____________________

3Séts.
A set is a coi{ectian at items such as numbers, people, etters etc.
—

-o
For example
Set A is the set at pupils in year 11 who wear glasses.
Set B is the set of pupils in year 11 wha have blande hair
An element is an individual item at a set, far example a particular pupil in year 11 is an element.

Venn diagrams
Venn diagrams ae used to represent sets.

A Venn d agram cansists of a large rectaigle witn circies ar ovals inside to represent the
variaus sets.

The crc’es may ar may nat overap.

Tne symbol beside the rectar.gle represents “tne universal

set” ThEs might be, for example. ali year 11 pupis In this .4 B
exainole only year 11 pupils in tnis scaal would feature in
the Venn dagram.

if an element is in set A and alsa in set B then it lies in the intersectian at the two circles.

If an element is neither inA nar B then it lies inside the rectangie

but autside bath circles.

Example
The Venn diagram shows students ifl a class who
enjoy swimming and runnirig.
Running Swimming
(a) How many students enjoy both runnirig and
swimming?
(b) How many enjoy rufining?
(c) How many enjoy fleither running nor swimming?
(a) Ihere are 5 students wha enjay both running and swimming as there are 5 students
iying in the intersectian af the two circles
(b) There are 13 wha enjoy running. That is the 8 wha enjay running but nat swimming
and the 5 wha enjoy bath running and swimming.
(c)There are 10 stuaents wha enjay neither running nar swimming. Ihese are the
10 wha he autside batb circies.

Example
In a dass of 33 students, 20 like chess, 12 like draughts and 5 like neither. Represent
this on a Venfi diagram.
Thase wha like chess wil be represented by ane circle, those wha like draughts will be
represe’ted by anather crcle. Tbase wha like ‘ooth are in the averiap at tne cVc1es while
thase who like neier wil lie autsiae both circies.

So the 5 wha like neithe go autside the two circies.

J
These 5 students do not lie in
either circie 50 that leaves 28
put in the three spaces
insi et e wc es.
Chess Draughts

0
 Sets

How is the rest of the Venri diagram to be flled ifl?

20 (students who like chess), one

The two cirrles can overlap. Imagine that one circle has total
ned total has to be 28.
has total 12 (students who ie draughts). The combi

would be 32 (20 + 12) so the overlap

ii the circles did not overlap their cornbined total
must have 4(32 —28).
There are 12 altogether
who like draughts 50
There are 20 altogether 8 must go in here.
who like chess 50 16
must go in here

Set notation
ii seth is the set of even riumbers iess than 10 then The members or elements of
setA are listed insidecurly
A = {2, 4, 6, 8)
brackets.

4 6 4 means that 4 is an element of IX.

9 A means that 9 is flot an eement of A.
{2, 4, 6, 8) t’nen 0(A) 4
nA) represents the number of elernents inA. If A =

IX U B means the union of sets IX and B, A n B means the intersection of sers A

that is, ali the elements which belong to IX and B, that is, only the elements which
or B or borh. belong to both IX and B.

A C B means that IX is a proper subset IX (called the compiernent of Al repesents

of B. au the elements that are nor inA.

The shaded area represents

A.

NB Whenh is a subset of B, AU B = B.
A B means that A is not a subset of B.
to B. A is called a proper subset of B.
.4 C B means that IX lies inside B but IX cannot be equal
IX c B means that IX hes insde B hut IX can be equal to B.

set” so IX fl B Ø f there is
The empty set Ø or { } are the symbols used for “the empty
no element that belongs ooth to IX and B.

0
J Revision guide: Mathematics

For example if is the set of polygons, set A is quadrilaterals ana set B is triangies then the
Venn diagram would look like this:
LIJ

in th’s example A fl B Ø since a polygon carnot

bea quadrilateral and a triangle The two ova[s do
net intersect.
A°°B

Exampie
is ali whoie numbers Iess than 10.
A ={x:xisaneven number)
B ={x:xisa primenumber) This notation means that A
(a) Express this on a Venn diagram.
consists ot ali numbers x,
where x is an even riumber.
(b) List ali the elements of A’.
(c) What is n(A U B)?
(d) Find A fl B.
(a) Since is ali whole numbers less than 10,
the only numbers appearing en the Venn
oiagram are 1, 2, 3, 4, 5, 6, 7, 8 and 9.
(b) A’ contains ali the elements outside A.
SoA’ = (1,3,5,7, 9}
(c) u B represents alI the elements which beiong to
A
,4 ar B er beth.
Se .4 u B = (2, 3,4, 5,6,7, 81. The’e are 7 elements ifl this set se n(A U B) = 7.
(d) ,4 fl B represents ali the elements which celong to both .4 and B. SeA fl B = (2)
since 2 is the only number wh,ch is beth even and prime.

Shading unions

Example
A’u B inciudes any region that is shaded inA’ or B (or both).

1.

u
A B
B is shaded 4’ U B is shaded
A’ isshaded

Example
A’ u B’ inciudes any region that is shaded inA’ or B’ (or both).

A B’ AU B’

fl
 Sets

5hading intersections
Example
ands.
n B inciudes any region that is shaded ifl both A’

n
A B
B A’ fl B

Example
’anda.
A’ nB intludes any region that is shaded in bothA

C A C
A

B B
c
B’ An B’

Exam question (LE 0580 November ‘05 Paper 4 Q4 a

ll and whether they
Ali 24 students in a class are asked whether they like footba
diagram below.
like basketball. Some of the results are shown in the Venn

= {students in the class).

F = {students who like football}.
B = {students who like basketball).
(a) How many students like both sports?
(b) How many students like neither sport?
(c) Write down the value of n(F ii B).
(d) Write down the value of n(F’ fl B).
. What is the
(e) A student from the class is selected at random
probability that this student likes basketball?
is the
(f) A student who likes football is selected at random. What
probability that this student likes basket ball?

both sports
(a) The 12 people in the ntersectior of the two ovals like
number of
(b) The diagram has numbers ifl three of the tour regions. The total
students in the three regions is 7 + 12 + 2 21 There are 24 sludents in the
class so that leaves 3 students who are in the fourth region, wbich is those who
ike neither spori.
(Continued)
IGCSE Revision guide: Mathematics

-c
c Exam question (Continued)
(c) Fu B represents those who ike football or basketball or both. There are 7 + 12 + 2
= 21 in this region se n(FU B) = 21

(d) /‘ fl B represents those who de flot like football but who do like basketball.
Se n(P fl B) = 2

(e) 12 + 2 = 14 students like basketball Dut of 24 students in the class. Se probability

14 7
24 —

(f) 7 + 12 = 19 students !iKe footbaJ. Of those 12 like basKeteal 50 probabHty is

1. Describe the shaded regions: 2. Ina year of 100 students, 70 enjoy Maths, 50
enjoy French and 20 enjoy neither.
(a) g (c) c
(a) Draw a Venn diagram showing this
information.
(b) Use your diagram to find the number el
students who enjoy beth subjects.

3. Ina shop there were 120 customers en a certain

day. Of these 60 paid using notes, 30 paid using
coins and 50 paid using cards.
(b) (d)
(a) Draw a Venn diagram showing this
information.
(b) Use your diagram to find the number of
customers who used both notes and coins.

c c
4. On an athetics day 150 athietes take part. 60

I
are in the 100 metres, 50 are in the 200 metres
and 80 are in neither.
(a) Draw a Venn diagram showing this
information.
(b) Use the diagram to find the number of
athletes who ran in only one race.

n
.1
 ____________

I[F
13 Graphs of functions

Example = 3w + 2.
of x and y for the function y
The table gives the values

0 Ii 2

r—i—— 2 5 8 ii 1
es of y.
(a) FU) in the nii5sing valu
= 3x + 2.
(b) Sketch the graph of y
e the equation, 3x + 2 = 10.
(c) Use your graph to solv into 3x + 2.
n x = —1 substitute 1 for x
(a) To find the y-va:ue whe
-

3x-1+2
-1

notLJ

4 and x 5 gives:
Repeating this for x = =

2 3 4 Is
[x 1

ly 8
h L4 17

t
Join the points using a straigh
(0) Mark the points on
the graph,
line.
that is (—1, —1), (0,2) etc.

