9X1 and 9Y1

p
Key Stage 3 Mathematics

Level by Level
Pack D: Level 7
Stafford Burndred
ISBN 1 899603 25 5
Published by Pearson Publishing Limited 1997

Pearson Publishing 1996
Revised February 1997
A licence to copy the material in this pack is granted to the purchaser strictly within their
school, college or organisation. The material must not be reproduced in any other form
without the express written permission of Pearson Publishing.
Pembrokeshire e-Portal Licence exp 31Aug10
Pearson Publishing, Chesterton Mill, Frenchs Road, Cambridge CB4 3NP Tel 01223 350555 Fax 01223 356484
Web site http://www.pearson.co.uk/education/
KS3 Mathematics D: Level 7
C =
x
+
Number and Algebra
Estimating, multiplying and dividing by numbers

between 0 and 1
Rounding to one significant figure (1 sig. fig.)

3725
4000
28.63
30
421.3
400
Round to one figure, then add noughts to

the decimal point. Do not add noughts after
the decimal point.
Note: 421.3 does not become 400.0

0.038
0.04
0.724
0.7
0.0306
0.03
Significant figures are counted from the first

non-zero number.
Multiplying by numbers larger than 1

The answer is larger. Example: 3 x 5 = 15
Multiplying by numbers smaller than 1

The answer is smaller. Example: 3 x 0.05 = 0.15
Dividing by numbers larger than 1

The answer is smaller. Example: 800 20 = 40
Dividing by numbers smaller than 1

The answer is larger. Example: 800 0.2 = 4000
Questions
Estimate:
3127 x 493 __________
3814 x 0.019 __________
3957 813 __________
911 0.0301 __________
Answers
1
3000 x 500 = 1 500 000
4000 x 0.02 = 80
4000 800 = 5
900 0.03 = 30 000

C =
x
+
Number and Algebra
Estimating, multiplying and dividing by numbers

between 0 and 1
Exercises
1
3000 x 40
1200 20
40 x 50
30 0.3
600 x 0.6
8000 0.4
40 x 0.07
5 0.01
600 x 300
10
20 0.004
11
7 x 0.04
12
6000 30
13
30 x 0.6
14
40 0.08
15
500 x 0.002
16
8 0.02
17
700 x 0.04
18
800 000 200
19
60 x 0.5
20
400 0.04
Estimate the answers to the following questions. (Show your working.)

21
3928 x 7081
22
8024 21
23
6927 x 49
24
89 3.01
25
39 x 0.099
26
3.98 0.193
27
6.01 x 0.099
28
91 0.029
29
7120 x 0.099
30
6.014 0.031
31
A man worked for 52 weeks and earned 391 per week.

Estimate his annual salary.
32
A lorry can carry 39 tonnes in one load. Estimate how many loads will be
required to transport 159 000 tonnes of sand.
33
A garage sells 492 000 litres of petrol at 59.8 pence per litre.
Estimate the total value of the sale.
34
Water flows through a pipe at a rate of 39.8 cc per second.

Estimate how long it will take for 361 412 cc to flow through the pipe.
35
There are 49 483 people in a town. Each person uses 19.2 litres of water
each day. Estimate how long 803 280 000 litres of water will last.
36
A jam jar contains 398 grams of jam. Estimate how many jars can be filled
from 80 kilograms of jam.

Number and Algebra
Efficient use of a calculator 1

Use of brackets
3(6+8)
this means
3x(6+8)
Calculator keys:
(8-5)3
Answer 42
this means
(8-5)x3
Calculator keys:
Answer 9
Questions involving division

Method A: Using brackets
3.86 - 4.23
7.25 x 3.68
Place brackets at the start and end of the top line

Place brackets at the start and end of the bottom line
(3.86 - 4.23)
(7.25 x 3.68)
Calculator keys:
Answer - 0.013868065
Method B: Using the memory
First work out the answer to the bottom line (remember to press =).
Place this number in memory.
Clear your calculator.
Work out the answer to the top line.
Divide by memory recall.
Calculator keys: (look at your calculator instruction booklet if you do not know how to
use the memory)
your memory
key could say
your clear key

could say
Answer -0.013868065

Number and Algebra

Exercises
Use a calculator to answer the following questions.
Show your calculator keys. Try to use an efficient method.
1
2.8 (3.65 - 1.72)
4.6 (2.7 + 1.35)
0.7 (3.6 + 2.8 + 4.3 - 1.9)
(7.38 - 5.6) 2.7
(9.32 + 2.6) 0.17
A = 12 (a + b) h
Find the value of A when a = 3.6, b = 7.4

and h = 1.32.
Y = 3 (c - d) + c (4d + 8)
Find the value of Y when c = 6.82 and d = 4.71
A = B C (D - E) - D (B + C)
Find the value of A when B = 0.78, C = 3.62,

D = 8.4 and E = 7.34.
5.72 + 6.35
8.24 x 3.2
10
4.83
2.86 - 1.31
11 8.63 - 2.94
3.8 x 4.2
8.2
3.7 - 1.64
12 6.82 (5.74 + 3.82)

6.87 x 3.91
13
14
4.82 (5.3 - 2.91)

6.87 x 3.2
A=
B (C + D)
CD
Y=
A B (C - D)
C (B + D)
+
CD
B+C
C (C - D)
BC
Find the value of A when B = 7.32,

C = 5.74 and D = 11.31.
Find the value of Y when A = 3.81,
B = 4.26, C = 3.14 and D = 2.87.

