwise, explain why f(x) > 0 for all values of x, and find the minimum value of {09 (mark) 7 Find all roots of the following functions: a fix) =x +99 48 b g(x) =x4- 12x? +32. EBD Tre function in € h(x) = 278 + 268 = 1 (xy = 32x" 33841 part b has four roots. € Kox)=x— We +10 £ m(x) = 2xi 42x! 12 B®) 8 The function f is defined as fx) a. Write f(x) in the form (3° = a)(3 where @ and h are real constants, (2 marks) b Hence find the two roots of fix). (marks) @ Quadratic graphs When fix) = ax? + bx + 6, the graph of y= f(x) has a curved shape called a parabola. You can sketch a quadratic graph by identifying key Features. ‘The coefficient of x? determines the overall shape of the graph. When is positive, the parabola will have this shape: \/ When a is negative, the parabola will have this shape: /\ — 2833) +27,xER. nm Consider f(x) asa function of a function. @ The graph crosses the y-axis when x = 0 The y-coordinate is equal toc. @ The graph crosses the x-axis when y= 0. The a-coordinates are roots of the function f(x) © Quadratic graphs have one turning point. This can be a minimum ora maximum, Since a parabola is symmetrical, he turning point and line of symmetry are half-way between the two roots. = You can find the coordinates of the turning point iS The grph of y=abe+ 4k of a quadratic graph by completing the square. GED reser, ee If F(x) = a(x + p)® + q, the graph of y= f(x) has a Mp . turning point at (=p, g) veaxtby(7), Section 44 Pm as Ue} OR 12) ELLE) vecrveeranon Sketch the graph of p= x? ~ 5x +4, and find the coordinates of its turning point, aan siposiee, the graph hasta \/. shape and a minimum point. When x = 0, y = 4, $0 the graph crosses the y-axis at (0, 4) When y =O, -S5r+4=0 x-axis at (1, 0) and (4, 0). Completing the square: So the minimum point has coordinates (5-4). Cae Alternatively, the minimum occurs when xis halfway between 1 and 4, The oketch of the graph ic: COU ey Crates Sketch the graph of y'= 4x ~ 2x? ~ 3, Find the coordinates of its turning point and write down the equation of its line of symmetry. As die “Bie jegpiive Me graphisea/\ | shape and a maximum point | When x = 0, y ==3, 90 the graph crosses the y-axis at (0, -3). When y = 0, 2x2 + 4-3 =O. Using the quadratic formula, 2? —__ re a There are no real solutions, so the graph does not cross the x-axis. Completing the square: | tee ~S Mew AA So the maximum point has coordinates CD The line of symmetry is vertical and goes through the maximum point. It has the equation x = 1. Cn Pa) Ee as Ue} EZ [2F) EET ssurss Sketch the graphs of the following equations, For each graph, show the coordinates of the point(s) ‘where the graph crosses the coordinate axes, and write down the coordinates of the turning point and the equation of the line of symmetry. 6x48 420-15 Dre + de + 10 24 0.2x + 0.02 ©® 2 These sketches are graphs of quadratic functions of the form ax? + bx +c. Find the values of a, 6 and ¢ for each function, Problem-solving b Check your answers by substituting values into the function. In ppart e the graph passes through (0, -18), so h(0) should be ~18, 3 The graph of y = by +c has a minimum at (5, -3) and passes through (4, 0). Find the values of a, b and c (GB marks) ©) The discriminant If you square any real number, the result is greater than or equal to 0. This means that if » is negative, \’ cannot be a real number. Look at the quadratic formula: i ifthe value under the squre oot sign is negative, x cannot be x ache BE fae real number and there are no real solutions. Ifthe value under ea the square root is equal to 0, both solutions will be the same, ™ For the quadratic function f(x) = ax? + bx + ¢, the expression b* - 4aciis called the discriminant. The value of the discriminant shows how many roots f(x) has: + IF 0? - ac > 0 then f(x) has two distinct real roots. + If? ~ 4ac = 0 then f(x) has one repeated root. + If? — 4ac <0 then f(x) has no real roots. COU ey Crates rit You can use the int to check the shape of sketch graphs. Below are some graphs of y= f(x), where f(x) = ax? + bx +c. ” » y a>0 ¥ / a . a : bac >0 b= 4ac=0 BF ~4ac<0 “wo distinct real roots One repeated root No real roots y ” y : | —_5 a0] . Senne 33) ESI rosin soune Find the values of k for which f(x) = x2 + kx +9 has equal roots. eS, En Hereastb=kande=9 Use the constion given in the question to write & For equal roots, b? - 4ae = 0. statement about the a 4x1x9=0 K-36 =0 = 36 sok=+6 Find the range of values of k for which x2 + 4 + k = 0 has two distinct real solutions. x +4xtk=0 Here a= 1, b= 4 ande=k. For two real solutions, b® - 4ac > 0. 4>k Sok<4 32 | CHAPTER 2 Ue} EE crac i go) y k(x) =2v-3: b Using your answers to part a, match the same five functions to these sketch graphs. AM AMY Find the values of k for which x? + 6x + & = 0 has two real solutions. (2 marks) Find the value of ¢ for which 2x? — 3x + £= 0 has exactly one solution. (2 marks) Given that the function f(x) = sx? + 8x + shas equal roots, find the value of the positive constant s (2 marks) Find the range of values of k for which 3x°- 4x + k = 0 has no real solutions. (2 marks) ‘The function g(x) = x* + 3px + (I4p ~ 3), where pis an integer, has two equal roots. a Find the value of p marks) b For this value of p, solve the equation x? + 3px + (I4p ~ 3) (@ marks) GB) 7 h(x) = 252 + (k + A) + k, where k is a real constant a Find the discriminant of h(x) in terms of &. (marks) Ifa question part says ‘hence or Hence or otherwise, prove that h(x) has two distinct otherwise’ itis usually easier to use your real roots for all values of k (marks) _ answer to the previous question part. ‘a Prove that, ifthe values of a and c are given and non-zero, itis always possible to choose a value of b so that f(x) = ax? + bx + ¢ has distinct real roots. b [sit always possible to choose a value of b so that f(x) has equal roots? Explain your answer. CUES} Crates CEN 2) EID core rmeron Solve the following equations without a calculator, Leave your answers in surd form where necessary, a y+ 3y42 b 3x? + 13x 10=0 © Sx? 10x = 4x +3 d Qx-5} 2. Sketch graphs of the following equations: a ysetsetd b y=2etx-3 Sx-2x? © y=6-10x— 457 dy © 3 fx = + 3x- Sand gia) = 4x + k, where k is a constant. Given that (3) = g(3), find the value of k. (B marks) b Find the values of x for which f(x) = g(x). (GB marks) 4 Solve the following equations, giving your answers correct to 3 significant figures: a K+ 1lk-1=0 b 2¢-5r+1=0 © 10 d Gx-1P= 5 Write each of these expressions in the form p(x + g)? +r, where p, q and rare constants to be found: a e+ 12x-9 b sx?= 4004 13 © 8x 2x dae (r+ DP 6 Find the value & for which the equation 5x? 2x + ~0 has exactly one solution. (2 marks) ©o Given that for all values of 3x4 v4 Ss plea? +r a find the values of p, q and r (GB marks) b Hence solve the equation 3x° + 12x +5 = 0. (2 marks) GD 8 The function fis defined as f(x) = 2° - 202) + 64,xER. a Write f(x) in the form (2° ~ a)(2* ~ 5), where a and b are real constants. @ marks) b Hence find the two roots of fia). @ marks) 9 Find, as surds, the roots of the equation 2(x + Ir = 4) = (x= 2)'= 0. 