GCSE Specification and Revision Notes

Last Modified: 10/04/2015

The left column is the complete Edexcel Mathematics A (1MA0) specification. A few items I have merged together (where
there was duplication). A few items I have created, either because they werent explicitly referenced in the specification (e.g.
proof), or where I felt a few sub-subtopics deserved an item of their own (e.g. simplifying algebraic fractions).

The second column contains notes I have written and Test Your Understanding questions (a mixture of past paper questions
and my own). Use the last column to tick items that you feel you have fully grappled.

Index:

Page 2 Number
Page 10 Algebra
Page 30 Shape, Space and Measures
Page 54 Data Handling & Probability
Page 63 Answers

General Tips:

1. You MUST show full workings for each answer. Method marks can usually be obtained when your answer is wrong,
but not if there are no workings.
2. Do not give answers to anything less than 3 significant figures. Note that 0.0043 is only to 2 significant figures.
3. Be wary about copying errors when going from one line of working to the next. Has a minus accidentally become a
plus?
4. Spot when different units have been used in the same problem, and ensure they are converted to the same unit.
5. Dont ever use trial and error for questions where an algebraic approach is expected you wont get any credit.
6. Take special care when punching numbers into a calculator and copying results off the display.
7. Check your answer looks plausible given the context. If it costs 11500 to seed a garden youve probably gone
wrong.
8. Check that youve actually answered the question. Often, once youve calculated the correct value, some
conclusion is needed, e.g. Therefore Bob will not have enough money. He is 50p short.

Common General Algebraic Errors:

( ) . Writing out the bracket twice we actually find ( )( )

Similarly . You can see this is not true when for example.
. When cancelling fractions, we can only divide, whereas in this example weve incorrectly
( )( )
subtracted . If we factorised the example, it would be OK to cancel ( )( )
to because we have indeed
divided by .
( ) . Oops!
. The hasnt been multiplied by 3.
( ) . Sign error at the end.
( ) ( ) . A lack of brackets when subtracting expanded expression leads to
sign errors. See (53i).
Sign not changed when moved to other side of equation.
or ( is trapped inside fraction/root so we have to
deal with the and first)
When is squared, you get not as

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 Number
Integers and Decimals
1. Understand and order Test Your Understanding: Order the following:
integers and decimals
2. Use brackets and the BIDMAS is actually (B)(I)(DM)(AS), i.e. Division and Multiplication have the same
hierarchy of operations priority, and Addition and Subtraction have the same priority. When you have say a
(BIDMAS) mix of addition and subtraction, evaluate left-to-right. E.g. simplifies to
NOT : in the latter you had done the addition first, when there was no
reason to do so.
Note that due to BIDMAS, negative numbers to a power require bracketing:
would produce -16 on a calculator because it does the square (indices) first. You
want ( ) . This is highly important for the in the Quadratic Formula when
substituting numbers in.
3. Add, subtract, multiply and When multiplying two decimals, first multiply them as if they were whole numbers,
divide integers, negative then put the decimal point back in the result by counting the number of jumps in
numbers and decimals decimal point in the original numbers.
When subtracting negative numbers, ensure numbers are lined up in the units
column, and fill in any gaps with 0s.
We like dividing by whole numbers. Hence if youre dividing by a decimal, multiply
both numbers by 10 until youre dividing by a whole number, e.g.

Test Your Understanding:

a. ( )?
b. ?
c. ?
d. ( ) ?
e.
4. Understand and use positive This just means that you understand for example as starting at -5 on a number
numbers and negative integers, line and moving/translating 7 up. This wont specifically be tested.
both as positions and
translations on a number line
5. Round whole numbers to the nearest, 10, 100, 1000,
6. Round decimals to Be wary that any 0s after the first non-zero digit count as significant. e.g. 3.40204 to 3sf is
appropriate numbers of 3.40, NOT 3.4. Similarly it is 3.40 to 2dp, not 3.4. But 0.0020413 is 0.00204 to 3sf.
decimal places or significant Note that 3.9853 to 1dp is 4.0.
figures
Test Your Understanding: Write the following to the indicated number of significant
figures or decimal places:
a. 24703 to 2sf
b. 15.0849 to 1dp
c. 25.969403 to 3sf
d. 495.18473 to 3dp
7. Multiply and divide by any You should appreciate that multiplying by a number between 0 and 1 makes it smaller,
number between 0 and 1 and dividing by it makes it bigger. You should recognise that is the same as and
the same as and so on (see Fractions): this is particularly useful in estimation
(see below)
8. Check their calculations by For estimation questions, the general rule of thumb is to round each number to 1
rounding, eg 29 31 30 30 significant figure, unless it is close to some other nice number (such as
because its a quarter), e.g:

Test Your Understanding: Estimate the following.

a.
b.
9. Check answers to a division Not tested as such.
sum using multiplication eg use
inverse operations
10. Multiply and divide whole numbers by a given multiple of 10
11. Put digits in the correct place in a decimal number

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Fractions
12. Find equivalent fractions Test Your Understanding: Put in its simplest form.
and write a fraction in its
simplest form.
13. Compare the sizes of The strategy is to find a common denominator for all fractions, so that we can just easily
fractions compare the numerators, e.g. and can be converted to and , thus is larger.
Sometimes the ordering will be obvious by thinking of the fractions on a number line.
Test Your Understanding: Which of and is bigger?
14. Find fractions of an amount Test Your Understanding: Find of 35
15. Convert between mixed For mixed number to improper fractions, to get the new numerator times the whole part
numbers and improper with the denominator and add the numerator. The denominator stays the same. e.g
fractions
For improper fractions to mixed numbers, see how many times the denominator goes into
the numerator and find the remainder also.
16. Add and subtract fractions The foolproof way is to cross-multiply: multiply the two denominators, then times each
numerator by the other fractions denominator and add. e.g. .
However, sometimes you only need to change one of the fractions, e.g.
Test Your Understanding:
a.
b.
c.
17. Multiply and divide If any whole numbers, put over 1: . If any mixed numbers, convert to improper
fractions including mixed fractions first. When multiplying, just multiply numerators and denominators separately.
numbers. When dividing, flip (reciprocate) the second fraction and instead multiply.
Test Your Understanding:
a.
b.
c.
d.

Factors, Multiples, Primes, Roots, Powers

18. Identify factors, multiples Ensure you dont confuse factors and multiples. Factors of 6: 1, 2, 3, 6. Multiples of 6: 6, 12,
and prime numbers 18, 24,
19. Find the prime factor Use a prime factor tree. Dont forget to write between each prime factor. Try to collect the
decomposition of positive same prime factors together using power notation. e.g. , but it
integers would be better to write
Test Your Understanding: Express 240 as the product of its prime factors.
20. Find the common factors See below.
and common multiples of two
numbers
21. Find the Highest Common There are two ways you could find the Lowest Common Multiple:
Factor (HCF) and the Least Write out multiples of the larger number until you see a multiple of the smaller
Common Multiple (LCM) of two number. e.g. for 60 and 54, write out multiples of 60: 60, 120, 180, 240, 300, 360,
numbers 420, 480, 540. And 540 is the first multiple of 54 in this list so is the LCM.
Find the prime factorisation of each number. Then see which things wins in each
factor. E.g. and . Of the 2s the wins over the so
we use . The wins over the 3. And the 5 beats nothing. So the LCM is
.
To find the HCF:
Write out the factors of each number, and look for the highest number in both lists.
Alternatively you can again use the prime factorisation of each number, but this
time see which factor loses (where nothing loses against anything). So in
and , the 2 loses, the 3 loses and nothing loses
against 5, so the HCF is . The previous method is faster however.

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 More Notes: LCM questions often come in an applied setting. e.g. Two buses come every 5
minutes and 7 minutes respectively: if they both come now, when will they next both come
at the same time? (i.e. in 35 minutes time)
Test Your Understanding:
a. Find the Lowest Common Multiple of 120 and 96.
b. Find the Highest Common Factor of 48 and 60?
c. Two train services both arrive at 9am. The first comes every 20 minutes. The second
comes every 25 minutes. What is the time when the two train services both come at
the same time?
d. Cookies come in packs of 12 and chocolate bars in packs of 9. I want to have the
same number of cookies and chocolate bars. Whats the smallest number of packs
of cookies can I buy?
22. Recall integer squares from This is just saying you should know these of-by-heart. Of course, in exam, you could work out
2 2 to 15 15 and the say by long multiplication, but its highly useful to memorise these if you havent
corresponding square roots. already.
Recall the cubes of 2, 3, 4, 5 and
10.
23. Use standard form, When the power of 10 is negative (i.e. we have a small number), the number of 0s on the
expressed in conventional front (including the one before the decimal place) is the number in the index. So
notation. Be able to write very as theres 3 leading 0s. But if ever in doubt count the number of times the
large and very small numbers decimal place has to move until you get to a number between 1 and .
presented in a context in
standard form. Convert When converting a number not in standard form, if you divide the first part by 10, you need
between ordinary and standard to multiply the second part by 10 (i.e. by increasing the power by 1) to cancel out the effect.
form representations. Convert When adding or subtracting two numbers in standard form, its often easiest to just convert
between ordinary and standard the numbers into normal numbers, then add/subtract, then convert back to standard form.
form representations. Interpret
a calculator display using Example: ( ) ( )
standard form ( ) ( )
( ) ( )

Test Your Understanding:

a. Express in standard form.
b. Express in standard form.
c. Express as an ordinary number.
d. Express as an ordinary number.
e. Calculate ( ) ( ) giving your answer in standard form.
f. Calculate ( ) ( ) giving your answer in standard form.
g. Calculate ( ) ( )
24. Use index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integer
powers, and powers of a power
(Covered later)

Fractions, Decimals and Percentages

25. Understand that a e.g.
percentage is a fraction in
hundredths
26. Convert between fractions, To convert (non-recurring) decimals to fractions, just put over 10/100/1000 depending on
decimals and percentages how many digits are after the decimal point, then simplify. e.g. and

Test Your Understanding:

a. Convert to a fraction in its simplest form.
b. Express as a percentage.
27. Convert between recurring To convert from a fraction to recurring decimal, just use long division. You will need to add
decimals and exact fractions as .00000 to the number youre dividing to get extra digits for which to put your remainders
well as understanding the proof on. Make sure you put the decimal point in the same place on the result, and stop once you
see the repetition in digits.

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 Example: Convert to a recurring decimal.

Thus
To convert from recurring decimal, do the following. e.g. For
1. Write your number with the repeating digits written out explicitly.

2. See how often your digits a repeating. If its just 1 repeating digit, times by 10, if 2,
times by 100, if 3, times by 1000 and so on.

3. Subtract the first equation from the second. If you lined up the decimal points on
your first two lines of working, this will make the subtraction easier.

(Noting that everything from the second digit after the decimal place onwards is the
same)
4. Divide to find . If you have a decimal in the fraction, times by 10 until its a whole
number. Simplify if the question asked you to.

Test Your Understanding:

a. Convert to a decimal.
b. Convert to a recurring decimal.
c. Convert to a recurring decimal.
d. Convert to a fraction.
e. Convert to a fraction.
f. Convert to a fraction.
28. Write one number as a Just find the proportion one number is of the other, and we times by 100 to convert a
percentage of another number fraction to a percentage.
Example: Express 38 as a percentage of 70.
29. Calculate the percentage of The method depends on whether or not you have a calculator.
a given amount Calculator Method: Convert the percentage to a decimal then multiply.
e.g. 38% of 40 =
Non-Calculator Method: Find more manageable chunks such as 10%, 5%, 1% and
combine as necessary. e.g. of 60? 10% = 6 thus 30% = 18 and 5% = 3. Then
35% = 21
Test Your Understanding: Without using a calculator, determine of 360.
30. Find a percentage If not using a calculator, just find the percentage of this number, and add or subtract as
increase/decrease of an necessary. If using a calculator, you should identify an appropriate decimal multiplier and
amount times by this. e.g.
Find 40%: Increase by 5%: Decrease by 25%:
Example: Find the cost of a 14 tshirt after a 2.5% rise:

Test Your Understanding:

a. One bank account offers 5% interest in your first year followed by 1% in the second.
Another bank account offers 2% interest followed by 3% interest the next year. If I
am investing my money for the two years, which bank account should I choose?
31. Find a reverse percentage, Its important for any percentage question to first identify whether youre trying to find the
eg find the original cost of an new amount or the original amount.
item given the cost after a 10% Example: A cake is reduced in a sale by 20% to 16. Find the original amount.
deduction
Method 1: Work your way back to 100%.
80% -> 16. Therefore 10% -> 2. Therefore 100% -> 20

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 Method 2: Let the original price be

Test Your Understanding:

a. A hamster is bought, and sold at a 30% profit for 11.70. Find the original cost of the
hamster.
b. A pink hat is sold in a sale for 25% less at a sale price of 13.50. But how much has
the price been reduced from the original?
32. Use a multiplier to increase Just use appropriate decimal multipliers raised to the correct power. Examples:
by a given percent over a given The price of a goldfish starts at 300 and rises by 10% for 5 years. Whats the final
time , eg increases 64 price of the goldfish?
by 10% over 8 years A polar bear population starts at 6500 and diminishes at a rate of 5% each year.
Whats the population after 10 years?