20
REMEMBER
i x-axis is horizonta)
1o.
y-axis is vertical

tti (Alphabetical order in

.12345
4504. i i i 4 botli): x, y; b, v.

where
= 10 is the x-coordin
ate of the point on the graph
(c) The solution to 3x + 2
y=3x+2meetsy= 10

20- I
15-
101 -x-coordinate is
ri 5-
.
-

X about 2.7.
- Sothesolutionto
- i 2 4 5 6 3x+210is2.7
(toldp).
—10-

Graphs of quadratic functions+ bx + c is shown ifl these diagram

s.
ph
The basic shape of the gra ofy
= ax2
(ii) a < 0
(i) a > 0

—2
 e and it is
dratic function can be an»her
The turning point of the qoa I 89SS.932
es of a, b and c.
determined by the pariicular vau

Example = 4x + 4.
of x and y for the function y _J .JJ
—
i
rhe table gives the values
4j6 ;eJ
.5 _J 2_j 3__i
234 v.
So
I9
Use the memory an
(a) FiN in the missing valu
es of y.
your cakulator.
(b) Sketch the graph of y = 4x + 4.—

(c) Use the graph to salve x2

4x ÷ 4 —
7. = 4x + 4.
Sc, for example put —i”
whe n x —i sub stitute —i for x into x2
= —

into the memory X and then

(a) To find the vaue of y
type inX2 4X ÷ 4 —

or, so type in (— 1)2 4(—i) ± 4 to get 9.

Use brackets on the calculat
—

I MaUI •

4 gives:
Repeating this far the vahies 2 and 9

i 2 3 4 5
x —,
jo
9I
°i4I
= 7 are the x-c
oordinates
smooth The solutions to x2 — 4x + 4
graph, Join the ooints using a — 4x + 4
(b) Mark the points on the ot the points on the graph whe
re y
curve.
that is (—1, 9), (0, 4) etc. meets y = 7.
y=,?—4x+4
Et!

H°zt1 !TH L2-

1;
=7
.
E3J
:.
if x•coordinates are about
ti —0.6 and 4.6.
I L1 Sø the solutions to
,?— 4x+4= Yare —0.6
and 4.6 (to Idp).

..•_
.-

x
I. :LJj
b

0 2 4 6
—2

Example = 24x.
at x and y for the function y
The table gives the values

I I
—3 —2 j—i 0 i
x —4
8

values at y.
ta) FIN jr’ the missing
(b) Sketch the graph ofy = to give y i 2.
—2 substitute —2 for x into
—

when x
Ca) To find the value at y
=

Repeating ths for i, 2 and 4 gives: when

You cannot write a value tory
—

divide
çrzJE3 3
HD =
x 0 since it is nat pos sibl e to
1HlZI2 by zero.

a
ir 14 Straight line graphs

Equations of straight lines ‘

NB Count unit flot
The equation of any straight line can be written in the form squares when
mx + c calculating the gradient.
y =
2
m is the gradient and c is the y-intercept. 6Jn’\\N X
To find the gradient of a
traight Ii Uke any o
The gradient, m, is a measure of how steep the line is. point an it.
— change in y changeiny 4—(—2) 6
m the y-inter cept is —2 change in x 2—0 2
— change in x
So the gradient 153.

m is positive ii the line slopes upwards from left to right. Sø the equation of the line
isy = 3x 2.
—

mis negative if the line s!opes downwards from left to right

the line crosses the
The intercept ol a straighi line is the y-coordinate of the point where
y-axis.

Remember

Straight lines with positive gradients go Straight lines with Negative gradients
uphill as they move from leif to right, go downhill as they move from left to
so they look like this: right, so they look like diii
egative

ty
14T y—5+2x

12
Drawiny straight lines
Jo
Example
Draw the line y = 5 + 2x. 8

This line has a y-fntercept of 5 ana a gradient at 2.

Set up a table at tbree values:

x023
Plot these three points and
draw a line through them.

Example
Draw the line y = B — x.

The line has a y-intercept of Band a gradient af —

Set up a table of values. Since the gradient is —

choose values at x that are multiples of 3.

;HH-fffl
Plot the points and draw the line.

ie.
Sametimes the equatian is ina different form as in the next examp

n
Example
Draw the line 3x — Sy = 15.

Method i y
3 and use the method shown above,
Rearrange the eguation to give y 4x —

the equation (b) Om the eguation 2

So (0 —3) is: ooint on the line

So5 POfl on the line
Plot and join the two points.
a straight line
Finding the gradient and intercept of
+ c the gradient and y-intercept
can be seen
• If the equation is in the form y = mx
immediateIy —7.
gradient is 6 and the y-intercept is
For example, for the line y = 6x 7 the —

t cann ot
mx + c the gradient and y-int ercep
• If the equation is not in the form y =
tion to make y the suhject.
be seen immediately, Rewrite the equa ite the
y-intercept of the line 9x + 2y 7, rewr
For example, to find the gradient and
x + The gradient is and the intercept is
equation as y =
—
.
—

Example 12 = 0.
can be written in the form Sx + 4y
—

The equation of a straight line

n to make y the subject.
(a) Rearrange the equatio
the line.
(b) Write down the gradient of is.
nt where the line crosses the y-ax
(c) Find the coordinates of the poi
(a) 5x 4y
‘- — i2 = 0
4y = i 2 Sx —

y= 3
(b) The grad ient of the line is —

line crosses the y-axis at (0, 3).

(c) The y-intercept is 3 so the

Parallel lines 3x + i andy 3x 5 are

same gradient. So y
= —

If two lines are parallel they have the

=

ient 3.
parallel lines since they both have grad

Example nt (0, 5).

which crosses the y-axis at the poi
Find the line parallel to y = 3x 2 —

ient 3.
A line parallel to y 3x 2 has grad —

y-intercept 5.
A line passing through (0, 5) has
3x + 5.
So the equation ot the line is y =

Finding the equation of a straight line

of a line if you know the gradient of
the line
the equation
You can use one method of finding
and a point through which it passes.

Example es through the

t line with gradient 2 which pass
Find the equation of the straigh
point (3, 11).
mx + c.
The equation of a straight line is y Putx = 3 andy 1? iii tlieequation
m = 2 so ;ne equaton sy = 2x ± c. Y = 2x + c
The line passes through (3, ii)so
11 = 2 x 3 + c
c= 5
Hence the equation is y = 2x 5.
-i-

I
 -

(Revision guide: Mathematics

of a line 1 you know two points through

You can use another method of fnding the equaton
which the line passes.

-a
‘I) Example
-D
through the points (2, 13)
Find the equation of the straight line which passes
c
ti
and (5, 28).
change ny 28 13 15 = —

The gradient of the fine is change in x 5 2 3 —

So the eguation of the line is y = Sx + c.

The line passes through (2, 13)so: 12 Ït

13 = 5x 2 + c
c= 3
Hence the equation is y

Example
= Sx + 3.

Find the midpoint of the line joining the points (5, 1)

distance between these two points.
and (11, 9). Find also the
6+

4
tt1
/
coordinates of the two
The midpoint is found oy calculating the means of the x- andy- -
and (11, g)
points. So the midpoint of the line joining (5, 1)
1O12
(ϱ1. Lp) = (8,5)
oras
The distance between the points is caiculated by using Pythag
Distance = \/(1 I 5)’+ (9
—

i) = \‘+ 8’ = 10
—

CIE 0580 November’06 F’aper 2 Q21 b

Exam questian
17 and the line 48 has equation 4x y = 6.
In the diagram, the line AC has equation 2x + 3y = —

The lines SC and AR intersect at B(1, —2).

The lines AC and SC intersect at C(4, 3).

Find the equation of the line BC. ty 2x+3y=1 4x 6

y
change iny 3— (—2t 5
—

The gradient of the line is = —

- -————
—--—

changeinx 4—i 3

So the equation of SC sy = x + c.

Since the line goes through the point (4, 3)

3 = (4) + c
Hence c
=
8(1., —2)
The equation of SC is Y =
—

or 3y 5x — iI

Questions
r*4j •- j
11.
‘°‘
(c) Find the gradient of AB.
1. Find the gradient of the line 2y Sx = 0)?

(d) Find the equation of the line which passes through

—

2. Find the equation of the line which passes

$1
x
u-’ ,4andB.

through (4, i) and is parallel to the line .4. write down the coordinates of thë points where the
Y= 6x— 2. line2y+ 3x= i2crossesthex-axisandthey-axis.
...

-D
I)
-o 3. Two points A and B have coordinates (5, 7) 5. Fill in the table for the line y = - x — 2.
0
“i and (—1,3). -

UJ
(a) Find the midpoint of the line 45.
(b) Find the length 45 (to 3sf)
0_fl
Vi
fl
 __
___
___

I
L. sg.. ‘r .