Number and Algebra

Use of power and root keys
2
This is used to square a number, eg 8 = 64

or
yx
This is used to calculate powers, eg 3

y
Calculator keys:
Answer 81
This is used to calculate the square root of a number, eg 36 = 6
This is used to calculate the cube root of a number, eg 3125 = 5
Use of memory
to put into memory.
Most calculators:
to recall what is in memory.
If you need to use a number more than once it may help reduce the calculation by
saving the number in memory.
But remember: When you put a number into memory, you will lose the previous
number in memory.
Questions
1
Calculate 82 + 52
What is the value of 45?
A square has an area of 81 cm2. What is the length of each side?
A cube has a volume of 64 cm3. What is the length of each side?
y = 3x3 + 4x2 + 2x. Calculate the value of y when x = 2.974.
Answers
1 Calculator keys
2 Calculator keys
Answer 1024
3 Calculator keys
Answer 9 cm
3
4 Calculator keys
Answer 89
5 First put 2.974 into memory.
Answer 4 cm
Calculator keys
y
Calculator keys
9
2
Answer 120.24

Number and Algebra

Exercises
Use a calculator to answer the following questions.
Show your calculator keys. Try to use an efficient method.
1
6.32
5.822
4.622 + 3.842
8.25
9.34
8.7
19.32
3872
A square has an area of 300 cm2. Find the length of one side.
10
A square has an area of 831 cm2. Find the length of one side.
11
38.4 cm3 of gold is used to make a gold cube. Calculate:

a the length of one side
b the total surface area.
12
(8.74)3 + (3.6)2
8.4 - 2.6
13
7.9 + 32.3
(5.4)2 - (1.3)3
14
8.63 (2.94 -(1.1)3)

(9.8)3 + 8.4
15
y = 4 x3 - 3 x2 + 2x - 4. Calculate the value of y when:

a x = 3.6
b x = 5.2
c x = 3.74

Number and Algebra
Solving problems
Before you attempt the question you must be clear about what you are doing.
Plan your calculation before you start.
If units are different, eg grams and kilograms, it is wise to change everything to the
same unit before you start eg change everything to grams.
In a long calculation it is essential to show all of your working; if you make a careless
error you will still gain some marks for your working.
Question
A garage buys 428 286 litres of petrol at 41.6 pence per litre. The garage sells the
petrol at 2.84 per gallon. Calculate the profit made by the garage. Show all of your
working. (1 gallon = 4.5 litres)
Answer
There are several ways of solving this problem. If your answer is correct then you can assume that your
method is also correct.
Notice the traps

1
Prices are given in s and pence
Capacity is given in gallons and litres
The calculation
The petrol is sold for 2.84 per gallon
1 gallon = 4.5 litres
Therefore petrol is sold for 2.84 for 4.5 litres
2.84 4.5 = 0.63111111 for litre
(you must not approximate to 0.63)
put this number into your

calculator memory
Petrol is bought for 41.6p per litre. Change the price into s
Profit per litre is 0.631111 0.416 = 0.2151111
0.416
(you must not approximate to 0.215)
obtain from calculator

memory
Total profit:
0.2151111 x 428 286 = 92 129.0773

= 92 129.08
correct to the nearest penny

Number and Algebra
Solving problems
Exercises
1
A motor car manufacturer in Singapore exports cars to Britain. Her total costs (cost
of production, labour cost, shipping costs, selling costs, etc) are $17 364 for each
car. She wishes to make a profit of 32% of her total costs on each car. What will be
the selling price of each car in Britain? Give your answer to the nearest .
The exchange rate is 1 = $3.95.
Mr King bought four bottles of cola. He paid with a 10 note and received 7.24
change. Each bottle contained 5/8 of a litre. Work out the cost of cola per litre.
A long playing record rotates at 33 revolutions per minute. It rotates 842 times.
How long does the record last? Give your answer to the nearest second.
A shop buys 2780 shirts for 10 000. 70% of the shirts are sold at a price which
produces a 30% profit. At what price must each of the remaining shirts be sold to
produce an overall profit of 15%? Give your answer correct to the nearest penny.
An empty tank is filled with water at the rate of 436 cc per second.
a How much water does the tank hold after two minutes?
b The tank holds 80 litres when full. How long does it take to fill?
A lorry delivered sacks of grain to Mr Whites chicken farm. The lorry contained
3885 kilograms of grain packed into 15 kg sacks. Each chicken ate 120 grams of
grain per day. The total load lasted Mr Whites chickens for 175 days. How many
chickens did he have?
A measuring jug contains water and a metal cube of side length 3.87 cm. The
marking on the measuring jug is 983 ml. What will be the reading on the jug when
the metal cube is removed? Give your answer to the nearest ml.
In a factory 30% of the workers receive a 5% pay rise, a quarter of the workers
receive an 8% pay rise and the remainder receive a 9% pay rise. What is the mean
average percentage increase per worker?
Mr Smith and Mrs Jones share the profits in a business in the ratio 5:4 respectively.
Mr Smith shares his part with his wife in the ratio 3:2. Mrs Jones gives all of her
share to her three children, which they share in proportion to their ages of 18, 15
and 12. The youngest child receives 9600. How much does Mr Smiths wife
receive?

10
Number and Algebra
Proportional change
Fractions
The original number is considered to be 1 whole.
Increase by 1/3 means
Decrease by 1/4 means
1 + 1/3
1 - 1/4
we find 11/3
we find 3/4
Percentages
The original number is considered to be 100%.
Increase by 30% means 100% + 30%
Decrease by 15% means 100% - 15%
we find 130%
we find 85%
Ratio
Increase in the ratio 5:3 means multiply by 5/3
Decrease in the ratio 2:7 means multiply by 2/7
Questions
1
Increase 38 by 1/5
Decrease 48 by 1/3
Increase 46 by 20%
Decrease 72 by 30%
Increase 20 in the ratio 5:4
Decrease 8 in the ratio 5:16
Answers
1
(1 + 1/5 = 11/5)
38 x 11/5 = 453/5
(1 - 1/3 = 2/3)
48 x 2/3 = 32
(100% + 20% = 120%)
(100% - 30% = 70%)
20 x 5/4 = 25
8 x 5/16 = 2.5
46 x 120% = 55.2
72 x 70% = 50.4

11
Number and Algebra
Proportional change
Exercises
1
A plank of wood is 12 m long. 2/5 is cut off. What is the length of the remaining
piece?
A stadium holds 20 000 people. The capacity is increased by 3/8. How many
people does the stadium hold after the increase?
A woman receives a wage of 280 per week. She receives a 3% increase. What is
her new wage?
A television manufacturer sold 38 000 televisions in August. In September sales

fell by 16%. How many televisions were sold in September?
This is a photograph.
It is enlarged in the ratio 8:5.
15 cm
What are the new dimensions?