Test Your Understanding:

a. The price of a Ferrari falls from 180 000 by 25% each year for 6 years. What is the
new value of the car?
33. Calculate simple and Note: Simple interest is where the interest each year is based on the original amount. E.g. If
compound interest 1000 accumulate 3% interest each year for 4 years, you end up with 1000 + (4 x 30) =
1120, whereas with compound interest, youd have . Notice
you get slightly more with compound interest.

Test Your Understanding:

a. A bank account offers 3.5% interest per annum. I invest 3500. How much do I have
after 10 years.
b. [Harder] The annual healthcare costs of a Labrador dog has fallen by 10% for 5 years
so the cost is now 1000. What was the original cost 5 years ago?

Ratio and Scale

34. Write ratios in their Ratios simplify just like fractions.
simplest form
35. Divide a quantity in a given For most ratio questions, you need to decide whether the quantity given is (i) the total of the
ratio parts (ii) one of the parts or (iii) the difference of the parts. Then find 1 part.
Example: Alice and Bob shares 40 in the ratio 5:3. How much does Bob get?
The 40 represents the total parts. So:

36. Solve a ratio problem in a Test Your Understanding:

context. Solve word problems a. The ratio of cats to dogs in a home is 5:7. There are 56 dogs. How many cats?
about ratio and proportion b. Some money is shared between Alice and Bob in the ratio 4:7. Bob gets 12 more
than Alice. How much did Alice get?
c. To make magic, you require mixing unicorn horn, fairydust and orphan meat in the
ratio 3:5:2. I want to make 5kg of magic. If I have 1600g of unicorn horn, 2400g of
fairydust and 1200g of orphan meat, can I make enough magic?

37. Use and interpret maps and Before forming a ratio put the distances in the same unit.
scale drawings. Read and Test Your Understanding:
construct scale drawings a. 10cm on a map represents 5km in real life. Represent this scale in the form
drawing lines and shapes to b. A map scale is 1:20 000. What does 5.4cm on the map represent in real life?
scale. Estimate lengths using a
scale diagram
38. Calculate an unknown First represent the sentence as an equation, using a constant of proportionality . Write
quantity from quantities that for is directly proportional to and for is inversely/indirectly proportional
vary in direct or inverse to.
proportion e.g. is directly proportional to the square of ->
e.g. is inversely proportional to the square root of ->

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 Then substitute the given values to work out , and then use your now full formula (with
known ) to work out the answer.
Example: is inversely proportional to the cube of . When , . To 3sf, find
when .

When ,
Test Your Understanding:
a. is directly proportional to . When . What is when ?
b. is indirectly proportional to . When . What is when ?
c. is directly proportional to the square of . When . What is when
?
d. is inversely proportional to the square root of . When . What is
when ?
39. Set up and use equations to By graphical representation, it means a line graph. When is directly proportional to ,
solve word and other problems from above, we get the equation . This is the equation of a straight line that goes
involving direct proportion or through the origin.
inverse proportion and relate If is inversely proportion to then from above, . This give a reciprocal graph (see
algebraic solutions to graphical equations of graphs in Algebra).
representation of the equations
Test Your Understanding: Of these graphs, identify the one where:
a. is directly proportional to .
b. is inversely proportional to .

Index Notation and Surds

40. Manipulate and simplify Laws of indices:
expressions using laws of
indices.


Examples:
Simplify . (as 7 - -4 = 11)
Simplify ( )
If , find . so
If and , find (i) in terms of and and (ii) in terms of .
Just use laws of indices backwards: (i) (ii) ( )

Test Your Understanding:

( )
a. Simplify
b. Simplify
c. If , find
( )
d. Simplify
e. If and , find (i) in terms of and and (ii) in terms of
and .

41. Simplify a whole term raised When asked to simplify something like ( ) , just do each item in the brackets to the
to a power. outer power. i.e. . Another example: ( )
Common error: ( ) (where the 27 has been multiplied by 1/3 rather than
raised to the power of 1/3). ( ) would also be wrong (answer is ).

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 Test Your Understanding: Simplify the following.
a. ( )
b. ( )
c. ( )
d. ( )
42. Use index laws to simplify Firstly, raising a positive number to a power NEVER gives you a negative number.
and calculate numerical
, e.g. , ( )
expressions involving powers,
eg (2 2 ) 2 , 4 , 8
3 5 4 0 2/3
, for example: ,
( ) , for example: . i.e. Deal with denominator first (by
taking that root) but leave the numerator in the power.

Further examples: ( ) ( ) ( )

Test Your Understanding: Evaluate the following.

a.
b.
c.
d.

e. ( )
43. Calculate with surds Laws of surds:
(including simplifying surds,
multiplying, dividing, and

expanding brackets) To simplify a surd, find the largest square number that goes into it. Its best to put
the square number first:
e.g. (this one is particularly common),
To add/subtract surds, simplify first:

To expand brackets, its best to expand first THEN simplify. Remember that
. For example: ( )( )


Test Your Understanding:
a. Simplify
b. Simplify
c. Expand and simplify ( )( )
d. Expand and simplify ( )
e. A rectangle has width and height . Determine (i) its area and (ii) its
perimeter.
44. Rationalise the Multiply top and bottom by the surd at the bottom to rationalise the denominator. Then
denominator, e.g. write (18 simplify if possible.
+10) 2 in the form p + q2 Examples:
( )





Test Your Understanding:
a. Rationalise the denominator of


b. Write in the form

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Using a Calculator
45. Be able to use a calculator Ensure that you use brackets when appropriate, particularly when raising a negative number
2
efficiently. to a power. For example, to find -3 squared on a calculator, you must input (-3) ,
otherwise your calculator will give you the incorrect answer of -9 (as the calculator does the
squared first according to BIDMAS).

A nice trick is to exploit the ANS key. Suppose we wanted to evaluate when
. To avoid having to use brackets, first type -3.4 = . Now you can use the ANS key:
2 3
3 ANS ANS + 2.

Test Your Understanding:

( )
Find the value of giving all the figures on your calculator display.
Using your calculator, evaluate ( ) when .

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 Algebra
Algebraic Expressions
46. Form an algebraic If is the cost of a cat and the cost of a dog, then the cost of four cats and three dogs could be
expression from a represented as
description
47. Collect like terms Terms are only considered like if they have both the same variables and the same powers.
e.g.

Test Your Understanding: Simplify the following:

a.
b.
48. Multiply a single Just multiply each term in the bracket by the one on the front. Be careful of double negatives.
term over a bracket ( )
( )

Test Your Understanding: Expand and simplify the following.

a. ( ) ( )
b. ( ) ( )
49. Factorise algebraic Think both about the numbers and the variables you can factorise out. If the expression in the
expressions by taking bracket still has a factor you can take out, then you havent fully factorised and youd lose marks.
out common factors Check your solution by expanding it out and seeing if it matches the original expression.
Examples: ( ) ( )

Test Your Understanding: Factorise the following.

a.
b.
c.
50. Expand the product Just multiply each thing in the first bracket by each in the second this will result in 4 terms. Again,
of two linear be very careful with double negatives. And remember that say ( ) not .
expressions Examples: ( )( )
( ) ( )( )

Test Your Understanding: Expand the following:

a. ( )( )
b. ( )( )
c. ( )
d. ( )( )
51. Factorise Notes:
expressions of the When the coefficient of (i.e. the number in front of ) is 1, then simply find two numbers
form which add to give the middle number and times to give the last. To do this consider factor
pairs of the last number and see which pairs have a sum or difference of the middle.
e.g. Factor pairs of 15 are and . Notice that 5 and 3 have a
difference of 2, which tells us our two numbers are 5 and -3. Thus:
( )( )
When the coefficient of then we can either intelligently guess the factorisation (which I
particularly encourage if the coefficient of is prime, limiting the possibilities to try) or
split the middle term.
Example:
We again find two numbers which add to give the middle number (-1) but now, which
times to give the first times the last number, -12 (rather than just the last number).
These numbers are 3 and -4, so we split the middle term using these numbers:

Now factorise the first half and the second half separately. The bracket will be the same for
the two, so as soon as youve got your first bracket, you can duplicate this.
( ) ( )
( )( )
The last step was because was common to both terms.

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 Test Your Understanding: Factorise the following.
a. e.
b. f.
c. g.
d. h.
52. Factorise quadratic You know you have the difference of two squares where, unsurprisingly, you have: (i) two terms (ii)
expressions using the the difference between them (iii) each term looks like something squared. Then write out two
difference of two bracket, one with +, one with , and write the square root of each term before and after each.
squares Note that the order matters, so for ,( )( ) is a correct factorisation, but ( )(
) is not.
Examples: ( )( ) ( )( )

Test Your Understanding: Factorise the following.

a.
b.
c.
53i. Simplify rational Be careful of sign errors in expanding. Whenever subtracting the product of two brackets (or is
expressions by squared), leave it in brackets first to avoid a sign error, e.g.:
cancelling, adding, ( ) ( )
subtracting, and ( ) ( )
multiplying

Test Your Understanding: Simplify the following (expanding where necessary).

a. e. ( ) ( )
b. f. ( ) ( )( )
c. g. ( )( ) ( )

d. ( ) ( )
53ii. Simplify algebraic The key is to factorise top and bottom of the fraction before cancelling common factors.
fractions. Examples:
( )

( )( )
( )( )

Test Your Understanding: Simplify the following algebraic fractions.

a.
b.
c.
53iii. Add and subtract The principle of adding/subtracting fractions is equally applicable to algebraic fractions.
algebraic fractions e.g. for , wed multiply the denominators, then cross multiply the numerators, i.e. ( )
( ).
( ) ( )
Examples: ( )( ) ( )( ) ( )( )
Notice in the latter example that we need not expand out the denominator it makes it no simpler.
Also note that as always we need to be careful with double negatives.
Note that its not always necessary to multiply the denominators, e.g:

This is similar to how with we can use 4 as the common denominator rather than 8.
Test Your Understanding: Express the following as a single fraction.
a.
b.
c.
d.
e.

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Patterns and Sequences
th
54. Generate simple sequences Example: Find the number of dots in the 100 diagram in this sequence:
of numbers, squared integers
and sequences derived from
diagrams

th
The number of dots is 1, 4, 7, 10, . The formula for the n term is therefore .
th
Therefore the 100 term is ( )
th
Test Your Understanding: Find the number of matchsticks required for the 50 image in this
sequence.

55. Describe the term-to-term e.g. The terms double each time or The terms decrease by 3 each time. Term-to-term
definition of a sequence in just means that the rule to generate new terms is based on the previous term (or multiple
words terms, in the case of the Fibonacci sequence) rather than on the position . So add 3 each
time would be a term-to-term rule, whereas would be a position-to-term rule.
56. Identify which terms cannot This may be because:
Using the formula for the n term would lead to a non-whole number of ; its not
th
be in a sequence
th
possible to say have the 13.4 term!
th
Suppose the rule for the n term is and were establishing if 76 is in the
sequence.

which is not possible as is not whole, so 76 is not in the sequence.

The terms all end in certain digits (e.g. 6, 11, 16, 21, always ends in 1 or 6) and the
term given does not end in this digit.
Test Your Understanding: Establish with explanation whether the following terms are in the
sequence with the given formula.
th
a. 24 where n term is
b. 255 where sequence is 7, 12, 17, 27,
th
c. 104 where n term is
th
d. 2792 where n term is
57. Generate specific terms in a Example: Write the first four terms of the sequence whose th term is
sequence using the position-to- For the first term, , so ( )
term and term-to-term rules The second term is ( )
Using this method, first four terms are
Test Your Understanding: Find the first three terms of the following sequences.
th
a. The sequence whose n term is
th
b. The sequence whose n term is
th
c. The sequence whose n term is
d. The sequence whose first term is 3 and each term is twice the previous term.
th
58. Find and use the nth term of You will only need to find the term of a linear sequence (where the difference between
an arithmetic sequence terms is constant), NOT quadratic sequences (where the second difference is constant).
Example: Find the formula for the th term of the sequence 5, 8, 11, 14, . Hence find the
th
100 term of the sequence.
The terms increase by 3 each time, so our formula starts . Then imagine the 3 times table
(as this is the sequence would give). We need to add 2 to correct it, so the formula is
.
th
Therefore the 100 term is ( )
Test Your Understanding: For the following sequences, find the formula for the nth term,
th
and hence determine the 100 term of the sequence.
a. 2, 5, 8, 11,
b. 5, 6, 7, 8,
c. 11, 9, 7, 5,
d.