10 Use algebra to solve (x I)(x + 2)= 18. Eas Ue} A diver launches herself off a springboard. The height of the diver, in metres, above the pool / seconds after launch can be modelled by the following function: h(1) = St 10F + 10,10 a How high is the springboard above the water? (1 mark) 'b Use the model to find the time at which the diver hits the water. (3 marks) ¢ Rearrange h(t) into the form A ~ B(r ~ Cand give the values, of the constants 4, Band C. (3 marks) Using your answer to part ¢, or otherwise, find the maximum height of the diver, and the time at which this maximum height is reached. (2 marks) For this question, f(x) = 4kx? + (4k + 2)x+ 1, where & is a real constant, a Find the discriminant of f(x) in terms of k (marks) b By simplifying your answer to part a, or otherwise, prove that f(x) has two distinct real roots for all non-zero values of k (2 marks) ¢ Explain why f(x) cannot have two distinct real roots when k = 0. (mark) GP) 13 Find all of the roots of the function r(x) = x* a The ratio of the lengths a: bin this line is the same as the ratio of the lengths b: 17x + 16. (marks) ae is ratio is 1 2 b Show also that the infinite square root Show that ft W+Vi+ ieee CUES} Crates Been 1 To solve a quadratic equation by factorising: + Write the equation in the form ax? + bx + ¢=0 + Factorise the left-hand side + Set each factor equal to zero and solve to find the value(s) of The solutions of the equation ax? + bx + ¢: ~b + b= bac 2a (=+3)-@) axis bx ena(x+)'s(e—#) O where a # 0 are given by the formula: x+h The set of possible inputs of a function is called the domain. The set of possible outputs of a function is called the range. The roots of a function are the values of x for which f(x) = You can find the coordinates of a turning point of a quadratic graph by completing the square. If f(x) = a(x + p)? +, the graph of y = f(x) has a turing point at (-p, q) For the quadratic function f(x) = ax? + bx + ¢ = 0, the expression b — dac is, called the discriminant. The value of the discriminant shows how many roots f(x) has: + If? ~4ac > 0 then the quadratic function has two distinct real roots. + If — 4ae = 0 then the quadratic function has one repeated real root. + If? -4ae < 0 then the quadratic function has no real roots. eee Te ees ANY INEQUALITIES - * Pe ead After completing this chapter you should be able to: Je linear simultaneous equations using elimination or substitution “> pages 37-38 Solve simultaneous equations: one linear and one quadratic > pages 39-40 Interpret algebraic solutions of equations graphically > pages 40-43 Solve linear inequalit > pages 44-46 Solve quadratic inequaliti > pages 44-49 Interpret inequalities graphically > pages 49-51 nt linear and quadratic inequalities graphically > pages 51-53 Write numbers in of these sets: a AnB ‘Simplify t 5 +3 Match the equations to the corr of intersection with the axes and the c turning point. Food scientists use regions on graphs to optimi athletes’ nutritional intake and ensu tisty requirements for calories and Section 24 tamins. PSR ea) Pata Ky 7 Linear simultaneous equations in two unknowns have one set of values that will make a pair of equations true at the same time. ultaneous equations is.x=5, 543@)=54+6=11¥ 4(6) 52) = 20-10 = 10 ‘The solution to this pair of si x+3ye11 (a) 4x-5y=10 (2) = Linear simultaneous equations can be solved using elimination or substitution. Cesonote Q)) ss a Solve the simultaneous equations: b 4x—5y The soltion is x= 3}, y= 2 a tAEy ey So Sra 3s) xx Solve the simultaneous equations: EID rnoucrsnne 1 Solve these simultaneous equations by elimination: a dx-y=6 b It3y=16 © Sy+2y=6 4x+3y=22 Ww+9 3x- 10y=26 f 3y48y=33 6x+2y=21 Ox =345p 2 Solve these simultaneous equations by substitution: b 4x -3y=40 © 3Bx-y=7 Wwey=s 10x +3y=-2 3. Solve these simultaneous equations: LD Fist earange x-2y ady-2yt5e00 bb Sy aie) both equations into the same form, Seety)=O0r+1) 243 +4=0 Br-+y+4=0 — egaxeby GB 4 svtky=8 are simultaneous equations where & is a constant. ‘kis constant, soit has the a Show that x (3 marks) ‘same value in both equations. b Given that y =4, determine the value of &. (mark) 5 2x-py=5 4x4 5p + are simultaneous equations where p and are constants. ‘The solution