Gen Math

TI-Nspire CAS OS3 and Casio ClassPad version
TI-Nspire CAS OS3

and Casio ClassPad
version
Pages changed in the Enhanced Version
TI-Nspire CAS OS3 and Casio ClassPad version
ENHANCED
STANDARD GENERAL
MATHEMATICS
New in the Standard General Mathematics Enhanced TI-N/CP version:

An additional chapter on bivariate data with an early introduction to regression analysis, a key topic in Further
Mathematics.
Updated worked examples and exercises, with revisions for CAS calculator use.
Integrated CAS calculator explanations, examples and problems have been updated to reflect the TI-Nspire
OS3, and continue to feature the Casio ClassPad.
Page numbers in the printed text reflect the previous TI-Nspire and Casio ClassPad version, allowing for
continuity and compatibility.
Digital versions of the student text are available in interactive HTML and PDF formats through Cambridge GO.
The Interactive Textbook is an HTML version of the student text. It delivers interactive features designed to
enhance the teaching and learning experience. Features include formatting for on-screen reading, linked
interactive spreadsheets and slide presentations, pop-up answers and multiple-choice quizzes.
The PDF Textbook, which is enabled for note-taking and bookmarking, is also available free to users of the
student text.
Cambridge GO for students and teachers

Cambridge GO is the new home for the Essential VCE Mathematics companion website. It provides student and
teacher resources, including digital textbook options for the enhanced versions and supplements for other models
of calculators.
The PDF textbook may be activated using the access code printed in the front of the textbook.
The Interactive Textbook may be accessed using the code in the Interactive Textbook sealed pocket, available
for purchase separately or with the student text.
www.cambridge.edu.au/GO
Fully worked solutions.
Essential Standard General Mathematics Solutions Supplement

Worked solutions to the extended-response questions in the textbook
978-0-521-61254-8
Essential Standard General Mathematics Teacher CD-ROM 978-0-521-61272-2

Valuable time-saving, planning and assessment resources for teachers
These titles are also supported by student resources on Cambridge GO,
teacher resources and Solutions Supplements.
ENHANCED
Official past examination questions.
ESSENTIAL
Standard General
Mathematics Second edition
ENHANCED
PETER JONES
KAY LIPSON
DAVID MAIN
BARBARA TULLOCH
Second Edition
Also available for Essential Standard General Mathematics:
ESSENTIAL
Guiding students to
VCE success year after year.
The Essential VCE Mathematics series has a reputation for mathematical excellence, with an approach developed
over many years by a highly regarded author team of practising teachers and mathematicians. This approach
encourages understanding through a wealth of examples and exercises, with an emphasis on VCE examinationstyle questions.
Standard General Mathematics
Neil Duncan
Revised edition enhanced with an interactive online textbook and

TI-Nspire OS3 updates with colour screens
JONES, LIPSON,
MAIN & TULLOCH
VCE
Core facts, skills and extended

response tasks.
at
AS
Available for a range of VCE subjects from

your local bookseller OR purchase online at
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Inte
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12
Essential Standard General Mathematics
Constructing a histogram using a CAS calculator

It is relatively quick to construct a histogram from a frequency table. However, if you only
have the data (as you mostly do), it is a very slow process because you have to construct the
frequency table rst. Fortunately, a CAS calculator will do this for us.
How to construct a histogram using the TI-Nspire CAS
Display the following set of 27 marks in the form of a histogram.
16 11 4 25 15 7 14 13 14 12 15 13 16 14
15 12 18 22 17 18 23 15 13 17 18 22 23
Steps
1 Start a new document: Press c and select
New Document (or use / + N). If prompted
to save an existing document, move cursor to
No and press .
2 Select Add Lists & Spreadsheet

Enter the data into a list named marks.
a Move the cursor to the name space of
column A (or any other column) and type in
marks as the list name. Press .
b Move the cursor down to row 1, type in the
rst data value and press . Continue
until all the data has been entered. Press
after each entry.
3 Statistical graphing is done through the Data &
Statistics application.
Press / + I and select Add Data & Statistics
(or press c, arrow to , and press ).
Note: A random display of dots will appear this is to
indicate that data are available for plotting. It is not a
statistical plot.
a Press e to show the list of variables that

are available. Select the variable marks.
Press to paste the variable marks to that
axis.
b A dot plot is displayed as the default plot. To
change the plot to a histogram, press
b>Plot Type>Histogram and then press
b or click (press a).
ISBN 978-1-107-66462-3
Peter Jones, Kay Lipson, David Main, Barbara Tulloch 2012
Photocopying is restricted under law and this material must not be transferred to another party.
Cambridge University Press
Chapter 1 Univariate data
13
Your screen should now look like that shown

opposite. This histogram has a column (or bin)
width of 2 and a starting point of 3.
4 Data analysis
a Move cursor onto any column. A will
appear and the column data will be
displayed as shown opposite.
b To view other column data values move the
cursor to another column.
Note: If you click on a column it will be selected.
To deselect any previously selected columns
move the cursor to the open area and press x.
Hint: If you accidentally move a column or data point,
press / + d to undo the move.
5 Change the histogram column (bin) width to 4 and the starting point to 2.
a Press / + b to get the contextual menu as shown (below left).
Hint: Pressing / + b with the cursor on the histogram gives you access to a contextual menu
that enables you to do things that relate only to histograms.
b Select Bin Settings

c In the settings menu (below right) change the Width to 4 and the Starting Point
(Alignment) to 2 as shown. Press .
d A new histogram is displayed with column width of 4 and a starting point of 2 but
it no longer ts the viewing window (below left). To solve this problem press /
+ b>Zoom>Zoom-Data and to obtain the histogram as shown below right.
ISBN 978-1-107-66462-3
14
6 To change the frequency axis to a percentage axis, press / + b>Scale>Percent

and then press .
How to construct a histogram using the ClassPad

Display the following set of 27 marks in the form of a histogram.
16 11 4 25 15 7 14 13 14 12 15 13 16 14
15 12 18 22 17 18 23 15 13 17 18 22 23
Steps
1 From the application menu screen,
locate the Statistics application. Tap
to open.
Note: Tapping
from the icon panel

(just below the touch screen) will display
the application menu if it is not already
visible.
2 Enter the data into a list named

marks.
a Highlight the heading of the rst
list by tapping.
.
b Press k and tap
E
.
c Type marks and press
d Then, starting in row 1, type in
each data value. Press E or
to move down the list.
Your screen should be like the one
shown below (left).
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For example, the median of the following data set is 6, as there are ve observations on
either side of this value when the data are listed in order.
median = 6
5
6
7
11
When there is an even number of data values, the median is dened as the mid-point of the
two middle values. For example, the median of the following data set is 6.5, as there are six
observations on either side of this value when the data are listed in order.
Example 13
median = 6.5
5
6
7
7
11
11
Calculating the median
Find the median number of premierships in the AFL ladder using the data in Example 12.
Solution
1 As the data are already given in order, it only remains
to decide which is the middle observation.
16 16 15 12 11 10 10 8 4 4 3 2 1 1 1 0
2 Since there are 16 entries in the table there is no actual
middle observation, so the median is chosen as the value
half-way between the two middle observations, in this
case the eighth and ninth (8 and 4).
3 The interpretation here is, that of the teams in the AFL,
half (or 50%) have won the premiership 6 or more times
and half (or 50%) have won the premiership 6 or less times.
1
median = (8 + 4)
2
=6
For larger data sets, the following rule for locating the median is helpful.
In general, to compute the median of a distribution:
Arrange all the observations in ascending order according to size.
n+1
If n, the number of observations, is odd, then the median is the
th observation
2
from the end of the list.
If n, the number of observations, is even, then the median is found by averaging
n the two
n
+ 1 th
middle observations in the list. That is, to nd the median the th and the
2
2
observations are added together, and divided by 2.
The median value is easily determined from an ordered stem-and-leaf plot by counting to the
required observation or observations from either end.
36
How to calculate measures of centre and spread using the TI-Nspire CAS
The table shows the monthly rainfall gures for a year in Melbourne.
Month
J F M A M J
J A S O N D
Rainfall (mm) 48 57 52 57 58 49 49 50 59 67 60 59
Determine the mean and standard deviation, median and interquartile range, and the range
for this data set. Give your answers correct to 1 decimal point where necessary.
Steps
1 Start a new document: Press c and select
New Document (or press / + N).
2 Select Add Lists & Spreadsheet.
Enter the data into a list named rain as shown.
Statistical calculations can be done in the Lists
& Spreadsheet application or the Calculator
application.
3 Press / + I and select Add Calculator (or
and press )
press c and arrow to
a Press b>Statistics>Stat Calculations>
One-Variable Statistics, then .
b Press the e key to highlight OK and
press
c Use the arrow and to paste in the list
name rain. Press to exit the popup
screen and generate statistical results screen
shown below.
Notes:
1 The sample standard deviation is sx.

2 Use the arrows to scroll through the results
screen to see the full range of statistical values
calculated.
4 Write the answers to the required

degree of accuracy (i.e. 1 decimal
place).
x = 55.4, S = 5.8
M = 57, I QR = Q3 Q1 = 59 49.5 = 9.5
R = max min = 67 48 = 19
ISBN 978-1-107-66462-3
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Using a CAS calculator to construct a boxplot

How to construct a boxplot using the TI-Nspire CAS
Construct a boxplot to display the given monthly rainfall gures for Melbourne.
Month
J
F M A M J
J
A S O N D
Rainfall (mm) 48 57 52 57 58 49 49 50 59 67 60 59
Steps
1 Start a new document: Press c and select New
Document (or use / + N).
Enter the data into a list called rain as shown.
Press / + I and select Add Data & Statistics.
and press )
(or press c and arrow to
indicate list data is available for plotting. It is not a
statistical plot.
a Press e to show the list of variables. Select

the variable rain. Press to paste the
variable to that axis. A dot plot is displayed by
default as shown
b To change the plot to a box plot press
b>Plot Type>Box Plot, then or click
(press a). Your screen should now look like
that shown below.
4 Data analysis
Move the cursor over the plot to display key
values. Alternatively, use b >Analyze>
Graph Trace and the horizontal arrow keys
to move the cursor directly to key points.
Starting at the far left of the plot, we see that the
r minimum value is 48: MinX = 48
r rst quartile is 49.5: Q1 = 49.5
r median is 57: Median = 57
r third quartile is 59: Q3 = 59
r maximum value is 67: MaxX = 67

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5 Find the largest value which is not an outlier. The largest value which is not an outlier is 226.
The right hand whisker of the boxplot will
nish at this value.
6 The boxplot can now be constructed
as shown.
100
200
300
The graphics calculator will also construct a boxplot with outliers. Consider again the data
from Example 19.
How to construct a boxplot with outliers using the TI-Nspire CAS
Draw a box plot with outliers to show the number of hours spent on a project by
individual students in a particular school.
2
3
4
9
9 13 19 24 27 35 36
37 40 48 56 59 71 76 86 90 92 97
102 102 108 111 146 147 147 166 181 226 264
Steps
1 Press c and select New Document
(or use / + N).
Enter the data into a list called hours as shown.

Statistics application. Press / + I and select
Add Data & Statistics (or press c, arrow to ,
and press ).
statistical plot.
a Press e to show the list of variables. Select

the variable hours. Press to paste the
variable hours to that axis. A dot plot is
displayed as the default plot.
ISBN 978-1-107-66462-3
49
b To change the plot to a box plot press

b>Plot Type>Box Plot, then or click
(press a). Outliers are indicated by a dot(s)
lying outside the main body of the plot.
4 Data Analysis
Move the cursor over the plot to display the
key values (or use b>Analyze>Graph
Trace)
r minimum value is 2: minX = 2
r rst quartile is 25.5: Q1 = 25.5.
r median is 71: Median = 71.
r third quartile is 109.5: Q3 = 109.5
r maximum value is 264: maxX = 264. It is also an outlier.
How to construct a boxplot with outliers using the ClassPad

Draw a boxplot with outliers to show the number of hours spent on a project by individual
students in a particular school.
2
3
4
9
9 13 19 24 27 35 36
37 40 48 56 59 71 76 86 90 92 97
102 102 108 111 146 147 147 166 181 226 264
Steps
1 Open the Statistics application and
enter the data into the column
labelled hours.
2 Open the Set StatGraphs dialog
in the toolbar.
box by tapping
Complete the dialog box as given
below. For
r Draw: select On
r Type: select MedBox ( )
r XList: select main \ hours ( )
r Freq: leave as 1
Tap the Show Outliers box to add
a tick ( ). Tap h to exit.
ISBN 978-1-107-66462-3
50
3 Tap y to plot the boxplot and then tap r

to obtain a full-screen display.
Key values can be read from the boxplot by
. Use the horizontal cursor
tapping
arrows ( and ) to move from point to
point on the boxplot.
r minimum value is 2 (minX = 2)
r rst quartile is 25.5 (Q1 = 25.5)
r median is 71 (Median = 71)
r third quartile is 109.5 (Q3 = 109.5)
r maximum value is 264 (maxX = 264).
It is also an outlier.
Exercise 1H
1 A researcher is interested in the number of books people borrow from a library. She decided
to select a sample of 38 cards and record the number of books each person has borrowed in
the previous year. Here are her results:
7
2
0
5
a
b
c
d
28
13
12
11
0
1
28
0
2
1
15
13
38
14
10
0
18
1
1
0
8
0
0
27
2
4
0
0
0
52
1
0
4
11
Determine the ve-number summary for this data set.

Determine if there are any outliers.
Draw a boxplot of the data, showing any outliers.
Describe the number of books borrowed in terms of shape, centre, spread and outliers.
2 The winnings (in dollars) of the top 25 male tennis players in 2011 are given in the table
shown opposite.
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Novak Djokovic
Rafael Nadal
Roger Federer
Andy Murray
David Ferrer
Robin Soderling
Jo-Wilfried Tsonga
Tomas Berdych
Nicolas Almagro
Bob Bryan
Mike Bryan
Richard Gasquet
Juan Martin del Potro
Alexandr Dolgopolov
Marty Fish
Stanislas Wawrinka
Viktor Troicki
Michael Llodra
Jurgen Mayer
Juan Ignacio Chela
Andy Roddick
Feliciano Lopez
Florian Mayer
Philipp Petzschner
Milos Raonic
51
7 608 673
5 250 169
2 502 919
2 495 054
1 692 314
1 220 729
1 041 323
937 344
857 973
811 264
811 264
748 460
737 508
720 622
710 826
678 075
667 013
659 438
659 362
641 287
621 392
620 824
594 956
575 585
574 005
a Draw a boxplot of the data, indicating any outliers.

b Describe the annual winnings of the top 25 male players in terms of shape, centre, spread
and outliers.
3 The time taken, in seconds, for a group of children to complete a puzzle is:
8
10
8
5
6
8
11
7
18
60
8
39
6
15
7
6
8
10
14
8
5
15
7
8
6
8
6
7
8
14
6
6
11
5
29
a Draw a boxplot of the data, indicating any outliers.

b Describe the time taken for the group to complete the puzzle in terms of shape, centre,
spread and outliers.
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Review
62
3 In a small company, upper management

Method 1 Method 2 Method 3
wants to know whether there is a difference
98
79
70
in the three types of methods used to train
100
62
74
its machine operators. One method uses a
89
61
60
hands-on approach. A second method uses
90
89
72
a combination of classroom instruction and
81
69
65
on-the-job training. The third method is based
85
99
49
completely on classroom training. Fifteen
97
87
71
trainees are assigned to each training
95
62
75
technique. The data shown is the result of
87
65
55
a test administered after completion of the
70
88
65
training for people trained using each method.
69
98
70
a Draw boxplots of the data sets, on the
75
79
59
same axis.
91
73
77
b Write a paragraph comparing the three
92
96
67
training methods in terms of shape, centre,
93
83
80
spread and outliers.
c Which training method would you recommend?
4 It has been argued that there is a relationship between a childs level of independence
and the order in which they were born in the family. Suppose that the children in
13 three-child families are rated on a 50-point scale of independence. This is done
when all children are adults, thus eliminating age effects. The results are as follows.
Family
1 2 3 4 5 6 7 8 9
First-born
38 45 30 29 34 19 35 40 25
Second-born 9 40 24 16 16 21 34 29 22
Third-born
12 12 12 25 9 11 20 12 10
10
50
29
20
11
44
20
16
12
36
19
13
13
26
18
10
a Draw boxplots of the data sets on the same axis. Use a calculator.
b Write a paragraph comparing level of independence for the three birth orders in
terms of shape, centre, spread and outliers.
5 A study was conducted to determine the effect of choice on performance in student
essays. One group of students was allowed to choose their essay topics from a long
list of possibilities. Another group was given the same essay topics but without any
choice of topic. The marks, out of 50, obtained by the students are given below.
36
35
44
No choice
44
Choice
34
37
36
24
37
48
36
49
30
36
35
48
40
50
26
28
35
45
42
42
33
44
21
35
25
30
25
40
a Draw boxplots for each of the sets of marks on the same scale.
b Write a paragraph to discuss the effect of students choice on the distribution of
marks in terms of shape, centre, spread and outliers.
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Example 1
Using a formula
The cost of hiring a windsurfer is given by the rule

C = 5t + 8
where C is the cost in dollars and t is the time in hours.
Annie wants to sail for 2 hours. How much will it cost her?
Solution
C = 5t + 8
C = 5(2) + 8
1 Write the formula.

2 To determine the cost of hiring a
windsurfer for 2 hours, substitute t = 2
into the formula.
Remember: 5(2) means 5 2.
3 Evaluate.
C = 18
4 Write your answer.
It will cost Annie $18 to hire a

windsurfer for 2 hours.
Example 2
Using a formula
The perimeter of the shape shown can be given by the formula:

P = 2L + H 1 +
2
where L is the length of the rectangle and H is the height.
Find the perimeter correct to 1 decimal place, if L = 16.1 cm
and H = 3.2 cm.
Solution
1 Write the formula.
P = 2L + H
1+
2
2 Substitute values for L and H

into the formula.
3 Evaluate.
P = 2 16.1 + 3.2 1 +
2
P = 40.4 (correct to 1 dec. place)
4 Give your answer with correct units.
The perimeter of the shape is 40.4 cm.
Exercise 2A
1 The cost of hiring a dance hall is given by the rule
C = 50t + 1200
where C is the total cost in dollars and t is the number of hours for which the hall is hired.
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Chapter 2 Linear relations and equations
65
Find the cost of hiring the hall for:

a 4 hours
b 6 hours
c 4.5 hours.
2 The distance, d km, travelled by a car in t hours at an average speed of v km/h is given by
the formula
d =v t
Find the distance travelled by a car travelling at a speed of 95 km/hour for 4 hours.
3 Taxi fares are calculated using the formula
F = 1.3K + 4
where K is the distance travelled in kilometres and F is the cost of the fare in dollars.
Find the costs of the following trips.
a 5 km
b 8 km
c 20 km
4 The circumference, C, of a circle with radius, r, is given by

C = 2r
Find, correct to 2 decimal places, the circumferences of the circles with the following radii.
a r = 25 cm
b r = 3 mm
c r = 5.4 cm
d r = 7.2 m
5 If P = 2(L + W ), nd the value of P if:

a L = 3 and W = 4
b L = 15 and W = 8
c L = 2.5 and W = 9
6 If A = 12 h (x + y), nd A if:
a h = 1, x = 3, y = 5
b h = 5, x = 2.5, y = 3.2 c h = 2.7, x = 4.1, y = 8.3
7 The formula used to convert temperature from degrees Fahrenheit to degrees Centigrade is
C = 59 (F 32)
Use this formula to convert the following temperatures to degrees Centigrade.
Give your answers correct to 1 decimal place.
a 50 F
b 0 F
c 212 F
d 92 F
8 The formula for calculating simple interest is

PRT
100
where P is the principal (amount invested or borrowed), R is the interest rate per annum and
T is the time (in years). In the following questions, give your answers to the nearest cent
(correct to 2 decimal places).
I =
a
b
c
d
Frank borrows $5000 at 12% for 4 years. How much interest will he pay?
Chris borrows $1500 at 6% for 2 years. How much interest will he pay?
Jane invests $2500 at 5% for 3 years. How much interest will she earn?
Henry invests $8500 for 3 years with an interest rate of 7.9%. How much interest will he
earn?
67
How to construct a table of values using the TI-Nspire CAS

The formula for converting degrees Celsius to degrees Fahrenheit is given by
F = 95 C + 32
Use this formula to construct a table of values for F using values of C in intervals of 10
between C = 0 and C = 100.
Steps
1 Start a new document: Press / + N
Name the lists c (for Celsius) and f (for
Fahrenheit)
Enter the data 0 100 in intervals of 10
into the list named c, as shown.
3 Place cursor in the grey formula cell in
column B (i.e. list f ) and type in:
= 9 5 c + 32
Hint: If you typed in c you will need to select
Variable Reference when prompted. This prompt

occurs because c can also be a column name.
Alternatively, press h key and select c from
the variable list.
Press to display the values given. Use

the arrow to move down through the
table.
How to construct a table of values using the ClassPad

The formula for converting degrees Celsius to degrees Fahrenheit is given by
F = 95 C + 32
Use this formula to construct a table of values for F using values of C in intervals of 10
between C = 0 and C = 100.
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x + 6 = 10
x + 6 6 = 10 6
x =4
1 Write the equation.