20 cm
Decrease 60 in the ratio 2:3.
A train journey normally takes 90 minutes. A new engine was introduced and this
reduced the journey time by 3/20. How long does the new engine take for the
journey?
Newspaper sales in 1994 averaged 14 000 000 per day. Sales increased by 1/8 in
1995. What were the average sales per day in 1995?
A football ground used to hold 18 500 spectators. Safety regulations were then
introduced and capacity was reduced by 12%. How many spectators does the
ground now hold?
10
A reservoir normally holds 800 million litres of water. Heavy rain in January
increased the amount of water by 17.5%. How much water was in the reservoir
after the heavy rain?
11
The weights of these packets are in the ratio 8:5.

What is the weight of the small packet?
12
1000 g
Decrease 18 in the ratio 5:6.
large
small

12
Number and Algebra
The nth term for quadratics

Finding the formula for the nth term
This is very useful for coursework projects.
Find the rule to produce the sequence 6, 17, 34, 57, 86
6
17
34
11
57
17
6
Break
number
86
23
29
Look at the break number

2 means n2
4 means 2n2
6 means 3n2
etc
A break number on the second line means

the rule is quadratic, ie x2 on n2
We now know that the rule begins 3n2.

1st term
2nd term
6
3 (ie 3x12)
3
Sequence
Subtract 3n2
New sequence
Break
number
3rd term
17
12 (ie 3x22)
5
A break number on the first line means

the rule is linear, ie x or n
4th term
5th term
34
27 (ie 3x32)
7
57
48 (ie 3x42)
9
86
75
11
Look at the break number

1 means n
2 means 2n
3 means 3n
Note: -5 means -5n
We now know that the rule begins 3n2 + 2n.

The required sequence is 6, 17, 34, 57, 86
Using n = 1, n = 2, n = 3, etc
3n2 + 2n produces 5, 16, 33, 56, 85
This is 1 less than the required sequence.

Therefore the nth term rule to produce 6, 17, 34, 57, 86 must be 3n2 + 2n + 1.
To find the 8th term:
Let n = 8
3 x 82 + 2 x 8 + 1 = 209

13
Number and Algebra
The nth term for quadratics

Exercises
Fill in the missing numbers:
8
23
46
77
116
23
Look at these sequences. Find:

a
An expression for the nth term.
The 10th term.
The 21st term.
1, 4, 9, 16, 25
2, 8, 18, 32, 50
4, 13, 28, 49, 76
3, 8, 15, 24, 35
8, 14, 22, 32, 44
5, 15, 31, 53, 81
9, 24, 47, 78, 117
2, 13, 30, 53, 82
2, 7, 18, 35, 58
10 7, 17, 35, 61, 95

14
Number and Algebra
Solving simultaneous equations by

algebraic methods
Question
Solve the simultaneous equations: 4x - 5y = 2
3x - 2y = 5
Answer
Multiply the top line by 3
4 x-5y=2
multiply by 3
12x - 15y = 6
3 x-2y=5
multiply by 4
12x - 8y = 20
Multiply the bottom line by 4
Subtract
-7y = -14
-15y- -8y = -7y

y=
6 - 20 = -14
-14
-7
y= 2
Substitute y = 2 into the original equation
4x - 5y
=2
4x - 5 x 2
=2
4x - 10
=2
4x
= 2 + 10
4x
= 12
= 12
4
=3
Now check by substituting x = 3 and y = 2 in the other original equation

3x - 2y
=5
3x3-2x2=5
9-4
=5
Answer:
x=3
y=2

15
Number and Algebra

algebraic methods
Exercises
Solve the following simultaneous equations by algebraic methods.
1
2x + 3y = 21
4x + 2y = 22
5x + 3y = 19
2x + 4y = 16
5x + 2y = 13
3x + 3y = 15
3a + 2c = 23
4a + 3c = 32
a - 3c = 1
2a + 4c = 22
3a + 4x = 29
2a - 3x = -9
x - 3d = -5
3x - 2d = 6
2x - 5y = -19
3x + 2y = 0
3c - 5d = 17
4c + 3d = 13
10
3x - 2y = 0
4x - 2y = 2
11
5a + 2d = 4
3a - d = -2
12
x - 3y = -1
2x - 2y = -6
13
4c + 3d = 10
2c - 4d = -11.5
14
6a - 3d = -12
4a - d = -10
15
10a + 3c = 4
5a - 2c = -8.5
16
4x - 3y = -0.5
3x + 7y = 32
17 A man bought eight cakes at x pence and four rolls at y pence. The total cost was
1.12. The following day he bought five cakes and three rolls from the same shop.
The total cost was 0.74.
Form two equations to find the value of x and y.
18 Two tables and four chairs cost 84. Three tables and eight chairs cost 156.
What is the cost of a table?
What is the cost of a chair? Show your working.

16
Number and Algebra

graphical methods
Question
Solve the following pair of simultaneous equations by drawing a graph.
y - 2x = 1
and
2y - x = 8
Answer
Write y - 2x =1 as y = 2x + 1
(ie y on the left, everything else on the right of the equals sign)
Choose three simple values of x:
eg
When x = 0
When x = 1
When x = 3
y = 2x + 1
y=2x0+1
y=1
y = 2x + 1
y=2x1+1
y=3
y = 2x + 1
y=2x3+1
y=7
(0,1)
(1,3)
(3,7)
When x = 0
When x = 1
When x = 3
2y = x + 8
2y = 0 + 8
2y = 8
y=4
2y = x + 8
2y = 1 + 8
2y = 9
y = 4.5
2y = x + 8
2y = 3 + 8
2y = 11
y = 5.5
(0,4)
(1,4.5)
(3,5.5)
Write 2y - x = 8 as 2y = x + 8
Choose three simple values of x:
y
1
2x
+
Plot the values on a graph.
The solution is x = 2, y = 5.
y=
Where the lines cross draw dotted lines.