to this pair of simultaneous equations is x Ting the value of p and the value of 4. (marks) OS WUD eWay Poatcky Et) You must be able to solve simultaneous equations where one equation is linear and one is quadratic. To solve simultaneous equations involving one linear equation and one quadratic equation, you need to use a substitution method from the linear equation into the quadratic equation. Simultaneous equations with one linear and one quadratic equation can have up to two pairs of solutions. You need to make sure the solutions are paired correctly. The solutions to this pair of simultaneous equations are x= 4,y=—3 and x=5.5,y=-1.5: x-ysT Q) Paxyreves — @) 4-)= TD 58 8) + 214) = 9-12 BR and ez) (15) + 65)(-15) +2665) = 225-8254 11= Solve the simultaneous equations: xt2ye3 x +3xy=10 @ -2y (3 - 2y + 3913 - 29) = 10 See ee 9 tay + ay? + Oy GF = 10 Vand 55-1) 27 ay? + ay + CREE 38) LED rons scum 1 Solve the simultancous equations axty=ll bdxtyel xy = 30 e+e! d 3ath=8 © Qutv=7 3a +B = 28 w=6 2. Solve the simultaneous equations a 2xt2y=7 brty=9 2 APB x? Bay 1 2y7 0 CO aLsLEy ey So Sra 3s) 3 Solve the simultaneous equations, giving your answers in their simplest surd form: EIEN se brackets when you are wat ‘substituting an expression into an equation. © 4 Solve the simultaneous equations xty=3 (6 marks) ing y from the equations 4x Be tape = show that x° = 2x11 =0. (2 marks) Hence, or otherwise, solve the simultaneous equations -4x Sxttay+ siving your answers in the form a + bv3, where a and b are integers. (S marks) ©® 6 One pair of solutions for the simultaneous equations iS teSes 7 is asolution, then x=1,y=p amy 1F( p)isa solution, then x=1, y= p satisfies both equations. is (1, p) where k and p are constants, a Find the values of and p. b_ Find the second pair of solutions for the simultaneous equations Given tat the simultaneous equations have exectly one pall oF solutions, sow that 22 ©) simultaneous equations on graphs You can represent the solutions of simultaneous equations graphically. As every point on a line or curve satisfies the equation of that line or curve, the points of intersection of two lines or curves satisfy both equations simultaneously. * Solutions to a pair of simultaneous equations represent the poi SETA) ED srerecn On the same axes, draw the graphs of: we 3y=8 Bx-y=23 Use your graphs to write down the solutions to the simultaneous equations, OS WUD eWay Poatcky TI TL amp Find the point of | I intersection graphically using technology. { B Ihe solution is (7, -Z) ore = /y ex) a On the same axes, draw the graphs of; detys yext-3xtl Use your graphs to write down the solutions to the simultaneous equations. SS of b The solutions are 1,5) oF x sng technology to find the two and (2,-1) or.x = 2, y = -1. points of intersection. The graph of a linear equation and the graph of a quadratic equation can either: + intersect twice * intersect once + not intersect After substituting, you can use the discriminant of the resulting quadratic equation to determine the number of points of intersection. a Cay ey So Sra 3s) ® Fora pair of simultaneous equations that produce a quadratic equation of the form ax? + bx+e=0: + B-4ac>0 + B-4ac=0 + B-4ac<0 two real solutions ‘one real solution ‘no real solutions wr VA YUN The line with equation y = 2x + I meets the curve with equation kx? + 2y + (k~2)= Oat exactly ‘one point. Given that & is a positive constant a find the value of k aD Explore how the value b for this value of k, find the coordinates of _ affects the line and the curve using technology. the point of intersection. ko? + 2y + k= 2)=0 Q ka? + 22x + 1) k= kx 4x 24k kx? + ax You are told that the line meets the curve at k = ne OS WUD eWay Poatcky

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