2 Subtract 6 from both sides of the equation.
This is the opposite process to adding 6.
3 Check your answer by substituting the
found value for x into the original equation.
If each side gives the same value, the solution
is correct.
Example 5
71
LHS = x + 6
= 4+6
= 10
= RHS
Solution is correct.
Solving a linear equation by hand
Solve the equation 3y = 18.

Solution
3y = 18
18
3y
=
3
3
y =6

2 The opposite process of multiplying by 3 is
dividing by 3. Divide both sides of the
equation by 3.
LHS = 3y
= 36
= 18
= RHS
3 Check that the solution is correct by

substituting y = 6 into the original equation.
Example 6
Solving a linear equation by hand
Solve the equation 4(x 3) = 24.

Solution: Method1
4(x 3) = 24
4x 12 = 24
2 Expand the brackets.
4x
12 + 12 = 24 + 12
3 Add 12.
4x = 36
36
4x
4 Divide by 4.
=
4
4
x =9
Check that the solution is correct by

substituting x = 9 into the original equation.
Solution: Method 2
2 Divide by 4.
3 Add 3.
4(x 3) = 24
24
4(x 3)
=
4
4
x 3=6
x 3+3= 6+3
x =9
LHS = 4(x 3)
= 4(9 3)
= 46
= 24
= RHS
solution is correct.
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Example 7
Solving a linear equation using CAS
Solve the equation 4 5b = 8.

Solution
1 Use the solve( command on your CAS
calculator to solve for b as shown opposite.
solve(45b = 8, b)
b = 2.4
Note: Set the mode of your calculator to Approximate

(T1-nspire) or Decimal (Classpad) before using solve(.
LHS = 4 5b
= 4 5 2.4
= 4 + 12
= 8 = RHS
2 Check that the solution is correct by

substituting x = 2.4 into the original
equation.
Exercise 2C
1 Solve the following linear equations.
a
e
i
m
q
x + 6 = 15
g3=3
x + 11 = 10
2+y =8
4 + t = 6
b
f
j
n
r
y + 11 = 26
f 7 = 12
g 3 = 2
6+e =9
8 + s = 3
c
g
k
o
s
t + 5 = 10
f +5=2
b 10 = 5
7+h =2
9k =2
d
h
l
p
t
m5=1
v +7=2
m 5 = 7
3 + a = 1
5n =1
2 Solve the following linear equations.

a 5x = 15
e 6 j = 24
i 3y = 15
r
=4
m
3
h
= 5
q
8
b 3g = 27
f 4m = 28
j 3s = 9
q
n
=6
5
m
r
= 7
3
c 9n = 36
g 2 f = 11
k 5b = 25
x
o
=6
8
14
s
=7
a
d 2x = 16
h 2x = 7
l 4d = 18
t
=6
p
2
24
t
= 12
f
3 Solve the following linear equations using CAS. Give answers correct to 1 decimal place
where appropriate.
a 3a + 5 = 11
e 3y 5 = 16
b 4b + 3 = 27
c 2w + 5 = 9
f 4f 1=7
g 3 + 2h = 13
2(s 6)
5(t + 1)
=4
k
=8
i 4(g 4) = 18 j
7
2
m 2(x 3) + 4(x + 7) = 10 n 5(g + 4) 6(g 7) = 25 o
d 7c 2 = 12
h 2 + 3k = 6
4(y 5)
= 2.4
5
5( p + 4) = 25 + (7 p)
l
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Exercise 2F
1 Balloons cost 50 cents each and streamers costs 20 cents each.
a Construct a formula for the cost, C, of x balloons and y streamers.
b Find the cost of 25 balloons and 20 streamers.
2 Tickets to a concert cost $40 for adults and $25 for children.
a Construct a formula for the total amount, C, paid by x adults and y children.
b How much money altogether was paid by 150 adults and 315 children?
3 At the football canteen, chocolate bars cost $1.60 and muesli bars cost $1.40.
a Construct a formula to show the total money, C, made by selling x chocolate bars and
y muesli bars.
b How much money would be made if 55 chocolate bars and 38 muesli bars were sold?
4 At the bread shop, custard tarts cost $1.75 and iced doughnuts $0.70 cents.
a Construct a formula to show the total cost, C, if x custard tarts and y iced doughnuts are
purchased.
b On Monday morning, Mary bought 25 custard tarts and 12 iced doughnuts. How much
did it cost her?
5 At the beach cafe, Marion takes orders for coffee and milkshakes. A cup of coffee costs
$2.50 and a milkshake costs $4.00.
a Using x (coffee) and y (milkshakes),write a formula showing the cost, C, of coffee and
milkshake orders taken.
b Marion took orders for 52 cups of coffee and 26 milkshakes. How much money did this
make?
6 Joe sells budgerigars for $30 and parrots for $60.
a Write a formula showing the money, C, made by selling x budgerigars and y parrots.
b Joe sold 60 budgerigars and 28 parrots. How much money did he make?
7 James has been saving 50c and 20c pieces.
a If James has x 50c pieces and y 20c pieces, write a formula to show the number, N, of
coins that James has.
b Write a formula to show the value, V dollars, of Jamess collection.
c When James counts his coins, he has forty-ve 50c pieces and seventy-seven 20c pieces.
How much money does he have in total?
8 A rectangular lawn is twice as long as it is wide. It has a path 1 metre wide all around it. The
length of the perimeter of the outside of the path is 48 metres. What is the width of the lawn?
Give your answer correct to the nearest centimetre.
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2.7 Setting up and solving simple
non-linear equations
Not all equations that are solved in mathematics are linear equations. Some equations are
non-linear.
For example:
y = x 2 + 2 is a non-linear equation with two unknowns, x and y.
d 2 = 25 is a non-linear equation with one unknown, d.
6m 3 = 48 is a non-linear equation with one unknown, m.
Example 17
Solving a non-linear equation
Solve the equation x 2 = 81.

Solution 1 (by hand)
2 Take the square root of both sides of the equation.
(The opposite process of squaring a number is to
take the square root.)
x2 = 81

x2 = 81
x = 9
Note: Both the positive and negative answers should be

given, as 9 9 = 81 and 9 9 = 81.
Solution 2 (using CAS)

Use the solve( command as shown
opposite.
solve(x 2 = 81, x )
x = 9 or x = 9
Note: Set the mode of your calculator to Approximate

(T1-Nspire) or Decimal (Classpad) before using solve(.
Example 18
Solve the equation a 3 = 512.

Solution 1 (by hand)
2 Take the cube root of both sides of the
equation. (The opposite process of cubing
a number is to take the cube root.)
a3 = 512

3 3
3
a = 512
a = 8
Note: 3 512 = (512) 3

Note: (8) (8) (8) = 512
but
8 8 8 = 512
Solution 2 (using CAS)

Use the solve( command as shown opposite.
solve(a 3 = 512, a )
a = 8
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Example 19
81
The surface area S of a sphere of radius r is given by the equation S = 4r 2 . Find the radius
of a sphere with a surface area of 600 cm2 .
Solution (using CAS)
2 Substitute S = 600 into the equation.
3 Use the solve( command as shown
opposite to solve the equation.
S = 4r 2
600 = 4r 2
solve(600 = 4r 2, r )
r = 6.90988 or r = 6.90988
4 Noting that the radius must have a

positive value, write down the value of
r correct to 2 decimal places.
Correct to 2 decimal places, the

radius of the sphere is 6.91 cm.
Exercise 2G
1 Evaluate the following.
a 42
d 33
g (5)3
b (9)2
e 23
h 44
c 72
f 63
i (10)4
2 Solve the following non-linear equations correct to 2 decimal places.

a a 2 = 12
d d 3 = 76
b b2 = 72
e e3 = 300
c c2 = 568
f f 3 = 759
3 Solve the following non-linear equations correct to 2 decimal places.

a
d
g
j
m
3x 2 = 24
6 f 2 = 33
x 3 = 81
2r 3 = 50
2 p2 1 = 8
b
e
h
k
n
5y 2 = 25
4h 2 = 19
r 3 = 18
4m 3 = 76
3q 3 + 5 = 101
c
f
i
l
o
2a 2 = 11
11c2 = 75
y 3 = 96
8b3 = 21
2(r 2 + 8) = 64
4 The volume of a cylinder is given by

V = r 2 h
where h is the height and r is the radius of the base.
Find, correct to 2 decimal places, the value of h
when V = 450 cm2 and r = 10 cm.
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5 Pythagoras Theorem states that, for any right-angled triangle, the hypotenuse, h, is given by
h 2 = a 2 + b2
where a and b are the other two sides of the triangle.
Find a, correct to 1 decimal place, when h = 17.5 cm

and b = 7.8 cm.
6 The volume, V, of a cone is given by

V = 13 r 2 h
where r is the radius and h is the height of the cone.
a Find, to the nearest cm, the radius if the height of the

cone is 15 cm and the volume is 392.7 cm3 .
b Find, to the nearest cm, the height if the radius of the cone
is 7.5 cm and the volume is 562.8 cm3 .
2.8 Linear recursion

A recursive relationship is one where the same
thing keeps happening over and over again.
A recursion is the process of using a repeated
procedure. Recursion can be used to solve problems
by repeating a sequence of operations.
For example, a slowly developing bacterial
population doubles every day. This situation can
be described by a recursive relationship.
Assuming that we start with two bacteria, ,
the population of bacteria can be seen to develop
as in the following diagram.
Day
Number
of bacteria
Term
t1 = 2 t2 = 4 t3 = 8 t4 = 16
n1
n+1
tn = 2tn 1 tn+1 = 2tn
83
t1 = 2
On day 1, there are 2 bacteria.
t2 = 2 t1
On day 2, there are 2 2 = 4 bacteria.
t3 = 2 t2
t4 = 2 t3
tn = 2 tn1
On day n, there are tn1 2 bacteria
tn+1 = 2 tn
On the (n + 1)th day, there are tn 2 bacteria.
Thus a rule for this recursive relationship is tn+1 = 2tn , with a starting value t1 = 2.
We can use linear recursion on a graphics calculator to generate a sequence of terms.
How to generate a sequence of terms using linear recursion using the TI-Nspire CAS
A slowly developing bacterial population doubles every day. The rule for this recursive
relationship is
tn+1 = 2tn
Show the terms of this relationship, if the starting value is 2.
Steps
1 Press c or (or w then c on the
Clickpad), then A to open
Scratchpad:Calculate.
See Appendix for more details on the
Scratchpad.
Note: You can also use c>New Document
Add Calculator if preferred.
2 Type in 2, the value of the rst term. Press

. The calculator stores the value 2 as
Answer (you cant see this yet).
3 Now type in 2 (the screen will show
Ans 2) and press . The second term in the
sequence is 4. This value is now stored as Ans.
Note: To see the value stored as Ans at any time, press
/v .
4 Press to generate the next term. Continue

pressing until the required number of
terms is generated.
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Solution
1 On the calculation
screen, type in 32 and press
(or E)
2 Type in + 14 and press
(or E)
3 Continue pressing
(or E) until ve terms have
been generated.
The first ten terms are 32, 46, 60, 74, 88.

Example 21
Using linear recursion
A linear recursion relationship is given by

tn+1 = 3tn 2
Write the rst six terms if the starting value is t1 = 6.
Solution
1 On the calculation
screen, type in 6 and press
(or E)
2 Type in 3 2 and press
(or E)
3 Continue pressing
(or E) until six terms have
been generated.

Example 22
The first six terms are 6, 16, 46, 136, 406, 1216.
Using linear recursion to solve practical problems
Maree has $3000 in her bank account. She adds $45 to it at the end of each month. How much
will she have after 8 months?
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Solution
This is a linear recursion relationship for which the starting value is $3000.
1 On the calculation screen,
type in 3000 and press
(or E).
2 Each month, $45 is added
to the account, so type in
+ 45 and press (or
E). At the end of the rst
month, Marie has $3045.
3 Continue pressing (or
E) to generate all eight
values.
4 Give your answer with the correct units.

Example 23
After 8 months, Maree will have $3360.
Using linear recursion to solve problems
A person starts a job on an annual salary of $35 000 and receives annual increases of $3500.
What will be their salary at the beginning of the fth year?
Solution
This is a linear recursion relationship with a starting value of $35 000.
(or E)
2 Each year, there is a salary
increase of $3500, so type
in + 3500 and press
(or E).
3 Press (or E) three
more times.
At the start of the second year, the salary will be $38 500.
At the start of the third year, the salary will be $42 000.
At the start of the fourth year, the salary will be $45 500.
At the start of the fth year the salary will be $49 000.
At the start of the fifth year, the salary will be $49 000.
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Example 24
87
A person inherits $25 000 and invests it at 10% per annum. A linear recursion relationship for
this is given by
tn+1 = 1.1tn
Show how the amount of $25 000 increases over 4 years.
Note: An increase of 10% means that the amount is 110% of the original.
110
= 1.1
100
Each year is therefore multiplied by 1.1. The linear recursion relationship is thus dened by tn+1 = 1.1tn .
110% means
Solution
(or E).
2 Each year, there is a 10%
salary increase so type in
1.1 and press (or
E).
more times.
4 Write your answer, showing how

the amount increases each year.
Example 25
At the end of the first year, the amount is $27 500.

At the end of the second year, the amount is $30 250.
At the end of the third year, the amount is $33 275.
At the end of the fourth year, the amount is $36 602.50.
Bruce invests $35 000 at 10% per annum and decides to spend $5000 each year. Show how the
balance changes over a 4-year period.
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Solution
The linear recursion relationship is tn+1 = 1.1tn 5000.
(or E)
2 Next type in 1.1 5000
and press (or E).
more times.
4 Write your answer, showing how the

balance changes each year.
At end of the first year, the balance is $33 500.

At end of the second year, the balance is $31 850.
At end of the third year, the balance is $30 035.
At end of the fourth year, the balance is $28 038.50.
Exercise 2H
1 A linear recursion relationship is given by tn+1 = tn 12. Write the rst ve terms if the
starting value is t1 = 200.
2 Sarah is saving up for a new car. She already has $1500 and she is able to save $400
a month. How much will she have:
a after 6 months?
b after 12 months?
3 Peter owes $18 000 to his father. He decides to pay his father $800 every month.
a How much will he owe:
i after 10 months?
ii after 1 year?
iii after 18 months?
b How long will it take Peter to pay the money back to his father?
4 Erica is offered a job with a starting salary of $29 500 per year and annual increases of
$550.
a What her salary be would:
i at the start of her fth year on the job?
ii at the start of her eighth year on the job?
b At this rate, how many years would she have to be in the job to receive a salary of
$35 000?
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A CAS calculator can also be used to nd the point of intersection.

How to nd the point of intersection of two linear graphs using the TI-Nspire CAS
Use a graphics calculator to nd the point of intersection of the simultaneous equations
y = 2x + 6 and y = 2x + 3.
Steps
1 Start a new document (/ + N) and select
Add Graphs
2 Type in the rst equation as shown. Note that
f1(x) represents the y. Press , the edit line
will change to f2(x) and the rst graph will be
plotted. Type in the second equation and press
to plot the second graph.
Hint: If the entry line is not visible press e.
Hint: To see all entered equations move the cursor
onto the
and press x.
Note: To change window settings, use
b>Window/Zoom>Window Settings and change to

suit. Press when nished.
3 To nd the point of intersection, use

b>Points & Lines>Intersection Point(s)
Move the cursor to one of the graphs until it
ashes, press x, then move to the other graph
and press x. The solution will appear.
4 Press to display the solution on the

screen. The co-ordinates of the point of
intersections are x = 0.75 and y = 4.5.
Note: you can also nd the intersection point using

b>Analyze Graph>Intersection
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4 Find y by substituting x = 1 into either

equation (1) or equation (2).
5 Check by substituting x = 1 and y = 6 into
equation (2).
6 Write your answer as a pair of coordinates.
Substitute x = 1 into (1).

y = 1+5
y =6
LHS = 6
RHS = 3(1) + 9 = 3 + 9 = 6
Solution is (1, 6).
Method 2: Elimination
When solving simultaneous equations by elimination, one of the unknown variables is
eliminated by the process of adding or subtracting multiples of the two equations.
Example 29
Solving simultaneous equations by elimination
Solve the pair of simultaneous equations x + y = 3 and 2x y = 9.

Solution
x+y =3
2x y = 9
1 Number the two equations.

On inspection, it can be seen that if the
two equations are added, the variable y will
be eliminated.
2 Add equations (1) and (2).
3 Solve for x. Divide both sides of the equation by 3.
4 Substitute x = 4 into equation (1) to nd the
corresponding y value.
5 Solve for y. Subtract 4 from both sides of
the equation.
6 Check by substituting x = 4 and y = 1 into
equation (2).
Example 30
(1) + (2):
3x = 12
12
3x
=
3
3
x =4
Substitute x = 4 into (1).
4+ y = 3
4+ y 4 = 3 4
y = 1
LHS = 2(4) (1)
= 8 + 1 = 9 = RHS
Solution is (4, 1).
Solving simultaneous equations by elimination
Solve the pair of simultaneous equations 3x + 2y = 2.3 and 8x 3y = 2.8
(1)
(2)
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Solution
(1) 3
3x + 2y = 2.3
8x 3y = 2.8
9x + 6y = 6.9
(1)
(2)
(3)
(2) 2
16x 6y = 5.6
(4)
1 Label the two equations (1) and (2).

2 Multiply equation (1) by 3 and equation (2) by 2 to give
6y in both equations.
Remember: Each term in equation (1) must be multiplied by 3
and each term in equation (2) by 2.
3 Add equation (4) to equation (3) to

eliminate 6y.
4 Solve for x. Divide both sides of the equation by 25.
(3) + (4)
5 To nd y, substitute x = 0.5 into equation (1).