0,’ -_____
__

estions ,-

uniform 7. Make x the subject of these formulae:

1. The acceleration of a body, moving with (b) a(x+b)=c
the formula (a) mx+n=p
acceleration, is given by x+p p(x + q
a Cc) r (d) r
t
ion, ti is
In this formula a is the uniform accelerat (fl
time t. (e) =u x+b
the nitial velocity and v is the velocity at
Use the formula to find a (ifl ni r2) if: (b) [fb==c
ti = 1 ms-1, t=8s ax
Ca) v 5 ms’,
2s
(b) v = 0.1 ms-, ti = 002 ms-, t=’ Make the given variable the subject of
the formula:
0.7 5 8.
(c) ‘v = 5.3 mst ti = 3.2 ms’, t c
(a) vv aw+b_d (b)y x+t

2. Use the formula s = vt — at2 to calculate s (to 2 sf) (d) h =b

(c) z 3? b
given that
v = 27.27ms’, 0_1 (flr
(e)o 2
a = 9.81 ms’,
t = 1.735. ‘=d (h) g
() t q

re of
3. The formula for the volume, V, of a sphe 0
9. Make x the subject of Ihese lornu
lae:
-o
radius ris V 4 nr3.
ula to caiculate the volume of a
0.
aR Ca) r+mx=n x (b) ax+ b=cx+d
m+qx
(a) Use this form ud

(c) _d+bx (d)n—x p

sphere (to 3sf) of radius 2 m. a —

ula.
(b) Make r the subiect of the form
radius (to 3sf) of a x+b
Cc) Use part (b) to calculate the
sphere of volume 200 nim3. 10. Make the given variable the subject of
these formulae:
A+s aR
300. (a)A (b)R
4. Evaluate a’b when a 5000 and b
ap
ae+61 (d)p
find swhen ti = 60, v= 80 (c) e bp + c
5. Giventhats = 2a ce + d
and a 400. bQ d
(e)Q x —--—

Q+dC —

= s, findy(to 3sf)
ifp 132, q 251,
6. If Irny + n n aq
—

=q (h)q
r= 158 ands= 17. (9)y bq + m

(i) Ft&= (j) k

xampIe
1).
xpand and simplify (2x + 3)(3x —

Onter terms 2x x —1 —2x

Ftst terms 2x x 3x = 6x2

Yx Last terms 3 x (—1) —3

Inner terms 3 x 3x =

6x2 + (—2x) + 9x + (—3) = Gx2 ± 7x 3

1)
—

(2x + 3)(3x —

3)2.
Be careful with expressions like (x +
Example Write (x + 3)2 as (x + 3)(x + 3)
Expand these expressions. andso
(a)(x+2)(x+5) (b) (x + 7)(x 4)
(+3)2=x2+3x+3x+9
—

(c) (x— 3Hx— 5) (d) (Zx + 3)(5x 7) —

X + + 9

Use the FOIL method:

(a) (x i- 2)(x + 5) =xxx+xx5+2xx+2x5
= x2 ± 5x ± 2x + 10
+ 7x + 10

(b)(x+7)(x—4) =xxx+xx(—4)+7xx±7 x(—4)

x 4x + 7x 28 =
—
+ 3x 28 —
—

(—S)
(c)(x—3)(x—5) =xxx-fxx(—5)+(—3)xx+(--3)
= 5x 3x + i 5 =
—
8x +
—
5 —

x)x(—9)+3x(Sx)+3x(—9)
(d)(2x+3)(5x—9) =(2x)x(5x)+(2
10x2 18x + 15x —27 = 10x7
—
3x —27 —

Factorising simple expressions

When you expand 4a(2a + 3b) you get 8a2 + i2ah.

8a2 + 1 2a6 to 4a (2a + 3b).

Factor’sing takes you back from

Factorising 8a + 1 2ab:
882 and i2ab by treating the numbers and each
• Find the highest common tactor of
letter separately:
4.
The highest common factor of 8 and 12 is
a2 and a is 8.
The highest common factor of
There are no b’s com mon to both 8a and 12a6.
8a2 and 12a6 is 4a.
So the highest common factor of

mon factor, so Ba2 4a x 2a

Express each term using the highest com
=
•
and 12a6 = 4a >< 36.

l2ab 4a(2a + 3b)

Add these together to give 8a ± =
•

Factorising i 5p2q3 + 1 2p3q: and each

i 5p2q3 and i 2p3q by treating the numbers
• Find the highest common factor of
letter separately:
12 is 3.
The highest common factor of 15 and
is
The highest common factor of p2 and p3 p2.
of q3 and q is q.
The highest common factor
q3 and 12p3q is 3p2q.
So the highest coromon factor of 15p2
mon factor, so i 5p2q3 3p2q x 5q2 and
Express each term using the highest com
=
•
12p3q = 3p2q x 4p.

12p3q 3p2q5q2 + 4p)

• Add these together to give 15p2q3 +
Example
Factorise these expressions.
(a) 9ab + 3W
(b) 9x + 5x + l8y ÷ løj’
(c) gr + 4s + 5r + 3s
of 3b.
(a) 9ab and 3W have an HCF
9ab + 3W = 3b(3a + b).

ndl4xand2syhaveanHCFoll4,
(b)9x+Sx+18y+lOy=14x+2sya
14x + 28y 14(x + 2y)
9x + 5x + 18y -i- iCy
HCF 017.
Cc) Or + 4s + 5r + 3s 14r ± 7sand l4rand 7s have an
14r + 7s = 7(2r + s)
9r ± 4s + Sr ± 35

Example
Factorise
24x2 — l6xy.
8x.
24x2 and l6xy have an HCF of

24x1 — l6xy= 8x(3x — 2y)

Factorising quadratic expressions7x + 10, which is a guadratic expression.

you get x2 +
When you expand (x -i- 2)(x + 5)
re factorising a quadratic.
Ii you dø the process in reverse you

Example
Factorise (a) x2 + 7x + 6 (b) x2 + 3x 28 —

(c) x2—7x+12 (d) x2—2x--1S

up to 7: 6 and 1.
hers thai multiply to give 6 and add
Ka) x2 + 7x * 6 Find two num When you havefoundthe
1)
Sox2 + 7x * 6 = (x + 6)(x + up to 3: 7 and —4, o factars always check they
bers that multiply to give —28 and add
(b) x2 ± 3x 28 Find two num
—

are correct by expanding

50 x2 + 3x 28 = (x + 7)(x 4)
—

up to —7: —Band —4. ffiem.

bers that muitiply to give 12 and add
Cc) x2 7x + 12 Find two num
—

So x2 7x + 12 (x 3Xx —4)
and add up to —2: 3 and —5.
—
—

(d)x2 —2x 15
—
Find two numbers that multiply to give —15
So x2 2x
—
I5 (x + 3)(x
—
5) —

There are two specia’ cases ce of two squares’

with no middle term,”the differen
Case 1: A quadratic expression

Example
Factorise x2 16. — NBa2—b2=a+bHo —b)
16 =(x 4)(x --
4) So, for example,
)
100_49=102_72=(1O+7)(IO_7
—

Example and
(5p ÷ 6q)(5p 6q)
16y’ 259— 36q2 = (5p)2 (6q)2 —

Factorise 9x2
—

gx2 = (3x)2 and 16? (4y?

Sø again :his is the difference øl two squares.
Sø 9x2 16/ (3x + 4y)(3x 4v) —

the
difference øt
—

sum of the square roots times the

Notice that the two factors are the
square roots.
 txpdrIuIIIs 01W latLul

i’

se 2: A guadratic with no end term

common actor x
leo there is no end term the two terms in the quadratc have a

÷7xx(x+7)
Z+lQx_2x(x+5)
x2— 1OOx2Ox(x—5)

ctorising harder quadratic expressions

Kample
ctorise 2,? + lx + 6.
(1) The brackets must be of the form (2x + _Xx —)
-i-

and bor 2 and 3.

(2) The missing numbers must rnultiply to give 6:

(3) Try the four possible combinations.

(2x + i )(x + 6) gives i 2x -r x = I 3x In FOIL the sum of the outer and inner terms give the x-term.
(2x ± 6)(x + I) gives 2x ± 6x = Sx
(2x + 2)(x + 3) gives 6x + 2x = Bx
(2x+ 3)(x+ 2)gives4x+ 3x=7x

Only (2x + 3)(x + 2) gives the 7x term in the ‘nEddie, so

2 + 7x + 6 (2x + 3)(x + 2)

Exam pie
actorise 5x2 — 16x + 3.
(i) The brackets must be of the form (5x —
2(x —

1 and 3.
(2) The nissing numbers must multiply to give 3 so must be

(3) Try the possibie combinations.

Only (5x— i )(x 3) gives the —1 6x termin the middle, so
—

5x2— ibx+3=(5x— 1)(x—3)

Factorising other expressions

Exam pie
Factorise ax + bx + 3ay + 3by.
of terms.
There is no factor common to ali terms so factorse pairs
ax + bx = (a + b)x
3ay+3by=3(a-i-b)y
(a + b) is a common factor
+ b)(x + 3y)
So dx + bx + 3ay + 3by (a + b) x + 3 (a + b) y = (a

Example
Factorise a2 + Zab +
tic expression.
There is no factor common to ali terms, hut this is a quadra
must multiply to give b2, 50 try
The first terms must multiply to give a2 and the last terms
(a ± b)(a + b).
(a+b)(a+b)=a2+ab+ba+b2 ab=hcz
= a2 + 2ab -1- b2
 2 Q1 9
-c (lE 0580 June ‘06 Paper
GJ.
-c Exam question
Factorise
(a) 4x2—9
(b) 4x2 9x —

(c) 4x2—9x+2
since
ference of two squares”, Remember ‘square minus a
s is a qua dra tic wit h no middle term, “the dif
Ca) Thi square” = (sum of square
32
(2x)2
—

4x2 9
roots) x (difference of
—

So 4x2 9 = (2x + 3)(2x 3)

square roots)
—

with no end term.