6
2y
=x
+8
5
x
4 x
3
2
1 x
0
x
1

17
Number and Algebra

graphical methods
Exercises
Solve the following simultaneous equations by drawing suitable graphs. You will need
values from -10 to +10 on the x and y axes.
1
2x + y = 4
x+y=3
3x + y = 5
x+y=3
y - x = -2
x+y=8
x + 3y = 6
2x - y = 5
x + 2y = 6
2x + y = 3
3x - y = -1
2x + y = 6
2x - 2y = -6
3x - y = -1
x+y=5
x - y = -1
2x - 2y = -4
3x + y = 6
10
2x + y = 5
x+y=1
11
x=y
2x + y = 9
12
2x + y = -6
x - y = -3
13
2x + 4y = 2
3x + 5y = 5
14
2x - y = -3
x + y = -3
15
2x - y = -4
x + 2y = 3
16
x + 2y = -1
2x + 3y = 0
17
3x = 6
x+y=3
18
3x + 3y = 6
x + 2y = 1
19
3x - 2y = -5
2x + y = -1
20
2x - y = -10
x + 2y = 0

18
Number and Algebra
Inequalities
> means greater than
Note: The symbol always points to the

smaller number.
< means less than

means greater than or equal to
means less than or equal to
Questions
1
Solve these inequalities:

a
5x > 20
x - 7 < 10
-2x > 8
Draw and indicate the following regions by shading:

a
x>4
y2
Answers
1
Inequalities are very similar to equations:

a 5x > 20
x > 20/5
x>4
b x - 7 < 10
x < 10 + 7
x < 17
c -2 x > 8
x < 8/-2
x<-4
Note: When we have a negative multiplication or division the inequality sign reverses.
This causes many difficulties. If you are not certain which way the inequality sign should point, try a
check. The solution shows x is less than -4.
Choose a value less than -4, eg -5:
Is it true that -2x > 8?
ie
-2 x -5 > 8
10 > 8
2a
Yes, it is true. So x < -4 is correct.

b
y
3
The shaded region is x > 4
-2
1
-1
-1
y=2
-1
1
-1
-2
The shaded
region is
y2
-3
-2
-4
x=4
Note: We use a dotted line
when it is < or >
Note: We use a solid line

when it is or

19
Number and Algebra
Inequalities
Exercises
Solve these inequalities:
1
3x < 15
x+35
4x + 3 > 11
3x - 5 7
-4x > 12
-3x -24
-2x + 7 -3
-4x - 3 < 5
8x -3 < 1
10
2 - 5x -18
Draw and indicate the following regions by shading:

11
x3
12
y<4
13
x<1
14
x -2
15
x -1
16
y -3
17
x+35
18
y - 2 -5
19
y+4<3
20
4y > 12
21
3x6
22
2x + 4 2
23
3x - 5 > 1
24
2y + 4 < -2
Describe the shaded regions:

25
26
27
y
2
-3
1
-1
-2
-1
-1
1
-1
1
-2
-1
-2
-1
-3
-2

20
Shape, Space and Measures
Pythagoras theorem
Pythagoras theorem can be used when a triangle has a right angle.
Pythagoras theorem:
a2 + b2 = c2
(where c is the longest side)
a
b
Note: The longest side is always opposite the right angle.
Example 1
52 + 122 = x2
25 + 144 = x2
169 = x2
169 = x
13 cm = x
x
5 cm
Find x
12 cm
Example 2
Find y
y
y2 + 82
y2
y2
y2
y
y
10 cm
8 cm
To find either short side
Square both numbers

Add
Square root
Square both numbers

Subtract
Square root
102
102 - 82
100 - 64
36
36
6 cm
ng
sid
Lo
Short side
To find the long side
=
=
=
=
=
=
Short side
Question
Find the height of this isosceles triangle:
10 cm
10 cm
Answer
8 cm
An isosceles triangle can be split into two right-angled triangles.

h2 + 42
h2
h2
h2
h
h
=
=
=
=
=
=
102
102 - 42
100 - 16
84
84
9.165 cm
10 cm
4 cm

21
Pythagoras theorem
Exercises
Find the value of x. Write answers correct to three significant figures.
1
4
12 cm
6 cm
8 cm
10 cm
8 cm
x
15 cm
5 cm
5
15 cm
8m
20 m
15 cm
7m
10
x
3.4 cm
17 cm
8 cm
9
11 cm
15 m
2.7 cm
11
x
1.7 m
8.2 cm
3.9 cm
12
8.4 cm
1.4 m
3.2 cm
Find the length of the diagonals in these rectangles.

13
14
15
4m
7 cm
7 cm
12 m
10 cm
6 cm
Calculate the area of these triangles. (Area of a triangle = 1/2 base x height)
16
17
8 cm
12 m
7m
4 cm
12 m
8 cm
18
A square has a diagonal of 8 cm.

Calculate the length of each side.
cm

22
Calculating lengths, areas and volumes 1

You are expected to know how to use these formulae:
Area of a triangle = 1/2 x base x perpendicular height (P.H.)
6 cm
or
P.H.
7 cm
Base
1/2
x 7 x 6 = 21 cm2
Area of a parallelogram = base x perpendicular height
5m
Area = 12 x 5 = 60 m2
7m
(Note: 7 m is not used)
12 m
Area of a trapezium = 1/2 (a + b) x perpendicular height

a
12 cm
P.H.
8 cm
20 cm
Area = 1/2 x (12 + 20) x 8

= 1/2 x 32 x 8
= 128 cm2
Volume of a cuboid = length x width x height
3m
=5mx4mx3m
= 60 m3
4m
5m

23

Exercises
Calculate the areas of these shapes.
2
3
3 cm
3 cm
5m
4 cm
5 cm
12 m
8 cm
3.52 cm
1.3 cm
12 cm
5 cm
5.4 cm
8.2 mm
30 cm
5m
12 cm
4m
7m
8 cm
10
18 c
84 cm
1.6 m
92 cm
14 c
11 c
Calculate the volumes of these cuboids

11
12
2.1 m
30 cm
0.5 m
72 cm
0.4 m
88 cm

24

Example
Find the volume of this prism:
3 cm
Volume = cross-sectional area x length
1.5 m
5 cm
First find the cross-sectional area
(Area of a triangle = 1/2 base x height = 1/2 x 5 x 3 = 7.5 cm2)