6 Solve for y. Subtract 1.5 from both sides of the equation.
7 Divide both sides of the equation by 2.
8 Check by substituting x = 0.5 and y = 0.4 into
equation (1).
25x = 12.5
12.5
25x
=
25
25
or x = 0.5
3(0.5) + 2y = 2.3
1.5 + 2y = 2.3
1.5 + 2y 1.5 = 2.3 1.5
2y = 0.8
0.8
2y
=
or y = 0.4
2
2
LHS = 3(0.5) + 2(0.4)
= 2.3 = RHS
Solution is (0.5, 0.4).
Exercise 2J
1 Solve the following pairs of simultaneous equations by any algebraic method (elimination or
substitution).
a y = x 1
3x + 2y = 8
b y = x +3
6x + y = 17
c x + 3y = 15
yx =1
d x + y = 10
xy=8
e 2x + 3y = 12
4x 3y = 6
f 3x + 5y = 8
x 2y = 1
g 2x + y = 11
3x y = 9
h 2x + 3y = 15
6x y = 11
i 3 p + 5q = 17
4 p + 5q = 16
j 4x + 3y = 7
6x 3y = 27
k 3x + 5y = 11
3x 2y = 8
l 4x 3y = 6
2x + 5y = 4
96
2 Solve the following pairs of simultaneous equations by any suitable method.
2.11
a y =6x
2x + y = 8
b 2x + 3y = 5
y = 7 2x
c 3x + y = 4
y = 2 4x
d 3x + 5y = 9
y=3
e 3x + 2y = 0
3x y = 3
f 4x + 3y = 28
5x 6y = 35
Solving simultaneous linear equations

using a CAS calculator
How to solve a pair of simultaneous equations using the TI-Nspire CAS
Solve the following pair of simultaneous equations:
24x + 12y = 36
45x + 30y = 90
Steps
1 Press c (or w, then c on
the Clickpad), then A to open.
Scratchpad:Calculate.
Note: You can also use c>New Document>
2 Press b>Algebra>Solve System of

Equations>Solve System of Equations and
press . Complete the pop-up screen as
shown (the default settings are for two
equations with variables x & y).
A simultaneous equation template is then
pasted to the screen.
3 Enter the equations as shown into the
template. Use the e key to move between
entry boxes
4 Press to display the solution, x = 0 and
y = 3.
5 Check the solution x = 0 and y = 3 by
substitution.
LHS = 24 (0) + 12 (3) = 36 = RHS

LHS = 45 (0) + 30 (3) = 90 = RHS
Sol uti on i s (0, 3).
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How to solve a pair of simultaneous linear equations algebraically using the ClassPad
Solve the following pair of simultaneous equations:
24x + 12y = 36
45x + 30y = 90
Steps
1 Open the built-in Main
application.
a Press k on the
front of the calculator
to display the built-in
keyboard.
b Tap the ) tab and
locate simultaneous
equations icon:
c Enter the information

24x + 12y = 36
45x + 30y = 90
x,y
2 Press E to display the solution, x = 0 and

y = 3.
3 Check the solution x = 0 and y = 3 by
substitution.
LHS = 24 (0) + 12 (3) = 36 = RHS

LHS = 45 (0) + 30 (3) = 90 = RHS
Sol uti on i s (0, 3).
Exercise 2K
Solve the following simultaneous equations:
2.12
a 2x + 5y = 3
x+y=3
b 3x + 2y = 5.5
2x y = 1
c 3x 8y = 13
2x 3y = 8
d 2h d = 3
8h 7d = 18
e 2 p 5k = 11
5 p + 3k = 12
f 5t + 4s = 16
2t + 5s = 12
g 2m n = 1
2n + m = 8
h 15x 4y = 6
2y + 9x = 5
i 2a 4b = 12
2b + 3a 2 = 2
j 3y = 2x 1
3x = 2y + 1
k 2.9x 0.6y = 4.8

4.8x + 3.1y = 5.6
Practical applications of
simultaneous equations
Simultaneous equations can be used to solve problems in real situations. It is important to
dene the unknown quantities with appropriate variables before setting up the equations.
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Example 31
Using simultaneous equations to solve a practical problem
The perimeter of a rectangle is 48 cm. If the length of the rectangle is three times the width,
determine its dimensions.
Solution
Strategy: Using the information given, set up a pair of simultaneous equations to solve.
1 Choose appropriate variables to represent the
dimensions of width and length.
2 Write two equations from the information given
in the question. Label the equations as (1) and (2).
Let W = width
L = length.
2W + 2L = 48
L = 3W
Remember: The perimeter of a rectangle is the distance
around the outside and can be found using 2w + 2l.
3 Solve the simultaneous equations by substituting

equation (2) in equation (1).
4 Expand the brackets.
5 Collect like terms.
6 Solve for w. Divide both sides by 8.
Substitute L = 3W into (1).

2W + 2(3W) = 48
2W + 6W = 48
8W = 48
48
8W
=
8
8
W=6
7 Find the corresponding value for l by

substituting w = 6 into equation (2).
Substitute W = 6 into (2).

L = 3(6)
L = 18
8 Give your answer in the correct units.
The dimensions of the

rectangle are width 6 cm and
length 18 cm.
Example 32
Using simultaneous equations to solve a practical problem
Mark buys 3 roses and 2 gardenias for $15.50.

Peter buys 5 roses and 3 gardenias for $24.50. How
much did each type of ower cost?
(1)
(2)
99
Solution
Strategy: Using the information given, set up a pair of simultaneous
equations to solve.
1 Choose appropriate variables to represent the
Let r be the cost of a rose and
cost of roses and gardenias.
g be the cost of a gardenia.
2 Write two simultaneous equations using the
information given in the question. Label the
equations (1) and (2).
3 Use your CAS calculator to solve the two
simultaneous equations.
4 Write down the solutions.

5 Check by substituting r = 2.5 and g = 4
into equation (2).
6 Write your answer with the correct units.
3r + 2g = 15.5
5r + 3g = 24.5
(1)
(2)
r = 2.50 and g = 4
LHS = 5(2.5) + 3(4)
= 12.5 + 12 = 24.5 = RHS
Roses cost $2.50 each and gardenias
cost $4 each.
Exercise 2L
1 Jessica bought 5 textas and 6 pencils for $12.75, and Tom bought 7 textas and 3 pencils for
$13.80.
a Using t for texta and p for pencil, nd a pair of simultaneous equations to solve.
b How much did one pencil and one texta cost?
2 Peter buys 50 L of petrol and 5 L of motor oil for $93. His brother Anthony buys 75 L of
petrol and 5 L of motor oil for $122. How much do a litre of petrol and a litre of motor oil
cost each?
3 Six oranges and ten bananas cost $7.10. Three oranges and eight bananas cost $4.60. Find
the cost each of oranges and bananas.
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4 The weight of a box of nails and a box of screws is 2.5 kg. Four boxes of nails and a box of
screws weigh 7 kg. Determine the weight of each.
5 An enclosure at a wildlife sanctuary contains wombats
and emus. If the number of heads totals 28 and the
number of legs totals 88, determine the number of each
species present.
6 The perimeter of a rectangle is 36 cm. If the length of
the rectangle is twice its width, determine its dimensions.
7 Find a pair of numbers whose sum is 52 and whose
difference is 8.
8 Bruce is 4 years older than Michelle. If their combined age is 70, determine their individual
ages.
9 A chocolate thickshake costs $2 more than a fruit smoothie. Jack pays $27 for 3 chocolate
thickshakes and 4 fruit smoothies. How much do a chocolate thickshake and a fruit
smoothie cost each?
10 In 4 years time a mother will be three times as old as her son. Four years ago she was ve
times as old as her son. Find their present ages.
11 The fees for registering in a mathematics competition between two neighbouring schools
are $1.20 for students aged 812 and $2 for students 13 years and over. An amount of
$188.40 has been collected and 125 students have already registered. How many students
between the ages of 8 and 12 have registered?
12 A computer company produces 2 laptop models: standard and deluxe. The standard laptop
requires 3 hours to manufacture and 2 hours to assemble. The deluxe model requires 51/2 to
manufacture and 11/2 hours to assemble. The company allows 250 hours for manufacturing
and 80 hours for assembly over a limited period. How many of each model can be made in
the time available?
13 A chemical manufacturer wishes to obtain 700 litres of a 24% acid solution by mixing a
40% solution with a 15% solution. How many litres of each solution should be used?
14 In a hockey club there are 5% more boys than there are girls. If there is a total of 246
members in the club, what is the number of boys and the number of girls?
15 The owner of a service station sells unleaded petrol for $1.42 and diesel fuel for $1.54. In
ve days he sold a total of 10 000 litres and made $14 495. How many litres of each petrol
did he sell? Give your answer to the nearest litre.
16 James had $30 000 to invest. He chose to invest part of it at 5% and the other part at 8%.
Overall he earned $2100 in interest. How much did he invest at each rate?
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1 The cost, C, of hiring a boat is given by C = 8h + 25 where h represents hours.

a What is the cost if the boat is hired for 4 hours?
b For how many hours was the boat hired if the cost was $81?
2 A phone bill is calculated using the formula C = 25 + 0.50n where n is the number
of calls made.
a Complete the table of values below for values of n from 60 to 160.
b What is the cost of making 160 phone calls?
n
C
60
70
80
90
100
110
120
130
140
150
160
3 An electrician charges $80 up front and $45 for each hour, h, that he works.
a Write a linear equation for the total charge, C, of any job.
b How much would a 3-hour job cost?
4 Two families went to the theatre. The rst family bought tickets for 3 adults and
5 children and paid $73.50. The second family bought tickets for 2 adults and
3 children and paid $46.50.
a Write down two simultaneous equations that could be used to solve the problem.
b What was the cost of an adults ticket?
c What was the cost of a childs ticket?
5 A bank account has $5000 in it. At the end of each month $300 is withdrawn.
a How much is in the account at the end of 6 months?
b How much is in the account after 1 year?
c How long until there is no more money left?
6 Mark invests $3000 at 3% per annum. The linear recursion relationship describing
this investment is given by tn+1 = 1.03tn . Show how $3000 increases over 5 years.
7 The perimeter of a rectangle is 10 times the width. The length is 9 metres more than
the width. Find the width of the rectangle.
8 A secondary school offers three languages: French, Indonesian and Japanese. At the
Year 9 level, there are 105 students studying one of these languages. The Indonesian
class has two-thirds the number of students that the French class has and the
Japanese class has ve-sixths the number of students of the French class. How many
students study each language?
Review
Extended-response questions
108
How to draw a straight-line graph and show a table of values using the TI-Nspire CAS
Use a graphics calculator to draw the graph y = 8 2x and show a table of values.
Steps
1 Start a new document (/ + N) and select Add
Graphs
2 Type in the equation as shown. Note that f1(x)
represents the y. Press to obtain the graph
below.
Hint: If the function entry line is not visible, press e
3 Change the window setting to see the key features

of the graph. Use b>Window/Zoom>Window
Settings and edit as shown. Use the e key to
move between the entry lines. Press when
nished editing the settings. The re-scaled graph
is shown below.
4 To show values on the graph, use
b>Trace>Graph Trace and then use the
arrows to move along the graph.
Note: Press
to exit the Trace tool.
5 To show a table of values, press / + T.

Use the arrows to scroll through the values
in the table.
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Solution
y y 1 = slope (x x 1) where slope =
1 Write down the two-point

formula.
2 Write down the values of
x1 , x2 , y1 and y2 .
y2 y1
x2 x1
x 1 = 2, y 1 = 1; x 2 = 4, y 2 = 10
Note: It does not matter whether the

point (2, 1) is called (x1 , y1 )
or (x2 , y2 ).
3 Substitute the values of

x1 , y1 , x2 and y2 into
the formula.
y2 y1
10 1
=
= 4.5
x2 x1
42
y y 1 = 4.5(x x 1)
y 1 = 4.5(x 2)
y 1 = 4.5x 9
y = 4.5x 8
Slope =
4 Simplify to make y the subject.
The equation of the line is y = 4.5x 8
Exercise 3E
1 Find the equation of each of the lines
(A, B, C) shown on the graph below.
2 Find the equations of each of the lines

(A, B, C) shown on the graph below.
y
y
(1, 10)
(5, 10)
(3, 10)
10
10
(5, 8)
C
4 (0, 2)
2
(1, 0)
0
(2, 10)
(1, 10)
(1, 0)
(2, 1) (3, 1)
2
(5, 4)
x
5
x
2
3.6 Finding the equation of a straight line from its
graph: the CAS calculator method

While the interceptslope method of nding the equation of a line from its graph is relatively
quick and easy to apply, the two-point method can be tedious to apply. An alternative to using
either of these methods is to use the line-tting facility of your CAS calculator. If you go on to
study Further Mathematics, you will use this facility extensively. It is known as linear
regression.
The advantage of the CAS calculator method is that it works all the time, provided the
coordinates of the points are entered in the correct order. The disadvantage of using linear
regression is that it will give you the wrong results if you do not enter the coordinates of the
points in the correct order. So take care.
Chapter 3 Linear graphs and models
121
How to nd the equation of a line from two points using the TI-Nspire CAS
Find the equation of the line that passes through the two points (2, 1) and (4, 10).
Steps
1 Write the coordinates of the two points.
Call one point A, the other B.
The line passes through the points

A (2, 1) and B (4, 10).
2 Start a new document (/ + N) and select

Add Lists & Spreadsheet
Enter the coordinate values into lists
named x and y.
3 Plot the two points on a scatterplot.

Press / + I and select Add Data &
Statistics.
and arrow to
and press
(or press
)
Note: A random display of dots will appear this
is to indicate list data is available for plotting.
It is not a statistical plot.
To construct a scatterplot
a Press e and select the variable x
from the list. Press to paste the
variable x to the x-axis.
b Press e again and select the variable
y from the list. Press to paste the
variable y to the y-axis axis to generate
the required scatter plot.
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4 Use the Regression command to draw a

line through the two points and
determine its equation.
Press b>Analyze>Regression>Show
Linear (a+bx) and to complete the
task.
Correct to one decimal place, the
equation of the line is:
y = 8.0 + 4.5x
The equation of the line is Y = 8 + 4.5x.
How to nd the equation of a line from two points using the ClassPad
Find the equation of the line that passes through the two points (2, 4) and (4, 10).
Steps
1 Open the Statistics application
and enter the coordinate values
into lists named x and y, as
shown.
2 Plot the two points on a
scatterplot.
from the toolbar to
a Tap
open the Set StatGraphs
dialog box.
b Complete the dialog box as
follows. For
r Type: select Scatter ( )
r XList: select main \ x ( )
r YList: select main \ y ( )
Leave Freq: as 1
Tap h to conrm your selections.
ISBN 978-1-107-66462-3
For example, in the scatterplot opposite, the

advertised prices of 12 second-hand cars are
plotted against the cars ages (in years).
In this relationship, the cars price is clearly
the dependent variable (DV) as it depends on
its age, so price is plotted on the vertical
axis. Age, the independent variable (IV), is
plotted on the horizontal axis.
16
14
Price ($000)
142
12
10
8
0
2
4
Age (years)
Using a graphics calculator to construct a scatterplot

While you need to understand the principles of constructing a scatterplot, and maybe to
construct one by hand for a few points, in practise you will use a graphics calculator to
complete this task.
How to construct a scatterplot using the TI-Nspire CAS
The data below give the marks that students obtained on an examination and the times
they spent studying for the examination.
Time (hours) 4 36 23 19 1 11 18 13 18 8
Mark (%)
41 87 67 62 23 52 61 43 65 52
Use a graphics calculator to construct a scatterplot. Treat time as the independent
(x) variable.
Steps
Lists & Spreadsheet
Enter the data into lists named time and mark.

Press / + I and select Add Data & Statistics.
and press )
(or press c and arrow to
statistical plot.
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Chapter 4 Bivariate data 1
143
3 To construct a scatterplot
a Press e and select the variable time from the
list. Press to paste the variable time to the
x-axis.
b Press e again and select the variable mark
from the list. Press to paste the variable
mark to the y-axis axis to generate the required
scatter plot. The plot is automatically scaled.
Note: To add colour (or change colour), move cursor
over the plot and press / + b>Color>Fill Color.
How to construct a scatterplot using the ClassPad

The data below give the marks that students obtained on an examination and the
times they spent studying for the examination.
Time (hours) 4 36 23 19 1 11 18 13 18 8
Mark (%)
41 87 67 62 23 52 61 43 65 52
Use a graphics calculator to construct a scatterplot. Treat time as the independent
(x) variable.
Steps
enter the coordinate values into
lists named time and mark, as
shown.
from the toolbar to open
2 Tap
the Set StatGraphs dialog box.
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25
Velocity (m/s)
11 For the scatterplot shown, the line drawn by eye

would have an equation closest to:
A velocity = 5 time
B velocity = 19 + 1 time
C velocity = 1 + 19 time
D velocity = 19 + 5 time
E velocity = 5 + 19 time
20
15
10
5
0
12 For the scatterplot shown, the line drawn by

eye would have a slope closest to:
A 2000
B 1000
C 200
D 2000
E 1000
2
3
Time (s)
16
14
Price ($000)
Review
168
12
10
8
0
4
Age (years)
The following information relates to Questions 13 and 14

The weekly income and weekly food costs for a group of 10 university students is given
in the following table.
Income ($)
150 250 300 300 380 450 600 850 950 1000
Food cost ($) 40 60 70 130 150 260 120 460 200 600
13 The equation of the two-mean line would be found by nding the equation of the
line passing through the points:
A (276, 90) and (770, 328)
B (300, 70) and (850, 460)
C (90, 276) and (328, 770)
D (150, 40) and (1000, 600)
E (276, 84) and (770, 334)
14 The equation of the two-mean line that would enable food cost to be predicted from
weekly income is closest to:
A food cost = 0.48 + 43 income
B food cost = 0.48 43 income
C food cost = 43 + 0.48 income
D food cost = 240 + 1.4 income
E food cost = 1.4 + 240 income

For incomes between $600 and $1200 per week, the equation of a line that relates
weekly expenditure on entertainment (in dollars) to weekly income (in dollars) is given
by:
expenditure = 40 + 0.10 income
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4 The following table gives the gold-medal winning distance, in metres, for the mens
long jump for the Olympic games for the years 1896 to 1996. (Some years are
missing owing to the two world wars.)
Year
1896 1900 1904 1908 1912 1920 1924 1928 1932 1936 1948 1952 1956
Distance (m) 6.35 7.19 7.34 7.49 7.59 7.16 7.44 7.75 7.65 8.05 7.82 7.57 7.82
Year
1960 1964 1968 1972 1976 1980 1984 1988 1992 1996 2000 2004
Distance (m) 8.13 8.08 8.92 8.26 8.36 8.53 8.53 8.72 8.67 8.50 8.55 8.59
Which is the independent variable and which is the dependent variable?

Construct a scatterplot of these data.
Describe the association between the distance and year.
Determine the value of the q-correlation coefcient for these data, and classify the
strength of the relationship.
e Determine the equation for the two-mean line and write down in terms of the
variables distance and year.
f Use your equation to predict the winning distance in the year 2008.
g How reliable is the prediction made in part f?
a
b
c
d
5 To test the effect of driving instruction on driving skill, 10 randomly selected learner
drivers were given a driving skills test. The number of hours of instruction for each
learner was also recorded. The results are displayed in the table below.
Hours
19 2 5 9 16 4 19 26 14 8
Test score 32 12 17 19 23 16 28 36 30 23
a Which is the independent variable and which is the dependent variable?
b Construct a scatterplot of these data.
c Describe the relationship between the number of hours of instruction and the
score.
d Determine the value of the q-correlation coefcient for these data and classify the
strength of the relationship.
e Determine the equation for a line by eye and write down, in terms of the variables,
the number of hours of instruction and score.
f Use the equation to predict the score after 10 hours of instruction.
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Chapter 5 Shape and measurement
2 Calculate the missing dimensions, marked x and y, in these pairs of similar triangles.
a
x cm
9 cm
6 cm
10 cm
18 cm
y cm
52 m
48 m
xm
20 m
ym
10 m
3 A triangle with sides 5 cm, 4 cm and 8 cm is similar to a larger triangle with a longest side
of 56 cm.
a Find the lengths of the larger triangles other two sides.
b Find the perimeter of the larger triangle.
4 A tree and a 1 m vertical stick cast their shadows at a particular time in the day. The shadow
lengths are shown in the diagram below (not drawn to scale).
a Give reasons why the two triangles shown are similar.
b Find the scale factor for the side lengths of the triangles.
c Find the height of the tree.
Shadow of tree
30
1m
30
Shadow of stick
4m
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5 John and his younger sister, Sarah, are standing side by side. Sarah is 1.2 m tall and casts a
shadow 3 m long. How tall is John if his shadow is 4.5 m long?
1.2 m
Johns shadow 4.5 m
Sarahs shadow 3 m
6 The area of triangle A is 8 cm2 .

Triangle B is similar to triangle A.
What is the area of triangle B?
9 cm
3 cm
8cm2
Triangle B
Triangle A
5.12 Similar solids

Two solids are similar if they have the same shape and the ratios of their corresponding linear
dimensions are equal.
Cuboids
3 cm
6 cm
9 cm
Cuboid A
2 cm
1 cm
3 cm
Cuboid B
The two cuboids above are similar because:

they are the same shape (both are cuboids)
the ratios of the corresponding dimensions are the same.
9
6
3
3
=
=
=
1
3
2
1
width of cuboid A
length of cuboid A
Height of cuboid A
=
=
Height of cuboid B
width of cuboid B
length of cuboid B
Ratio of volumes =
963
162
27
33
=
=
=
321
6
1
1
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The gures may be translated, rotated or reected to t into place.