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Formulae and Solutions to Linear Equations
59. Substitute numbers into a The key to avoiding errors with substitution are:
formula. Substitute positive and Observe the laws of BIDMAS. If , then would be , NOT
negative numbers into ( ) (a very common student error).
expressions such as 3x + 4 and Be careful with negatives (particularly when there are squared/cubed terms).
2x If , then , and . Note that
when evaluating minus four squared on a calculator, you need to use ( ) and
not as previously discussed.

Test Your Understanding: Given that and and determine the value of:
a.
b.
c.
d.
e.
60. Solve linear equations, If the unknown is on one side then collect on the side where the number on front of
including where the unknown the unknown is greater. Collect anything that doesnt involve the unknown on the
appears on both sides, and other side.
where the equation may e.g.
including negative signs and Ensure you do the opposite when moving something to the other side.
brackets. The result may be negative and/or fractional. Simplify the fraction if necessary, but
there is no need to convert to a decimal.
Expand out any brackets present first.
Example: ( ) ( )

Test Your Understanding: Solve the following.

a.
b. ( ) ( )
c. ( )
61. Set up linear equations from Examples:
word problems and geometric The angles in a triangle are and . Determine .
contexts. The angles in a triangle add to 180, so:

In 4 years time I will be 4 times as old as I was 11 years ago. How old am I?
If your age now is , then your age in 4 years time is , and 4 times your age 11
years ago is ( )
( )

62. Solve linear equations in If there is a fraction in your equation, your instinct should be to times both sides of the
one unknown, with fractional equation by the denominator of this fraction. Example:
coefficients

A common error is to forget to multiply one of the terms, e.g. writing

More examples: (both past paper questions)
Solve

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 ( )
Solve
( ) ( )( )
( )( )
( )

Notice in expanding ( ) , we maintained an outer bracket while expanding

the ( ) part, to avoid error (see (53i)).

Test Your Understanding: Solve the following.

a.
b.
( )
c.
63. Solve simple linear The principle is exactly the same as with solving equalities. The only difference is that when
inequalities in one variable, and you divide by a negative number, the direction of the inequality is reversed. This is avoidable
represent the solution set on a by making sure the term is positive (and moved to the other side if not), so that we only
number line ever divide/times by a positive number.
Example:

(which is the same as )

Example: Represent on a number line.

Remember that a filled circle means including 4, and an empty circle would mean
excluding 4. Note that arrow, indicating the line continues to infinity.

Test Your Understanding:

a. Solve , representing your solution set on a number line.
b. Solve ( )
64. Use the correct notation to This is checking you understand the difference between say (all values strictly less
show inclusive and exclusive than 3) and (all values at most 3, which can include 3).
inequalities
65. Change the subject of a When the subject appears multiple times, the approach is collect and factorise, i.e. collect
formula including cases where all the terms involving the subject on one side of the equation (expanding brackets first if
the subject is on both sides of necessary), factorising this subject out, and then dividing through.
the original formula, or where a Example: Make the subject of
power of the subject appears ( )

(Collected terms on RHS, since this keeps terms positive)

( ) (Factorise out )

For other expressions where the subject only appears once, you just need to undo the last
thing done to (or whatever the subject is) each time.

Test Your Understanding: In each case make the subject.

a.
b.
c. (hint: times both sides by 3 first)
d.
e. (hint: what should you times both sides by to have no fractions?)

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Linear Graphs
66. Recognise that equations of You should understand that is the gradient and is the -intercept.
the form y = mx + c correspond
to straight-line graphs in the
coordinate plane
67. Draw straight line graphs for For a fixed charge graph, e.g. a builder charges a fixed charge of 50 and an hourly rate of
real-life situations 25/hr, then if total cost is plotted with time, then the 50 will be the -intercept (i.e the
ready reckoner graphs cost when the time is 0) and the 25 will be the gradient.
conversion graphs To plot a straight line representing the charges, just calculate the total charge for two
fuel bills, eg gas and different amounts of time, plot the points and join with a straight line.
electric You may have to compare the charges of two different builders, e.g. draw a straight line for
fixed charge (standing each, and find their intersection to work out for what amount of time the total cost will be
charge) and cost per unit the same.
68. Plot and draw graphs of The trick here is to pick just two suitable values of (preferably at each of end of your
straight lines with equations of provided axis) and work out the corresponding value by substituting into the equation.
the form y = mx + c Then just join up these two points (ensuring your line goes to the end of the available space,
to indicate clearly that your line is infinitely long).
For example, if the equation was , the choosing gives you , hence
plot the point ( ). Plot one more point and hey presto. We could also choose , so
that , giving us the point ( ). This method avoids any problems when the scales of
the and axis are different.

Test Your Understanding:

a. With -axis varying from -3 to 3 and axis from to 8, plot the line with equation
.
b. With -axis and -axis varying from 0 to 6, plot the line with equation
69. Find the gradient of a If youre given a graph, find the coordinates of any two points on the graph.
straight line from a graph or Gradient is then:
given two points on the line.

Ensure you are consistent in what point youre considering the change from. e.g. If ( )
and ( ) are two points on the line, then the change is -14 and the change is 2 (not
14 and 2), thus the gradient is 7.

Test Your Understanding:

a. A line goes through the points ( ) and ( ). Determine the gradient of the line.
70. Be able to identify the and Notes:
intercept of a straight line When a line crosses the -axis then . Just substitute into your equation.
with the axis. e.g. Find where intercepts the -axis. When , , thus
. The point is therefore ( )
When a line crosses the -axis then . Again substitute and solve.

Test Your Understanding:

a. Find the coordinates of the points at which the line with equation
crosses (i) the -axis and (ii) the -axis.
71. Analyse problems and use If the gradient is negative, as one variable increases, the other decreases. If the gradient is
gradients to interpret how one positive, as one variable increases, the other increases. As the gradient increases in
variable changes in relation to magnitude, one variable rises (or falls) more sharply as the other increases.
another
72. Find the gradient of a Make the subject so that your equation is in the form . Then is the gradient.
straight line from its equation Example: Find the gradient of the line with equation

Thus the gradient is

Test Your Understanding: Find the gradient of the lines with equations,
a.
b.
c.
d.

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73. Explore the gradients of Lines which are parallel have the same gradient.
parallel lines and lines If two lines with gradients and are perpendicular then (this is
perpendicular to each other useful to state if you have to prove two lines are perpendicular). If you have one
gradient and want to work out the other, find the negative reciprocal. So ,
,
If two lines a parallel they will never intersect. Otherwise they will.
Examples:
Line A has the equation . Line B passes through the points ( ) and
( ). Are the lines parallel, perpendicular or neither?
For line A rearranging gives so .
The gradient of line B is .
Since , the lines are perpendicular.
74. Write down the equation of If asked to find a line parallel or perpendicular to another, this suggests there are multiple
a line parallel or perpendicular possibilities. The -intercept can be anything you like.
to a given line, or the line which Examples:
also passes through a given Find the equation of a line parallel to . or even just
point. will do, as we only require the gradients are the same!
Find the equation of a line perpendicular to . Find the negative
reciprocal of the gradient, in this case . Thus is a suitable example.

If the line also has to pass through a given point, theres only ONE possible line.
Example: Find the equation of the line perpendicular to and passes through the
point ( ).
We know our equation will starts
Theres two methods to determine the correct -intercept:
1. The quick (mental) way: If we evaluate for our point ( ), then ( )
. Then we have to correct this by adding 3 to get to the value of 1. Thus

2. . Substituting using the given point:

( )

These methods are effectively the same: its just (1) is a mental way of approaching (2).

Test Your Understanding:

a. Find the equation of a line which is perpendicular to
b. Find the equation of the line which is parallel to another line , and goes
through the point ( )
c. Find the equation of the line which is perpendicular to the line with equation
and goes through the point ( )
75. Find the equation of a line First use the two points to find the gradient, then repeat as above.
which passes through two given Example: Find the equation of the line which passes through the points ( ) and ( )
points. Gradient Then using either of the points (lets say ( )) then
Test Your Understanding: Find the equation of the line which passes through ( ) and ( )
76. Solve more difficult Example: ABCD is a square.
problems involving straight line P and D are points on the y-axis.
equations A is a point on the x-axis. PAB is a straight line.
The equation of the line that passes through the
points A and D is y = 2x + 6
Find the length of PD.

We need to find points and .

D is just the y-intercept of the equation so is (0,6)
To find P, we first need to coordinate of A, i.e. the
x-intercept of . This occurs at (3,0)
(by setting y to be 0). The line PB is perpendicular to and goes through the

www.drfrostmaths.com 16
 point ( ). Using the theory above, we work out the equation as
Thus P has coordinate ( ).
PD = 6 + 1.5 = 7.5.
Test Your Understanding:

Line has the equation

.
, is a point on the -axis and
.
Determine the length of .

77. Show the solution set of Start by plotting each line as if it was an equality, using a dotted line if < or > (to indicate the
several inequalities in two values on the line are not included), and a solid line if (to indicate the values on the line
variables on a graph are included). The way we can tell the region we want is above or below the line is by looking
at whether is on the smaller or greater side of the inequality. So if , then we are
above the line. If wasnt positive, move it first: so were
below the line as is on the smaller side.

Example:
2 < x 1
y > 2
y<x+1
x and y are integers. On the grid, mark with a cross ( ),
each of the six points which satisfies all these
3 inequalities.

Notice on the solution to the right that we have put

crosses on the line but not on the dotted lines. Also note that:
Some lines are sometimes already drawn for you, but will always be solid. You might
want to have some visual note that this actually represents a dotted line if the
inequality is < >.
The region is almost always the one enclosed by all your lines. So if ever in doubt,
choose this one.

Test Your Understanding:

On the grid, shade the region of points whose coordinates satisfy the four inequalities
y > 0, x > 0, 2x < 3, 6y + 5x < 15
Label this region R.
y P is a point in the
region R. The
3
coordinates of P are
both integers. Write
down the
coordinates of P.
2

2 1 O 1 2 3 x

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Simultaneous Equations
78. Use elimination or To solve by elimination, scale each equation so that either the terms or the terms are the
substitution to solve same. If they have different signs, adding the equations will make them cancel. If theyre the
simultaneous equations same sign, subtracting the equations will make them cancel.
e.g. Solve the simultaneous equations

Scaling so that say is the same:

Subtracting to eliminate , being very careful that you subtract the same way round:

Substituting this into one of original equations:

( )

You can check your answer by substituting both your values into the other equation:
( ) ( )

Test Your Understanding:

a. Solve the following simultaneous equations:

b. Solve the simultaneous equations:

79. Interpret a pair of Example: The graph of the straight line x + 2y = 8 is shown on the grid.
simultaneous equations as a (a) On the grid, draw the graph of
pair of straight lines and their (b) Use the graphs to find estimates for the solution
solution as the point of of
intersection. Consider the real
life applications, eg mobile
phone bills

By correctly drawing the line in (a), then the

solution to the simultaneous equations is just the
coordinate of their intersection, which is ( )
thus and .

Test Your Understanding:

On the axis provided, sketch the lines and . Hence determine the
solutions to the simultaneous equations:

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80. Set up a pair of Are you able to take a problem in words and turn it into simultaneous equations?
simultaneous equations in two Example: Four Aardvarks and five Buffalo cost 2.50. Two Aardvarks and one Buffalo costs
variables 80p. How much is one Aardvark?
We can form two equations (letting be the cost of an aardvark and the cost for a
buffalo):

Then solve.

Test Your Understanding: In 1999 the concert had 3 readings and 9 songs. It lasted 120
minutes. In 2000 the concert had 5 readings and 5 songs. It lasted 90 minutes. In 2001 the
school plans to have 5 readings and 7 songs. Use simultaneous equations to estimate how
long the concert will last.

Trial and Improvement

81. Solve cubic functions by Example: Suppose you wish to solve , correct to 1dp. The key is to:
successive substitution of Have tried the solution to 1dp (or the specific accuracy) either side of the precise
values of x. Use systematic trial solution.
and improvement to find Have then tried the midpoint of the two. This is crucial to get full marks.
approximate solutions of It may help to lay your workings like follows:
equations where there is
no simple analytical method of ( )
solving them. ( )
( )
( )

Therefore the solution to 1dp is 2.9.