Note: The length is 1.5 m. This must be changed into centimetres, ie 150 cm.
Volume = 7.5 cm2 x 150 cm = 1125 cm3
Question
4 cm
Find the area and perimeter of this shape:
6 cm
10 cm
Answer
The formula to find the area of a trapezium is 1/2 (a+b) x perpendicular height.
a
P.H.
b
Area
= 1/2 (4 + 10) x 6
=
1/
2
(14) x 6
= 7x6
= 42 cm2
To find the perimeter we must use Pythagoras theorem to find the missing side.
x2 = 62 + 62
x2 = 36 + 36
x2 = 72
x = 72
x = 8.49 cm
Perimeter = 4 + 6 + 10 + 8.49 = 28.49 cm

25

Exercises
1
1.35 m
Square tiles, side length 15 cm, are used

to tile this floor. How many tiles are
1.8 m
required?
2.85 m
4.05 m
8m
Calculate the area of this shape.

10 m
17 m
AOB is a semi-circle.
A
ABCD is a square of side 6 m.
a What is the perimeter of the shaded

shape?
b What is the area of the shaded shape?
Find the volumes of these shapes:

4
4 cm
3 cm
8 cm
40 cm
7 cm
5 cm
15 cm
This cylinder has a radius

of 8 cm and a length of 12 cm.
8 cm
3 cm
1.5 m
12 cm
3 cm
2 cm
8 cm
7 cm
10 cm

26
Enlargement by a fractional scale factor

Before attempting this work revise Level 6 enlargement.
Question
Enlarge the triangle by a scale factor of 2/3. Centre of enlargement is the point (1,1).
6
5
4
3
2
1
0
10
11
12
13
14
Answer
6
5
C1
4
3
A1
1
0
B1
B
3
10 11 12 13 14
Count the distance from the centre of enlargement to each point.

Scale Factor
Point A
3 up
x 2/3 =
9 along
Point B
6 along
3 up
x 2/3 =
12 along
Point C
2 up
8 along
4.5 up
12 along
2 up
x 2/3 =
3 up
8 along

27
Enlargement by a fractional scale factor

Exercises
30
28
26
24
22
20
18
16
B
14
12
10
8
6
D
4
2
0
10
12
14
16
18
20
22
24
Enlarge A by a scale factor of 1/4, centre of enlargement (2,23)
Enlarge B by a scale factor of 1/2, centre of enlargement (20,19)
Enlarge C by a scale factor of 1/3, centre of enlargement (9,6)
Enlarge D by a scale factor of 2/3, centre of enlargement (7,1)
26
28
30

28
Locus
Questions
1
Draw the locus of a point which is always 1 cm from the line AB.
A
Draw the locus of a point which is always an equal distance from two points P and
Q which are 6 cm apart.
Draw the locus of a point which is always an equal distance from the lines BA and
BC.
A
B
C
Answers
1
This is the locus

of the point which
is always an equal
distance from P and Q
This is the locus of the
point which is always
an equal distance from
BA and BC
3
1
A
3
B
4
Method
a
Open a pair of compasses. Keep them the

same distance apart.
Place the pair of compasses on B
Draw an arc on AB (1)
Draw an arc on BC (2)
Place the pair of compasses at 1 where

the arc crosses the line AB
Draw an arc (3)
Place the pair of compasses at 2 where

the arc crosses the line BC
Draw an arc (4)
Join B to the intersection of arcs 3 and 4
Method
Join P and Q
a Place a pair of compasses on P
b Open the compasses over halfway
c Draw an arc above and below the line (1 and 2)
d Keep the compasses the same distance apart
e Place the pair of compasses on Q
f
Draw an arc above and below the line (3 and 4)
g Join the intersections of both arcs. This is the

locus.
29
Locus
Exercises
1
Construct the locus of the point P

such that the locus is always 2 cm
away from the point P.
A goat is tethered to the L shaped rail and moves so that it is always 2 m from the
rail. Using a scale of 1 cm represents 1 m construct the locus of the goats path.
A
3
A helicopter flies between two roads AB and

AC so that it is always an equal distance from
each road. Draw the path of the helicopter.
Show all construction lines.
A ladder 5 m high is placed against a vertical wall. Gradually it slips until it lies
horizontally along the ground. Using a scale of 2 cm represents 1 m draw the
locus of this midpoint of the ladder as it slips down the wall.
Two points A and B are 10 m apart. Draw the locus of the point which is always an
equal distance from A and B. Use a scale of 1 cm represents 1 m.

30
Accuracy of measurement
When a measurement, such as a length, mass or capacity is given, it may be inaccurate.
Example
If the length of a desk is given as 1.3 m this indicates that the length is approximately
1.3 m. The measurement may be inaccurate by up to one half in either direction.
To calculate the minimum possible value
1.3
Reduce the last digit by 1
1.2
1.25 m
Add a 5
To calculate the maximum possible value

1.3
Add a 5
1.35 m
Therefore if the length is given as 1.3 m this means the actual length lies between
1.25 m and 1.35 m inclusive.
Questions
1
A book has a mass of 2.18 kilograms. What are the minimum and maximum
possible masses of the book?
The length of a blackboard is given as 2.80 m. What are the minimum and
maximum possible lengths of the blackboard?
Answers
1
Minimum value
2.18
2.17
Add a 5
2.175 kg
Add a 5
2.185 kg
Add a 5
2.795 m
Add a 5
2.805 m
Maximum value
2.18
Minimum value
2.80
2.79
Maximum value
2.80

31
Accuracy of measurement
Exercises
1
What are the minimum and maximum possible values of the following
measurements?
a
8.5 m
6.28 cm
4.82 g
12.3 seconds
3.84 cl
1.36 litres
8.17 km
3.20 kg
5.201 litres
3.026 cc
5.87 mm
0.030 g
What is the maximum error in each of the following measurements?

a
3.7 cm
4.23 g
7.82 ml
4.327 km
3.21 mm
5.2 kg
3.78 m
4.20 ml
0.230 g
The length of a room was measured to the nearest centimetre. The length
was 628 centimetres.
a
Could the room be longer than 628 centimetres?
Explain your answer.
Three weighing scales were used to find the weight of a package.