(b) This is a quadratic
4x7 9x x(4x 9) —

m is with and —2.

and a negative middle ter
—
—

y wa y to get “+ 2”
(c) The onl i )(4x 2).
rk, nor does (x
1 )(2x 2) does not wo
—
—

(2x —

9x + 2
Sx x ± 2= 4x2
—

1)(x 2) = 4x2
—
—

Try (4x
—
—
—

9x + 2 (4x 1)(x —2)

So 4x2 —
—

QuestionT’ (0 x2+7x+12
-op
aJ (& i—x—42
(h) x2 16
Expand these expressions.
-Ol
(g) x2+2x—24
—

1. 0-

(a) 7(p+3q) (i) x2+3x (4) x2-25

tj
(b) 6(5m 7n) —

expressions.
(c) 3(S a + 2b) 6(2a 3b) —
—

6. Factorise these guadratic

(b) x+5x+6
Ca) x2—Sx—6 6
Multipy out the brackets
in these expressions. (d) XZ_Sx+
(c) x2+5x—6
-w
GJ 2.
-o
= (b) (Sx + 2)(3x + 4) (f) x2+Sx—36
GJ (a) (2x + 1)(3x + 2) (e) x2—4x—60
lX2t 3) Cd) (2y 9X3y 1) (h) x’—l
(g) x2—20x+99
—

i
(c) (6t
—
“4 —
—

(f) (9r 2)(3, ÷ 2) (j) x2+6x+9

(e) (7z 1)(2z + 3) (i) x2+x— 132
—

(h) (Sq + lXSq 3) (I) x2—100

(g) (7e—lIX2e+l)
—

(k) x2—lOx+25
(i) (3p 1.)(3p + 1)
—
(i) (7y + 2)(7y 2) —

(2v •O(Sv + 1) ressions.

(k) (2k + 1)(k + 3)
(I) Factorise these quadratic exp
—

7. x2+7x+1O
(b)
Ca) x2+7x+12
and sirnphfy these Cd) x2—Sx+6
3. Multiply out the brackets Cc) x2—5x--6
expressions. (e) 2x2+ Sx— 12
(0 3x2 + llx+6
(b) (x+5)(x+4) (h) 5x2+13x+8
Ca) (x + 2)(x + 3)
(3q + 1)(2q 1)
() 4+12x+5
(d)
(c) (t+ 1)(t+2)
—

(f) (5m—fl(Sm+l) expressions.

(e) (Sy + 2)(2y 3) —

8. Factorise these guadratic

(b) (Bp + 2) (b) r2+2r
(g) (2y+ 1)(2y— 1) Ca) a2--Sab
fl (4) (5d + 2e)(2d — 3e) Cd) b2+llb+24
(i) (2q (c) ?—36
—

(k) (Sp + 3q)(4p + q) (I) (7s 3t)(2s

—
— t)
(e) 4p2+20p-l-9 (0 5q2—Sq—4,

expressions. ressons.
4. Expand and simplify these Factorse these quadratic exp
(b) j?—9
(a) (x+3)2
(c) (y—4)2
(b) (y+S)2
Cd) (z—6)2 ::: Ca) x2+3x+2
Cc) z3+2z
(d) n2—n—6
(I) (St—2)2 (f) 3q2—8q+4
Cc) (2w—3)2 Cc) 4p2—Sp—S
(h) (3m 2n)(5m n)
(g) (3a + b)(2a + b)
-

7
—

(2x 3y)(Sx 2y) expressions.

(4) (Sp + 2q)(3p 4q) (4) Factorise these quadratic
—
—
—

(0 (Sp 3q)2 (b) —3x—10

(k) (3c + 22 Ca) x2—Yx+20
—

Cd) 6x2—13x—5
Cc) 4x2— llx+6
expressions. (I) 6x2+17x+S
5. Factorise these quadratic Cc) 8x2—13x+5
(b) x2—x--20
Ca) x2+9x4-18
Çd) x2+3x,4O
( x=]x* 19
I- Revision guide: Mathematics

t x2 7x + 12
-o 2x2 7x + 3
c —

ci

“i 7x ± 12 (x — 3)(x —4)

2x2 — ]x + 3 (x — 3)(2x — 1)

Hence
— 7x 1- 12 — 4)
2x2 — 7x + 3 (—3X2x — 1)

(x — 4)
(2x — 1)

CIE 0580 lune 07 Paper2 Q10

Exam question
Write asa fraction in its simplest form
+
4 x—3
[CM of 4 and x 3 is 4(x 3) —
—

x-34_(X3)(X-3)i6
T’ x—3 4(x—3) 4(x—3)
I
(x — 3)(x — 3) + 16
4(x 3) —

= — 6x + 9 + 16
4(x — 3)
= — 6x + 25

4(x — 3)

Questions 4 b
(e)
1. Simplify, Ieavinq your answers as frattions in Iheir 2 3
Iowest form;
1 2x—5x+3
0) 3
2x+ i
--

(a) (b)
5
3. Simplify, leaving your answers as fractions ifl their
2x±33x—2 3x±i
(c) Cd) lowest form;
6 2 + +
(a) (b)
x1-2 x+3
——-

5x+1_3x—2 x+i x+2

(e) (f) 6
3 4 5
Cc) + -

X” i Sx+3 6x—i _2x—5 x+i

—---

x—i x+3 x+2

(g) (b) 5
12 4 +
(e) If’ +
2x+3 3x—I 3x+1 4x—3
2. Simplify, leaving your answers as fractions in their
lowest form; 4. Simplify these fractions.
3x + i + 2x I 3x+2 x2+Sx+6
(a) X2+ (b)
—

(a) + x+3
2 5 10 x+2
2x2+3x+ i ;?+x—12
4_±_i -i- 3 Cd)
(b) + + 2x (c) x+i x+4
4 5 20
fr ?7x+10 4x2—Sx+3
(e) 2x—3
IC’ 6 x— 2 ‘
‘‘ 2 3
x2-i 25x2—l
(9) (h)
Cd) x+ (writeas+) x— i 5x ÷ i

n
I Revision guide: Mathematics

Composite functions
If f(x) x + 1 and g(x) = x2 then “gf” means “dø t first, then g”.
Work from the inside outwards.
Sø gf(x) means g(f(x)).

Sø
«1) =2andg(f(,l)) =g(2)=4
1(2) =3 and g(1(2)) = g(3) =9
«3) = 4 and g(t(3)) = g(4) = 16

Example
If 1(x) = x + 3 and g(x) = x2 then find:
(a) the value at x tor which t(x) = 8
(b) the values of x for which g(x) = 36
(c) t(g(4))
(d) g(f(x))
(a) Solving f(x) 8 means soving x -4- 3 = 8. Sø x 5.
(b) SoIvng g(x) 36 means solving x2 36. Sø x 6 nr —6.
42 = 16 so f(g(4)) = «16) = 16 + 3 = 19
(c) g(4)
+ 3)2
(b) 1(x) = x + 3 Sø g(f(x)) g(x t 3) = (x

Inverse functions
= 3x + 1 acting on the set A [1, 2, 3}.
Consider the functiøn f(x) =

x —,

Se:
= +
fO) = 2

= + = 35
((2)

3X3+1
2

Domain Range Notice that 1(x) is a “one-to-one

lunction”.

When f(x) is a øne-to-øne function, as in this example, there is an inverse function, denoted
by ftx) which undoes” f(x).
“

Sø f (x) døes the føllowing: So,forexample,1’(2) = i (1)

but 2 = ((1) as above

f (x)
50 replacing 2 with 1(1) in (1) gives
1- (((1)) =
Similarly, 1(3) = 5 and 1’(S) = 3
50 I—’ (1(3)) = 3

B 1k In (ad it is frue that, for aN values at x:

1’(f(x)) = x and l(1’(x)) = x

0
 __
_____
____

.1
ung an inverse •/
nd the inverse of f(x):
a in terms of y
ut fx) = y and make x the subjecr of the formul
epiace each y with x to find f1(x) -:

mple 5
3x
i the inverse of f(x)
—

= 3x— 5
• Putting f(x) y: y Check your answer by substituting a
Make x the subject of the formula: x
=
numerical value for x e.g ii x = 3,
= 2x + 5
f(3) = 2andf’ (2) = 3
• Replacing y with x gives f1(x)

d the inverse off(x) (forx> —1).