Note that it was not sufficient to try 2.8 and 2.9 and choose 2.9 because 30.189 is closer to
30. Its theoretically possible that 2.8 was closer. But by trying 2.85 and observing it gives a
value too small, we know the solution lies between 2.85 and 2.9. Any number in this range is
guaranteed to be 2.9 to 1dp.

Test Your Understanding:

Find the solution to correct to 1dp.
82. Understand the connections Suppose we were solving and found that gives -1 on the LHS and
between changes of sign and gives . Since this passes 0, we know that if we sketched , the
location of roots line would cross the -axis (i.e. wed have a root) somewhere between and
You are unlikely to be tested on this.

Quadratic Equations, Functions and Graphs

83. Generate points and plot Youre just being tested on your ability to substitute values into an equation, plot them on a
graphs of simple quadratic graph, and join with a curved line (not straight lines between points!). The mark scheme
functions, then more general allows your line to stray at most 1mm from your plotted points, so beware.
quadratic functions
The TABLE mode on your calculator is very helpful. e.g. To generate a table of points for
, press MODE -> TABLE, which should bring up ( ) . Then type in :
you can get using the alpha button at the top and find the red X. Press =, then say type -3
for start, 3 for end (so that your table goes from ) and step size 1 (so that your
value goes up by 1 each time). Press = and you should have a table, which you can navigate
through using your cursor keys. Use MODE -> COMP to go back to computation mode.

Test Your Understanding:

Given that , complete the following table.
-2 -1 0 1 2
0 -3
Hence on suitable axis sketch the graph with equation .

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 2
84. Find approximate solutions Example: The diagram shows the graph of y = x 5x 3
of a quadratic equation from
the graph of the corresponding (a) Use the graph to find estimates for the
quadratic function solutions of
2
(i) x 5x 3 = 0
2
(ii) x 5x 3 = 6

For (i), compare this equation to the original.

Were interested where . By looking at the
graph, we see this is roughly where and

Test Your Understanding: Do part (ii)

85. Find the intersection points (Continued from above) (b) Use the graph to find estimates for the solutions of the
of the graphs of a linear and simultaneous equations
2
quadratic function, knowing y = x 5x 3
that these are the approximate y=x4
solutions of the corresponding
simultaneous equations We saw earlier that the solution to two
representing the linear and simultaneous equations can be found by plotting
quadratic functions the two lines and finding their intersection(s).
If we draw (by using the two points
method described earlier), then we can see the
solutions are:

x = 0.2, y = -3.8
x = 5.8, y = 1.8

Test Your Understanding:

This is a sketch of
(a) Estimate the values of at
which
(b) By using a suitable graph,
estimate the solutions to the
simultaneous equations:

86. Understand when an exact When the question asks for an exact answer, it means it wants you to leave the answer in
solution is required to an surd form. is exact (because it precisely represents the result) whereas is not,
equation. because you would have to write all the decimal places to infinity.
87. Solve simple quadratic You must first get 0 on one side. Ideally, you want your term to be positive, otherwise
equations by factorisation. your quadratic will be difficult to factorise.
Example: Solve
( )( )

Remember that if one side is 0, then either (i.e. ) or .

Test Your Understanding: Solve the following.

a.
b.
c.
d.

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88i. Be able to complete the Completing the square means to get your equation in the form ( ) (at GCSE, is
square. usually, but not necessarily, 1)

Examples: Put in the form ( ) .

Half the coefficient of -> ( )
But because the expansion of this would give a +9 term we dont want, we throw it
away. Hence: ( ) ( )
i.e. and
Similarly: ( ) ( )
Notice we always subtract the square of this halved term, regardless of whether the
number we squared was positive or negative.
Put in the form ( ) .
First factorise out the number on front of the . Then complete the square for
whats inside, ensuring the outer brackets remain untouched for now.

( )
(( ) )
(( ) )
Lastly expand out the outer brackets.
( )

Test Your Understanding:

a. Put in the form ( )
b. Given ( ) , find the values of and .
c. Put in the form ( )
d. Put in the form ( )
88ii. Be able to identify the Example: By completing the square, find the minimum value of .
minimum/maximum value of an ( )
expression and the value of Squared things are always at least 0 (since negative times negative is positive). Thus the
for which this smallest the ( ) can be is 0. Thus the minimum value of the expression is 6.
minimum/maximum occurs. Be
able to identify the Find the value of for which this minimum occurs.
minimum/maximum point of a To make ( ) zero, just make .
quadratic graph.
The sketch shows the line with equation .
Find the coordinate of the minimum point .
( )
Letting makes the squared term zero, so the value is
. Thus ( ).

Test Your Understanding:

a. Determine (i) the minimum value of and (ii) the value of for which
this minimum occurs.
b. Determine the coordinate of the minimum point of .
89. Solve quadratic equations Its recommended when given the choice to solve either by factorisation or by the quadratic
by completing the square. formula, to use the quadratic formula (since the quadratic formula is derived from
completing the square anyway!). However, if youve already been asked to complete the
square in the first part of a question and are subsequently asked to solve an equation
involving the expression, you can now quickly solve.

Example: Given that ( ) , solve the equation

This means:
( )
( )

Test Your Understanding: Given that ( ) , determine the exact

solutions to .

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90. Solve simple quadratic The quadratic formula is in your formula booklet, but its useful to memorise it:
equations by using the
quadratic formula

You know you will need to use the formula when the question specifies to 3 significant
figures or to 2 decimal places as it implies the answer will not be a nice whole number,
and thus factorisation is not an option.

Common student errors:

When is negative, then forgetting that will be positive.
When is negative (say -5), writing on your calculator to represent . As
mentioned, whenever squaring negative numbers, you require brackets, i.e. ( )

Example: Solve , giving your answer in exact form.

(its helpful to explicitly right out a, b, c. Ensure that you observe
the sign of each number)
( )

Test Your Understanding:

a. Find solutions to , giving your solutions to 3 significant figures.
b. Find solutions to , giving your solutions in the form .
c. Find solutions to , giving your solutions in exact form.
91. Select and apply algebraic The graphical approach to approximating the solutions is to sketch the lines representing
and graphical techniques to the two equations, and find the point(s) of intersection. See (85)
solve simultaneous equations The algebraic approach is as such:
where one is linear and one
Step 1: Rearrange your linear equation to make either or the subject. If for
quadratic
example you had , it would be easier to rearrange to make
than it would be to have
Step 2: Substitute this expression into the quadratic equation.
Step 3: Simplify and solve (ensuring you get 0 on one side first)
Step 4: For each solution (for either or ), work out the value of the other variable
(e.g. using your rearranged linear equation).
Step 5: Check your solutions by substituting them into the original equations.

Example: Solve the simultaneous equations:

Step 1:
Step 2: ( )
Step 3: ( )( ) (notice we repeated the brackets)
(a VERY common error here is to forget the original )

( )( )

Step 4: Using ,
Step 5: Checking. When and : (correct) and (correct)
When and : ( ) ( ) (correct) and ( ) (correct)
Test Your Understanding: Solve the following simultaneous equations, giving each answer to
3 significant figures where relevant.
2 2
a. x + y = 8
y=x+4
2 2
b. x + y = 5
x 3y = 5
2
c. y = x x 2
x + 2y = 10 (giving your solutions to 3 significant figures)

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92. Solve equations involving Just times both sides of your equation by any denominators there might be.
algebraic fractions which lead Example: Solve , giving your answer to 3sf.
to quadratic equations If we times both sides by , we get:

Then we proceed to use the quadratic formula.

Test Your Understanding:

a. Find the solutions to , giving your solutions to 3sf.
b. Find the solutions to , giving your solutions to 3sf.
( )
c. Find the solutions to
93. Derive the quadratic You do not need to know this for the exam.
equation by completing the
square

Further Graphs and Functions

94. Plot and You need to be able to recognise the shapes of different graphs.
recognise cubic, Recall that a line is all the points which satisfy some given equation. For example if the equation of the
reciprocal, line is , then ( ) would be a point on your line because .
exponential and
circular functions.

In the above equations, and are variables and are constants. Properties:

Quadratic: Either U shapes of shaped depending on whether the coefficient of is positive or

negative respectively. Quadratics either have a single minimum point or a single maximum point.
They may or may not cross the axis.
Cubic: Depending on whether the coefficient of is positive or negative, you either get an
uphill rollercoaster shape or a downhill rollercoaster respectively, each with two turns. Cubics
always have at least one root because the line must pass the -axis at some point.
Reciprocal: There is no point on the line when because in for example, you cant
divide by 0. Similarly cant be 0 because you would have to divide 2 by infinity.
Make sure you can distinguish reciprocal graphs when the numerator is positive and when it is
negative (if you forget, just consider what youd get say if say and consider where this
point would be on the graph).
Exponential: Note firstly that the value is always positive (assuming we restrict the base to a
positive value, which is usually the case), hence the graph is always above the -axis. If
, then when , .
Circle: If , the circle is centred at the original and has radius . So for example if
, then the radius is .

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95. Plot and You need to be able to draw the graphs of and . You should start by labelling your -
recognise axis with just -1 and 1 (as both graphs y-values can only vary between -1 and 1) and x-axis with multiples
trigonometric of (these gives points of interest as the values at these points will either be -1, 0 or 1).
functions
and , sin starts at 0 and initially goes up (oscillating between 0, 1, 0, -1, 0) whereas cos starts at 1 and therefore
within the range must initially go down (oscillating between 1, 0, -1, 0, 1). Both graphs then repeat (and thus can be
to duplicated if you have to sketch the graph when is negative)

96. Use the graphs You did this in (85) with quadratics the principle is exactly the same for other graphs (e.g. a reciprocal
of these functions graph intersecting with a linear one).
to find
approximate
solutions to
equations, eg given
x find y (and vice
versa)
97. Find the values is an exponential function. The key to finding and is using strategic points on the graph.
of p and q in the
x
function y = pq Example: Suppose goes through the point ( ) and ( ), where are positive constants.
given the graph of Notes: For ( ), , , so substituting into the equation:
x
y = pq
Thus . Then substituting (and ) using the second point into :

Thus our function is .

The questions are slightly harder if is not 0 for one of the points:
Example: The graph shows two points (1,7) and (3,175) on a line with
equation:

Determine and (where and are positive constants).

Substituting using our points, we get two simultaneous equations:

( )
( )
With simultaneous equations in the past youve eliminated by adding or
subtracting. But its also possible to divide! Dividing ( ) by ( ):

Then substituting back into equation ( ):

Test Your Understanding:

a. Given that ( ) and ( ) are points on the curve , find the value of and .
b. Given that ( ) and ( ) are points on the curve where and are positive
constants, find the value of and .

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98. Match Use the shapes given above. In the case where you have multiple graphs of the same type, e.g. two cubics
equations with where both the terms are positive, then you need to use other features to distinguish them: the most
their graphs obvious feature is their -intercept, which recall you can find by just setting to see what value it
gives, and comparing this to the graph. In (iii) below for example, you can see the -intercept is 5.

Test Your Understanding: Match the graphs with their equations:

i.
ii.
iii.
iv.
v.
vi.

99. Find the Test Your Understanding: (a) Construct a graph of

intersection points
of a given straight
line with this circle
graphically

(b) By drawing the line x + y = 1 on the grid, solve the equations x2 + y2 = 9

x+ y =1
x = ......................... , y = ..........................

or x = ......................... , y = ..........................

100. Select and You may for example be asked to construct the perpendicular bisector of two points on the circumference
apply construction of the circle. Due to the circle theorem (perpendicular bisector of a chord passes through the centre of
techniques and the circle), you should find your constructed line passes through the centre of the circle.
understanding of
loci to draw graphs Test Your Understanding: The graph shows the line with equation
based on circles . The points ( ) and ( ) lie on the line. Construct the
and perpendiculars perpendicular bisector of these points.
of lines

Transformations of Functions
101i. Apply to the graph of If for example we had the function ( ) then ( ) is a new function because
( ) the transformations were modifying the input to the function. This will affect how we draw the graph. If you
( ) , ( ), were to think of this as a number machine where is a box in your number machine that
( ), ( ) for transforms some input into some output, then ( ) represents adding to the input
linear, quadratic, sine and before it goes through the number machine.
cosine functions All function transformations can be summarised using the following table:

Affects which axis? What we expect or opposite?