The results were:
scale 1
3.8 kilograms
scale 2
3820 grams
scale 3
3.823 kilograms
Which scale gives the weight to the greatest accuracy?

Explain your answer.

32
Compound measures
Compound measures involve two measurements, for example:
metres per second, kilometres per hour
The following formulae must be memorised:
Distance
Speed
Mass
Time
Density
Volume
Speed =
Distance
Time
Density =
Mass
Volume
Time =
Distance
Speed
Volume =
Mass
Density
Distance = Speed x Time
Mass = Density x Volume
Questions
1
A car takes 8 hours 10 minutes to travel 343 kilometres. Calculate the average
speed.
A man walks at a speed of 24 metres in 10 seconds. Calculate his speed in

kilometres per hour.
Answers
1
Decide if you require the answer in kilometres per hour or kilometres per minute.
If you choose kilometres per hour change 8 hours 10 minutes into hours.
10 minutes is
10/
60
of an hour = 1/6 of an hour. Therefore 8 hours 10 minutes = 81/6 hours.
Speed = Distance = 343 = 42 kilometres per hour.

Time
81/6
24 metres in 10 seconds
(multiply by 6)
144 metres in 1 minute
(multiply by 60)
8640 metres in 60 minutes (ie 1 hour)
(divide by 1000)
8.64 kilometres in 1 hour

The speed is 8.64 kilometres per hour.

33
Compound measures
Exercises
Calculate the speed of the following:
1
A car travels 368 kilometres in 4 hours.
A train travels 728 kilometres in 5 hours.
A man runs 1000 metres in 184 seconds (calculate his speed in kilometres
per hour).
A bird travels 185 kilometres in 6 hours 23 minutes.
A greyhound runs 100 metres in 9.2 seconds.
Calculate the time taken for the following:

6
A bus travels 180 miles at 40 miles per hour.
A cyclist travels 80 kilometres at a speed of 25 kilometres per hour.
A plane travels 2200 kilometres at a speed of 540 kilometres per hour.
A man walks 8.3 kilometres at a speed of 1.5 metres per second.
10
A bird flies 82 kilometres at a speed of 35 kilometres per hour.
Calculate the distance travelled:

11
A train travels for 6 hours at a speed of 145 kilometres per hour.
12
A horse travels at a speed of 52 kilometres per hour for 6 minutes.
13
A car travels for 3 hours 22 minutes at a speed of 85 kilometres per hour.
14
A snail travels at a speed of 1.4 centimetres per minute for two weeks.
15
A spaceship travels for 10 weeks at a speed of 3.4 x 104 kilometres per hour.
16
A block of wood has a volume of 180 cm3. Find the mass given that the density
is 0.95 g/cm3.
17
Calculate the density of snow given that the mass is 617.5 g and the volume
is 950 cm3.
18
Find the mass of a block of metal given that the volume is 370 cm3 and the
density is 18.4 g/cm3.
19
Convert a speed of 36 metres per second to kilometres per hour.
20
Convert a speed of 162 kilometres per hour to metres per second.

34
Handling Data
Designing questionnaires
1
Design your questions to obtain information you can present and analyse in a
variety of ways.
Make your questions easy to understand.
Do not ask embarrassing questions, eg How many boyfriends do you have?
Provide a choice of answer eg, Do you do a lot of homework? will produce

answers such as yes, sometimes, only in Maths. These responses are difficult to
present and analyse. A better question would be:
How much time did you spend doing homework last night? Tick the box nearest
to the amount of time.
0
1
2
3
hours
hours
hours
hours
n
n
n
n
Types of question
Your questionnaire should contain one or two questions of each of the following types:
1
Questions with yes/no responses, eg Do you own a bicycle? Yes
No
Try to avoid questions to which everyone will answer yes or everyone will answer
no. Your results can be shown as a percentage, in a bar graph, pictogram, pie
chart, etc.
2
Questions with numerical answers, eg How many televisions do you have in

your house?
Your results can be presented in graphs, tables, etc.
You can calculate the mean, median and mode of the data.
Questions you can compare, eg What was your percentage mark in the English
exam? and What was your percentage mark in the Maths exam?
These questions will allow you to draw a scatter diagram to test a hypothesis such
as Pupils who obtain high marks in English also obtain high marks in Maths.
How many people to ask

Twenty is a good number. Each person represents 5% of the total and each person
can be represented by 18 on a pie chart.
Forty is a good number. Each person represents 2.5% of the total and each person
can be represented by 9 on a pie chart.
How many questions to ask

A maximum of ten.
35
Handling Data
Designing questionnaires
Exercises
Look at the following questions. Which questions are good? Which questions are bad?
Criticise the bad questions. Remember to refer to the difficulty of responding to the
question, the difficulty of analysing the responses, etc. Rewrite the bad questions.
1
Do you often travel in a car?
Which is your favourite television channel?

BBC1
BBC2
ITV
Channel 4
n
n
n
n
Do you own a CD player?
Yes
What do you think of Maths?
What is your favourite type of music?
How many packets of crisps do you eat in a week?
No
Design and use a questionnaire to collect data which is useful in proving or disproving
one of the following hypotheses:
1
Most pupils have school meals.
Most boys like heavy rock.
The majority of pupils do not smoke cigarettes.
Girls receive less pocket money than boys.

36
Handling Data
Specifying and testing hypotheses

Task
Choose a hypothesis. Decide how to test it. Collect data. Present the data in a variety
of ways. Analyse the data. Draw conclusions from the results.
Was the hypothesis proved?
What to do
1
Think of a hypothesis. A hypothesis is a statement or observation which may be

true, eg More men than women drive cars. A drawing-pin lands point upwards
more than point downwards, Girls favourite television channel is BBC1.
Decide how to test your hypothesis. How will you collect your data?
The above hypotheses could be tested in these ways:
More men than women drive cars (observation).
A drawing-pin lands point upwards more than point downwards (experiment).
Girls favourite television channel is BBC1 (questionnaire).
How will you analyse and present your data? The following should be included:
Tables eg percentages
Graphs pictograms, bar charts, line graphs
Pie charts including your calculations
Frequency polygons
Averages mean, median, mode
Range
Scatter diagrams positive correlation, negative correlation, line of best fit
Cumulative frequency (National Curriculum Level 8) upper quartile, lower
quartile, inter-quartile range
Bias are the results honest? For example, a coin could be weighted to give
more heads than tails.
If you can use a computer you could include spreadsheets, etc.