=

• Putf(x)=y. Y-j Check:

3 and so x Ifx=2,f(x)= i
Rearrange yx + y =
=
and f (I) = 2
=
• Replace eacb y with x: f (x)
___

(for x> 0)

Fxam question Adapted from CIE 0580 June 08 Paper 2 Q18

f(x) = — 3x2 + 6x — 7 and g(x) = 2x — 3

a) f(—1)
b) gf(x)
c) g1(x)
(a) Store —1 into memory X to give f(— 1) = — 17
(b) g(x)=2x—3
g(f(x)) = 2f(x) 3 = 2(x3 —
— 3x2 + 6x 7) 3 —

= 2x3 —
6x2 ± 12x —
14— 3
= 2x3 — 6x2 12x — 17
(c) g(x)=2x—3
y = 2x 3 —

y + 3 = 2x
y+3

g’(x)

øuestions
• 2i344J
- ç
(c) a value of xsuch that f(g(x)) = 16
1. If f(x) = x2 + 3, find:
(d) g(g•—1(—3))
(a) f(2)

(b) «—1)
4. The functions f and g are as fotlows:
(c) a value of x such that f(x) = 3
f:x—42x+ 5
g :x 2 + v
—,

2. If f(x) = then find f’x).

(a) Calculate f(—3).
x + 1, find: (b) Given that f(a) = 17, find the value of a.
3. If f(x) x2and g(x) =

f(g(2)) (c) Find the inverse function of g.

(a)
(b) f(g(x))

0
 CIE 0580 June ‘07 Paper 2 Q17
cam question
I If ‘/ = 2’, find the valu
e of p.

If r, find the value of q.

32 2 so = (25)2 = 2

50 p =

( =
=

so q = —

1-:-
I .a’- -:2-,
tions —,

5. Simplify these expressions.

1. Simphfy these expressions. (2x2y)3 (b) (3x9)2
(b) b3 x b14 (a)
(a) a1xa3 (c) (8x29)2 (cl) (5x2y5)3
(cl) xXx7
(c) c6xc5
(e) (9xy)2 (f) (8x’y)1
ji÷9 (0 z”-’-z4
(e) ()6 (g) (2x2y3)4 x (3)(2?)3 (h) (2x9)3 x (5x9)2
(q)
34 (h)
(g)
(s) xs6
(i) (r2?? (I) 6 6. Caiculate the values of these expressions.
(w)4 x 34 () 53
t2Xt5 (I) (b)
(k) (a) 26
112 (e) z (f) 10—2
(cl) 43
(b) 132 (i)
2. Find a when: (g) j90
I 54

(a) 23X2d=2? (b) x5x?=x6 ()3

(k) (i) jrf
(d) ,a÷rlr9
(i) ‘3
9X9=9
(c)
(e) s÷s9=s’
(35)a = 320
(f) 29i24=22
(h) (uy
(m) (IF2 (n)
()_3
(°) (Y4
(g)
(*a)å” x4z
-U
0) Find x when:
(É) 81x=3 (c) 125x= 5
0) (a) 32X=2 (b)
x 49X=7 (e) 121x= 11 (f) 2T=3
Simpilfy these fractions. (cl)
4y)X(5y 3 (h) 256x= 16
(j 3X.,!

(2x) x (GX5) (b) (g) 24Y ‘/

(a) i Qyfl 5lr=r
4x9
(1) (k) 12Sx= (I)
(8z) x (3z3) (6a3 X (4a91
(cl)
(c) (2a2) x (3a8) t g decirnals.
2/ 8. Evaluate these expressions withou usin
(joh2) x (18h5) Show ali working clearly.
(12c3) x (4c9i (0
(e)
(2c2) x (3c6)
(5W) x (3h)
(a)
(cl)
34 (b)
(e) 16
: (c) 7
(f) 25
Simplify these fractions.
4.
(a)
(4a3bd) x (10a2b5) (b)
6rfln) x (1Om3n)
(3)2
(h)
(W (i)
625)
4mn2
5/b2
(392W) x (2g3h6)
(2r2t9 x (10r5t (cl)
5t5
693h
 -

pestions
€x and the price
Let the price at a first c(ass ticket be

t+20
1. The three angles b a 25 of a second class ticket be €y.
triangle are a, a ÷ 20 ltaneous equations
(a) Write down a pair al simu
anda+25. involving x andy
(a) Write down an (b) Find x andy.
equation invoLving a.
bigger
(b) Solve this equation to 8. Two numbers p and q (where p is the
and their
find a. nuniber) are such that their sum is 95
difference is 21.
ous equations
2. Threeconsecutive whole numbers add (a) Write down a pair of simultane
is n then
up to 144. If the lowest number involvin9 p and q.
essio n for the other
(a) write down an expr (b) Find p and q.
two numbers ifl terms 01 1)
live adult tickets
(b) write dawn an equation invo
lving n 9. A man buys three student tickets and
seven student
(c) lind n and hence find the othe
r two numbers. which costs him $62. Another man buys
h him $71. Let
tickets and three aduLt tickets whic cost
and the price at
Soive the folLowing equations. the price at a student ticket be $s
3.
(a) 3(x—1)=2(x+1) an adult ticket be $a.
ltaneous equations
(b) 2(Sx + 2) = 6(3x 2) — (a) Write down a pair of simu
involving s and a.
(c) 5(7x—3)=4(9x--4)
(d) 3(4x+5)+7=2(3x+23) (b) Find s and a.

x
(e) 7(4x+9)+3=5(x+4) of the straight

x
10. By looking at points of intersection
(1) 4(2x—3)=2(2x+1)+10 the following pairs
Lines shown on the graph, salve
al simultaneous eguations.
4. Solve the following equations. (b) y—x=5
b’ (a) y—x---5=0
‘‘ --—-5 ‘,

7x
y+x= i
y 2x 1
‘, —

35 =5 —

(d) 3y+ 5x=—30

(c) 2y+x= 12
‘
(c) ‘ 2x+ 1
x+3 y 2x 1
12 2x
y 1
—

24 —

(e) 5x+1 (1) 2y=12—x

(e) x+y—1=0
‘‘
Sx + 3
y + 39 = y 7x = —39
—

by elimination
5. Salve these simultaneous equations
(a)2x+y=11 (b)3u+2v=10
3x—y=14 7u—v=29
(c) llp+3q=71 (d) 9a + 2b 41
Bp q 37
—
Ba 4b = 33
—

(e) 7p 3q = 15 (I) 13b—7c=47

5p+2q= 19 Jb 9c = 41
—

(by the
6. Salve these simultaneous equations
substitution rnethod):
(a)5m + 3n = 27 (b) 2p+7q=3
p=6+q

(e)7r+
m=7—n
rearr ange one ol the equations.
In parts (c) (f) first
—

(c)u+2v=7 (d) 3p+2q—21

2u ÷ 3v 11 p 3q + 4 0
—

2s = 17 (1) Sx—7y+5=26
r—3s=9 x—y—9=0

and 2 second class

7. A man buys 5 first cfass tickets
. Ano ther man buys 2 first
tickets which cost him €246
which cost hirn €149.
class and 3 second class tickets

c’
 ic equations
ilems involving quadrat

CIE 0580 June 07 Paper 4 Q8

am question
is chocolates and toffees.
acket of sweets contair 105 grams.
which have a total mass of
There are X chocolates chocolate.
x, the mean mass of a
Write down, ifl terms of 105 grams.
s which have a total mass of
There are x + 4 toffee
the mean mass of a toffee.
Write down, in terms of x, parts (a) and (b) is 0.8
en the two mean masses in
The difference betwe t it simplifies
equation in x and show tha
granis. Write down an
to x2 + 4x 525 = 0.
—

525.
(i) Factorise x2 + 4x —

solu tions af x2 + 4x 525 = 0. —

(ii) Write down the

ber at sweets in the packet.
Write down the total num
s of a sweet in the packet.
i Find the mean mas
= total mass 105
(a) Mean mass number of chocola tes X

= total mass 105

(b) Mean mass number of totf ees x ± 4

0.8
(c) Difference is 0.8 so
— —

105(x+4) 105x 420

x(x-F4) x(x±4) x(x+4)
420 0.8
x(x + 4)
420 _4
x(x*4) 5
5 x 420 = 4x (x 4 4)

2100 4x2 + 16x

0 (divding both sides by4)
4x2 + 16x —2100
+ 4x — 525 = 0

(i) x2±4x—525=(x
+25)(x—21) 4 ¶z525x21J
(d)
(ü) x= —25orx=21
e. So tnere are 21 chocolates
tes and cannot be negativ
(e) x is number of chocola
there are 46 sweets in total.
and x + 4 = 25 toffees. So
= total mass of al!
sweets = = 4.579 (to 3sf)
(9 Mean mass number of sweets
46
 IGCSE Revision gnide: Mathematics

0’ DE 0580 June 06 Paper 4 Q8 b

Exam question
oil

c
0j

Lii
The diagram shows a right-angled triangle.
The Iengths of the sides are given in terms of y.
2j’
(a) Showthat2y2 Sy— 3=0. —
Not to scale
(b) Solve the equation 2y2 By 3 = 0, giving your — —

answers to 2 decimal places.