Change inside ( ) Opposite
Change outside ( ) What we expect

www.drfrostmaths.com 25
 Examples:
( ) : Change is inside brackets, so we do the opposite to , i.e. shift the graph
left 2 units.
( ): Halves the values (so squashed horizontally)
( ): Triples the values.
( ) : Shift right 2 units and shifts up 1 unit.
( ) : Stretch horizontally be a factor of 3, stretch vertically by factor of 2 (i.e.
double values) and move down 4 units.
( ): By the table above, the values switch from negative to positive and vice
versa. This is a reflection in the -axis.
( ): Similarly, the values switch between positive and negative, so this is a
reflection in the -axis.
( ): By reflecting in both axis, this is equivalent to a 180 rotation.

Very important point: When transforming graphs that have already been drawn for you, you
MUST start by transforming the points which are exactly on the gridlines (i.e. have integer
coordinates), as these points will be checked in the mark scheme.
Example: The graph of ( ) is shown on
the grid. On the same axis, draw ( )

By our rules above, this is a translation 3 units

right. The points that are exactly on the grid
points on ( ) are
( )( )( )( )( )( )
Translating each of these points 3 right, we get:
( )( )( )( )( )( )
Plot each points then join them up with a curved
line to match the original graph. Using this
method, youre guaranteed full marks for your
drawing.
Test Your Understanding:
a. On this grid, sketch the graph of b. On this grid, sketch the graph of
( ) ( )

101ii. Determine the effect of Some questions just give you points in isolation and ask you to calculate the coordinate after
transformations on specific a transformation. Just use the rules above.
points.
Examples:
If ( ) is a point on ( ), what is the transformed point on ( )?
We subtract 2 from and is unaffected, so ( )
If ( ) is a point on ( ), what is the transformed point on ( ) ?
value is halved and we add 1 to value, so ( )
If ( ) is a point on ( ), what is the transformed point on ( )?
value is negated and value is unchanged, giving ( ).

Test Your Understanding: The graph ( ) has a maximum value of ( ). Calculate

the maximum point for the graph with equation ( ).

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101iii. Consider the effect of Exactly the same rules as above apply. Recall earlier where we chose points exactly on the
transformations on grid to transform before joining in between. This time, you should consider the coordinates
trigonometric graphs. of the peaks, troughs and the intercepts with the and axis, and transform each.

Example: The diagram shows a sketch of

a) Determine the coordinates of the point .
This is ( )
b) On the same diagram, draw a sketch of

This modification of is outside the cos

function, so it affects the axis and does what we expect. As per the advice in the
notes, consider the points ( ) ( )( )( )( ). After
transformation these become ( ) ( )( )( )( ). Plot these
and join up with the same curved shape.

More examples: Consider the graph of ( ). What transformation would you need for:
( ) : The graph shifts up 1 unit, so that the values vary between 0 and
2.
( ) : The values are halved.
( ) : Reflected in the -axis.

Test Your Understanding:

a) The diagram shows a sketch of

. On the same diagram, draw a sketch of
( )

b) The diagram shows a sketch of

. On the same diagram, draw a sketch
of ( )

102. Select and apply the We can represent some of our geometric transformations on a function ( ):
transformations of reflection, Rotation about the origin ( ) (as this reflects in both the
rotation, enlargement and and axis).
translation of functions Enlargement by scale factor about the ( )
expressed algebraically origin.
Translation by ( ) ( )
Reflection in the -axis ( )
Reflection in the -axis ( )
Note that you are unlikely to be asked say the transformation for a rotation about the
origin (i.e. you do not need to learn the above table). However, you may be given such a
transformation and asked to work out the resulting graph. (Or see 103i below)
103i. Interpret and analyse This is the opposite of (102): given a drawn graph and its drawn transformation, can you
transformations of functions specify what the transformation was using ( ) notation?
and write the functions
algebraically Example: Graph is a translation of
( ), as pictured below. Write the
equation of .
The translation is 6 units right. Thus the
equation is ( ) (remembering
that the change inside the function
brackets is reversed)

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 Test Your Understanding:

Graph J is a translation of ( ). Write the equation of J.

103ii. Determine unknown Example: Here is a sketch of the curve y = a cos bx + c, 0 x 360
parameters within a
transformation.

Find the values of a, b and c. (June 2014)

The key here is to think how the graph of has been transformed. The graph of
repeats every 360 , but this repeats 3 times every 360, thus it has been squashed
by a factor of 3. Thus .
Similarly, the value usually varies between -1 and 1, but the value here varies between -1
and 3, i.e. with double the range. This doubling of range indicates that . This would
mean would vary between -2 and 2, so the graph must have been shifted up 1. Thus .

Test Your Understanding:

The graph shows a sketch of ( )
Determine the values of , and .

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Proof (not explicitly in specification but implied by it)
104. Understand parity You should know that:
arguments (i.e. how odd and
even numbers combine) and be
able to prove that an
expression is always odd or
even. Example: ( ) where and are integers. Explain why is always even.
Do a case analysis, i.e. consider when is odd, and when is even.
If is odd, then is even, and .
If is even, then is odd, and so .
Therefore is always even.

Test Your Understanding: Prove that is odd for all integers .

105. Be able to generically If you have to form a proof which starts something like for any two consecutive integers,
represent consecutive you need to represent ANY possible consecutive integers it is not sufficient to prove for
numbers, even numbers, specific examples. We represent the numbers ALGEBRAICALLY.
consecutive even numbers, and
so on. Two consecutive integers:
Three consecutive integers:
However, it often makes the maths easier if the numbers are as you
find terms often cancel.
Even integers:
Odd integers: (this works because all odd integers are 1 more than a
multiple of 2)
Two consecutive odd integers: , (or )

106. Know how to prove that an Example: To show that is a multiple of 8, wed just need to rewrite it as ( ), i.e. we
expression is a multiple of some explicitly need to show the factor of 8 by factorising it out of our expression.
number. Test Your Understanding: Show that is a multiple of 3.
107. Form proofs about related Example: Prove that the difference of the squares of two consecutive odd integers is a
numbers and expressions. multiple of 8.
As above, we need to show its possible for ANY two consecutive odd integers, so we need to
represent them algebraically:
First odd integer:
Second odd integer:
Difference of squares: ( ) ( )
Then expanding and simplifying: ( )( ) ( )( )
( )

which is a multiple of 8.

Test Your Understanding:

a. Prove that the sum of three consecutive numbers is a multiple of 3.
b. Prove that the difference of the squares of two consecutive integers is the sum of
the two integers.
c. Prove that ( ) ( ) is a multiple of 8 for all values of

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 Shape, Space and Measures
Coordinates
108. Use axes and coordinates Test Your Understanding:
to specify/identify points in all Identify the coordinates of each of the Identify the coordinates of each of the
four quadrants in 2-D and 3-D labelled points. labelled points (remember that points in 3D
go ( ))

109. Find the coordinates of the Simply find the average of each of and (and if a 3D coordinate), by adding the two
midpoint of a line segment, AB, values and dividing by 2.
given the coordinates of A and Example: The midpoint of ( ) and ( ) is ( ).
B
Test Your Understanding:
a) Find the midpoint of ( ) and ( )
b) Find the midpoint of ( ) and ( )

Shape and Angle

110. Recall and use properties Ensure you can quote the following when asked to justify your steps. These form
of angles communication marks in the mark scheme. You WILL NOT be credited for using Z angles
- Angles at a point (instead of alternate), F angles (instead of corresponding), or C angles (instead of
- Angles at a point on a cointerior)
straight line Angles at a point sum to Angles in a triangle sum to
- Perpendicular lines Angles on a straight line sum to
- Vertically opposite angles Corresponding angles are equal Alternate angles are equal
- Corresponding angles (the way to spot these is to notice when an angle can be (note that the two angles must be on the inside of
- Alternate angles shifted from parallel line to another across a connecting the parallel lines, and that the angles on alternate
line) (i.e. opposite) sides of the line connecting the
- Cointerior angles parallel ones)

Cointerior angles add to 180 Vertically opposite angles are equal

(you can avoid using this one by combining say
corresponding angles with angles on a straight line as you
reasons, but its nicer to use one step instead of two)

Example:

PQR is a straight line. PT = PQ.

(i) Work out the value of y.
( )
(ii) Give reasons for your answer.
Angles on straight line add to 180. Base
angles of isosceles triangle are equal. Angles in triangle sum to 180.

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 Test Your Understanding:
a) (i) Determine the angle . (ii) Determine the angle , giving a reason for your
answer.

b) Calculate . You must give reasons for your answer.

111. Understand draw and Bearings are measured clockwise from North.
measure bearings. Calculate When measuring a bearing, ensure the on your protractor is pointing North and
bearings and solve bearings that you use the right ring of angles on your protractor (outer vs inner). To measure
problems. an angle of more than , measure the angle anticlockwise from North and
subtract from .
Be very careful about the wording the bearing of B from A. The bearing is being
measured at A. Similarly with the bearing of A to B, the bearing is again being
measured at A.
For questions such as If the bearing of from is , what is the bearing of
from ?, then the following diagram solves this: (which need not be drawn using a
protractor, as youll be using laws of angles to solve)

N N

B ?

A
Because the smaller angle at is 110 (cointerior angles sum to 180), the bearing of
from must be .
The simple way to going from from to the opposite, from , is to add
if the original bearing is , and add subtract otherwise.

Test Your Understanding:

a) The bearing of from is . What is the bearing of from ?.
b) A ship is 50km away and a bearing of from a lighthouse . A whale is 60km
from the lighthouse, at a bearing of from the lighthouse. (i) Using a scale of
1cm : 10km, draw a the positions of the ship, whale and lighthouse. (ii) Hence
estimate the distance from the whale to the ship.
112. Distinguish between Recall:
scalene, isosceles, equilateral, Equilateral triangle: All sides the same length (and angles all )
and right-angled triangles. Isosceles triangle: Two of the sides (and two of the angles) are the same.
Use the size/angle properties of Scalene triangle: All sides and angles are different.
isosceles and equilateral Right-angled triangle: One angle is , opposite the hypotenuse. The remaining
triangles. two angles sum to .
We get two extra sentences we can use for justify angle calculations:
Angles in an equilateral triangle are
Base angles of an isosceles triangle are equal.

Test Your Understanding:

Work out the size of angle . You must give
reasons for your answer.

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113. Understand and use the The angles in a quadrilateral add to . (This stems from the formula, explored later, for
angle properties of the sum of the interior angles of a polygon in general)
quadrilaterals. Explain why
angle sum is 360. Test Your Understanding:
a. The angles of a quadrilateral are and . Determine .
114. Understand a proof that Suppose that, as per the diagram below, and . Then
the exterior angle of a triangle (angles in a triangle sum to 180). Then the other angle at is ( )
is equal to the sum of the (angles on a straight line add to 180). Thus the exterior angle of the triangle is the sum
interior angles at the other two of the interior angles at the other two vertices.
vertices.

115. Give reasons for angle Learn these verbatim to quote word for word in an exam:
calculations. - Angles in a triangle sum to 180
- Base angles of an isosceles triangle are equal
- Angles on a straight line sum to 180
- Alternate angles are equal (dont just write alternate angles)
- Corresponding angles are equal.
- Vertically opposite angles are equal.
- Cointerior angles sum to 180
116. Understand what is meant Recall that an exterior angle is the angle between an extended side of the polygon and the
by an interior angle and adjacent side of the polygon. As can be seen from the diagram, the exterior and interior
exterior angle, and that the two angles clearly add to .
at any given point sum to

117. Calculate the sum of the The sum of the exterior angles of ANY polygon is . You can remember this by
interior angles of an n-sided imagining yourself walking around the polygon. Each turning angle is the exterior
polygon. angle, and you would have made a full spin by the time you get back to the start.
Use that sum of exterior angles The total interior angle is:
of polygon is 360. ( )
(because the polygon can be divided up into triangles)

Test Your Understanding:

a. What is the sum of the interior angles of a regular 15 sided shape?
b. Four of the interior angles in a pentagon are . What is the fifth interior angle?
c. Five of the exterior angles of a hexagon are . Find the remaining exterior angle.
118. Find the size of each Examples:
interior angle or the size of What is each exterior angle of a regular hexagon?
each exterior angle or the Total exterior angle is therefore:
number of sides of a regular
polygon
What is each interior angle of a regular hexagon?
Interior and exterior angles sum to 180, therefore:

The interior angle of a regular polygon is . How many sides does it have?
If 360 divided by the number of sides gives each exterior angle, then 360 divided by
the exterior angle must give the number of sides.
Exterior angle
Number of sides

Test Your Understanding:

a. A regular polygon has an exterior angle of . How many sides does it have?
b. A regular polygon has an interior angle of . How many sides does it have?
c. A regular polygon has 15 sides. What is each interior angle?

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 d. The diagram on the left shows a regular hexagon and a
regular octagon. Calculate the angle .