Remember to make your graphs neat; try to use colour.
Do not produce dozens of one type of graph. It is far better to draw three or four
pie charts than 20 pie charts.
Remember to state your hypothesis at the start.
Remember to analyse your findings. Draw conclusions from your results. Justify
your conclusions is your hypothesis proved?
If your hypothesis does not allow you to analyse and present your data in a variety of
ways it is far wiser to choose a different hypothesis immediately. Do not waste time on
a hypothesis which will not allow you to demonstrate your mathematical ability.

37
Handling Data
Specifying and testing hypotheses

Exercise
Use this worksheet to check that your hypothesis will allow you to test, present and
analyse your data in a variety of ways.
If it will not you should choose another hypothesis.
Plan
My hypothesis is:
I shall test my hypothesis by using the following methods:
I shall present my data using the following methods:
I shall analyse my data using the following methods:
My conclusion could be:

38
Handling Data
Grouped data
Questions
This table shows the number of cars using a car park over a period of 100 days:
Number of cars
0 99
Frequency
What is the modal class?
Estimate the median.
Estimate the mean.
Estimate the range.
100 199 200 299 300 399 400 500

18
30
27
20
Answers
1
The modal class is the class with the highest number. In this question it is 200 299 cars.
There are 100 days. The median is the middle day when arranged in order of size. The question asks
for an estimate, therefore we can assume that the median is the 50th day.
5 + 18 = 23. Therefore there are 23 days with less than 200 cars.
5 + 18 + 30 = 53. Therefore there are 53 days with less than 300 cars.
The 50th day is towards the high end of the 200 299 class.
A good estimate of the median would be about 290 cars.
The mean is found by first multiplying the mid-value of each class by the frequency. The question asks
for an estimate, therefore we can use 50, 150, 250, 350 and 450 as the mid-values.
(5 x 50) + (18 x 150) + (30 x 250) + (27 x 350) + (20 x 450)
100
= 250 + 2700 + 7500 + 9450 + 9000
100
= 28900
100
= 289
The mean number of cars is about 289.

4
The range is from 0 to 500, ie a range of 500.

39
Handling Data
Grouped data
Exercises
In each of the following questions:
a
Find the modal class.
Estimate the median.
Estimate the mean.
Estimate the range.
This table shows the masses (in kilograms) of 100 sailors on a ship.
Mass (kg)
50 59
60 69
70 79
80 89
90 99
100 110
Frequency
17
24
30
16
10
This table shows the times (in seconds) taken by 200 pupils to thread a needle.
Time (seconds)
Frequency
09
10 19
20 29
30 39
40 49
50 60
30
25
20
30
80
15
This table show the heights (in centimetres) of 100 men.

Height (cm)
150 159
160 169
170 179
180 189
190 200
Frequency
22
26
38
12
This table shows the number of nails in 500 boxes of nails.

Number of nails
Frequency
500 519
520 539
540 559
560 580
320
142
27
11

40
Handling Data
Comparison of data
Question
1
The heights of 20 boys and 20 girls aged 16 are shown in this table.
Height (cm)
Number of boys
Number of girls
140 149
150 159
160 169
170 179
180 189
190 199
Present the data in a frequency polygon.
Compare the distributions and comment on your findings.
Answers
a
Girls
Boys
8
7
Frequency
6
5
4
3
2
1
0
150
144.5
144.5 is the mid

point for the class
interval 140 149
160
164.5
170
174.5
180
184.5
190
194.5
200
154.5
Height in centimetres
The frequency polygon shows that boys aged 16 are generally taller than girls of the same age.

41
Handling Data
Comparison of data
Exercises
Draw frequency polygons to illustrate the following data.
Compare the distributions and comment on your findings.
This table shows the price of detached houses on two housing estates.
Price ()
Estate A
Estate B
70 000 under 80 000
80 000 under 90 000
90 000 under 100 000
100 000 under 110 000
110 000 under 120 000
This table shows the Maths GCSE grades obtained by two classes of pupils.
Grade
Class 1
Class 2
This table shows the hours of sunshine in a town in Scotland and a town in Wales.
Month
Town in Scotland
Town in Wales
October
48
57
November
35
46
December
18
27
January
22
30
February
36
42
March
54
59

42
Handling Data
Scatter diagrams (line of best fit by inspection)

A line of best fit is drawn by looking at the crosses on a scatter diagram and then
drawing a line. Normally there would be a similar number of crosses above the line as
below the line.
Question
Draw a line of best fit on this scatter diagram. This scatter diagram shows the masses of
18 pupils against their ages.
80
70
Mass (kg)
x
x
x
x
x
14
15
60
x
50
40
30
x
x
x
x
x
x
x
10
x
x
11
12
13
Age (years)
Answer
The line of best fit should be in a similar position to the line shown.
80
70
Mass (kg)
x
x
x
x
x
14
15
60
x
50
40
30
x
x
x
x
x
x
x
10
x
x
11
12
13
Age (years)
43
Handling Data
Scatter diagrams (line of best fit by inspection)

Exercises
Draw a line of best fit on each of the following scatter diagrams.
1
This scatter diagram shows the examinations passed and hours spent watching
television of 20 students.
10
Number of examination passes
x
x
x
5
4
x
x
x
x
x
x
10
11
1
0
12
Average number of hours per day spent watching TV
John spent five hours each day watching television. How many examination
passes would you expect him to achieve?
Sandy passed eight examinations. Estimate the number of hours she watched
each week.
This scatter diagram shows the heights and masses of 20 people.
Height in centimetres
200
190
x
x
180
x
x
170
160
x
x
150
40
45
50
x
55
60
65
70
75
80
85
90
95
100 105 110
Mass in kilograms
Complete this table.