Only three regular polygons will tessellate:
Equilateral triangles
Squares
Regular hexagons
These are called regular tessellations. The reason why these shapes tessellate is that, at each
point where the shapes meet, their angles sum to 360 . A combination of these shapes could
therefore also tessellate.
When two different types of regular polygon are used to tessellate, the pattern is called a
semi-regular tessellation. A pattern that includes one or more types of irregular polygons is
called an irregular tessellation.
Semi-regular tessellation
Irregular tessellation
The 20th-century Dutch artist M. C. Escher is famous for his tessellations. Many of his works
can be seen in calendars, books and posters, and involve changing the original shape so that the
area remains the same. You can view much of his work online at http://www.mcescher.com.
Further information on tessellations can be found on the website
http://www.tessellations.org/.
Other tessellating shapes can be made by starting with a regular polygon, cutting out a shape
and placing that shape on the opposite side of the polygon.
Example 24
Making a tessellating shape
1 Start with a regular polygon that tessellates (e.g. a square).

2 Cut out a shape on one side:
3 Copy the shape onto the other side.
4 This shape will then tessellate.
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Exercise 5N
1 Which of the following shapes will tessellate on a at surface? Explain each of your
answers.
a
c
b
d
2 The measure of one interior angle of a regular decagon (10-sided polygon) is 144 . Explain
whether or not a regular decagon will tessellate.
3 Suggest three other regular polygons that will not tessellate. Give a reason for each.
4 Choose a polygon that will tessellate and use it to make an interesting pattern on square or
dot paper.
5 Does the following shape form a semi-regular tessellation? If so, copy and continue the
pattern.
6 Choose another combination of two or three polygons that will tessellate and use them to
make an interesting pattern.
7 Draw a regular polygon that tessellates and then use it to make other interesting patterns by
cutting a piece out.
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7 Find the circumferences of the following circles, correct to 2 decimal places.

a
b
5 cm
24 cm
8 Find the areas of the circles in Question 7, correct to 2 decimal places.

H
9 For the solid shown on the right, nd, correct to 2 decimal places:
a the area of rectangle BCDE
b the area of triangle ABE
A
c the length AE
3m
d the area of rectangle AEGH
B
e the total surface area.
C
10 m
G
3m
F
E
12 m
D
10 Find the volume of a rectangular prism with length 3.5 m, width 3.4 m and height
2.8 m.
16 m
1 A lawn has three circular ower beds in it, as shown

in the diagram. Each ower bed has a radius of 2 m.
A gardener has to mow the lawn and use a
whipper-snipper to trim all the edges. Calculate:
a the area to be mown
b the length of the edges to be trimmed.
Give your answer correct to 2 decimal places.
8m
8m
8m
16 m
2 Chris and Gayle decide to build a
swimming pool on their new housing
12 m
block. The pool will measure 12 m by 5 m
10 m
5m
and it will be surrounded by timber decking
in a trapezium shape. A safety fence will
surround the decking. The design layout of
4m
4m
the pool and surrounding area is shown in the diagram.
a What length of fencing is required? Give your answer correct to 2 decimal places.
b What area of timber decking is required?
c The pool has a constant depth of 2 m. What is the volume of the pool?
d The interior of the pool is to be painted white. What surface area is to be painted?
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If the money is invested for more or less than 1 year, the amount of interest payable is
proportional to the length of time for which it is invested.
Example 6
Calculating simple interest for periods other than one year
Calculate the amount of simple interest that will be paid on an investment of $5000 at 10%
simple interest per annum for 3 years and 6 months.
Solution
Apply the formula with P = $5000, r = 10%
and t = 3.5 (since 3 years and 6 months is
equal to 3.5 years).
Example 7
I=
10
Prt
= 5000
3.5
100
100
= $1750
Calculating the total amount borrowed or invested
Find the total amount owed on a loan of $16 000 at 8% per annum simple interest at the end of
2 years.
Solution
1 Apply the formula with P = $16 000,
r = 8% and t = 2 to nd the interest.
2 Find the total owed by adding the
interest to the principal.
8
Prt
= 16 000
2
100
100
= $2560
A = P + I = 16 000 + 2 560
= $18 560
I=
The graphics calculator enables us to investigate simple interest problems using both the tables
and graphing facilities of the calculator.
How to solve simple interest problems using the TI-Nspire CAS
How much interest is earned if $10 000 is invested at 8.25% simple interest for
10 years? Show that the graph of simple interest earned is linear.
Steps
1 Substitute P = $10 000 and r = 8.25%
in the formula for simple interest.
I=
10 000 8.25 t
Prt
=
100
100
= 825t
Chapter 6 Financial arithmetic
231

Lists & Spreadsheet
Name the lists time (to represent time in years)
and interest.
Enter the data 1 10 into the list named time as
shown.
Note: you can also use the sequence command to do this.
3 Place the cursor in the grey formula cell in the list

named interest and type = 825 time
Note: you can also use the h key and paste time from the
variable list.
Press to display the values.

By scrolling down the table (use ) we can see
interest of $8250 will be earned after 10 years.
4 Press / + I and select Data & Statistics and
plot the graph as shown.
a To connect the data points. Move the
cursor to the graphing area and press
/ + b. Select Connect Data Points
b To display a value:
Move the cursor over the data points
or use b>Analyze>Graph Trace and
the horizontal arrow keys to move
from point to point.
From the plot we can see that the
graph of the amount of simple interest
earned is linear. The slope of the
graph is equal to the interest paid
each year.
Note: you can also graph this example in the Graphs application.
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How to investigate compound interest problems using the TI-Nspire CAS

a Determine, to the nearest dollar, the amount of money accumulated after 3 years if
$2000 is invested at an interest rate of 8% per annum, compounded annually.
b Determine the amount of interest earned.
c Show that the graph of the amount of money accumulated curves upwards.
Steps
1 Substitute P = $2000 and r = 8 into the
formula for compound interest.
8
A = 2000 1 +
100
t

Lists & Spreadsheet
Name the lists time (to represent time in years)
and amount.
Enter the data 1 10 into the list named time as
shown.
Note: you can also use the sequence command to do
this.
3 Place the cursor in the grey formula cell in the

list named amount and type in:
= 2000 (1 + 8 100) time
Note: you can also use the h key and paste time
from the variable list
Press to display the values as shown.

By scrolling down the table we can see
that
a the amount of money accumulated after
3 years is $2519.42
b interest earned = $2519.42 $2000 = $519.42
4 Press / + I and select Add Data & Statistics
and plot the graph as shown.
Notes:
1 To connect the data points. Move the cursor to

the graphing area and press / + b. Select
Connect Data Points
2 To display a value: Move the cursor over the data
points or use b>Analyze>Graph Trace.
3 You can use / + b and select Zoom>Window
Settings and set the Ymin to 0 if you prefer.
From the plot we see that, for compound interest, the graph of amount of money
accumulated curves upwards with time.
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How to determine at rate depreciation and book value using the TI-Nspire CAS
Michael purchases a new car for $24 000. If it decreases in value by 10% of the purchase
price each year:
a What is the amount of the annual depreciation?
b What is the amount of the depreciation after 4 years?
c What is its book value after 4 years?
Steps
1 Substitute P = $24 000 and r = 10 into
the formulae for depreciation and book
value under at rate depreciation.
24 000 10 t
100
= 2400t
24 000 10 t
V = 24 000
100
D =
2 Start a new document (/ + N) and

select Add Lists & Spreadsheet.
Name lists time, depreciation, and
book value
Hint: use / +
for the underscore or just
write as bookvalue.
3 Enter 1 10 into the list time.

4 Move the cursor to the grey formula cell of the
list depreciation and type
= (24000 10 time)/100.
Press to calculate the values for
depreciation.
5 Move the cursor to the grey formula cell
of the list book value and type
= 24000 (24000 10 time)/100.
Press to calculate the values for
book value.
Note: An alternative formula to use to
calculate the list book value would be:
= 24000 depreciation
Hint: you can use the h key to display the variable list rather than retyping in list names.
6 Write your answers.
a After 1 year, depreciation = $ 2400

b After 4 years, depreciation = $ 9600
c After 4 years, book value = $ 14400
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The graphics calculator can be set up to generate a table for reducing balance depreciation over
time.
How to determine reducing balance depreciation and book value using a TI-Nspire CAS
The factory manager in Example 16 decided that it was better to depreciate the machine,
purchased for $30 000, using the reducing balance method. If he depreciates the machine
at 15% per annum, what is its book value after 4 years? By how much has it depreciated
in value? Draw a graph of book value against time for 10 years.
Steps
1 Substitute P = $30 000 and r = 15 into the
formulae for book value and depreciation
under reducing balance depreciation.
15
V = 30 000 1
100
t

15
D = 30 000 30 000 1
100
t

Lists & Spreadsheet.
Name lists time, book value, and
depreciation
Hint: use / +
as bookvalue.
for the underscore or just write
3 Enter 1 10 into the list time.

4 To calculate book value,
a Move the cursor to the grey formula cell of
the list book value and type
= 30 000 (1 15 100) time.
b Press to list the values for book value.
From this list, we see that, after 4 years, the
book value of the machine is $15 660, to the
nearest dollar.
5 To determine depreciation,
a Move the cursor to the grey formula cell of
the list depreciation and type
= 30 000 30 000 (1 15/100) time
Note: an alternative formula to use to calculate
the list depreciation would be:
= 30 000 book value
b press to list the values for depreciation.

From this list, we see that, after 4 years, the
machine depreciates in value by $14 340, to
the nearest dollar.
ISBN 978-1-107-66462-3
255
6 Use the Data & Statistics application to

construct a graph of book value over time.
The graph shows that book value decreases
in a non-linear way with time.
How to determine reducing balance depreciation and book value using a ClassPad
The factory manager in Example 16 decided that it was better to depreciate the machine,
purchased for $30 000, using the reducing balance method. If he depreciates the machine
at 15% per annum, what is its book value after 4 years? By how much has it depreciated
in value? Draw a graph of book value against time for 10 years.
Steps
1 Substitute P = $30 000 and
r = 15 into the formulae for
book value and depreciation
under reducing balance
depreciation.
2 To form a table of values, open

15 t
V = 30 000 1
100

15 t
D = 30 000 30 000 1
100
the Sequence (
) application.
Select the Explicit tab.
Opposite
r a E: type in
n
30 000 (1 15/100) n
and press E.
r b E: type in 30 000 a E
n
n
and press E.
Note: To obtain an E, tap n,an in the
menu bar and select an E (i.e. the
depreciation value).
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1 To express a percentage as a decimal, divide the given gure by 100.

17
Example: 17% =
= 0.17
100
Exercise 1: Express the following as decimals:
a 15%
b 28%
c 8%
d 77%
e 6.5%
g 0.5%
h 0.64%
f 125%
2 A percentage of a quantity is found by multiplying that quantity by the percentage expressed

as a decimal.
19
150 = $28.50
Example: 19% of $150 =
100
Exercise 2: Calculate the following, to the nearest whole cent:
a 24% of $360
b 72% of $250
c 6% of $9.60
d 9% of $812
3 One quantity can be expressed as a percentage of another quantity by dividing one by the
other and then multiplying by 100.
8
100 = 20%
Example: Express $8 as a percentage of 40:
40
Exercise 3: Calculate the following as percentages, to 2 decimal places:
a 50c/ of $2.00
b $18 of $24
c $24 of $240
d $1.50 of $13.50
4 When increasing a quantity by a given percentage, add the percentage change of the original
quantity.
Example: Find the new amount if $175 is increased by 15%.
15
175 = $26.25.
The increase = 15% of $175 =
100
Thus, the increased amount = $175 + $26.25 = $201.25
115
Alternatively: The increased amount = 115% of $175 =
175 = $201.25
100
Exercise 4: Calculate the increased amount for each of the following:
a increase $260 by 12%
d increase $5400 by 17%
b increase $580 by 8%
c increase $42.50 by 60%
5 When decreasing a quantity by a given percentage, subtract the percentage change of the
original quantity.
Example: Find the new amount if $65 is decreased by 15%.
15
65 = $9.75.
The decrease = 15% of $65 =
100
Thus, the decreased amount = $65 $9.75 = $55.25
85
Alternatively: The decreased amount = 85% of $65 =
65 = $55.25.
100
Exercise 5: Calculate the decreased amount for the following:
a decrease $2050 by 9%
d decrease $10 600 by 3%.
b decrease $11.60 by 4% c decrease $154 by 82%
Review
Revision: Calculating percentages and percentage change
270
Try drawing any right-angled triangle with an angle of 30 and check that the
opposite
ratio
= 0.5
hypotenuse
Similarly, for any right-angled triangle with an angle of 30 the ratios cos 30 and tan 30
always have the same values:
adjacent
3
is always
= 0.8660 (to 4 decimal places)
cos 30 =
hypotenuse
2
1
opposite
tan 30 =
is always = 0.5774 (to 4 decimal places).
adjacent
3
A calculator gives the value of each trigonometric ratio for any angle entered.
TI-Nspire CAS tip

When solving problems in trigonometry, your calculator should be kept in DEGREE
mode.
Press c and use the e to highlight
Settings. Press >Settings>General,
then press again to obtain the General
Settings screen as shown below.
Use the e key to highlight the Angle

entry box. Press to access the choices and
use or arrows to highlight Degree.
Continue pressing e to highlight Make
Default and press to accept the
change/s.
In addition, you can insert the degree

symbol after any angle. Press / + k to
show the symbols palette, move to the
degree symbol ( ), and press to paste
the degree symbol onto the screen.
This overrides any mode changes and
reminds you that you should be entering an
angle, not a length.
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Example 11
Application with two right-angled triangles
A cable 100 m long makes an angle of

elevation of 41 with the top of a tower.
a Find the height, h, of the tower, to the nearest
metre.
b Find the angle of elevation, , to the nearest
degree, that a cable 200 m long would
make with the top of the tower.
A
200 m
h
100 m
41
B
Solution
Strategy: Find h in triangle ABC, then use this value to nd in triangle ABD.
a
A
1 Draw triangle ABC showing the given and
required information.
h
100 m
B
2 The opposite and hypotenuse are involved, so use sin .
3 Substitute in the known values.
4 Multiply both sides by 100.
5 Evaluate 100 sin(41 ) using your calculator and store
the answer as the value of the variable h for later use.
6 Write your answer to the nearest metre.
41
opposite
hypotenuse
h
sin 41 =
100
h = 100 sin 41
h = 65.605 . . .
sin =
The height of the tower is 66 m.
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Chapter 7 Trigonometry
b
1 Draw triangle ABD showing the given
and required information
A
200 m
2 The opposite and hypotenuse are

involved, so use sin .
3 Substitute in the known values. In
part a we stored the height of the
tower as h.
opposite
sin =
hypotenuse
h
sin =
200
1
h
200
4 Write the equation to nd .
= sin
5 Use your calculate to evaluate .
= 19.149...
6 Write your answer to the nearest

degree.
The 200 m cable would have an angle of

elevation of 19 .
Exercise 7E
1 After walking 300 m away from the base of a tall building,
on level ground, Elise measured the angle of elevation to
the top of the building to be 54 . Find the height of the
building, to the nearest metre.
54
300 m
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True or three-figure bearings

A true bearing is the angle measured clockwise from north around to the required direction.
True bearings are sometimes called three-gure bearings because they are written using three
numbers or gures. For example, 090 is the direction measured 90 clockwise from north,
better known as east!
Example 13
Determining three-gure bearings from compass bearings
Describe the compass bearings below as three-gure bearings:

a S20 E b N80 W
Solution
a
1 Show the direction on the diagram of the
compass points.
2 Add the angles clockwise from north to
the required direction.
Note that the four points of a compass are
90 apart.
b
1 Show the direction on the diagram of the
compass points.
2 Add the angles clockwise from north to
the required direction.
or
The direction is 80 less than one full

sweep (360 ) of the compass.
Example 14
90
70
20
S 160
Angle from north = 90 + 70 = 160

The true bearing is 160 .
N
280
W
10
90
80
E
90
90
Angle from north = 90 + 90 + 90 + 10 = 280

or = 360 80 = 280
The three-figure bearing is 280 .
Determining compass and three-gure bearings
Give the compass bearing and three-gure bearing

for the direction shown.
25
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Solution
291
Compass bearing
1 Calculate the angle from the direction of south.
W
Notice that the swing is towards west.
25 65
Angle from south = 90 25 = 65

The compass bearing is S65 W.
Three-gure bearing
1 Calculate the total angles swept out clockwise
from north.
There is an angle of 90 between each of the
W
four points of the compass.
90
25 65 90
The angle from north = 90 + 90 + 65 =

245
or 270 25 = 245
Navigation problems
Navigation problems usually involve a consideration of not only the direction of travel, given
as a bearing, but also the distance travelled.
In many practical applications we need to know the distance that has been travelled after
moving at a particular speed for a given time. If a car moved at 60 km/h for 2 hours, the
distance travelled would be 2 60 = 120 km.
Distance travelled and speed
When travelling at a constant speed:
Distance travelled = time taken speed
Make sure that the same units of length and time are used for the speed, distance and time. If a
car moved at 60 km/h for 90 minutes, convert 90 minutes to 1.5 hours before multiplying by
the speed. The distance travelled would be 1.5 60 = 90 km.
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Example 15
Navigating using a three-gure bearing
A group of bushwalkers leave point P, which is on a road that

runs northsouth, and walk for 6 hours on a bearing 020
to reach point Q. They walk at 5 km/h.
a What is the shortest distance x from Q back to the road
correct to 1 decimal place?
b Looking from point Q, what would be the compass bearing
and three-gure bearing of their starting point?
Q
N
20
Solution
x
a
1 Show the given and required information in a
right-angled triangle.
20
2 Calculate the distance travelled, PQ.

Distance = time taken speed.
3 The opposite and hypotenuse are
involved, so use sin .
4 Substitute in the known values.
5 Multiply both sides by 30.
Distance PQ = 6 hours 5 km/h

= 30 km
opposite
sin =
hypotenuse
x
30
30 sin 20 = x
sin 20 =
x = 10.260 . . .
6 Find the value of x using your calculator.

7 Write your answer correct to 1 decimal place.
The shortest distance to the road

is 10.3 km.
b
1 Draw the compass points at Q.
2 Enter the alternate angle 20 .
20
20
P
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The compass bearing is S20 W.
3 The direction of P, looking from Q, is given

by a swing of 20 from south towards west.
4 Standing at Q, add all the angles when
facing north and then turning clockwise
to look at P. This gives the three-gure bearing
of P when looking from Q.
The angle from north is 180 +

20 = 200 .
Exercise 7F
1 Give the compass bearing (from north or south) and the three-gure bearing of each of the
directions:
a SE
b SW
c NW
2 State the compass bearing and three-gure bearing of each of the points A, B, C and D.
a
N A
D
E W
25
W
W
70
E
B
60
10
E
3 Eddie camped overnight at point A beside a river that ran

eastwest. He walked on a bearing of 065 for 3 hours
to point B. Eddie walks at 6 km/h.
a What angle did his direction make with the river?
b How far did he walk from A to B?
c What is the shortest distance from B to the river,
correct to 2 decimal places?
N
B
65
A
River
4 A ship sailed 3 km west, then 2 km south.

a Give its compass and three-gure bearings from an observer who stayed at its starting
point, correct to the nearest degree.
b For a person on the ship, what would be the compass and three-gure bearings looking
back to the starting point?
5 An aeroplane ew 500 km south, then 600 km east. Give its three-gure bearing from its
starting point, to the nearest degree.
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6 A ship left port and sailed east for 5 km, then sailed north. After some time an observer at
the port could see the ship on a bearing of 050 .
a How far north had the ship travelled? Answer correct to 1 decimal place.
b Looking from the ship, what would be the three-gure bearing of the port?
7 A woman walked from point A for 2 hours on a bearing of 060 to reach point B. Then she
walked for 3 hours heading south until she was at point D. The woman walked at a constant
speed of 5 km/h. Give the following distances correct to 1 decimal place and directions to
the nearest degree.
a
b
c
d
e
Find the distances walked from A to B and from B to D.

How far south did she walk from B to C?
Find the distance from A to C.
What is the distance from C to D?
Find the three-gure bearing and distance she would
need to walk to return to her starting point.
N
60
A
D
8 A ship left port P and sailed 20 km on a bearing of 230 . It then sailed north for 30 km to
reach point C. Give the following distances correct to 1 decimal place and directions to the
nearest degree.
C
a
b
c
d
e
Find the distance AB.