(c) Caiculate the area of the triangle. y+2

(a) Using Pythagoras theorem gives

+ 2) + 9 = (2y 1)2 —

y+2)+2)+9=(2 y- fl(2y- 1)
2y ±
9 + 2y + 2y + 4 ÷ 9 = 49 — —

29 Sy 3 = 0 —
—

(b) a=2, b=—8, c=—3.

= S±/Z4(2x_3) 8 ± \7fT4
= 8 ±
Soy 4 4 4
8 + \88 = 434520788 or —0.34520788
Soy
=
positive so y 4.34520788
Cc) y is the height of the triangle se musi oe
So the base ot the triangle is y + 2 = 6.34520788
X 4.34520788 x 634520788 = 13.8 (to 3sf)
Area et triangle = x base height ‘

Questions
5. Edible Repti/es ctaims that its bags of snakes contain 5
1. Salve these equations. that
(b) 9 + 13y+ 22 = 0 more snakes than the bags from Snakes AIive and
(a) )?+7x+12=0 per snake than Snakes Alive.
Cd) a2— Se ÷ 6 0 they charge 1 cent less
(c) m2—5rn—6=0
(f) z2 + 2z + 1 = 0 Anjana buys a bag from Snakes /&Iive for $5.00. Dhruv
(e) 2_ 4z— 12 = 0
(h) ? iSt-i-81 =0 buys a bag ot the same snakes for $5.70 from Edible
L. (g) c2+lSc+36=0 —

(j) t2+ lit= 0 Reptiles.

(i) r2—6r=0
(I) k2+k=0 Ca) If n is the number of snakes in a bag from Snakes
(k) —3w=0
Alive then find, in terms of n:
Salve the following equations by completing the (i) how many snakes are in a bag from Edible
Repti)es
square (leaving square roots in your answers).
(b) x2—4x—3=0 (ii) the cost per snake (in cents) at both shops.
Ca) x2+2x—1=0
(c)x2+12x+36=0 (d)x2+20x+S=0 (b) Set up an equation involving n and salve it to
(f) x2—2x—70 find n.
(e) x2+Sx—9=0
i. 6. A rectangular box is 23 cm longer than it is wide. ts
3. Salve the following equations by completing the
diagonal is 65 cm. If x is the width of the bdx then:
square. First write them in the farm x + px + q = 0. for
Leave square roots in your answers. Ca) use Pythagoras’ theorem to find an expression
(b) 3x2+ lSx—12=0 the Iength at the box in terms of x
(a) 2x2+4x—6=0
(c)2x2+10x+1= 0 (d)2x 2+8x—12=0 (b) show thatx2 + 23x 1848 0
—

*‘
(c) salve this equation to find the exact value at x.
4. (a) If f(x) = x2 + 4x + 5 then show that the equation
can be written as f(x) = (x + 2)2 + 1.
value
f (b) Lise this to explain why f(x) cannot take a
lower than i -

Cc) Lise this also to explain why f(x) takes the

minimum value of i when x = —2.

L. a
 31 Trigonometry
or angle ina right-anqied triangle.
trigonometry is used to find an unknown ength

Pythagoras’ theorem hyootenuse

the hypotenuse.
The ongest side ina right-anqled triangle is called

Pythagoras theorem states that:

nuse is equal to
ina right-angled triange the square on the hypote
a
the sum of the squares on the other two sides.”

a7-4-b7=c’ b

Example
Find x and y in these trianges.

13

12

17

132 + 172 = 9 + r 122

72
So 9 12 = 95
—

=
169 + 289 = 458
[-iencey = 9.75 (to 3sf)
Hence x v’43= 21.4 (to 3sf)

Example
Find x and y ifl these triangles.

9;’
7 m
2x

3x Sy

= j2
+
(342 342 (9;’? —
(Sy)2
(24’

11 56 819 259 = 49 Remember (3x)’ = 9x2 not 3.

4x’ + 9x’ =
—

1156 569 = 49
13x2 =

= 88.9 9 = 0.875
x = 9.43 cm (to 3 st) y = 0.935 m (to 3 sf)

Trigonometric ratios
The otner two sides are
In a right-angled triangle the ongest side is the hypotenuse.
ted in either because you
opposite and adjacent (next to) the angle 0 you are interes
—

know ts size or because you want to find t.

;;H
 Irigonometry

Remember SOH CAH TOA for

right-anglecl triangles:
opposite hypotenu opposite
sin 0=
hypotenuse
acjacent
cos B =
hypotenuse adjacent
opposfte
tan 6=
adjacent

Example
Find x andy in these triangles.

y Make sure your caiculator is

24cm in degree5 (flot radians).

18

1* Mat..

adjacent = opposite 24cosC29)

cos29 = sir. 64°
hypotenuse 24 nypotenuse Y :

24 cos 29° ysin 64° = 18 20.99087297

=

21 .0 cm (to 3 sf) 18
sin 64°
0 i,LhÅ
= 20 0 mm (10 3 sf)
18
sin(64)
Example
Find ain this triangle. 20.02683493

5cm Brackets must be used on

7
the caiculator

o0p sin’(7+15)
SU] Û
hyp 27. 81813928
Use these buttons on the
7 caiculator
a= sin’ —I = 278° (1 dp)

Angles of elevatiori and depression

The angle of elevation is the angle ycu ‘ift your head 0
through to look at something above. Notice Beth angles are
measured from the
The angle of depression is the angle you lower horizontal.
your gaze through to look at somethng beow.

9
Revision guide: Mathematics

Example
sees two points Cand 0
A surveyor standing on the top of a building 30 m tall
D are 35° and 200. Find the
due north of him. The angles of depression of cand
distance CD.

30

B 0

tan 55° = = so x 30 tan 55° = 42.8 ni (to 3sf)

adj 30

30

B 0
y

tan70a= soy=30tan70°82.4m
CO = y — x 82.4 42.8 = 396 m (to 3sf)
—

Trigonometry in non-right angled triangles

You can also use Irigonometry in triangles without a right angle.
Label the sides a, b and c,

Notice that angle 4 is opposite side a, a

angle B is opposite side b.
ana angle C is opposite side c.

The sine rule

The sine rule states that
a_b_c
sinA sins snC

When finding an angle rewrite the rule as

sin A sin B
—
sin C —

one other measurement.

Use the sine rule if you know one side and its opposLte angle and

Example
Find x and 0 in these triangles.

x 13cm

1 5 cm
17.3cm

x 17.3 sin 6 — sin 103°

lise brackets on the
sin 38° s;rl 54°

=
17.3 sin 38°
sin 54°
13.2cm(to3sf)
sino

0
=

= sin
13 sn 103°t
15
7 —

57 6° (to 1 dp)
caiculator
 II I9Ui Vii itt’ y

Cosine rule
The cosine mie states that Notice that this is Pythagoras’
theorem with a little bit
b2 + c2 2bc ros A
subtracted (or added ii A >
—

AZZN
Use The cosine rue if yau know 90°) to compensate for angle
A being less than or greater
(a) two sides and the enc’osed ang!e (the
angle hetween the two sdes) than 9iY.
or
(b) ali three sides.

E xà m pie
Find x and 8 iri these triangles.
= 1422 + 1542 —2 x 142 x 154 os 32°
142cm
= 6789

x = 82.4cm (to 3sf)

242 = 2 x 32 x 19 x coso
322 + 192 — 19
576 =1385— 1216 ros 0
1385— 576
ros 6=
1216
ros 6=
-

0= rosS’
(-if?6) =
4830 (to 1 dp)

/ S!-IIFT Use brackets on the

caiculator

Area of trianyle B
Suppose you know the iengths at a, b and the angle C.

Area = -ab sin C

.4
You can use ihis formu’a when you know tne Ienghs
of two sdes in a triangie and the angie between them.

Example
Find the area of this triangle.
Area = ab sin C
142 cm
= x 154 )< 142 x sin 32c
154cm
= 5790 cm2 (to 3 sf)

0
 Revision guide: Mathematics

Bearings
ured clockwise from the North hne
Bearings tell yoii a direction as an angle meas

Glasgow
N

Scarborough
York is at the centre
of the diagram

Hull
Leeds

York
Scarborough is on a bearing of 050° from
1150 from York.
KuR is oea bearing at
ing of 2300 from York. (180° ± 50°)
Leeds is on a bear
Glasgow is on a bearing of 318° from York.
N

Example N
e is 100°.
The bearing of a ship from a Iighthous II you know the bearing ot
e from the ship.
Find the bearing of the lighthous A from B you can work out
ship and the bearing et B from A by
Draw a diagram showing the positions al the
L adding or subtracting 1800.
the lighihouse Draw the North lines.
is
The bearing at the lighthouse from the ship Ship
180° + 100° 280

Example
ing of 240°.
Clinton waiks towards Abi’s house on a bear
ing should
If Abi sets out to meet Clinton what bear
she take?