Name
Mass (kg)
Jayne
60
190
Paul
Marie
Dave
Height (cm)
75
165

44
Handling Data
Probability
Estimation of probability by experiment
The more times an experiment is carried out the more likely the data obtained is
accurate.
Example
A six-sided die is thrown. Here are the results.
Side of die
John
Andrea
46
51
53
47
46
57
John threw the die 30 times.

Andrea threw the die 300 times.
Andrea is more likely to obtain the better estimate because she has thrown the die
more times than John.
Question
1
A die is thrown 600 times. These results are obtained.

1
102
112
181
31
82
92
Do the results indicate the die is biased?
Justify your answer.
Use the data to work out the probability of the die landing on:
i 1, ii 3, iii 4, iv 6
If the die were fair how many times would you expect it to land on each
number if it were thrown 600 times?
Answers
1
a The die seems to be biased.

b More 3s were obtained than would be expected by chance. Less 4s were obtained than would be
expected by chance.
c i
102/
600
51/
300
17/
100
ii
181/
600
iii
31/
600
iv
92/
600
23/
150
d We would expect the die to land on each number a similar amount of times. The chance of each
number is 1/6. Therefore we would expect each number to occur about 100 times.

45
Handling Data
Probability
Exercises
1
This table shows the shoe sizes of 200 women.

Shoe size
Number of women
10
41
72
36
24
17
A woman is chosen at random. Use the information in the table to decide the
probability that she takes:
a Size 4
b Size 2
c More than size 5
d Less than size 5
e A week later the shoe sizes of 1000 woman were recorded. Fill in this table to
show the numbers of each shoe size you would expect.
Shoe size
Number of women
f Explain how you decided what numbers to write in the table.

2
2000 cartons of six eggs were accidentally dropped during transportation.

100 cartons were examined at random and the following numbers of eggs were
broken in each carton:
Eggs broken
Frequency
17
35
22
12
a If an unchecked box is opened at random what is the probability that it will

contain:
i one broken egg
ii three broken eggs
iii less than five broken eggs?
b Estimate the number of cartons with exactly four broken eggs.
c Estimate the total number of broken eggs. Show your working.

46
Investigation
Investigation
Arrange 16 chairs as shown.
= Boy
= Girl
= Empty space
Boys and girls can move left, right, up or down, onto an empty space next to them.
No one may move diagonally.
What is the least number of moves to move the boy to the empty space?
Advice
1
First look at simple cases. Use counters instead of people.
Try
G
B
ROWS
C
O
L
U
M
N
S
then
then
etc
Draw diagrams to show what is happening. Draw tables to show results.

Look for repeating moves or patterns. Describe what you find. Record the
moves. Try to find a rule. Can you predict the next answer? Check your
prediction. You now have a rule for 2 rows and any number of columns.
Now find rules for other shapes. Be systematic.

Investigate 3 rows. Repeat points 1 and 2 above. Is the solution for 2 rows and 3
columns the same as 3 rows and 2 columns? Investigate 4 rows, 5 rows. Can you
predict 6 rows? Check your prediction.
Now look for a general case. Can you predict the number of moves for 7 rows and
8 columns? Explain your findings in words and using formulae.

55
Game
Nine Mens Morris

You need:
9 black counters
9 white counters
Rules
1
Take it in turns to place a counter on an empty dot.
When all counters are placed take it in turns to move one counter along a line to
an empty dot.
Each time you have three counters in a straight line you can remove one of your
opponents counters. It cannot be used again.
The player who loses all of their counters from the board loses.

56

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p

Key Stage 3 Mathematics

Published by Pearson Publishing Limited 1997

KS3 Mathematics D: Level 7

Number and Algebra

Estimating, multiplying and dividing by numbers

Rounding to one significant figure (1 sig. fig.)

Round to one figure, then add noughts to

Note: 421.3 does not become 400.0

Significant figures are counted from the first

Multiplying by numbers larger than 1

Multiplying by numbers smaller than 1

Dividing by numbers larger than 1

Dividing by numbers smaller than 1

3127 x 493 __________

3814 x 0.019 __________

3957 813 __________

911 0.0301 __________

3000 x 500 = 1 500 000

900 0.03 = 30 000

Pembrokeshire e-Portal Licence exp 31Aug10

KS3 Mathematics D: Level 7

Number and Algebra

Estimating, multiplying and dividing by numbers

800 000 200

Estimate the answers to the following questions. (Show your working.)

A man worked for 52 weeks and earned 391 per week.

Water flows through a pipe at a rate of 39.8 cc per second.

Pembrokeshire e-Portal Licence exp 31Aug10

KS3 Mathematics D: Level 7

Number and Algebra

Efficient use of a calculator 1

Questions involving division

Place brackets at the start and end of the top line

your clear key

Pembrokeshire e-Portal Licence exp 31Aug10

KS3 Mathematics D: Level 7

Number and Algebra

Efficient use of a calculator 1

2.8 (3.65 - 1.72)

4.6 (2.7 + 1.35)

0.7 (3.6 + 2.8 + 4.3 - 1.9)

(7.38 - 5.6) 2.7

(9.32 + 2.6) 0.17

Find the value of A when a = 3.6, b = 7.4

Find the value of Y when c = 6.82 and d = 4.71

Find the value of A when B = 0.78, C = 3.62,

12 6.82 (5.74 + 3.82)

4.82 (5.3 - 2.91)

Find the value of A when B = 7.32,

Pembrokeshire e-Portal Licence exp 31Aug10

KS3 Mathematics D: Level 7

Number and Algebra

Efficient use of a calculator 2

This is used to square a number, eg 8 = 64

This is used to calculate powers, eg 3

This is used to calculate the square root of a number, eg 36 = 6

This is used to calculate the cube root of a number, eg 3125 = 5

to recall what is in memory.

What is the value of 45?

A square has an area of 81 cm2. What is the length of each side?

A cube has a volume of 64 cm3. What is the length of each side?

y = 3x3 + 4x2 + 2x. Calculate the value of y when x = 2.974.

5 First put 2.974 into memory.