Find the distance BP.
Find the distance BC.
Find the angle at point C.
State the three-gure bearing and distance of
the port P from the ship at C.
N
30 km
B
P
230
20
km
7.7 The sine rule

Standard triangle notation
The convention for labelling a non-right-angled triangle is
to use the upper case letters A, B, and C for the angles at
each corner. The sides are named using lower case letters
so that side a is opposite angle A, and so on.
C
This notation is used for the sine rule and cosine rule
(see Section 7.8). Both rules can be used to nd angles
and sides in triangles that do not have a right angle.
b
a
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10 A farmer needs to know the area of his property with the

boundary fences as shown. The measurements are correct
to 2 decimal places.
Hint: Draw a line from B to D to divide the property into
two triangles.
a Find the area of triangle ABD.
b Find the area of triangle BCD.
c State the total area of the property.
A
9 km
70
8 km
6 km
100
6.76 km
11 A regular hexagon with sides 10 cm long can be divided

into six smaller equilateral triangles. (Remember, an
equilateral triangle has all sides of equal length.)
a Find the area of each triangle.
b What is the area of the hexagon?
10 cm
12 A large rectangular area of land, ABCD in the diagram, has been subdivided into three
regions as shown.
8 km
4 km
3 km
6 km
P
3 km
D
3 km
9 km
a Find the area of:

i region PAQ
ii region QBCR
iii region PQRD.
b Find the size of angle PQR, correct to one decimal place.
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Review
314
tan = 0.8333
= tan1 (0.8333) = 39.8
SOH CAH TOA
Degree mode
This helps you to remember the trigonometric ratio rules.

Make sure your calculator is in DEGREE mode when doing
calculations with trigonometric ratios.
Applications of
right-angled triangles
Always draw well-labelled diagrams showing all known

sides and angles. Also label any sides or angles that need to
be found.
Angle of elevation
The angle of elevation is the

angle through which you
raise your line of sight from
the horizontal, looking up
at something.
Angle of depression
angle of elevation
horizontal
The angle of depression is the

angle through which you
lower your line of sight from
the horizontal, looking down
at something.
horizontal
angle of depression
Angle of elevation =
angle of depression
The angles of elevation and depression are alternate (Z)

angles so are equal.
Compass bearings
Compass bearings are

measured by the swing towards
west or east from north or
south, e.g. N60 E, S40 W.
W
N 60E
60
E
40
S 40W
Three-gure bearings
Three-gure bearing are measured

clockwise from north and
always given with three digits,
W
e.g. 060 , 220 .
S
N
060
60
E
40
180 + 40
S
=220
Distance, speed and

time
Navigation problems usually involve distance, speed and

time, as well as direction.
Distance travelled = time taken speed
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Using a CAS calculator

How to use recursion to generate the terms of an arithmetic sequence with the TI-Nspire
CAS
Generate the rst six terms of the arithmetic sequence: 2, 7, 12, 17, 22, . . .
Steps
1 Press c (or w, then c on the Clickpad),
then A to open Scratchpad:Calculate.
Note: You can also use c>New Doc>
2 Enter the value of the rst term 2. Press .

The calculator stores the value 2 as Answer (you
cant see this yet).
3 The common difference for the sequence is 5.
So, type in +5.
4 Press . The second term in the sequence, 7,
is generated.
5 Pressing again generates the next term, 12.
Keep pressing until the desired number of
terms is generated.
How to use recursion to generate the terms of an arithmetic sequence with the ClassPad
Generate the rst six terms of the arithmetic sequence: 2, 7, 12, 17, 22, . . .
Steps
1 Locate the Main application. Tap
to open.
2 Starting with a clean screen, enter
the value of the rst term, 2.
Press E.
The calculator stores the value 2
as ans. (You cant see this yet.)
3 The common difference for this
sequence is 5. So, type + 5. Then
press E. The second term in the
sequence, 7, is displayed.
344
Using a CAS calculator

How to use recursion to generate the terms of a geometric sequence with the TI-Nspire CAS
Generate the rst six terms of the geometric sequence: 1, 3, 9, 27, . . ..
Steps
1 Go to Scratchpad:Calculate
Note: You can also use c>New Document>Add
Calculator if preferred.
2 Enter the value of the rst term 1. Press .

The calculator stores the value 1 as Answer
(you cant see this yet).
3 The common ratio for the sequence is 3.
So, type in 3.
4 Press . The second term in the sequence,
3, is generated.
5 Pressing again generates the next term, 9.
Keep pressing until the desired number
of terms is generated.
How to use recursion to generate the terms of a geometric sequence with the ClassPad
Generate the rst six terms of the geometric sequence: 1, 3, 9, 27, . . .
Steps
1 Locate the Main application. Tap
to open.
the value of the rst term, 1.
Press E.
as answer. (You cant see this yet.)
3 The common ratio for this
sequence is 3. So, type 3. Then
press E. The second term in the
sequence (i.e. 3) is displayed.
ISBN 978-1-107-66462-3
Chapter 8 Sequences and series
363
How to generate a sequence dened by a difference equation using the TI-Nspire CAS
Generate the rst ve terms of the sequence dened by the difference equation
tn+1 = 3t 1 where t1 = 2.
Steps
Note: You can also use c>New Document>Add
Calculator if preferred.
2 Type in 2, the value of the rst term. Press

. The calculator stores the value 2 as
Answer (you cant see this yet).
3 Now type in 3 * ans 1.
Note: Type in ans or use /v.
4 Press . The second term in the sequence

is 5. This value is now stored as the new
Answer.
Continue pressing until the required
number of terms is generated.
How to generate a sequence dened by a difference equation using the ClassPad

Generate the rst ve terms of the sequence dened by the difference equation
tn+1 = 3t 1 where t1 = 2.
Steps
1 From the application menu
screen, open the Main application,
.
the value of the rst term, 2, and
press E.
as answer. (You cant see this yet.)
ISBN 978-1-107-66462-3
Chapter 9 Inequalities and linear programming
y
2 Graph the inequality 6x + 4y 36 in the
rst quadrant.
(0, 9)
r Plot the boundary line 6x + 4y = 36,
marking and labelling the y-intercept
(0, 5)
(0, 9) and the x-intercept (6, 0).
x + 2y = 10
r Shade in the region bounded by the
x- and y-axes and the line. Here it
6x + 4y = 36
has been shaded pink, but it becomes purple
O
(6, 0)
where it overlaps the blue region.
(10, 0)
387
3 The overlap region (purple) is the

feasible region.
r Label the overlap region the
Feasible region.
r To complete the feasible region,
nd the coordinates of the point
where the two boundary
lines intersect, by solving the
simultaneous equations
(0, 9)
Feasible
region
(0, 5)
x + 2y = 10
(4, 3)
6x + 4y = 36
(6, 0)
(10, 0)
x + 2y = 10
6x + 4y = 36
The lines intersect at the point (4, 3).
Mark this point on the graph.
How to graph a feasible region using the TI-Nspire CAS

Graph the feasible region for the following four simultaneous inequalities:
x 0,
y 0,
x + 2y 10,
6x + 4y 36
Because x 0 and y 0, the feasible region is restricted to the rst quadrant. We take
this into account when setting the viewing window on the calculator.
Steps
1 To graph the inequalities x + 2y 10 and
6x + 4y 36 with a graphics calculator,
we rst need to rearrange both inequalities
so that y is the subject.
(10 x)
2
(36 6x)
6x + 4y 36 becomes y
4
x + 2y 10 becomes y
388
2 Open a new document (/ + N) and select Add Graphs

a Use the backspace key to delete
the = sign and select from the
pop-up list. Type in
(10 x) 2 Press to enter
the second inequality. The rst inequality
(x + 2y 10) will be plotted.
b Repeat the above but this time type in
(36 6x) 4. Press .
This plots the inequality 6x + 4y 36.
Hint: If the function entry line is not visible,
press e.
c The inequalities x 0 and y 0 indicate

that the feasible region is restricted to the
rst quadrant. This is best achieved by
resetting the viewing window.
3 To reset the viewing window,
use b>Window/Zoom>Window Settings.
Using e to move between the entry boxes,
enter the following values:
r XMin = 0
r XMax = 12
r XScale = Auto
r YMin = 0
r YMax = 10
r YScale = Auto
4 Pressing connes the plot to the rst
quadrant. The graphs will appear as shown.
The feasible region is the more heavily
shaded region.
Note: It may be necessary to grab and move the
graph labels if they overlap with other labels.
Chapter 9 Inequalities and linear programming
389
5 To complete the feasible region, we need to

know the coordinates of the corner points.
a Press b>Points & Lines>Intersection
Point/s and then
b Move the cursor to one of the graphs and
press x, move to the other graph and press
x. The point of intersection (4, 3) will be
displayed. Press d to exit the Intersection
Point tool.
The other two points, (0, 9) and (10, 0), can
be determined from the equations of the
boundary lines.
How to graph a feasible region using the ClassPad

Graph the feasible region for the following four simultaneous inequalities:
x 0,
y 0,
x + 2y 10,
6x + 4y 36
Because x 0 and y 0, the feasible region is restricted to the rst quadrant. We take
this into account when setting the viewing window on the calculator.
Steps
1 From the Application menu, locate and open the
) built-in application.
Graph and Table (
To graph the inequalities x + 2y 10 and
6x + 4y 36, rst we need to rearrange both
inequalities so that y is the subject.
Hence,
(10 x)
2
(36 6x)
6x + 4y 36 becomes y
4
x + 2y 10 becomes y
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Chapter 10 Networks
409
b An eighth bridge has been added to the

diagram as shown.
With a pencil, or the tip of your nger,
see whether you can trace out a
continuous walk that crosses each of
the bridges only once. Such a walk exists.
2 For each of the graphs shown, complete the associated statements by lling in the boxes.
a
i The graph has vertices.
A
B
ii The graph has edges.
iv deg(C ) =
iii deg(A) =
v The graph has odd vertices.
D
b
C
A
E
D
i
ii
iii
v
The graph has vertices.

The graph has edges.
iv deg(C ) =
deg(A) =
The graph has odd vertices.
i
ii
iii
v
The graph has vertices.

The graph has edges.
iv deg(D ) =
deg(B) =
The graph has odd vertices.
3 The game of Sprouts is played between two people and involves drawing a network.
Rules for the game of Sprouts
Two or more points are drawn on a piece of paper. These are network vertices. Players then
take turns adding edges according to the following rules:
1 Each edge must join two vertices or itself.
2 Every time a new edge is drawn, a new vertex must be added somewhere on the edge.
3 Edges cannot cross nor pass through a vertex.
4 No vertex may have a degree greater than 3.
5 The last player able to add a new edge wins.
For more information see: http://nrich.maths.org/2413 A sample game of Sprouts is played on
the following page.
448
How to enter a matrix using the TI-Nspire CAS
57
Enter the matrix B = 48

39
63
51 into the TI-Nspire CAS. Display the element b2 ,1 .

45
Steps
2 Press / + b>Math Templates. Use the
cursor arrows to highlight the matrix
template shown. Press .
Note: Math Templates can also be accessed by
pressing t on the CX/Touchpad or / r on the
Clickpad.
3 Use the arrow to select the Number of rows

required (number of rows in this example
is 3).
Press e to move to the next entry and repeat
for the Number of columns (the number of
columns in this example is 2).
Press e to highlight OK and press .
4 Type in the values into the matrix template.
Use e to move to the required position in the
matrix to enter each value.
When the matrix has been completed press e
to move outside the matrix and press / + h
followed by B. This will store the matrix as the
variable b. Press .
5 When you type B (or b) in the graphics
calculator
it will paste in the matrix

57 63
48 51.
39 45
6 To display element b2,1 (the element in position
Row 2, Column 1), type in b[2,1] and press .
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Example 7
Scalar multiplication and subtraction of matrices

5
1
2 1
If A =
and B =
, nd the matrix equal to 2A 3B.
3 4
6 5

5
1
2 1
2A 3 B = 2
3
3 4
6 5

10
2
6 3
=
6 8
18 15

4 5
=
12 7
Solution
1 Write 2A 3B in expanded matrix form.
2 Multiply the elements in A by 2 and the

elements in B by 3.
3 Subtract the elements in corresponding
positions.
How to add, subtract and scalar multiply matrices using the TI-Nspire CAS

If A =
a
2
5
A+B
3
7

and, B =
4
6
1 2
AB
c 9A

nd:
d 15A 11B
Steps
2 Enter the matrices A and B into your
calculator.
Note: refer to page 448 if you are unsure how
to enter a matrix into your calculator.
a To calculate A + B, type A + B and

then press to evaluate.

6 3
A+B =
6 5
ISBN 978-1-107-66462-3
Chapter 11 Matrices
459
b To calculate A B, type A B
and then press to evaluate.

2 9
AB =
4
9
c To calculate 9A, type 9A and then
press to evaluate.

18 27
9A =
45
63
d To calculate 15A 11B, type
15A 11B and then press to
evaluate.

14 111
15A 11B =
64
127
How to add, subtract and scalar multiply matrices using the ClassPad

2 3
4
If A =
and B =
5
7
1
a
A+B
AB

6
, nd:
2
c 9A
d 15A 11B
Steps
1 Enter the matrices A and B into
your calculator.
Note: Refer to page 449 if you are unsure
how to enter a matrix into your calculator.
a To calculate A + B, type A + B
and then press E to evaluate.

6 3
A+B =
6 5
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In general, matrix multiplication is not commutative. That is,

AB = B A
How to multiply two matrices using the TI-Nspire CAS

11 5
6
If C =
and D =
, nd the matrix CD.
10 9
1
Steps
2 Enter the matrices C and D into your calculator.
3 To calculate matrix CD, type in c d. Press
to evaluate.
Note: you must put a multiplication sign
between the c and d.
Check: C has dimension 2 2 and B has

dimension 2 1. So, matrix CD should be a
2 1 matrix, as it is.

71
CD =
69
How to multiply two matrices using the ClassPad

Use the ClassPad calculator to nd A B.

7 4 1
8
6 2 5
A=
B = 2 0 3 5
4 8 1
9 2 0 1
Steps
1 Enter the matrices A and B
into your calculator.
Note: Refer to page 449 if you are unsure
how to enter a matrix into your calculator.
2 To calculate A B, type A B or
AB and then press E to evaluate.
3 Check: A has dimensions 2 3 and
B has dimensions 3 4. So, matrix
AB should be a 2 4 matrix,
which it is.


83 34 12 33
AB =
21 18 28 9
Note: Only a square matrix (number of rows = number of columns) can be multiplied by itself.
ISBN 978-1-107-66462-3
Chapter 11 Matrices
Use det(A) = ad bc.

Substitute in the values of a, b, c and d.
Evaluate det(A).
For an inverse to exist the determinant
must not equal zero.

1
d
b
7 Use A1 =
ad bc c
a
det(A) = ad bc
= 8243
= 16 12 = 4
An inverse exists.
8 Evaluate each element in A1 .
0.5
=
0.75

8
1
AA =
3

1
=
0
3
4
5
6
9 Check your answer by nding A A1 .
2 4
3
8

1
2

4
0.5 1
2
0.75
2

0
=I
1

9 6
B=
3 2

3
4
5
6
1
=
4
b
1 Write the given matrix.
2 Identify a, b, c and d from
473

a b
.
c d
Use det(B) = ad bc.

Evaluate det(B).
Is the determinant equal to zero?
If so, no inverse exists.
a = 9, b = 6, c = 3, d = 2
det(B) = ad bc
= 9 2 6 3
= 18 18 = 0
No inverse exists.
How to nd the determinant and inverse of a matrix using the TI-Nspire CAS

Find the determinant and the inverse of the matrix A =
8
3

4
.
2
Steps
2 Enter the matrix A into your calculator.
Note: refer to page 448 if you are unsure how
to enter a matrix into your calculator.
ISBN 978-1-107-66462-3
474
3 To calculate det(A), type in det(a) and

press to evaluate.
Note: det( ) can also be accessed using
b>Matrix & Vector>Determinant
The determinant of A is: det(A ) = 4.
Write down your answer

1
4 To calculate the inverse matrix A , type

a 1 and press to evaluate.
If you want to see the answer in fractional
form, enter as exact(a 1) and press to
evaluate.
Note: exact( ) can also be pasted from the Catalog
(k).
Write down your answer.
The inverse of A is: A 1
1
2
=
3
1
.
How to nd the determinant and inverse of a matrix using the ClassPad

8
Find the determinant and the inverse of the matrix A =
3

4
.
2
Steps
Enter the matrix A into your calculator.
Notes:
1 Refer to page 449 if you are unsure how to

enter a matrix into your calculator.
2 Change the status of the calculator to
Standard in order for fractions to be
displayed. Tapping on Decimal in the status
line will change the calculator to Standard.
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The formula for calculating the correlation coefcient is:

1 x x
y y
r=
n1
sx
sy
where x and sx are the mean and standard deviation of the x scores and y and sy are the mean
and standard deviation of the y scores. Pearsons correlation coefcient r is rather tedious to
calculate by hand, but is very easy to calculate using a CAS calculator.
There are two key assumptions made in calculating Pearsons correlation coefcient r. They
are:
the data is numerical
the relationship being described is linear.
Pearsons correlation coefcient, r, has the following properties:
if there is no linear
a perfect positive linear a perfect negative linear
relationship, r = 0
relationship, r = +1
relationship, r = l
y
r=0
x 0
r = +1
x 0
r = 1
Otherwise, 1 r + 1
The following scatterplots show linear relationships of various strengths together with the
corresponding value of Pearsons product-moment correlation coefcient, r.
r = 0.915
r = 0.874
r = 0.767
r = 0.551
r = 0.501
r = 0.150
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Guidelines for classifying the strength of a linear relationship

using the correlation coefficient
Pearsons correlation coefcient, r, can be used to classify the strength of a linear relationship
as follows:
strong positive linear relationship
0.75 r 1
moderate positive linear relationship
0.50 r < 0.75
weak positive linear relationship
0.25 r < 0.50
no linear relationship
0.25 < r < 0.25
weak negative linear relationship
0.50 < r 0.25
moderate negative linear relationship
0.75 < r 0.50
strong negative linear relationship
1 r 0.75
Correlation and causation

The existence of even a strong correlation between two variables is not, in itself, sufcient to
imply that altering one variable causes a change in the other. It only implies that this might be
the explanation. It may be that both the measured variables are affected by a third and different
variable. For example, if the heights and the scores obtained on a test of mathematical ability
by a group of primary school students in grades K to 6 were recorded, a strong correlation
would be found. But can it be inferred from this that taller people are better at mathematics?
The most likely explanation for this correlation is that both of these variables depend on age;
older students in a primary school tend to be taller and they have also been learning
mathematics for longer. Thus variables may vary together, without one necessarily being the
direct cause of the variation in the other.
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Exercise 12A
1 By comparing the plots given to those on page 490, estimate the value of Pearsons
correlation coefcient, r.
a
2 Use the guidelines on page 491 to classify the strength of a linear relationship for which
Pearsons correlation coefcient is calculated to be:
a r = 0.20
e r = 0.95
i r = 0.48
b r = 0.30
f r = 0.74
j r = 0.29
c r = 0.85
g r = 0.65
k r =1
d r = 0.33
h r = 0.24
l r = 1
12.2 Determining the value of Pearsons correlation
coefficient, r
After the mean and standard deviation, Pearsons product-moment correlation coefcient, r, is
one of the most frequently computed descriptive statistics. It is a powerful tool, but it is also
easily misused. The presence of a linear relationship should always be conrmed with a
scatterplot before Pearsons product-moment correlation is calculated. And, like the mean and
the standard deviation, Pearsons correlation coefcient, r, is very sensitive to the presence of
outliers in the sample.
While there is a formula for calculating the value of correlation coefcient, r, in practice
you will use your CAS calculator.
493
How to calculate Pearsons correlation coefcient, r, using the TI-Nspire CAS

The following data show the per capita income (in $000) and the per capita carbon
dioxide emissions (in tonnes) of 11 countries.
Determine the value of Pearsons correlation coefcient, r, for the given data. Give the
answer correct to 3 decimal places.
Income ( $000)
CO2 (tonnes)
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
12.8 19.1 16.4 21.7