119. Use geometric language Simply a case of memorisation.

appropriately and recognise Num sides Name Num sides Name
and name pentagons, 4 Quadrilateral 8 Octagon
hexagons, heptagons, octagons 5 Pentagon 9 Nonagon
and decagons 6 Hexagon 10 Decagon
7 Heptagon (not septagon!)
120. Understand tessellations Shapes tessellate (whether multiple copies of the same shape or
of regular and irregular different shapes) when the interior angles joining at a point sum
polygons and combinations of to . For example, a hexagon tessellates with itself as we can
polygons. Explain why some join 3 hexagons each with interior angle , whereas a
shapes tessellate when other pentagon does not tessellate because its interior angle of is
shapes do not. not a factor of 360.

More complicated problems might require to you to find the

interior angle first before calculating the number of sides
e.g. Two copies of a regular polygon and a square tessellate as pictured. Prove
that is an octagon.
At any point in the diagram, there is one square and two copies of . Thus interior
angle of is .
Exterior angle of
Number of sides of , thus is an octagon.

Test Your Understanding: A pattern is made up of two tiles, A and B,

as pictured on the right. Both tiles are regular polygons. Work out
how many sides Tile A has.

2D and 3D Shapes
121. Use 2-D representations of An isometric grid is one which consists of equilateral triangles, inside of the usual squares.
3-D shapes. Use isometric grids.
Draw nets and show how they
fold to make a 3-D solid
122. Understand and draw Recall that the plan is the view from the top, the front elevation is the horizontal view from
front and side elevations and the designated front (which will be indicated), and the side elevation the horizontal view
plans of shapes made from from the side.
simple solids. Given the front
Example: Consider the following shapes sketched isometrically:
and side elevations and the
plan of a solid, draw a sketch of
Then the plan, front elevation and side
the 3-D solid elevation are as follows. Ensure you correctly
count the number of squares!

Test Your Understanding: A cuboid is as pictured. On a square grid, draw

the plan, front elevation and side elevation.

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Perimeter, Area
123. Calculate perimeters of shapes made from triangles and rectangles
124. Recall and use the Area of triangle:
formulae for the area of a Area of parallelogram:
triangle, rectangle and a
Area of kite:
parallelogram
125. Calculate perimeter and area of compound shapes made from triangles, rectangles and other shapes
126. Find circumferences of Area of circle:
circles and areas enclosed by Circumference of circle:
circles (ensure that if provided the diameter, you halve it)
127. Appreciate how to leave This simply means that you appreciate that answers can be left in terms of , e.g. an
answers in terms of . answer may be given as . This allows certain answers to be expressed exactly. We can
collect like terms where appropriate:
128. Find the perimeters and Example: Find the area and perimeter of this shape.
areas of semicircles and quarter Its a quarter circle so
circles
Perimeter consists of quartile circle and two straight lines:

Test Your Understanding:

a. Find the area and perimeter of a semicircle with diameter 10cm.
b. Find the area and perimeter of a quarter circle of radius 10cm.
129. Calculate the lengths of Area of sector:
arcs and the areas of sectors of
circles
Length of arc:

Example:

( )
(Notice that perimeter includes the straight lengths)

Test Your Understanding: Determine the area of the shaded

region (note: you will need the formula for the area of a non-
right angle triangle: )

130. Find the area of a segment (Note: Revise this only after youve covered non-right angle triangles)
of a circle given the radius and To find the area of a segment: (i) Start with the area of the
length of the chord sector then (ii) cut out the triangle, using the formula
(i.e. the area of a non-right angle triangle).

Example: Calculate the area of the shaded segment, and

the length of the chord .
Area of sector
Area of triangle
Area of segment
Use cosine rule to find length of chord :
( )

Test Your Understanding:

a. Find the area of segment with radius 5.2cm and angle at the circle centre of .
b. Find the length of this chord.

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131. Convert between units of Since a square is the same as a square,
area therefore . That is, whenever we convert between area units, we have to
multiply/divide by the scale factor squared.
Test Your Understanding:
a. What is 4.5 in ?
b. What is in ?

Surface Area and Volume

132. Know and use formulae to For surface area, simply calculate the area of each face individually and add up.
calculate the surface areas and For volume of a prism, use
volumes of cuboids Example:
and right-prisms a) Find the surface area of the following triangular prism.
b) Find its volume.

Using Pythagoras, the longer length is

Surface area ( ) ( ) ( )
( ) ( )
Ensure you count the number of sides to check you havent missed any, and that
you use the correct unit.

For volume: Cross-sectional area

Therefore
Common errors: Forgetting to halve when finding the area of the triangle, or getting wrong
unit.

Test Your Understanding: Find the volume of this prism.

133. Find the volume of a Since a cylinder is a prism with circular ends, its volume is:
cylinder and surface area of a
cylinder

For surface area (which is not given in your formula booklet), we need area of the two ends
(two lots of ) and the curved surface. For the latter, imagine curving a piece of paper so it
forms a hollow cylinder. The area of the paper gives the curved area we want. This is a
rectangle with length (the circumference of a circle) and height .
Thus:

Test Your Understanding:

a. Find the surface area and volume of a cylinder with radius 6cm and length 5cm.
b. A cylindrical vase with radius 8cm and height 20cm is filled with cups of water,
where each cup is a cylinder with radius 3cm and height 10cm. How many cups will
fill the vase?

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134. Find the surface area and These formulae are given in the formula booklet:
volume of cones, spheres and Volume of sphere:
hemispheres.
Surface area of sphere:
Curved surface area of cone (i.e. excluding the bottom): , where is the slant
height.
Volume of cone: (where is the perpendicular height of the cone)

Examples:
A solid cone has radius 3cm and height 4cm. Find its surface
area.
The area consists of the curved face and the flat bottom. We
need the slant height. We can see from the diagram we can
use Pythagoras.

( ) ( )

A solid hemisphere has radius 5cm. Determine its volume and surface area.
The volume is simply half the volume of a sphere:
( )
The surface area is half the surface area of a sphere, but we have to include the flat
face as well (a circle) given that the hemisphere is solid:
( )

Test Your Understanding:

a. Determine the total surface area of a solid hemisphere with radius 10m.
b. Determine the volume and surface area of a cone with radius 5cm and slant height
13cm (hint: you will need to work out the perpendicular height).
135. Find the volume of a Volume of a pyramid =
pyramid. Example: Find the volume of a square-based pyramid with base of side 5cm and height of
12cm.

More difficult problems might be where the slant height of the pyramid is given rather than
the height perpendicular to the base. We have to use 3D Pythagoras.

Example: The square based pyramid has sides all of length 10cm. Determine its volume.
Suppose the centre of the base was O. We could use triangle to find the height of the
pyramid . However, we dont know the length . But is half of , which by
Pythagoras, is . Then using Pythagoras on
triangle :
( )

Thus:

Test Your Understanding:
a. Determine the volume of a pyramid with a rectangular base of width 6cm and
length 8cm, and a slant height of 13cm (your answer should turn out to be a whole
number).
136i. Solve a range of problems Example: The volume of a cylinder is and its length . Determine its radius.
involving surface area and Just using the relevant formula:
volume, eg given the volume
and length of a cylinder find the
radius
Test Your Understanding: A cone has a volume of 100 and a height of 10cm. Determine
its radius.

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136ii. Solve problems in which Example: Pictured are a solid cone and a solid hemisphere.
the surface area or volume of The surface area of the cone is equal to the surface area of
two shapes is equated. the hemisphere. Express in terms of .
Well need the slant height first of the cone as it is required
in the surface area formula.


( )
Equating:

Test Your Understanding:
a. A solid hemisphere with radius has the same surface area as a cylinder with radius
and height . Determine the height of the cylinder in terms of .
b. A solid sphere of radius is melted down to form a cone of radius and height .
Determine the height of the cone in terms of .
137. Convert between volume Since a cube is the same as a
measures, including cubic cube, therefore . That is, whenever we convert
centimetres and cubic metres between volume units, we have to multiply/divide by the scale factor cubed!

Test Your Understanding:

a. What is 300 000 in ?
b. What is in ?
c. What is in ?
138. Solve problems involving A frustum is a cone with the top chopped off.
more complex shapes and
solids, including segments of Example: Work out the volume of this frustum.
circles and frustums of cones Note that if the chopped off cone is a quarter of the size of the overall
cone, it must have a quarter the radius, i.e. 3. Thus:
( ) ( )

Test Your Understanding: Determine the volume of this

frustum.

Constructions and Loci

139. Construct triangles To construct a triangles with sides of different lengths, say 4cm, 5cm and 6cm: Start by
including an equilateral triangle drawing a straight line with one of the lengths, say 6cm. Set your compass to one of the
other two lengths, say 4cm, and draw an arc with the compass at one of the ends of
your straight line. Now putting the point of the compass at the other end of the straight
line, draw an arc of the last length (5cm), ensuring your arc crosses the one you drew
earlier. Then connect your original straight line to this point of intersection.
To construct an equilateral triangle, start with a straight line of any length. Simply set
your compass to be the length of your line, draw an arc at each end as above, and join
your line to the point of intersection.
Note that you MUST show your construction lines, or you will likely receive NO MARKS.
Test Your Understanding:
a. Construct a triangle with lengths 10cm, 7cm and 5cm.

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 b. Construct an equilateral triangle of length 8cm.
140. Understand, from the This will be covered later in congruent triangle proofs, but observe in the diagram below
experience of constructing that we have two triangles which are the same in terms of SSA (side-side-angle), but are
them, that triangles satisfying clearly not congruent:
SSS, SAS, ASA and RHS are
unique, but SSA triangles are
not

141. Construct the Recall that the perpendicular bisector of two points is the line consisting of all points which
perpendicular bisector of a are equidistant (i.e. the same distance) from these two points.
given line Steps are: (i) Put your compass tip on one end of the line and set the
distance slightly over halfway, but not too close to halfway. (ii) Draw
an arc, and then putting your compass on the other end of the line,
draw the parts of a new arc necessary to overlap the first arc. (iii)
Draw a line connecting the two points of intersection.

Important note: You will lose marks if either (a) your perpendicular
bisector isnt long enough or (b) your two arcs dont overlap sufficiently for example if they
only merely touched rather than crossed at two points, the straight line will then be difficult
to draw.
142. Construct the You have a point not on the line, and want to draw a line that goes through this point that is
perpendicular from a point to a perpendicular to a line.
line (i) Put your compass at the point, and using a suitable distance, mark two little arcs that
intersect with the line. (ii) The perpendicular bisector of these two points will be the desired
line. Thus, set your compass slightly over halfway the distance between these two points of
intersection, and two intersecting arcs. Join this point of intersection with the original point.

Test Your Understanding: Draw a line and a point not on the line. Construct the
perpendicular from this point to the line.
143. Construct the This time, the point is on the line. Simplify use any distance with your compass to draw two
perpendicular from a point on a little arcs either side, then find the perpendicular bisector of these two points. If the
line resulting line doesnt go through the original point, youve gone wrong!

Test Your Understanding: Draw a line and a point on the line. Construct the perpendicular.
144. Construct the bisector of a The bisector of an angle is a line which divides the angle exactly into two.
given angle (i) Put the tip of the compass at the point where the lines join, and setting your distance on
the compass suitably far, draw two little arcs on the lines (the same distance), then (ii) find
the perpendicular bisector of these two new points in the usual way. If this line doesnt go
through the point of intersection of the original two lines, youve gone wrong. As always, you
MUST leave your construction lines.

145. Construct angles of 60, To construct , use the same method as constructing an equilateral triangle.
90 , 30, 45

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 To construct , draw then construct the perpendicular bisector.

To construct , extend your line out with a light line, and use your compass to mark
two points the same distance from the end of your original line. Then construct the
perpendicular bisector of these two points.

To construct , first construct , then construct the angle bisector.

Test Your Understanding: Practice constructing each of these angles.

146. Construct a regular Draw a circle with the compass. Do not change the distance on the compass.
hexagon inside a circle Starting with the tip of the compass at a point on the circumference, mark two arcs on the
circumference either side. Now put the compass at one of these points of intersection, and
repeat, until you have 6 points around the circle. Join up to form a hexagon.

147. Construct: -a region A locus of points is a set of points that satisfies some property, e.g. the set of all points that
bounded by a circle and an are equidistant from two lines and .
intersecting line Different common loci correspond to different common constructions:
- a given distance from a point 1. The perpendicular bisector of two points and is the locus of points equidistant
and a given distance from a line from the two points.
- equal distances from 2 points 2. The angle bisector of two lines and is the locus of points equidistant from the
or 2 line segments two lines.
- regions which may be defined 3. A circle with centre and radius is the locus of points away from .
by nearer to or greater than
Example: Find the region closer to AB than to , at most 3cm away from , and at least
5cm from point C.