Draw a diagram and put in the North lines

AbVs bearing is 240° 180° 060°
—

0
CIE 0580 November 06 Paper 4 Q2 a d
Exam question
—
0)
-c
0)
cities ifl Africa, Windhoek (Lfl
The diagram shows the positions of four
0C
0-i

Johannesburg (i), Harari (H) and Lusaka (L).

INt = 1400 km and WH 1600 km.
13°, angl e HWJ = 36° and H
Angle LWH =
angle WJH = 95°.
W
(a) Caiculate the distance Lii.
(b) Caiculate the distance Wi.
WJHL. i
(c) Caiculate the area of quadrilateral
dhoek is 060°.
(d) The bearing of Lusaka from Win
Calculate the bearing of
(i) Harari from Windhoek.
(ii) Windhoek from Johannesburg.
i
(Coritinued)

a
 ur,

..:

LkeStton! ‘:‘•“

mm. 6. In the diagram:

measures 298 mm by 210 D
1. A pjece of A4 paper can
longest straight ine which
Find the Iength of the
be drawn on it.
th
Iength 45 m. Find the eng
2. A square tied has side 260
C
B
at the diagona (to 3 st).
42 m
th and then 1 km east. How
3. A man waks 1.5 km nor th SD is 20.5 to (to 2 sf).
point (to the nearest m)? (a) show that the eng
far is he from his starting ate the Iength DC (to 2 sf).
(b) usa this to caicul
le ADC.
side Iength 8 cm. Find the (c) caicuate the ang
4. An equilateral triangle has midpoint of AB.
3 st). 7. In the diagram D is the
height of the triangle (to
C

2 cm x

B
8cm A
‘D y
y
cm, FE 20 cm, FB 12
fri the trapezium AD 32
=

5.
60° . (a) Findx(to3sf).
cm and angle FAB
(b) Find y (to 3 sf).
45.5° (to 1 dp).
(c) Hence show that 0

A on a bearing of 100°
to a
8. A car travels 15 km from
point B. t then travels The
ring ot 175° to a point C.
12km from Bon a bea
0 car then returns to A. 3 sf).
A C osed by this journey (to
B (a) Caculate the area end
the nearest minute) it
32 cm (b) Cacuate the time (to
A if the car maintains a
takes to travel from C to
6.9 cm (to 1 dp). steady speed ot 80km W1
.
(a) Show that AB
=

, caiculate the angle EDC,

(b) By first finding CD
nearest degree.
giving your answer to the (Continued)
trapezium.
(c) Find the area of the
Mean, median, mode and range
sum of ali the values which can be wrtten as i
The mean
=
number of vaiues
wrftten in ascending ar Ø 3
The median is the ‘middle” value when the data have been
i
value.
descending order If there are n values then the median is the ---th

When nis odd...

For exampie with 3 values, the median is the = second value.

4
When niseven...
For exampie with 4 vaiues, the median is the = 2.Sth value, that is halfway
between the second and third values.
— —

The mode is the value which appears mast ftequentiy.

values.
The range is the difference between the largest and smaliest

Example
13, 19,15.13,12. 14.
Find the mean, median, mode and range of 14, 16, 10, 15, 13,
14 154
14 + 16 + 10 + 15 + 13 + 13 + 19 + 15 ÷ 13 + 12
— —

(a) Mean— ——5-i—.—14

(b) First write the data in ascending order.,.
10,12,13,13,13, 14,14)15,15, 16,19
Median = 14
There are 11 values and so the
(c) Mode = 13 i
inedian is the 112+ = sixthvalue
(d) Range = 19 — 10 = 9

Discrete and continuous data

for exampie, shoe size is
Data that can take only certain values is caHed discrete. So,
discrete since it can take only certain values.

and is calied continuous.

Data you obtain by measuring can take any value in a given range
So, foot engih, for exampie, is continuous.

Gro uped data (discrete)

aften they are given ina tabie,
Discrete data are sometimes given in a long list but more
grouped into different categories.

Example
The scores of a clas5 in a test are given in the table.

11 12 13 14 15 16

2 5 i 6 3
Frequency(f)

Find the mean and the mode.

= sum at ali the values
Mean score
number at values
11X2 12X5
—
12 + 12 + 13 +..H- 15 + 15+ 15 + 16
-
11 + 11 + 12 + 12 + 12
2+ 5+ 7 + 6+3 + 1
14x6+ 15 x 3 16 x 1 = 318 13.25
x 2 + 12 x 52+1
--

=
Yau cauld write this as

13.
The made is the score with the highest frequency. that is
1IIIII Revision guide: Mathematics

Gå Grouped data (continuous)

c
I) Continuous data can take any value ina given tange and is usually grouped in ciasses.

Example
The table shows the masses, ifl grams, of 100 appies. Find the mean mass at the
appies.

Mass,x(g) 120— 130— 140— 150— 160— 170—180

Freauency 25 19 23 16 12 5

The mass of each indivdjal aao’e is not krowr. The masses wili be spread out over the
range for each class, but it is reasonable to suppose that the mean weight ol the apples
in each class will beat the midpoint of that class. Adjusting the table gives:

Mass,x(g) 125 135 145 55 163 175

Creq,jency 25 19 23 16 2 5

Mean mass of ali the apples =

-r 135 x lYt 145 >< 23 ± 155 x 16—165 )< 12 ÷ 175 X 5 14360 k (x bar) is used to denote
125 x 25 =

25 + 19 -23 + 16 -r 12 + 5 100 the mean.

= 143 6g (to 1 dp)
Remember to inciude
NB This is only an estimate of the mean as the actual mass of each apple is not known.
the units.

Since tne actual mass of each individual apple in the exan’p1e above is not Known, HW
mode cannot be state& The “modal group” can he founo, that is the group with the
highest frequency. ln this example it is “120—”.
When the total trequency n is large the median can be
100 SOth value after i + ii
The median is Ihe vaiue
caiculated using the value and not the
—

2 —

2 i
order 2
sorting the masses into

The lightest 25 appies were in the “120-” casegory ane the next 19 lightest apples were
in the “130-” category The SOth apple must hein the “140-” category and to find out
just where the median lies within this category you use a cumulative frequency diagram.

Cumulative frequency diagram

I Mass,x(g)
Prequency
120—
25
130—
19
140—
23
150—
16
160—
12
170—180
5

From the table you can see that no apple bad a mass below 120 g, that 25 apples had a
mass below 130 g, that 25 + 19 = 44 apples were under 1409 etc.

25, 44, 67 etc. are called the cumulative frequencies. You can show the cumulative
frequencies in the freguency table.

Mass x(g reqiie’cy C un’.uiaove frequency

120 x 130 25 25

x < 140 19K 44 -4—--—-25 + 19

130
23< 67 4 44-23
140x<150
150»sx< 160 16 83

I6Ox<17O 12 95

17ox<180 5 100
 __
___
___ _
___ ___
___
___
___
___
___

ive
information with the cumuat
ulative freq uency cur ve is a curve which displays this h
A cum s at dass intervals an the xax
is. Eac
frequency on the y-axis
and the tipper boundaric
ts c!ass inte rva ).
cumulative frequency
is platted at the tipper end at
In this example since no
ive frequen cy cur ve ma st a/ways start an the x-axis.
The cumulat the x-axis.
120 g it will start ali 20 an
appies had a mass below

Exam pie in the table above.

ncy for the data shown
Plot a cumulative freque
25) etc.
Plot the points (120, 0), (130,
ve as shown be)ow
med ian can be read off the cumulative frequency cur
The

Median
“i 100 To read off the median:
c cy on the
GJ
Ltte ..‘

•
The durve Will generally • Calculate half the total frequen
0 75 be smooth and mug y-axis (le. 50 in (hus exaniple)
Gi i -

always have a positive graph at this

9-
• Draw a horizontal line to the
-

GJ
Median - gradient
> 50
value
‘0
D • Read down to the x-axis.
E 25
ti

120 130 140 ISO 160 170 180 Penentiles

The 8Otb percentile is 158 (to
3sf). e below wfiich
The median s 142 (to 3sf). The soth percentile is the valu
Mass (g) 80% at the values lie.