5.7 11.0 9.7 9.9
Steps
1 Start a new document by pressing
/+ .
Enter the data into lists named
income and co2.
3 Statistical calculations can be done in
the Calculator application (as
used here) or the Lists & Spreadsheet
application. Press / +
and select Calculator.
Method 1
Using the Linear Regression (a+bx) command:
1 Press b>Statistics>Stat Calculations>
Linear Regression (a+bx) to generate the
screen opposite.
2 Press to generate the pop-up screen as

shown. To select the variable for the X List
entry use and to select and paste in the
list name x. Press e to move to the Y List
entry, use and to select and paste in
the list name y.
ISBN 978-1-107-66462-3
494
3 Press to exit the pop-up screen and

generate the results shown in the screen
opposite. The value of the correlation
coefcient is r = 0.818344 . . . or 0.818,
correct to 3 decimal places.
Method 2
Using the corrMat(x, y) command, in the
Calculator application, type in corrmat(x, y)
and press .
Alternatively:
1 C to access the Catalog, scroll
a Press
down to corrMat( and press to select and
paste the corrMat( command onto the Calculator
screen.
b Complete the command by typing in
income, co2 and press .
The value of the correlation coefcient is r = 0.818344 . . . or 0.818, correct to
3 decimal places.
How to calculate Pearsons correlation coefcient, r, using the ClassPad

Determine the value of Pearsons correlation coefcient, r, for the given data. Give the
answer correct to 3 decimal places.
Income ( $000)
CO2 (tonnes)
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
12.8 19.1 16.4 21.7

5.7 11.0 9.7 9.9
Steps
enter the data into columns labelled
income and co2. Your screen should
look like the one shown.
2 Select Calc from the menu bar, and then
Linear Reg and press E.
This opens the Set Calculation dialog
box show on the next page (left).
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3 Complete the Set Calculations dialog

box as shown. For
XList: select main \ income ( )
YList: select main \ co2 ( )
Freq: leave as 1
Copy Formula: select Off
Copy Residual: select Off
4 Tap OK to conrm your selections and
generate the required results.
The value of the correlation coefcient is r = 0.818344 . . . or 0.818, correct to three
decimal places.
Exercise 12B
1 The distance travelled to school (in km) and time taken (in minutes) for a group of 14
students on a particular day is given in the following table:
Distance (km)
8
8
12
15
20
23
25
40
45
50
50
3
7
8
10
Time (mins)
18
30
15
75
45
60
47
50
80
75
90
5
10
10
10
a Construct a scatterplot of these data with distance travelled (the IV) plotted on the
horizontal axis.
b Determine the value of Pearsons correlation coefcient, correct to 3 decimal places.
c Using the scatterplot and the guidelines on page 491 to help classify the strength of the
relationship, write a sentence describing the relationship between the distance travelled
and time taken.
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2 In a survey of problem gamblers, the respondents

were asked the amount (in dollars) they had spent
on gambling and the number of hours that they
had spent gambling in the past week. The data
for 10 people are given in the following table:
a The aim is to predict the amount of money
spent on gambling from the time spent
gambling. Which is the independent variable
and which is the dependent variable?
Hours
10
11
12
15
20
21
25
35
40
Amount ($)
500
530
300
750
1000
1200
2000
2300
5000
c Determine the value of Pearsons correlation

coefcient, r, correct to 3 decimal places.
d Using the scatterplot and the guidelines on
page 491 to help classify the strength of the
relationship, write a sentence describing the
relationship between the number of hours
spent gambling and the amount of money
spent.
3 Recently the following data was recorded through the National Health Survey:
Region
Australia
Other Oceania countries
United Kingdom
Other North-west Europe
Southern & Eastern Europe
North Africa & the Middle East
South-East Asia
All other countries
Percentage of population
with eye disease
Male
Female
40.7
49.1
46.1
66.2
74.5
75.0
71.2
71.5
71.6
74.6
52.2
57.5
47.7
54.8
56.0
62.0

b Construct a scatterplot of these data, with percentage of males on the horizontal axis and
percentage of females on the vertical axis.
c Determine the value of Pearsons correlation coefcient, correct to 3 decimal places.
d Write a sentence describing the relationship between percentage of males and percentage
of females with eye disease.
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4 The price and age of several motorbikes are listed in the table.
Age (years)
7
7
8
9
4
8
Price ($)
9 600
7 800
8 550
7 800
13 800
13 000
Age (years)
1
10
9
9
11
3
Price ($)
22 800
17 400
3 900
6 600
3 300
19 200

d Write a sentence describing the relationship between the age and price of motorbikes.
5 The following table gives the age at marriage of 16 couples.
Wifes age
26
29
27
21
23
31
27
20
Husbands age
29
43
33
22
27
36
26
25
Wifes age
22
17
22
23
27
20
35
21
Husbands age
26
21
24
28
27
20
25
19

b Construct a scatterplot of these data with the wifes age on the horizontal axis and the
husbands age on the vertical axis.
d Write a sentence describing the relationship between the age of the wife and the age of
the husband.
12.3
Fitting lines to scatterplots the least squares

regression line
The most common procedure for tting a straight line to data is the method of least squares.
The least squares regression line is the line for which the sum of squares of the vertical
deviations from the data to the line (as indicated in the diagram over the page) is a minimum.
These deviations are called the residuals.
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The least squares regression line is found by

y
35
nding the values of the intercept and slope of
30
y = a + bx
the line that minimises the sum of the squares
25
of the residuals.
The equation of the least squares regression
20
(xi, yi )
line is given by y = a + bx, where:
15
r sy
the slope (b) is given by:
b=
10
sx
and
5
the intercept (a) is given by:
a = y bx
0
1 2 3 4 5 6 7 8 9 10 x
Here:
r is the correlation coefcient
sx and sy are the standard deviations of x and y
x and y are the mean values of x and y.
There are two key assumptions made in using the method of least squares to t a line to data.
These are:
the data are numerical
the relationship being described is linear.
It is best used only when there are no outliers in the data set.
Your CAS calculator can be used to determine the equation of the least squares regression line
for a given set of data.
How to determine and graph the least squares regression line using the TI-Nspire CAS
Income ($000)
CO2 ( tonnes)
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
12.8 19.1 16.4 21.7

5.7 11.0 9.7 9.9
a Determine and graph the equation of the least squares regression line that will
enable CO2 emissions to be predicted from income.
b Write the equation in terms of the variables income and co2 with the coefcients
given correct to 3 decimal places.
c Determine and write down the value of the correlation coefcient, r, to 3 decimal
places.
Steps
1 Start a new document by pressing / +
499
2 Select Add Lists & Spreadsheet. Enter the

data into lists named income and co2, as
shown.
3 Identify the independent variable (IV) and
the dependent variable (DV).
IV: income
DV: co2
Note: In saying that we want to predict co2 from income we are
implying that income is the IV.
4 Press / + , select Data & Statistics and

construct a scatterplot with the income (IV)
on the horizontal (or x-) axis and co2 (DV) on
the vertical (or y-) axis.
If you need help to do this, see page 142 of
this textbook.
5 Press b>Analyze>Regression>Show
Linear (a+bx) to display the least squares
regression line on the scatterplot.
Note that, simultaneously, the equation of the
regression line is shown.
6 Write down the equation of the least squares

regression line in terms of the variables
income and co2.
co2 = 1.389 + 0.417 i ncome
7 To display the value of the coefcient r:

a Press / + and select Calculator to open
the Calculator application.
b Now press h, locate then select stat.r.
and press to display the value of r.
8 Write down the value of the correlation

coefcient correct to 3 decimal places.
r = 0.818
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How to determine and graph the least squares regression line using the ClassPad
Income ($000)
CO2 (tonnes)
8.9
7.5
23.0
12.0
7.5
6.0
8.0
1.8
18.0 16.7
7.7 5.7
5.2
3.8
12.8 19.1 16.4 21.7

5.7 11.0 9.7 9.9
a Determine and graph the equation of the least squares regression line that will
enable CO2 emissions to be predicted from income.
b Write the equation in terms of the variables income and co2 with the coefcients
given correct to 3 decimal places.
c Determine and write down the value of the correlation coefcient, r, to 3 decimal
places.
Steps
enter the data into columns
labelled income and co2.
2 Tap
to open the Set StatGraphs
dialog box and complete as shown.
For
r Draw: select On
r Type: select Scatter ( )
r XList: select main \ income ( )
r YList: select main \ co2 ( )
r Freq: leave as 1
r Mark: leave as square
Tap h to conrm your
selections.
3 Tap
in the toolbar at the top of
the screen to plot the scatterplot in
the bottom half of the screen.
4 To calculate the equation of the
least squares regression line, tap
Calc from the menu bar, and then
tap Linear Reg.
This opens the Set Calculation
dialog box shown on the next page.
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5 Complete the Set Calculations

dialog box as shown. For
r XList: select main \ income ( )
r YList: select main \ co2 ( )
r Freq: leave as 1
r Copy Formula: select y6
r Copy Residual: select Off
Note: The ClassPad assumes that the variable
entered as XList is the IV.
6 Tap OK to conrm your selections

in the Set Calculations dialog box
(above). This also generates the
regression results shown opposite.
Tapping OK a second time
automatically plots and displays the
regression line on the scatterplot.
7 Use the values of the slope a and
intercept b to write down the
equation of the least squares line in
terms of the variables income and
co2.
8 Write down the value of the
correlation coefcient correct to
3 decimal places.
co2 = 1.389 + 0.417 i ncome

r = 0.818
Interpreting the slope and the intercept of the least squares line
The slope and the intercept of the least squares line
For the regression equation y = a + bx:
The slope, b, predicts the average change in y (the dependent variable) when the value
of x (the independent variable) is changed by one unit:
If the slope, b, is positive, then y increases as x increases.
If the slope, b, is negative, then y decreases as x increases.
The y-intercept predicts the average value of y when x = 0.
After the equation of the least squares line has been determined, we can interpret the intercept
and slope in terms of the problem at hand, and use the equation to make predictions.
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Example 1
Interpreting the least squares regression line and using the line to make
predictions
A group of students who have part time jobs

were asked to record for one week their
income (in dollars) and their expenditure on
fast food (in dollars). The results are
displayed in the scatterplot. Using income
as the independent variable, a least squares
line was then tted to the data as shown.
100
Expenditure on fast food
502
equation of line:
expenditure on fast food = 6.0 + 0.52 income
80
60
40
20
0
60
80
100
120
Income
140
160
Interpreting the slope and intercept of the least squares line

Using a calculator it can be shown that the equation of the least squares line is:
expenditure on fast food = 6.0 + 0.52 income
Thus, the slope (b) = 0.52 and the intercept (a) = 6.0
These values can be interpreted as follows:
slope
intercept
On average, the students' weekly expenditure on fast food increased by $0.52

for each extra $1 of weekly income.
On average, students on zero weekly income spend $6 a week on junk food.
Note: The prediction that people on zero income spend $6 on junk food clearly does not make sense.
Predictions like this can occur because we are extrapolating well beyond the data used to calculate the least
squares line. As a rule the intercept is unlikely to have a meaningful interpretation unless the data includes
values near zero for the independent variable.
Using the least squares line to make predictions

We can use the least squares line to predict average weekly expenditure on fast food for a given
weekly income. For example, to predict the average weekly expenditure on fast food for a person
with a weekly income of $100, substitute 100 for income in the equation of the least squares
line as follows:
expenditure on fast food = 6.0 + 0.52 100 = $46
Thus we predict that a student who earns $100 per week will spend an average of $46 on fast
food.
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Exercise 12C
1 The data for this question is shown below.
Income ($)
134
129
148
75
55
115
108
64
137
93
Expenditure ($)
62
69
84
5
20
62
56
49
37
43
Use the data to conrm that the equation of the least squares line that can be used to predict
expenditure from income is: expenditure = 6.0 + 0.52 income
2 The following data give a girls height (in cm) between the ages of 36 months and 60 months.
Age (x)
Height (y)
36
84
40
87
44
90
52
92
56
94
60
96
a Using the method of least squares, nd the equation of a straight line which can be used
to predict a girls height (in cm) from her age in months.
b Interpret the slope and intercept (if appropriate) of the least squares line in this context.
c Use your equation to estimate (correct to 1 decimal place) the girls height at age:
i 42 months
ii 6 years
3 The following table gives the adult heights (in cm) of 10 pairs of mothers and daughters.
Mothers height (cm)
Daughters height (cm)
170
178
163
175
157
165
165
173
175
168
160
152
164
163
168
168
152
160
173
178
a Using the method of least squares, nd the equation of a straight line which can be used
to predict the daughters height from their mothers height.
b Interpret the slope in this context.
c Predict the daughters height whose mother is 170 cm tall. Give answer correct to
1 decimal place.
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4 The manager of a company that manufactures DVD players keeps a weekly record of the
cost of running the business (in dollars) and the number of units produced. The gures for a
period of eight weeks are:
Cost
Number
27 500
1000
42 500
1600
22 500
800
27 500
1000
54 900
2200
40 000
1500
44 300
1700
53 000
2000
a Which is the independent variable?

b Using the method of least squares, nd the equation of a straight line which enables the
cost of running the business to be predicted from the number of DVD players produced.
c What is the manufacturers xed cost for operating the business each week?
d What is the cost of production of each unit, over and above this xed operating cost?
5 The following table gives the shoe size and the weight in kilograms of 10 adult males.
Shoe size
Weight (kg)
9.5
64
10.0
85
10.5
70
10.5
80
11
82
9.0
73
8.5
70
9.5
66
7.5
55
8
70
a Using the method of least squares, nd the equation of a straight line which enables
weight to be predicted from shoe size.
b Interpret the slope in this context.
c Predict the weight of an adult male with a shoe size of 10. Give answer correct to
1 decimal place.
6 The distance travelled to school (in km) and time taken (in minutes) for a group of
11 students on a particular day is given in the following table:
Distance (km)
1.0
1.4
2.0
2.0
2.5
2.8
4.0
5.0
5.4
7.8
12.0
Time (mins)
15
18
18
22
25
30
35
45
40
54
60
a Using the method of least squares, nd the equation of a straight line which relates the
two variables. Time is the DV.
b Interpret the slope and intercept (if appropriate).
c Use your equation to predict the time taken to travel for a student who lives 3 km from
school. Give answer correct to 1 decimal place.
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7 The amount of a particular pain relief drug given to each patient and the time taken for the
patient to experience pain relief are shown in the following table.
a Using the method of least squares, nd
the equation of a straight line which
enables response time to be predicted
from drug dose.
b Interpret the slope and intercept (if
appropriate).
c Use your equation to predict the time
taken for the patient to experience pain
relief if 6 mg of the drug is given. Is this
answer realistic?
Drug dose (mg)

1.2
4.3
5.3
2.6
3.7
5.1
1.7
0.3
4.0
Response time (mins)

35
15
10
22
16
10
18
70
20
8 A small business recorded the amount spent on internet advertising and the business income
from that advertising for each month for a year, with the following results.
a We wish to predict business
income from the amount spent on
internet advertising. Which is the
dependent variable?
b Using the method of least squares,
nd the equation of a straight line
that can be used to predict
business income from the amount
spent on internet advertising.
c Interpret the intercept and slope
(if appropriate).
d Use your equation to predict to the
nearest dollar the income which
would be generated if the business
owner spent the $2500 on internet
advertising. Give the answer
correct to the nearest dollar.
12.4
Month
1
2
3
4
5
6
7
8
9
10
11
12
Income ($)
37 800
40 280
37 520
36 440
20 880
12 400
32 240
28 120
46 000
51 120
42 240
39 400
Advertising ($)
1400
1800
1600
2000
1000
600
1400
1200
2200
2400
2200
1800
Fitting lines to scatterplots the

three-median line
The three-median line is a graphical method for tting a line directly to a scatterplot. Being
a graphical technique, it is quick and requires minimal computation. Its other strength is that,
being based on medians, it is less sensitive to the effect of outliers than the least squares line.
To nd the three-median line, the following strategy is used.
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How to nd the equation of the three-median line

Steps
1 The scatterplot is divided into three regions, according to the number of data points,
ensuring that there is overall symmetry in the regions. For example, if there are nine
data points, there will be three in each region. For 10 points, the scatterplot would be
divided into regions so there were three data points in the rst, four in the second and
three in the third. For 11 data points, there would be four data points in the rst region,
three in the second, and four in the third.
In the example shown there are nine data points, so there will be three data points in
each region as shown.
10
9
8
7
6
5
4
3
2
1
0
0
9 10
2 In each section determine the median x-value and the median y-value visually, and
locate the point which these values describe on the graph. For the left third we will call
these (xL , yL ), for the middle third (xM , yM ), and for the right third (xR , yR ).
yR
yM
yL
10
9
8
7
6
5
4
3
2
1
0
0
xL
xM
9 10
xR
3 Join (xL , yL ) and (xR , yR ) with a straight line. While this is not the three-median line, it
has the same slope as the three-median line.
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10
9
(xR, yR)
7
6
5
(xL, yL)
3
2
1
0
0
10
The slope of the three-median line can then be calculated as follows:

slope =
4
2
84
yR yL
= =
=
xR xL
82
6
3
4 Finally, move the line constructed above one-third of the distance towards (xM , yM ),
ensuring that the slope is unchanged. The resulting line is now the three-median line.
10
9
(xM, yM)
(x , y )
10
7
6
5
(xL, yL)
3
2
1
0
0
5 To nd the equation of the three-median line, select two points on the line, say (1, 4)
and (7, 8), and substitute into the formula which gives the equation for a straight line
between two points.
y2 y1
y y1
=
x x1
x2 x1
Substituting gives:
84
2
y4
=
=
x 1
71
3
which can be simplied to give the equation:
10 2
+ x
3
3
Alternatively, you can use your calculator to nd the equation joining two points, as
described on page 121.
y=
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Exercise 12D
1 Locate the median point in each of the plots and write down its coordinates.
a
b
6
5
2
4
3
2
1
0
1
d
5
3
2
1
0
1
1
e
5
2 Give the number of data points in each section for each of the upper, middle and lower
thirds you would use to nd the equation for the three-median line when there are:
a 6 data points
b 11 data points
c 10 data points
d 22 data points.
3 In each of the following examples nd the slope of the three-median line.

(xM , yM ) = (2, 3)
(xR , yR ) = (4, 8)
a (x L , yL ) = (1, 2)
b (xL , yL ) = (3, 8)
(xM , yM ) = (3, 10)
(xR , yR ) = (5, 13)
c (xL , yL ) = (2, 11)
(xM , yM ) = (3, 6)
(xR , yR ) = (5, 2)
d (xL , yL ) = (14, 22)
(xM , yM ) = (32, 16)
(xR , yR ) = (34, 12)
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Height (months)
4 The following scatterplot displays the heights (in cm) and ages (in months) six of girls
between the ages of 36 months and 60 months.
100
98
96
94
92
90
88
86
84
82
80
36 38 40 42 44 46 48 50 52 54 56 58 60
Age (months)
a Write down the coordinates of the three points (xL , yL ), (xM , yM ) and (xR , yR ) used to t a
three-median line to the data.
b Determine the slope of the three-median line.
c Draw the three-median line on the scatterplot.
5 The following scatterplot displays the adult heights (in cm) of 10 pairs of mothers and
daughters.
180
170
160
150
150
155
160
165
170
Mothers height (cm)
175
6 The following scatterplot plots the shoe sizes (x) and the weights in kilograms (y) of 10
adult males.
90
Weight (kg)
80
70
60
50
9
10
Shoe size
11
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7 The scatterplot below plots the amount of a particular pain relief drug given to a patient and
the time taken for the patient to experience pain relief for nine patients.
Response time (mins)
70
60
50
40
30
20
10
0
1
3
4
Drug dose (mg)
Fit a three-median line to the scatterplot and nd its equation.