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 The common student mistake is to draw the
angle bisector of and as the line
connecting the two corners of the rectangle, .
But this is not the angle bisector, which needs to
be at ! Ensure constructions lines are used for
the angle bisector, and dont forget to indicate
the final region.

148. Find and describe regions satisfying a combination of loci (see above)

Pythagoras and Trigonometry

149. Be able to decide which of
Pythagoras, trigonometry or You have You want Use
sine/cosine rules to use based Right-angled triangle with Other side Pythagoras
on available information. two sides known

Right-angled triangle with An angle SOH/CAH/TOA

two sides known

Right-angled triangle with Another side SOH/CAH/TOA

side and angle known

Non-right-angled triangle An angle Cosine rule

with all three sides known

Non-right-angled triangle Remaining side Cosine rule

with two sides known and a
missing side opposite a
known angle

Non-right-angled triangle Remaining side Sine rule twice (well get to

with two sides known and a this)
missing side not opposite
the known angle

Non-right-angled triangle although either the angle Sine rule

with an angle and opposite or the side in that second
side known, and another pair is missing.
side-angle pair

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150. Understand, recall and use Ensure you first identify the hypotenuse this is the term on its own on one side of the
Pythagoras theorem in 2-D. equation in Pythagoras.
Give an answer in the use of You can ONLY use Pythagoras if your triangle is right-angled.
Pythagoras Theorem as 13 The quick way to use Pythagoras is to see if the missing side is the hypotenuse or one
of the shorter sides.
We want hypotenuse : Do square root of sum of squares.
We want shorter side : Do square root of difference of squares:
If youre asked to give your answer in exact form, leave it as a square root, as surds
cannot be represented exactly in decimal form.
Check your answer looks sensible.
It can help to leave a side in surd form if you will need to use it in a subsequent
calculation

Example: Determine .
Central length:
Then:
Notice that by leaving the central length as , when we used it again
in the left triangle, squaring it conveniently gave us 27.

Test Your Understanding:

a. Determine the length (hint: it may help to draw a line
horizontally in the middle of the shape, which has the same length
as the bottom length).

b. Find the height of this isosceles

triangle.

c. Determine .

151. Use Pythagoras to solve 3D We encountered the use of Pythagoras to find the height of a squared-based pyramid earlier
problems, including the in Volumes of Solids.
diagonal of a cuboid and the
height of a pyramid. Example: Find the internal diagonal of a cuboid with sides
4cm, 5cm and 6cm.
The key with most 3D problems is to form a 2D triangle inside
the shape. The bottom length of this triangle, using
Pythagoras on the base of the cuboid, is .
Then using this length length on the blue triangle:

Test Your Understanding:

a. What is the length of the internal diagonal of a cube of unit length?
b. What is the length of the internal diagonal of a cuboid with side lengths 3cm, 4cm,
12cm.
152. Recall and use the Remember that trigonometry only applies to right-angled triangles. Ensure your calculator is
trigonometric ratios to solve 2- set to degrees mode (a D should be at the top of your calculator).
D and 3-D problems

Examples: Determine .
First example: Opposite and hypotenuse are involved, so use sin (remember soh cah toa).

( )
-1
Remember that were trying to make the subject, and sin undoes the sin.

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 Second example: Adjacent and hypotenuse involved, so cos.

Third example: Opposite and adjacent involved, so tan.

I call the rearrangement from the first to the second line the swapsie trick. Since and
, it means we can swap the thing were dividing by and the result.

Test Your Understanding:

a. I put a ladder 1.5m away from a tree. The ladder is inclined at above the
horizontal. What is the height of the tree?
b. Find in each case, giving your answer to 3sf.

c. Determine (Hint: Use the smaller triangle first to determine the length of the
rightmost side.

d. Determine the angle in each case.

153. Find angles of elevation The angle of elevation is the angle something is inclined above the horizontal. The angle of
and angles of depression depression is the angle below the horizontal.
Example: A plane flies for some time ending up 100 miles due North. In that time it has
ascended 3 miles. Find its angle of elevation.
Forming an appropriate triangle, we find the angle of elevation ( ) (i.e.
a very shallow angle of elevation)

154. Understand the language A plane is the 2D equivalent of a line: it is a flat 2D surface which exists in 3D.
of planes, particularly in the Example: A unit cube lies on a level surface. Determine the angle of
context of diagonals of a elevation above the horizontal plane of the diagonal of the cube which
cuboid. More generally, find the goes from one of the bottom corners to the opposite top corner.
angle between a line and a Using 3D Pythagoras, we obtain the following triangle. Then the angle
plane (but not the angle of elevation ( )

between two planes
or between two skew lines)
Test Your Understanding: A cuboid with base lengths 4cm and 5cm,
and height 10cm, lies on a level surface. Determine the angle of elevation above the
horizontal plane of the diagonal of the cuboid which goes from one of the bottom corners to

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 the opposite top corner.

Non-Right Angled Triangles

155. Find the unknown lengths, As previously explained, there are a number of cases to consider. Ensure your answer looks
or angles, in non right-angle sensible based on the diagram. With one exception, the way to tell between cosine and sine
triangles using the sine and rule is see how many angles are involved (whether known or needs to be determined). If one
cosine rules angle only, use cosine rule, otherwise use sine rule.

1. Two pairs of sides and opposite angles, where in one pair the side is missing.
Use the version of the sine rule where the unknown side appears at the top:

Example: Find .

2. Two pairs of sides and opposite angles, where in one pair the angle is missing.
Use the version of the sine rule where the unknown angle appears at the top.

Example: Find in the diagram on the right.

( )
3. Two sides given and angle given, and unknown side opposite given angle.
Use cosine rule . Since the only angle in the formula is ,
label the angle and its opposite side , and so forth.

Example: Determine in the diagram on the right.

( )

Common student error: Because of BIDMAS, the cosine rule should be

interpreted as ( )
However, some incorrectly evaluate ( ) instead, calculating
before multiplying by . The brackets in the example above are to avoid this
confusion.

4. Three sides given, and an unknown angle.

Again, cosine rule is used. This time, more rearrangement is required.
Example: Determine .
Labelling the angle as and the opposite side as and so on:
( )
(simplified a little)
(used swapsie trick: we can swap thing were

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 subtracting and result)

( )

5. Two sides given and angle given, and unknown side NOT opposite given angle.

Suppose we had the following triangle. An attempt to use cosine rule

yields the following:
( )
The difficulty here is that we have a quadratic equation (i.e. with both
an term and an term). We could technically rearrange to
and use the quadratic formula. However, its easier to
use sine rule twice, first to find the angle at C, and then to find .

Using sine rule to find :

( )
Use fact that angles in triangle add to 180:

Use sine rule again (we can either use the pair of the pair, but is easier as
6 and are whole numbers):

Tips: Use the ANS key where possible to use your previous result directly. Give any
intermediate values to lots of decimal places to avoid rounding errors.

Test Your Understanding: Find the value of the variable in each triangle.

156. Find the area of triangles . However, there is no need to label the sides/angles to use the correct
given two lengths and an ones: remember that the angle is between the two sides used (i.e. the included angle).
included angle
Example 1: Determine the area of this triangle:
The angle is between the sides with lengths 8 and 9. Therefore:

Example 2: Determine the

area of this triangle.
We need the length either side
of one of the angles ( seems like a more
sensible choice) to get the area.
Remaining angle
Using sine rule to get :

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 Then:

Test Your Understanding: Determine the area of each of these triangles.

Compound Measures
157. Convert between units of You should know all of the obvious: 1m = 100cm, 1cm = 10mm, 1km = 1000m, 1l = 1000ml,
measure in the same system. 1kg = 1000g, 1 ton = 1000kg.
(NB: Conversion between imperial A less obvious conversion is 1l = 1000 (i.e. 1 litre is equivalent to a cube with sides
units will be given. metric 10cm).
equivalents should be known
158. Know rough metric These are (which you unfortunately MUST MEMORISE):
equivalents of pounds, feet, 1 kg 2.2 pounds ( means approximately equal to)
miles, pints and gallons: Metric 1 litre 1.75 pints
/Imperial 4.5 litres 1 gallon
Convert between imperial and 8 km 5 miles
metric measures 30cm 1 foot

Example: Convert 4.59km to miles.

Just identify the scale factor to get from km to miles, ensuring you apply a common sense
check in terms of dividing vs multiplying, to see whether you should be making the value
larger or smaller.

Check Your Understanding:

a. Convert 6.7 litres to gallons.
b. Convert 6.7 litres to pints.
159. Use the relationship Use your speed-distance-time triangle. To convert time in hours from decimal form to hours
between distance, speed and and minutes, just multiply the decimal part by 60. e.g. 6.2 hours: ,
time to solve problems. therefore 6.2 hours = 6 hours 12 minutes. Similarly, when time is given in minutes, you can
Calculate speed when, eg divide by 60.
fractions of an hour must be Example: A car journey of 180km takes 4 hours and 20 minutes. Determine the average
entered as fractions or as speed.
decimals

Test Your Understanding:

a. A dolphin swims 50km at a speed of 6.3km/h. Determine the time it takes the
dolphin in hours and minutes.
160. Convert between metric The key here is to (a) convert one unit at a time and (b) always check whether you should be
units of speed eg km/h to m/s making the value smaller or larger (using common sense!)
Example: Convert 8km/h to m/s.
8km/h = 8000m/h =
We could tell we needed to divide by 3600 (rather than multiply) because you travel less
metres in a second than you do in an hour.

Test Your Understanding: Convert 6.7 km/h to m/s.

161. Construct and interpret When the line is horizontal, the object is not moving.

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distance time graphs The steeper the line, the greater the speed. The speed is given by the gradient.

162. Know that density is found You can use the density-mass-volume triangle in the same way you can use a speed-
by mass volume. Use the distance-time triangle.
relationship between density, Example: A gold bar is in a cuboid shape of 15cm by 5cm by 6cm. Its mass is 10kg. Calculate
mass and volume to solve the density of gold.
problems, eg find the mass of
an object with a given volume
and density. Note that we can change the units (see Convert between metric of units of speed above)
Convert between metric units
3 3 Test Your Understanding:
of density eg kg/m to g/cm
3
a. A block of zinc has density 6g/cm . If its volume is what is its mass?
b. A slab of Unobtanium is in the shape of a triangular prism, with length 30cm and
whose cross section has base 5cm and height 4cm. If its mass is 2500g, what is its
density?

163. Calculate the upper and To find the lower or upper bound of a value, subtract and add half the accuracy.
lower bounds of calculations, e.g. 3.6cm correct to 1dp gives lower bound 3.55cm and upper bound 3.65cm (recall that
particularly when working with while technically the highest possible value which rounds down is , we dont write
measurements. Find the upper this).
and lower bounds of To find the lower bound and upper bound of a quantity which is the result of a
calculations involving multiplication, just use common sense. If , then to get the upper bound of , we
perimeter, areas and volumes use the upper bound of and the upper bound of to make the value of as large as
of 2-D and 3-D shapes. Give the possible.
final answer to an appropriate Similarly if , to get the upper bound we divide the upper bound of by the lower
degree of accuracy following an
bound of (since we want to divide by a small a value as possible to end up with a value as
analysis of the upper and lower
high as possible).
bounds of a calculation
To give your answer to an appropriate degree of accuracy, give as many decimal places as
possible where the upper bound and lower bound would be the same to this degree of
accuracy.

Example: correct to 2 decimal places. correct to 3 decimal
places. By considering bounds, work out the value of to a suitable degree of accuracy. You
must show all your working and give a reason for your final answer.

The answer is 0.229, as both the lower and upper bound of are this value to 3 decimal
places.

Use that last sentence word-for-word to guarantee the final mark! The point is that both
bounds are still the same to 3dp, but not once you specify to 4dp, and thus it would be
inappropriate to give this level of accuracy. A common student error is to forget other
operations in the equation, in this case the square root. Another common error is to take the
value of just to be the midpoint of the lower and upper bound.

Test Your Understanding:

a. .
correct to 1 decimal place. correct to 2 decimal places. Work out
the lower and upper bound of .
b. .
correct to 2 decimal places. correct to 3 decimal places. Work
out the value of to a suitable degree of accuracy, giving a reason for your answer.

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Transformations
Overview: Be able to both How marks are allocated for describing transformations:
describe transformations and a. A translation (1 mark) by the vector ____ (1 mark)
carry out transformations b. A rotation (1 mark) by ___ clockwise/anticlockwise (1 mark) about the point ___
involving translation, rotation, (1 mark)
reflection and enlargement. c. A reflection (1 mark) in the line ____ (1 mark)
d. An enlargement (1 mark) by the scale factor ____ (1 mark) about the point ___ (1
mark)

For practice questions, see my GCSE Revision: Transformations questions.