Quartiles auartile (the 75th percen

tile) can be
h percentile) and the tipper
The ower guartile (the 25t way.
uency diagram in the same
read off the cumulative freg

r Quartiles
to read off the quartiles:
-

r -
‘ioof .
e-guarters of the total
• Caiculate one-quarter and thre
and 75 in this example).
frequency an the y-axis (i.e. 25
graph at these values.
• Draw horizontal lines to the
• Read domi to the x-axis.

quartile
lnterquartile range = upper quartile lower—

140 150 160 170 180 155 130 = 25

120 130 = —

is 155.
130. The upper quartiie
The lower quartile is
Mass (g)
Paper 4 Q9
DE 0580 November 05
Exam question shown in the table.
ts in a school are me asured and the results are
studen
The heights (ti cm) of 270

h Frequency
15
120<h130
24
140
36
14O<h15O
45
15O<h16O
50
160<hsl7O
43
17O<h’clSO
37
180<h190 (Continued)
20
190<h200
IGCSE Revision guide: Mathematks

Questions
1. Describe the correlation shown in the scatter diagram. ci (a) Find the midpoint of the “40-” class intervat.
0
c
cit (b) Draw a tabte with midpoints against frequency.
Lii (c) IJse this table to find an estimate of the mean
(to3sf).
(d) Find the class interval in which the median lies.

.6. The tabte below shows the time it took for a group
of 100 commuters to get to work:

Time taken, x (min) 55—59 60-64 65—69

Frequency 21 17 22

70—74 75—79 80—84

16 13 11
2. Find the mean, median, mode and range of these sets
of numbers by first writing the numbers in ascending
(a) Copy and complete the following table with
order.
midpoints against freguency.
(a) 3 5 8 1 2 3 13
(b) 13 19 22 25 29 11 20 22
Time taken, x (min) 62
34 28
129 0.95 Frequency 21 17 22
(c) 1.03 1.07 1.21 1.05
(d) 1 7 3 9 10 13 13 77
(e) 42 41 45 46 48 51 51 52
16 13 11
(f) 119 113 108 109 112 114 103
119 120
(b) Use this table to find an estimate of the mean
(g) 89 81 82 85 87 88 90 91
(to 3 sf).
92 95 88
‘7. The masses (in kg) of 100 animals are recorded in
3. (a) In question 2(c) what would the mean and the tabte.
median be if the largest value, le. 1.29 was
replaced with 4.29?
Mass (kg) 20— 25— 30—
(b) What can you say about the effect on the mean
Frequency 8 21 28 19
and on the median when the largest number in a
set of data is reptaced with a very large number? 40- 45—50
15 9
4. A die was rolled many times and ts score Cx) is shown
in the tabte. Write down the coordinates of the points through
which the cumulative frequency curve should pass.
x 1 2 3 4 5 6
f 3 8 13 10 6 5 8. The masses of a group of 80 competitors in a sports
tournament are recorded in the table.
(a) Find the mean of the frequency distribution (to 3 sf).
(b) Find the median of the frequency distribution. 65—
Mdss (kg) 55— 60— 70—
(c) Write down the mode and the range of the
Freguency 5 12 24 23
frequency distribution.
75— 80— 85—90
ci 5. The table shows the masses of 175 children. 14. 1 1
c
ci

LJ [ass. x (kg) 40— 45— 50—

(a) Without any caiculations, state in which class
Frequency 43 31 39
the median must tie.

I [-
[28
60-
19
65-
15
(b) How many cornpetitors had a masbeIow 55 kg?
(c) How many competitors had a mass betow 85 kg?
(Continued

0
 IGCSE Revision guide: IVlathematics

-o
-ti
ti
0)
Exam question (Continueci)
ti)
(i) Find the values of p, q, r and s,
(ii) Find the probability that Nadia chooses from Bag A and then
gets a football.
(iii) Find the probability that Nadia chooses a footbali.
(b) Another bag contains 7 green balls and 3 yellow balls.
Sani takes three balis out of the bag, without replacement.
(i) Find the probability that ali three balis he chooses are yellow.
(ii) Find the probability that at least one of the three baBs
he chooses is green.

Ca) (i) The probabihties on the branches that come from the same point always
add up to 1.
p+4=isop=, q+=isoq=4
In bag, 86 of the 8 bai’s are foo:bal;s so r =
Ii follows that s =
4 =

(ii) Probability of choosing bag A and then a football is x = 4=

(hi) There are two ways of choosing a football. Either from bag 4 or from bag 8.
= I
P(Bag 4 and football) = x = 3 B 24 12

P(Bag8andfoofoaiD=x=-=

So P(football) = - -I- = - +
= 4
(b) (i) Initially there are 10 bails of which 3 are yellow so the probability oF the
first baM being yellow is
Once a yellow ball has been taker. out there are g balls of which 2 are yel
low so the probability of the second bail being yellow is
Once a second yeJow oali has beer taken out there are 8 balls of which i
is yellow so the probability of the third ball being yellow is
So the probability of ali the balis being yellow is - x
4x =
=

(H) [ither ali the bails a’e yellow or “at least one is green”. So these two events

rQuestions .

MWZ’bi wtMS*ht4% 4-M4 5

1. The lottery basket contains 49 balis numbered from i Find the probabihty that when the arrow is spun, the
to 49. What is the probability of getting: number ot the section on which it lands is:
(a) 4
(a) a single digit number
(b) an even number (b) 3
(c) a multiple of 7 (c) at east 2
(d) a muitipie of 5 or a muitipie of 17? (d) an even number.
3. A circular spinner has tour sections, numbered 1,2, 3
2. A circular spinner has an arrow in the middle. The circie and 4. The area tor 2 is twice the area for 1, the area
is split into tour sections as shown in the diagram. tor 3 is three times the area tor i and the area for 4 is
tour times the area for i.
If pis the probabWity of getting a i then:
(a) write down, in terms ofp, the probabilities ot
getting 2, 3 and 4.
(b) findp
(c) find the probability of gelting an even number.

4. The probabilities associated with the scores on a biasec

die are shown below.
(Continued

r rflrQ
 -
-

Q01
nT11
A milkman always delivers the milk between 6.00
Probability 0.1 0.3 0.25 0.15 am and 9.00 am each rnorning. Fie is as likely to
deliver the muk at any time in those three hours.
(a) Find the probability of getting a 4 when the die is Find the probability that he delivers the muk:
rolled. (a) before 7.00 am.
(b) Find the probability of getting an odd number (b) between 6.15 am and 8.45 am.
when the die is rolled.
(c) Find the probability of getting at least 4 when 0
Mr Choudry drives to work each morning. The
the die is rolled. c
GJ probability that he parks his car at the front of the
-i,
building is 0.4. The probability that he parks his car
5. A boy picks out a marble from a bag of 20 coloured at the side of the budding is 0.1 5. The rest of the
marbles. He records its colour and Ihen puts it back. time he parks at the back of the building.
He does this fifty times. Ten of the marbies he takes (a) What is the probability that he will park at the
out are red. How many of the 20 marbles in the bag back ot the building on any particular morning?
do you estimate to be red? (b) What is the probability that he will park either
at the back or at the side of the building on any
6. The spinner shown is spun 400 times. How many particular morning?
times would you expect the spinner to land on:
(c) In the next year, he works for 220 days. On
approximately how many days will Mr Choudry
park either at the back or at the side of the
building?

•11. The probability that Ayesha is late for school is 0.4

and the probability that Leena is late is 0.7.
(a) What assumption do you need to make to
calculate the probability that both girls are late
for school?
(a) the sector numbered i
(b) Making this assumption, draw a tree diagram to
(b) a sector with an even number
show ali the possibilities.
(c) a sector with a number of more than 3?
(c) Calculate the probability that both girls are late
for school.
7. A pack of 52 playing cards is dealt to four players so
(d) Calculate also the probability that only one of
that each player gets 13 cards. This is done forty times.
the two giris is late for school.
How many cards in total from the spades suit would one
player expect to have been given from these forty deals?
12. A box contains 12 counters of which 2 are blue, 3
are red and the rest are purple. Two counters are
8. A postman dehvers letters to the Azim’s house every
chosen at random, the first being replaced before
day. The probability that he delivers them at certain
the second is chosen.
times is shown below
Find the probability that
Time Probability (a) the first counter is purple and the second is blue
Retween 7.00 am and 7.30 am 0.15 (b) both counters are red
Between 730 am and 8.00 am
(c) one of the counters is blue and the other is red.
0.3
Between 8.00 am and 8.30 am
13 Three coins are tossed at the sarne time.
0.35
(a) List ali the eight possible outcomes, using H and T.
(a) Find the probability that he delivers before 7.00 (b) Find the probability of
am or atter 8.30 am. ø getting three tails
II is also known that he is as likely to deliver the letters (ii) getting the same outcome on ali three coins
before 7.00 arn ashe is to deliver them atter 8.30 am. (iii) getting two heads and one tail (in any order)
(iv) not getting three heads.
(b) Find the probability that he delivers before 7.00 am.
(c) Find the probability that he delivers a card before
.14. A coin is biased so that the head appears twice as
the Azim children go to school at 8.30 am.
often as the tail.
(d) Find the probability that he delivers atter 7.30 am. (Continued)