8 The scatterplot below plots the distance travelled and time taken to travel to school for 11
students.
60
Travel time (mins)
510
50
40
30
20
10
0
4 5 6 7 8 9 10 11 12
Distance travelled (kms)
Fit a three-median line to the scatterplot and nd its equation.
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If a linear relationship is indicated by the scatterplot, a measure of its strength can be found
by calculating Pearsons product-moment correlation, r.
The values of Pearsons product-moment correlation, r, lie in the range 1 r 1. Values
close to 1 indicate strong correlation, and those close to 0 indicate little correlation.
If a linear relationship is indicated from the scatterplot, a straight line may be tted to the
data graphically by eye or using the three-median line method or, computationally, by using
the two-mean or the least squares method.
The equation of the line tted is y = a + bx, where a is the y-intercept and b is the slope of
the line. For all methods, the intercept of the line predicts the value of the y-variable when
x = 0 while the slope of the line predicts the average change in y associated with changing
x by one unit.
Once found, the equation of the line may be used to predict values of the dependent variable
(y) from the independent variable (x).
Multiple-choice questions
1 For which of the following pairs of variables would it be appropriate to construct a
scatter plot in order to investigate a possible relationship?
A Car colour (blue, green, black, . . .) and its size (small, medium, large)
B A foods taste (sweet, sour, bitter) and its sugar content (in grams)
C The weights (in kilograms) of 12 oranges and the lengths (in centimetres) of
9 bananas
D The time people spend exercising each day (in minutes) and their resting pulse
rates (in beats/minute)
E The arm spans (in centimetres) and gender (male, female) of a group of students
2 For which of the following plots would it be appropriate to calculate the value of r,
the product-moment correlation coefcient?
A
30
B
0
10
20
20
30
10
40
50
0
0
10
10
20
30
Review
Key ideas and chapter summary
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30
100
20
50
10
0
0
10
10
E
0
10
15
0
10
3 A correlation coefcient of r = 0.32 would classify a linear relationship as:

A weak positive
B moderate positive
C strong positive
D close to zero
E moderately strong
4 The following scatterplot shows the relationship
between height and weight for a group of
people.
The value of the Pearsons product-moment
correlation coefcient, r, is closest to:
A 0.28
B 0.43
C 0.54
D 0.86
E 0.99
5 Consider the following scatterplot.
The slope of the three-median line that ts these
data is closest to:
A 0.2
B 0.8
C 1.0
D 1.5
E 1.9
40
35
30
25
20
15
0
10
15
20
25
30
35
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Income ($/week)
150 250 300 600 300 380 950 450 850 1000
Expenditure ($/week) 40 60 70 120 130 150 200 260 460 600
6 The value of the Pearson product-moment correlation coefcient r for these data is
closest to:
A 0.2
B 0.4
C 0.6
D 0.7
E 0.8
7 The least squares regression line which would enable weekly expenditure (in dollars)
on food to be predicted from weekly income (in dollars) is closest to:
A expenditure = 0.482 + 42.864 income
B expenditure = 0.482 42.864 income
C expenditure = 42.864 + 0.482 income
D expenditure = 239.868 + 1.355 income
E expenditure = 1.355 + 239.868 income

Suppose that the least squares regression line which would enable weekly
expenditure on entertainment (in dollars) to be predicted from weekly income is
given by:
expenditure = 40 + 0.10 income
8 Using this rule the expenditure on entertainment by an individual with an income of
$600 per week is predicted to be:
A $40
B $24 060
C $100
D $46
E $240
9 From this rule which of the following statements is correct?
A On average for each extra dollar of income an extra 10 cents is spent on
entertainment.
B On average for each extra 10 cents in income an extra $1 is spent on
entertainment.
C On average for each extra dollar of income an extra 40 cents is spent on
entertainment.
D On average people spend $40 per week on entertainment.
E On average people spend $50 per week on entertainment.
Review

The weekly income and weekly expenditure on food for a group of 10 university
students is given in the following table.
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Short-answer questions
1 The distance travelled to travel to work and the time taken for a group of company
employees are given in the following table. Determine the value of the Pearson
product-moment correlation coefcient, r, for these data.
Distance (km)
12
50
40
25
45
20
10
3
10
30
Time (min)
15
75
50
50
80
50
10
5
10
35
2 The scatterplot below plots the percentage of children enrolled in secondary school
against and the percentage of children aged 1223 months who have been
immunised against measles, for nine countries.
100
Immunised against measles (%)
Review
514
95
90
85
80
75
70
65
60
55
50
0
10
20
30
40
50
60
70
80
90
100
Secondary school enrolments (%)
a Write down the coordinates of the three points (xL , yL ), (xM , yM ) and (xR , yR ) used
to t a three-median line to the data.
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1 The following table gives the number of times the ball was inside the 50-metre line
in an AFL football game, and the teams score (in points) in that game.
Inside 50
Score
64
90
57
134
34
76
61
92
51
93
52
45
53
120
51
66
64 55
105 108
58
88
71
133
a Determine the correlation coefcient r between the score and the number of
inside 50s. Give your answer correct to four decimal places.
b Fit a least squares regression line to these data and write down its equation in
terms of the variables score and inside 50s. Score is the dependent variable (DV).
c Use the regression line to predict the score of a team that achieves 80 inside 50s
in a game. In making this prediction, are you interpolating or extrapolating?
2 The time (in seconds) taken to complete a task, and the number of errors on the task,
were recorded for a sample of 10 primary school children.
Time (seconds) 22.6 21.7 21.7 21.3 19.3 17.6 17.0 14.6 14.0 8.8
Errors
2
3
3
4
5
5
7
7
9
9
a Determine the equation of the least squares regression line that enables the
number of errors made to be predicted from the time taken to complete the task.
Write the equation in terms of the variables errors and time.
b Interpret the slope and the intercept (if appropriate) of the least squares regression
line.
c Use the least squares regression line to predict the number of errors made by a
child who takes 10 seconds to complete the task. Give the answer correct to the
nearest whole number.
3 A marketing company wishes to predict the likely number of new clients each of its
graduates will attract to the business in their rst year of employment. They plan to
use the scores obtained by the graduates on a marketing exam in the nal year of
their course as the predictor.
Graduate
1
2
3
4
5
6
7
8
9
10
Exam score
65
72
68
85
74
61
60
78
70
82
Number of new clients

7
9
8
10
10
8
6
10
5
11
Review
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a Determine the equation of the least squares regression line and write down in
terms of the variables number of new clients and exam score. Exam score is the IV.
b Interpret the intercept and slope of the least squares regression line in terms of the
variables in the study.
c Use your regression equation to predict the number of new clients for a graduate
who scores 100 on the exam. Give the answers correct to the nearest whole
number.
d How reliable is the prediction made in part c?
4 To investigate the relationship between marks obtained by students on an assignment
and their nal examination mark, a sample of 10 students was taken. The table below
gives their marks for the assignment and the nal exam marks for each individual
student.
Assignment mark (max. = 80) 80 77 71 78 65 80 68 64 50 66
Final exam mark (max. = 90) 83 83 79 75 68 84 71 69 66 58
a A scatterplot shows that there is a strong positive linear relationship between

assignment and nal exam marks for these students. The correlation coefcient is
r = 0.7577. On the basis of the information, a student wrote: Good nal exam
marks are the result of good assignment marks. Comment on this statement.
b Determine the equation of the least square regression line and write it down in
terms of the variables nal exam mark (DV) and assignment mark (IV).
c Interpret the intercept and slope of the least squares regression line in terms of the
variables in the study.
d Use your regression equation to predict the nal exam mark for a student who
scored 50 on the assignment. Give your answer correct to the nearest mark.
e How reliable is the prediction made in part d?
Appendix: TI-Nspire CAS

Operating system
Written for operating system OS3.
Keystroke actions and short cuts for the

TI-Nspire CAS Clickpad (grey)
Home page (icon display)
: removes menus and

dialogue boxes
+
: undo last move
+
: displays icon page to

select applications, mode, My
Documents and start a new
document
: redo last move
: move to next entry box

(field)
: options for each

application
+
: contextual menus
(same as right mouse click)
+
: switch applications
in split screen
: backspace deletes a
character
+
: clear clears an
entry line
: accesses secondary (blue)

commands
+ : displays page sorter
+ : displays previous page
+ : displays next page
: mouse pointer (cursor),

selects items
+ : grab
+
: shift key
+
: display lists of stored
variables
+
: store command ( )
: degree sign ()
: fraction template
: completes commands and

displays results
524
ISBN 978-1-107-66462-3
525

TI-Nspire CAS Touchpad (black)
: removes menus and
dialogue boxes
: undo last move
+
: redo last move
+
: move to next entry
box (field)
+
in split screen

select applications, mode,
My Documents and start a
new document.
: options for each
application.
: contextual menus
+
Nav Pad (touch pad)

: accesses secondary
(yellow) commands

selects items
+ : grab
character.
: 2D templates
+
: fraction template
: shift key
: completes commands
and displays results.
: display lists of
stored variables
: store command ( )
+

TI-Nspire CAS CX
: removes menus and
dialogue boxes
: undo last move
+
: redo last move
+
: move to next entry
box (field)
+
in split screen

select applications, mode,
My Documents and start a
new document.
: options for each
application.
: contextual menus
+
Nav Pad (touch pad)

: accesses secondary
(yellow) commands

selects items
+ : grab
character.
: 2D templates
+
: fraction template
: shift key
: completes commands
and displays results.
: display lists of
stored variables
: store command ( )
+
ISBN 978-1-107-66462-3
526
Setting the Mode

For General Mathematics it is convenient to set the calculation mode to Degree and
Approximate (decimal) right from the start. The calculator will remain in this mode unless
you change the settings again.
(or
and c on the grey Clickpad) and move to Settings & Status and press
1 Press
>Settings>General, then press
again to obtain the General Settings screen shown
in step 2 below.
Hint: If the icon page does not display when you press
, then press
rst.
2 Use the
key to move down to the box that displays Angle. Use the then to select
. Continue using the
key until you reach the Calculation Mode box.
Degree, press
.
Use the then to select Approximate, then press
3 Press the
key until you reach the
.
Make Default box and press
again to accept the change
Press
to the settings.
ISBN 978-1-107-66462-3
527
The home screen is divided into two main areas Scratchpad and Documents.
Scratchpad
Note: The Scratchpad is only available on OS 2.0 or higher.
A: Calculate this is a fully functional CAS calculation platform that allows for quick and
easy access to the home screen and menus. It can be used for most calculations such as
arithmetic, algebra, nance, trigonometry and matrices. Scatchpad is similar in functionality to
the Documents: Calculator application, but saves opening up a new document every time you
want to do a calculation.
Calculating
1 Press
(or
and c on the grey
Clickpad) then to open the Scratchpad:
Calculate.
If you prefer to use the Documents platform
for your calculations then press
c >New Document>Add Calculator and
follow the same steps.
Hint: You can undo your action using
(or
).
Note: If using the TI-Nspire CAS Touchpad or CX

you can check the mode settings by moving the
cursor onto the

each screen.
icon displayed on the top of
2 To calculate, simply enter the required

. For example, if
expression and press
we wish to evaluate 5 + 3 6, we type in
.
the expression and press
Note: The symbol (dot) is used on the screen to
represent the multiplication sign.
3 Type in 56 9 and press

to obtain the
result 6.22222. If the result is displayed as
56
, you are in Auto not Approximate mode.
9
Change the mode now (see above).
ISBN 978-1-107-66462-3
528
4 To copy and edit a previously evaluated line,

keep pressing until the expression to be
to
copied is highlighted, then press
paste it on a new line. You are now able to
edit this expression as required.
Note: You can only edit on a new line; that is, if no
answer is present on that line.
5 You can enter fractions using the fraction

+
to
template if you prefer. Press
paste the fraction template and enter the
key to move between
values. Use the
to display the answer.
boxes. Press
6 For problems that involve angles (e.g.

evaluate sin(26 ) ) it is good practice to
include the degree symbol even if the mode
is set to degree (DEG) as recommended.
Note: if the calculator is accidentally left in radian
(RAD) mode the degree symbol will override this
and compute using degree values.
The degree symbol can be accessed using

(or
+
on the Clickpad).
Alternatively select from the Symbols
palette ( + ).
Solving equations
Using the Solve command
Solve 2y + 3 = 7 for y.
ISBN 978-1-107-66462-3
529
1 Go to the Scratchpad: Calculate and press

b >Algebra>Solve and
, and
complete the Solve command as shown
opposite.
Keystrokes: 2
.
Hint: You can also type in solve( directly from the
keypad but make sure you include the opening bracket.
Note that the Scratchpad: Calculate

continues on from the previous work. Use
the up arrow to scroll back through
previously worked examples.
Clearing the history area

Once you have pressed
the computation
becomes part of the History area.
To clear a line from the history area,
press repeatedly until the expression
(or
on the
is highlighted and press
Clickpad). To completely clear the History Area,
press b >Actions>Clear History and press
again.
+ b to access the
Alternatively press
contextual menu.
It is also useful to occasionally clear any
previously stored values. It is important you
do this before a test or examination. Clearing
History does not clear stored variables.
Pressing b >Actions>Clear a-z. . . will clear
any stored values for single letter variables that
have been used in the Scratchpad.
Use b >Actions>Delete Variable if the
variable name is more than one letter. For
example, to delete the variable perimeter,
then use DelVar perimeter.
ISBN 978-1-107-66462-3
530
Documents
Documents must be used to access the following:
Data & Statistics, Lists & Spreadsheets, Graphs
(for the full range of features) and Geometry.
All of the examples described in the Scratchpad
section earlier can also be done using the
Documents platform if preferred.
Starting a new document
1 To start a new document, press

(or press c on the Clickpad) and select New
+ to start a new document).
Document (or use the key board shortcut
.
2 If prompted to save an existing document move the cursor to No and press
It is possible to switch between the Scratchpad and the Documents platforms by pressing
or
. This might be useful to do a quick trial, or check, calculation or graph in the
Scratchpad whilst working in the Documents platform.
Select Current on the Home page to return to the current document.
How to construct parallel boxplots

Construct parallel boxplots to display the pulse rates of 23 adult females and 23 adult males.
Pulse rate (beats per minute)
Females
65 73 74 81 59 64 76 83 95 70 73 79
64 77 80 82 77 87 66 89 68 78 74
Steps
1 Start a new document:
Males
80 73 73 78 75 65 69 70 70 78 58 77
64 76 67 69 72 71 68 72 67 77 73

Enter the data into lists called females and
males as shown.
ISBN 978-1-107-66462-3
531
3 Statistical graphing is done through the

Data & Statistics application.
+ and select Add Data &
Press
Statistics.
and arrow to
and press
(or press
)
Note: A random display of dots will appear this
is to indicate list data is available for plotting.
It is not a statistical plot.
a Press
to show the list of
variables. Select the variable,
to paste the
females. Press
variable to the x-axis.
A dot plot is displayed by default as
shown.
b To add another variable to the x-axis

press b >Plot Properties>Add X
. Select the
Variable, then
variable males. Parallel dot plots are
displayed by default.
c To change the plots to box plots

press b >Plot Type>Box Plot, then
.
press
Note: To change the colour of the plots move the
cursor on the plot and press
+ b >Color>Fill
Color.
Your screen should now look like

that shown opposite.
ISBN 978-1-107-66462-3
532
4 Data analysis
Use b >Analyze>Graph Trace and use the
cursor arrows to navigate through the key
points.
Starting at the far left of the plots, we see
that, for females, the
minimum value is 59: MinX = 59
rst quartile is 68: Q1 = 68
median is 76: Median = 76
third quartile is 81: Q3 = 81
maximum value is 95: MaxX = 95
and for males, the
minimum value is 58: MinX = 58
rst quartile is 68: Q1 = 68
median is 72: Median = 72
third quartile is 76: Q3 = 76
maximum value is 80: MaxX = 80
ISBN 978-1-107-66462-3
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539
Answers
12 a
Class B
3 2
Class A
9
2
9
5 7 8
5 8
5 8
1 6 7 9 9
0 1 2 2 5 5 9
1 9
1
2
3
4
5
6
7
8
9
9
6 4 3 3 2 2 1 0 0
8 8 4 4 3 2 1 1 0 0
8 1
9 | 6 represents 69 marks
7 | 1 represents 71 marks
b Six students in class A and two students in

class B
c Class B performed better overall as more
students scored in the higher values of 70s to
90s.
13 a
Japan
3
9 7 6 5 5
4 4 2
9 7 5
3 3 2 2
9 8 6
2
4
6|2 represents 26
0
0
1
1
2
2
3
3
4
Australia
2 3 3 3 4 4
5 5 6 7 7 8 9
1 1 4
5 7
1 3
Exercise 1G
1 a and b
120 130 140 150 160 170 180

Height (cm)
c The distribution of heights is approximately
symmetric, centred at 154 cm, with the middle
50% of heights ranging from 141.5 cm to
161.5 cm.
2 a and b
0
8 12 16 20 24
Weeks in charts
c The distribution is slightly positively skewed.
Singles appear to stay in the charts for around
8 weeks, with the middle 50% staying in from
around 4 to 13 weeks.
3 a and b
10
25
15
20
Pocket money ($)
c The distribution is approximately symmetric
and centred on $12. The middle 50% of
students receive pocket money of about
$7.75$15.
4 a and b
0
1|5 represents 15
b Both distributions are positively skewed.

Japanese tourists tend to spend more nights
away from home than Australian tourists. The
spread for Japanese tourists is also greater
than the spread for Australian tourists.
Exercise 1F
1a5
b5
c 15
d 101 e 2.8
2a5
b 4.5 c 15
d 99.5 e 2.1
3 a x = 12.5 ha, M = 7.4 ha
b The median, as it is typical of more suburbs
4 a x = $393 386, M = $340 000
b The median, as it is typical of more house
prices
5 a IQR = 10.5, R = 21 b IQR = 8, R = 11
c IQR = 7, v = 12
d IQR = 4.5,R = 8
e IQR = 1.1,R = 2.7
6 x = 365.8, s = 8.4, M = 366.5,
IQR = 12.5, R = 31
7 x = 214.8, s = 35.4, M = 207.5,
IQR = 42, R = 145
8 x = 3.5 kg, s = 0.6 kg, M = 3.5 kg,
IQR = 1 kg, R = 2.4 kg
9 a i x = 6.79, M = 6.75
ii IQR = 1.45, s = 0.93
b i x = 13.54, M = 7.35
ii IQR = 1.8, s = 18.79
c The error does not affect the median or
interquartile range very much. It doubles the
mean and increases the standard deviation by a
factor of 20.
10 15 20 25 30
Years employed
c The distribution is positively skewed, centred
at 7.5 years. Half of the employees have been
employed by the company for 4 to 14.5 years.
5 a and b
0
10 20 30 40
Time (seconds)
c The distribution is positively skewed, centred at
8 seconds. While 50% of the children take from
6 to 11 seconds to tie a shoelace, there were 3
students who took 29, 35 and 39 seconds.
6 a Year 12; higher median
b Year 12; larger IQR
7 The distributions of ages in both groups are
slightly positively skewed, with the mothers in
1970 (M = 24.5) being generally younger than
the mothers in 1990 (M = 28). The variability in
both groups is the same (IQR = 10 for both
groups).
8 a male
female
0
10
20
30 40 50
Smoking rate
60
70
Answers
females (79). The females tend to be older

than the males, with the ages of males centred
in the 20s and the ages of females centred in
the 30s. The age spread for females is greater
than that for males.
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b The distribution of smoking rates is slightly
negatively skewed for females, and
approximately symmetric for males. In
general, the smoking rates for females
(M = 19%) are much lower than the smoking
rates for males (M = 39.5%). The variability
in both groups is the same (IQR = 14.5).
same effect on all participants. There is one

outlier in the before group, who can achieve 46
sit-ups, and two in the after group, recording
50 and 54 sit-ups respectively.
6 a Female
Male
Exercise 1H
1 a m = 3, Q 1 = 0, Q 3 = 13, min = 0, max = 52
b 38, 52
c
*
*
0 10 20 30 40 50
d The distribution of number of books borrowed
is positively skewed, centred at 3. While 75%
of people borrowed 13 books or less, one
student borrowed 38 books and another
borrowed 52.
2a
*
*
*
0
2 000 000 4 000 000 6 000 000 8 000 000
b The distribution of winnings is extremely

positively skewed with a median value of
$737 508. The middle 50% of players won
from $650 325 to $1 131 026. There were three
outliers, Roger Federer with winnings of
$2 502 919, Rafael Nadal with winnings of
$5 250 169 and Novak Djokovic with winnings
of $7 608 673.
3a
*
*
*
0 10 20 30 40 50 60
b The distribution is positively skewed, centred
at 8 seconds. While fty percent of the
students take from 6 to 11 seconds to complete
the puzzle, there were three students who took
29, 39, and 60 seconds respectively.
4a
*
0
100 200 300 400 500 600 000
b The distribution is approximately symmetric,

centred at about 210 000, with an outlier at
570 000. The middle 50% of papers have
circulations of about 88 000270 000.
5a
After
* *
Before
*
0 10 20 30 40 50
b The distribution for the number of sit-ups is
negatively skewed before the course, centred at
26. After the course, the distribution is more
symmetric, centred at 30, indicating that the
course has been effective. The distribution
after the course is more variable than before
the course, showing the course has not had the
40
50
60
70
80
90
b The distribution of life expectancy is

approximately symmetric for both males and
females. There is one outlier, Afghanistan,
which has extremely low life expectancy of 43
years for both males and females. In general,
life expectancy is higher for females (median
= 77) than for males (median = 74). The
variation in life expectancy is also slightly
larger for females (IQR = 10) than for males
(IQR = 6).
1D
6D
11 D
16 B
21 C
2D
7D
12 A
17 B
3C
8D
13 C
18 B
4B
9D
14 C
19 C
5D
10 E
15 A
20 A
1 a Numerical
2 a Categorical
3 12
b Categorical
b 7.5%
10
Frequency
Answers
540
8
6
4
2
0
5 10 15 20 25 30 35
Cigarettes smoked
4a
20
30
40
50
60
Time (minutes)
70
Time (minutes)
2
3
4
5
6
7
2
9
3 4 5 7 9
0 1 1 2 2 4 5 6 6 7 9 4|7 represents 47 minutes.
5 8 9
2
c M = 52 minutes, Q 1 = 47 minutes,
Q 3 = 57 minutes
5 x = $283.57,
s = $122.72, M = $267.50, IQR = $90,
R = $495
6 x = 178.89 minutes, s = 13.99 minutes
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Answers
542
Yes
5a
Exercise 2C
No
20
25
30
35
40
45
50
Mark
b The distributions of marks for both groups are
approximately symmetric, and in each group
50% of the students scored 36 or more in the
essay. However, the marks for the students who
were able to choose their topic were much less
variable (IQR = 8.5) than those for students
who were not able to choose (IQR = 16).
There are no outliers.
Chapter 2
Exercise 2A
2
3
40
41
42
43
44
45
46
47
0.2
0.3
0.4
0.5
0.6
48
0.7
49
50
0.8
0.9
1.0
A(cm 2 ) 0 0.031 0.126 0.283 0.503 0.785 1.131 1.539 2.011 2.545 3.142
n 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
C($) 49 50.8 52.6 54.4 56.2 58 59.8 61.6 63.4 65.2 67 68.8 70.6 72.4 74.2 76
M(kg) 60 65 70 75 80 85 90 95 100 105 110 115 120
E(k J ) 650 695 740 785 830 875 920 965 1010 1055 1100 1145 1190
3
10
S 180 360 540 720 900 1080 1260 1440
6a
10
E($) 680 740 800 860 920 980 1040 1100 1160 1220 1280
b 6 cars
7
T (years) 1
t(years)
I ($)
dm =6
h v = 5
l m = 2
p a = 4
tn=4
d x = 8
h x = 3.5
l d = 4.5
p t = 12
t f = 2
dc=2
h k = 3.3
ly=2
Exercise 2E
C($) 86 88.15 90.3 92.45 94.6 96.75 98.9 101.05 103.2 105.35 107.5
r (cm) 0 0.1
ct =5
g f = 3
kb=5
o h = 5
sk =7
cn=4
g f = 5.5
k b = 5
o x = 48
sa=2
cw =2
gh=5
k t = 2.2
o p=2
b P = 4x
1 a P = 27 + x
d P = 19 + y
c P = 2a + 2b
b 8 cm
2 a P = 22 + m
b 13 cm
3 a P = 4y
b8
4 a n + 7 = 15
56
6 59
b 18 cm c 24 cm, 18 cm
7 a P = 4x + 12
8 140 tickets 9 145 minutes
10 Anne $750, Barry $250
c $30
b $14.40
b 18.85 mm
d 45.24 m
c P = 23
b P = 46
b A = 14.25 c A = 5.67
b 17.8 C
d 33.3 C
b $180
d $2014.50
b 37 points c 68 points
c t50 = 101
b t11 = 23
Exercise 2B
1
b y = 15
f f = 19
jg=1
ne=3
r s = 11
bg=9
fm =7
j s = 3
n q = 30
r m = 21
bb=6
f f =2
j s = 20
n g = 37
Exercise 2D
c $1425
b $1500
1 a $1400
2 380 km
3 a $10.50
4 a 157.08 cm
c 33.93 cm
5 a P = 14
6a A=4
7 a 10 C
c 100 C
8 a $2400
c $375
9 a 15 points
10 a t6 = 13
1ax =9
eg=6
i x = 1
my=6
q t = 10
2ax =3
e j = 4
iy=5
m r = 12
q h = 40
3aa=2
ey=7
i g = 8.5
m x = 2
10
b x = 11 + 4y
= 22 7y
d x = 5y + 12
= 5 6y
f x = 8 4y
= 2y 5
h x = 23 y + 53
= 2y 3
j x = 6 3y
= 5 2.5y
l x = 75 y 8
= 6 + 1.5y
C
S + 360
2r =
3an=
b 7 sides
2
180
v u
2A
5h=
4at =
b 3.6 seconds
a
b
5(F 32)
100I
6C =
b 5 years
7aT =
9
PR
1ax
cx
ex
gx
ix
kx
Exercise 2F
1 a C = 0.5x + 0.2y
b $16.50
2 a C = 40x + 25y
b $13 875
3 a C = 1.6x + 1.4y
b $141.20
4 a C = 1.75x + 0.7y
b $52.15
5 a C = 2.5x + 4y
b $234
6 a C = 30x + 60y
b $3480
7aN =x+y
b V = 0.5x + 0.2y c $37.90
8 6.67 m
750 1500 2250 3000 3750 4500 5250 6000 6750 7500
Exercise 2G
A($)
10
15
20
25
6535 8541 11 162 14 589 19 067
1 a 16
f 216
b 81
g 125
c 49
h 256
d 27
i 10 000
e8
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Answers
4 1.43 cm
6 a 5 cm
b b = 8.49
e e = 6.69
b y = 2.24
e h = 2.18
h r = 2.62
k m = 2.67
n q = 3.17
c c = 23.83
f f = 9.12
c a = 2.35
f c = 2.61
i y = 4.58
l b = 1.38
o r = 4.90
5 15.7 cm
b 10 cm
1 200, 188, 176, 164, 152

2 a $3900
b $6300
3 a i $10 000
ii $8400
iii $3600
b 1 year, 11 months
4 a i $31 700
ii $33 350
b 10 years
5 a $525
b 12 days
6 16 000 sh
7 $41 258.73
8 8 years
9 $9144.22
1 a x = 10 b x
ex =1 fx
ix =3 jx
2 a P = 40
3 a A = 30
4 94.25 cm
5 x 20 15
b (3, 2)
b (3, 2)
e (0, 6)
h (1, 5)
k (8, 20)
c (1, 1)
d (1, 1)
c (1.5, 2.5)
f (7, 2)
i (0.4, 2.6)
l (3, 10)
b (2, 5)
e (3, 2)
h (2.4, 3.4)
k (2, 1)
b (4, 1)
e (2, 3)
c (3, 4)
f (1, 1)
i (1, 4)
l (3, 2)
c (2, 10)
f (7, 0)
Exercise 2K
(4, 1)
( 12 , 2)
(2,3)
( 15 , 15 )
3D
8B
13 C
18 D
4B
9D
14 D
19 D
5A
10 B
15 A
= 11 c x = 8
= 7 g x = 6
= 3 k x = 15
b P = 130
b A = 54
10
dx =6
h x = 11
l x = 24
10 15 20 25
y 716 551 386 221 56 109 274 439 604 769
Exercise 2J
a
d
g
j
2B
7D
12 D
17 D
Exercise 2I
1 a (2, 1)
d (9, 1)
g (4, 3)
j (2, 5)
2 a (2, 4)
d (2, 3)
1C
6A
11 C
16 A
Exercise 2H
1 a (1, 1)
2 a (2, 4)
d (2, 1)
g (0, 3)
j (7, 25)
11 77 students
12 10 standard, 40 deluxe
13 252 litres (40%), 448 litres (15%)
14 126 boys, 120 girls
15 7542 litres unleaded, 2658 litres diesel
16 $10 000 at 5%, $20 000 at 8%
b
e
h
k
( 12 , 2)
c (1, 2)
(3, 1)
f ( 32
, 28 )
17 17
4 7
(3, 2)
i (1.5, 2.25)
(1.5, 0.6) to 1 d.p.
Exercise 2L
1 a 5t + 6 p = 1275 and 7t + 3 p = 1380
b Texta $1.65, pencil $0.75
2 Petrol $1.16/L, motor oil $7/L
3 Banana 35c, orange 60c
4 Nails 1.5 kg, screws 1 kg
5 12 emus, 16 wombats
6 6 cm, 12 cm 7 22, 30
8 Bruce 37, Michelle 33
9 Chocolate thickshake $5, fruit smoothie $3
10 Mother 44, son 12
a x = 10
b x = 5
6 a a = 7 b b = 94 c c = 8 d d = 3
e e = 4
f f =3
g g = 2 h h = 5
71
85
9 a (1, 3)
b (4, 1)
c (5, 1)
10 a (2, 8)
b (3, 2.5)
c (5, 2)
d (5, 2)
e (2, 1)
11 14, 31, 48, 65, 82, 99
12 75, 146, 288, 572, 1140, 2276, 4548, 9092
1 a $57
2a
b 7 hours
n 60 70 80 90 100 110 120 130 140 150 160

C 55 60 65 70 75 80 85 90 95 100 105
b $105
3 a C = 80 + 45h
b $215
4 a 3a +5c = 73.5
b $12
c $7.50
2a +3c = 46.5
5 a $3200
b $1400
c 17 months
6 End of rst year:
$3090
End of second year: $3182.70
End of third year:
$3278.18
End of fourth year: $3376.53
End of fth year:
$3477.82
73m
8 Indonesian 28; French 42; Japanese 35.
Chapter 3
Exercise 3A
1 a (0, 4), (2, 6), (3, 7), (5, 9)
b (0, 8), (1, 6), (2, 4), (3, 2)
Answers
2 a a = 3.46
d d = 4.24
3 a x = 2.83
d f = 2.35
g x = 4.33
j r = 2.92
m p = 2.12
543
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c Strong positive d q = 1, strong positive
e weekly sales = 98.5 + 79.268 number of
times played
f 4855
g Extrapolating
4 a IV: Year ; DV: Distance
b 9.00
Distance
5 a i 8.5 cm
b i 10.6 cm
6 17 cm
ii 9.1 cm
ii 3.8 cm
7 13 cm
8 25 cm
Exercise 5C
8.50
8.00
7.50
7.00
6.50
6.00
1900 1920 1940 1960 1980 2000
Year
c There is a strong positive association between

year and distance. There are two outliers.
d q = 1, very strong positive
e distance = 25.57 + 0.01718 year
f 8.93 metres
g Quite reliable, since we are only extrapolating
one time period outside the data.
5 a Hours is the IV and Test score is the DV.
b 40
Test score
Answers
548
30
20
1 a i 60 cm
ii 225 cm2
b i 22.4 cm
ii 26.1 cm2
c i 312 cm
ii 4056 cm2
d i 44 cm
ii 75 cm2
2 a 56.2 m2
b 16.7 m2
c 103.6 cm2
d 73.8 cm2
e 28 cm2
f 35.9 cm2
2
2
g 29.9 m
h 312.5 m
3 100 m2 4 63 375 m2 5 40 tiles 6 3 L
Exercise 5D
1 a i 31.4 cm
ii 78.5 cm2
b i 53.4 cm
ii 227.0 cm2
c i 25.6 m
ii 52.3 m2
d i 49.6 mm
ii 196.1 mm2
e i 47.1 cm
ii 176.7 cm2
f i 1.3 m
ii 0.1 m2
2 a i 25.71 cm
ii 39.27 cm2
b i 1061.98 mm ii 14167.88 mm2
c i 203.54 cm
ii 2551.76 cm2
d i 53.70 mm
ii 150.80 mm2
3 a 343.1 cm2
b 34.9 m2
c 19.2 cm2
d 177 377.5 mm2
4 a 1051.33 m
b 37 026.55 m2
10
0
10
20
30
Hours
c There is a strong, positive linear relationship

between hours of instruction and test score.
d q = 1, strong
e test score = 10 + 1 hour s
f 20
Chapter 5
Exercise 5E
1 a 125 cm3
b 49 067.8 cm3
d 3182.6 mm3 e 29 250 cm3
g 6756.2 cm3 h 47.8 m3
2 424 cm3
3 516 cm3
4 a 20 319.82 cm3
b 20 L
5 20.785 cm3
c 3685.5 cm3
f 0.3 m3
Exercise 5A
1 a 4.9 cm
b 83.1 cm
d 2.4 mm
e 15.8 mm
g 6.4 cm
h 141.4 mm
2 2.9 m 3 3.8 m
4 5.3 m
6 15 km 7 12.81 km 8 20 cm
10 61.717 m 11 4.24 cm
c 24 mm
f 7.4 cm
i 15.4 m
5 48.88 km
9 9.4 m
Exercise 5B
1 a 4.243 cm
2 a 10.77 cm
3 a 27.73 mm
4 9.54 cm
b 5.20 cm
b 11.87 cm
b 104.79 mm
Exercise 5F
1 a 9500.18 cm3
c 59.69 m3
2 a 153.94 cm3
c 102.98 cm3
3 392.699 cm3
b 16.36 m3
d 2356.19 mm3
b 705.84 m3
d 1482.53 cm3
Exercise 5G
c 6.40 cm
1 a 26.67 cm3 b 420 m3 c 24 m3 d 68.64 cm3

2 213.333 cm3 3 1 694 000 m3
4 a 335.6 cm3
b 66.6 cm3
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20
45
g

j
3
4

10
1 0.5
13 5
h
i
19
2
1.5
20 8

1 0
1
l
k2
0 1
2
1 a 40 pigs
2 a 21 pies

104
c
103
b 320 sheep
b $2
b r = 0.850
c For this sample of students there is a strong
positive linear relationship between distance
travelled and time taken. Students who travel
further tend to take longer to get to school.
2 a IV = number of hours spent gambling, DV
= amount spent gambling
c Farm A
b
5000
4000
5 a 6x + 5y = 14
Amount
d Value of sales for each shop

e Shop A, $104
3
Hours Hours
walking
jogging

a
Patsy 4
1
Geoff 3
2
$
kJ

b Walking 2 1500
Jogging 3 2500
kJ
$
c Patsy 11 8500
Geoff 12 9500

4 1 8 4 8 5 2 5
4a
3 1 6 3 5 3 1 4

2 3 1 4 0 2 2 1
b
1 0 1 1 2 3 0 2
b Apple $1.50, banana $1
20
Hours
30
40
75
70
Female
65
60
55
50
45
40
50
60
Male
70
80
c r = 0.894
d There is a strong positive linear relationship
between the percentage of males with eye
disease and the percentage of females with eye
disease. Those countries with high percentages
of males with eye disease also tended to have
a high percentage of females with eye disease.
4 a IV = age, DV = price
Exercise 12B
100
80
60
40
20
0
10
10
c r = 0.922
d For this sample of gamblers there is a strong
positive linear relationship between the
number of hours spent gambling and the
amount of money spent gambling. Those who
gambled for longer tended to spend more on
gambling.
3 a Either variable could be the IV.
b
1 a 0.9
b 0.7
c 0.6
d 0.1 (estimates could vary by 0.2)
2 a none
b weak negative
c strong negative
d weak positive
e strong positive
f moderate negative
g moderate positive
h none
i weak negative
j weak positive
k perfect positive or strong positive
l perfect negative or strong negative
2000
Exercise 12A
1 a
3000
1000
Chapter 12
Time
Answers
568
20
30
Distance
40
50
P1: FXS/ABE
P2: FXS
0521672600Xans2.xml
CUAU034-EVANS
October 20, 2011
7:58
Answers
25000
Price
20000
15000
10000
5000
0
6
8
Age
10
12
c r = 0.755
d There is a strong negative linear relationship
between the age and price of motorbikes.
Older motorbikes tended to have a lower price.
5 a Either variable could be the IV
b
45
Husband
40
35
30
25
20
15
15
20
25
Wife
30
5 a weight = 19.8 + 5.50 shoe size

(correct to 3 sig. gures)
b On average, the weight of adult males
increased by 5.50 kg for each unit increase in
shoe size.
c 74.8 kg
6 a time = 14.52 + 4.408 distance
b On average, travel time increased by 4.4
minutes for each extra kilometre travelled. The
intercept has no meaningful interpretation.
c 27.7 minutes
7 a response time = 51.3 8.70 drug dose
b On average, the time to experience pain relief
decreases by 8.70 minutes for each extra
milligram of drug taken. The time taken for
the patient to experience pain relief if no drug
is taken is predicted to be 51.3 minutes
c 0.9 minutes, no
8 a DV: income
b income = 4607 + 18.83 amount spent on
internet advertising
c On average, income increased by $18.83 for
each additional dollar spent on internet
advertising. The predicted income with no
advertising is $4607.
d $51 682
35
c r = 0.607
d There is a moderate positive linear
relationship between the age of a wife and her
husband. Men and women tend to marry
partners of a similar age.
Exercise 12D
2 a height = 68.2 + 0.464 age (correct to 3

sig. gures)
b On average, the childrens height increased by
0.464 cm for each one months increase in
their age. Because the data specically relates
to girls aged 36 to 60 months, the intercept is
unlikely to give a meaningful prediction about
birth height (length).
c i 87.7 cm
ii 101.6 cm
3 a daughters height = 50.2 + 0.715 mothers
height (correct to 3 sig. gures)
b On average, the height of the daughters
increased by 0.715 cm for each 1 cm increase
in the height of the mothers.
c 171.8 cm
4 a IV: number of DVD players
b Cost = 3629 + 24.00 number of DVD
players
c $3629
d $24
1 a (2, 5)
b (3, 2)
c (2.5, 2.5)
d (3, 2)
e (4, 3)
f (2, 3)
2 a (2, 2, 2)
b (4, 3, 4)
c (3, 4, 3)
d (7, 8, 7)
3 a2
b 2.5
c 3
d 0.5
4 a (38, 85.5), (48, 91) and (58, 95)
b slope = 0.475
c 100
Height (cm)
Exercise 12C
98
96
94
92
90
88
86
84
82
80
36 38 40 42 44 46 48 50 52 54 56 58 60
Age (months)
5 a (157, 160), (164.5, 170.5) and (173, 178)
b slope = 1.125
Answers
569
P1: FXS/ABE
P2: FXS
0521672600Xans2.xml
CUAU034-EVANS
October 21, 2011
8:18
180
170
160
150
150
155 160 165 170

Mothers height (cm)
175
6 a (8, 70), (9.5, 69.5) and (10.5, 80)

b slope = 4
c 90
Weight (kg)
Answers
570
80
70
60
50
7
10
9
Shoe size
11
7 response time = 40 6 drug dose (correct to

1 sig. gure)
8 travel time = 10 + 7 distance (correct to
1 sig. gure)
1D
6E
2E
7C
3A
8C
4D
9A
5B
1 r = 0.927
2 a (22, 65), (62, 92) and (96, 94)
b slope = 0.4
1 a r = 0.4865
b score = 18.4 + 1.38 inside 50s (correct to
3 sig. gures)
c 129; extrapolating
2 a errors = 14.9 0.533 time (correct to 3
sig. gures)
b slope = 0.533; the average number of
errors made is reduced by 0.533 for every
extra second taken to complete the task. The
intercept does not have a meaningful
interpretation.
c 9.6 errors
3 a number of new clients = 3.99 + 0.173
exam score (correct to 3 sig. gures)
b On average, the number of clients attracted by
the graduates increased by 0.173 for each
extra 1 mark obtained on the nal exam. The
intercept has no sensible interpretation.
c 13
d Not very reliable: you are making a prediction
that takes you well beyond the range of the
data.
4 a The statement is questionable because it
implies causality. The existence of even a
strong relationship between two variables is
not, by itself, sufcient information to
conclude that one variable causes a change in
the other.
b exam mark = 24.7 + 0.699 assignment
mark (correct to 3 sig. gures)
c Intercept: on average those who score 0 on the
assignment will score about 25 on the nal
exam. Slope: on average students exam marks
were 0.7 marks higher for each additional
mark they obtained on the assignment.
d 60
e Reliable: you are making a prediction that
falls well is within the range of the data.

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