164. Understand translation as Describe the transformation from P to Q
a combination of a horizontal By choosing the top-left corner and counting squares to
and vertical shift including signs the top-left corner of Q, we can see increases by 6 and
for directions. Translate a given decreases by 1. Thus:
shape by the vector A translation by the vector ( )

165. Understand rotation as a Describe the transformation from P to Q

(anti clockwise) turn about a Fortunately, almost always in exams, the centre of
given origin. Describe and rotation is the origin, allowing you to say about the
transform 2-D shapes using origin or about the point (0,0). Always check this
single rotations. Find the centre as the centre first.
of rotation If it isnt, guess a sensible centre point and check it
as follows: (i) choose any point on the original shape
and the equivalent point on the image (ii) draw lines
from these points to your centre [e.g. see diagram]
(iii) see if this angle looks like 90 . You can count
squares from each point to the centre. Notice from P to the centre we want 1 square across
and 4 squares down. From the centre to Q, we went 4 across and 1 up. The across
movements and up/down movements swap for 90 rotations.

If the rotation was , choose a point on the original shape and equivalent point on the
resulting shape. Draw a line between them: the centre is then the midpoint.

The same approach can be used to rotate a given shape. For each vertex on the original
shape, draw a line to the centre. Using common sense to have a rough sense of where the
point will end up, count squares from the point to the centre. If a rotation, the counts
swap. If a rotation, just go this same number of squares past the centre. Repeat.
166. Reflect shapes in a given To reflect a shape in a line, for each point, draw a line directly towards the line of reflection,
mirror line; parallel to the counting squares (whether horizontal, diagonal, or diagonally). Then continue this number of
coordinate axes and then y = x squares beyond the line of reflection and leave a point. Repeat.
or y = x.
167. Enlarge shapes by a given To identify scale factor, just compare two lengths on your original and enlarged shape.
scale factor from a given point; E.g. If the width was 2 and is now 6, the scale factor is 3. If the shape has flipped the
using positive and negative scale factor will be negative.
scale factors greater and less To identify the centre of enlargement, pick a point on the original shape and the
than one. Find the centre of equivalent point on the large shape. Join up with a line, extending the line out. Repeat
enlargement with another pair of points. The centre of enlargement is the intersection of the two
lines.
To carry out an enlargement, for each point on the original shape, count the squares
across and up/down from the centre of enlargement. Times each of these values by the
scale factor. Then go this number of squares across and up/down from the centre again.
If the value if negative, go in the opposite direction.

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 Example: Enlarge by scale factor , centre
( )
Using top-left corner ( ): Squares across from
centre: 2, Squares up: 6. Multiplying each by ,
we get 1 square left and 3 squares down (from the
centre). Therefore plot the point ( ).
Repeating with the other points, we get ( )
and ( ). Join up your new points.

168. Understand that shapes produced by translation, rotation and reflection are congruent to the image. Use congruence to
show that translations, rotations and reflections preserve length and angle, so that any figure is congruent to its image under
any of these transformations. Recognise that enlargements preserve angle but not length, linking to similarity

Similarity and Congruence

169. Understand and use SSS, The four types of proof you can use are:
SAS, ASA and RHS conditions to
prove the congruence of
triangles using formal
arguments, and to verify
standard ruler and a pair of
compasses constructions.
Formal geometric proof of The first means for example that two triangles are congruent if all their sides are the same. In
similarity of two given triangles the last one R stands for Right Angle, H for hypotenuse and S for another side, i.e.
both triangles must have a right angle, hypotenuse of same length, and another side of the
same length.
Note that the order of the letters matters. SAS means that the angle is in between the two
sides (i.e. the included angle). As seen earlier ASS meanwhile would not necessarily lead to
congruent triangles.
AAS however is equivalent to ASA because if two angles are the same, the third angle
would be the same, so in ASA, the side need not be in between the two angles.

To do congruence proofs, it may help to structure your proof in the following way:
Put four bullet points. For the first three, label to the left of each bullet point each letter
of the proof you want to use (e.g. R, H and S) and leave the final bullet point for your
conclusion.
For each of the first three bullet points, justify (whether equating angles, sides,
mentioning midpoints, laws of angles or using circle theorems) why your sides or angles
are the same.
In the conclusion, write: Therefore, triangles [ABC] and [DEF] are congruent by [SAS]
(obviously replacing [] as appropriate)

Example: ABCD is a square and CDF and BCE are

equilateral triangles. Prove that triangle BCF is
congruent to triangle DCE.

SAS seems like the best proof to use as we can work

out the angles, and know from the fact that we
have regular polygons that all sides are the same.
(S) FC = CD as CDF is equilateral.
(A)
(S) CB = CE as BCE is equilateral.
Therefore, BCF is congruent to DCE by SAS.

Once weve proven that two triangles are congruent, then any sides or angles that we hadnt
previously shown were equal as part of the proof, we have now proven are equal as well.
This is useful for follow up questions, where we can use ... = as and are congruent.

Example: (Continuing) G is the point such that BEFG is a parallelogram. Prove that ED = EG.

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 Because we now know BCF is congruent to DCE, we know that the remaining sides of the
triangles not involved in our proof, DE and BF, are also equal. Thus:
EG = BF, as opposite sides of a parallelogram are equal.
BF = DE, as triangles DCE and BCF are congruent.
Therefore, ED = EG.

Example 2: In the diagram, . Prove that triangles

and are congruent.
Its possible to use SAS here (as as opposite
angles of a parallelogram), however SSS is easier.
(S) AD = DC.
(S) AB = BC
(S) BD is common.
Therefore, ABD is congruent to BCD by SSS.
Note that is common is the justification you should use when sides are shared.

Test Your Understanding:

a. AC and BD are diameters of the circle, and O is the centre (left diagram below).
Prove that triangles ABD and ACD are congruent (Hint: you could use RHS, SAS or
even ASA here)
b. (Right diagram below) ABC is an equilateral triangle. D lies on BC, and AD is
perpendicular to BC. (i) Prove that triangles ABD and ADC are congruent [note: we
DONT yet know that D is the midpoint of B and C, so cant use this in our proof]
(ii) Prove that
.

170. Recognise that all Remember that:

corresponding angles in similar Similar means same shape (all angles will be the same)
figures are equal in size when Congruent means same size and shape.
the lengths of sides are not
171. Solve problems involving If two shapes are similar then the scale factor of
finding lengths in similar lengths is the same:
shapes. i.e. .

Example: Determine .
which is the scale factor. gives
whole bottom length.

Alternatively using a more algebraic approach:

Then solve.

Test Your Understanding: Find the value of the variable in each case.

172. Understand the effect of Whatever the scale factor for length is, the scale factor is squared for area and cubed for
enlargement for perimeter, volume. I find it helpful to lay out all information in a 3 by 2 table:

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area and volume of shapes and
solids. Know the relationships
between linear, area and
volume scale factors of
2
mathematically similar shapes Example: Shape A is enlarged to form shape B. The surface area of shape A is 30cm and the
2 3
and solids surface area of B is 270cm . If the volume of shape A is 80cm , what is the volume of shape
B?
Fill in initial information, working out the scale factor for area:

Since the scale factor of length is squared to get area, the scale factor of length is .
This allows us to work out the scale factor of volume, . This in turn allows us to work
out the new volume.

Final note: If the question talks about mass instead of volume, note that mass can be treated
as volume since its proportional to it (for a fixed density).

Test Your Understanding:

a. Two cylinders A and B haves volumes and . If the surface area of
2
solid A is 20cm , what is the surface area of solid B?
b. Cylinder A and cylinder B are mathematically similar. The length of cylinder A is 4 cm
3
and the length of cylinder B is 6 cm. The volume of cylinder A is 80cm . Calculate the
volume of cylinder B.

Circle Theorems
173. Recall the definition of a
circle and identify (name) and
draw the parts of a circle

An arc would be a major arc if it goes around at least half the circle. The major segment
would be the larger segment on the other side of the chord.
174. Know, use and quote the You should be able to quote the theorems on the left word for word when asked to justify
following circle theorems: your reasoning. Use the information given to decide on what circle theorems might be
- The angle between the relevant. Have a tangent? Then if theres a radius connected you have a 90 angle. If theres
radius and tangent is a chord connected you can use the Alternate Segment Theorem. Similarly reflect like this if
90. the centre of the circle is indicated.
- Tangents from an
external point are
equal in length.
- The angle at the centre

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 is twice the angle at
the circumference.
- The angle in a
semicircle is 90.
- Opposite angles of a
cyclic quadrilateral are
180.
- Angles in same
segment are equal.
- Alternate Segment Angle in semicircle is
Angle between radius and Angles in same segment are
Theorem. tangent is equal.

Angle at centre is twice (The same as the left,

Opposite angles of a cyclic
angle at circumference. except here the lines cross)
quadrilateral add to 180

Alternate Segment Theorem

(i.e. angle between tangent
and chord is equal to angle
in alternate segment, but
you only need to write
Alternate Segment
Theorem as your reason)
Lengths of the tangents
from a point to the circle
are equal.

The following laws are often relevant also:

- Angles in a quadrilateral (not necessarily a cyclic quadrilateral) sum to 360.
- A triangle where two of its vertices are at the circumference of a circle and one at
the centre is isosceles (reason to quote: Base angles of isosceles triangle are
equal).

Check Your Understanding:

a. is the centre of the circle. Determine c. Determine angle , giving reasons for
the angle your answer.

b. Determine angle , giving reasons for

your answer.

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Vectors
175. Understand that 2 is Two vectors are parallel if one is a multiple of the other (e.g. if you have two vectors
parallel to and twice its ( ) and ( ), you could say is a multiple of ).
length, and understand that is
parallel to and in the
opposite direction
176. Use and interpret vectors This just means that just as a coordinate represents a position in space, a vector represents
as displacements in the plane a movement (or displacement).
(with an associated direction)
177. Use standard vector You should use this notation in vector proofs (see examples below): its important so that
notation to combine vectors by you can show which vectors you combined together.
addition, e.g.
and
178. Represents vectors, and Vectors are written like ( ) whereas coordinates are
combination of vectors, on a
plane. written like ( ). In this diagram ( ), ( ),

( )
Test Your Understanding: Find the remaining vectors.

179. Solve geometrical This includes:

problems involving vectors. - Being able to use ratios to find a fraction of some vector. E.g. If and is a
point on the line such that , then
- Being able to prove three points A, B, C form a straight line (by showing that and
are parallel (and share a common point ).

Note that vectors questions at GCSE tend to have a very set structure:
Part (a) gets you to find some vector in the diagram. This is usually easy to
determine.
A harder follow up question. You can almost always use your answer to part (a), so
your route through the diagram should include this vector.
Examples:

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 is the point on such that .
a) Find
(as we have to go backward along the vector)
b) Prove that is parallel to

( )

( )
Note: The factorisation at the end is important because it shows you expression is a
multiple of .
a) Find the vector .

b) is the midpoint of and is the
midpoint of . Prove that is a
straight line.

is a straight line if and are

parallel. Recall that to show two vectors
are parallel, we need to show one is a
multiple of the other.

(notice that were using our answer to part (a))
( )

( )

( )

( )
is parallel to (and share a common point , therefore is a parallel line.
Notice that by factorising out the fraction when determining each vector, it was easier to
show that one vector is a multiple of the other

Test Your Understanding:

a. is a parallelogram. is a
point on such that .
(i) Write down, in terms of and , an
expression for .
(ii) Express in terms of and .

(More questions can be found in my

Vectors past paper questions compilation)

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www.drfrostmaths.com 54
 Data Handling & Probability
To practice these questions, refer to my compiled past paper Data Handling questions.

Collecting Data
180. Discuss how data relates Particularly common criticisms of questionnaire questions (its worth memorising the
to a problem, identify possible wording of these):
sources of bias and plan to Overlapping regions (e.g. one response box is 1-3 times and another 3-5 times)
minimise it. Consider fairness Non-exhaustive response boxes (e.g. theres no option for 0 times)
Understand how different No timescale (is it per week or per month?)
sample sizes may affect the Response labels too vague (what does occasionally mean?)
reliability of conclusions drawn Common problems with bias and sampling:
Understand sample and Question is biased (i.e. is pressuring respondents to give a particular answer)
population. Sample size too small
Design and criticise questions Only people/things in a particular area were asked (i.e. sample was not random)
for a questionnaire
When asked to rewrite a questionnaire question:
You must have a timeframe.
You must have at least 3 non-overlapping response boxes. The response boxes
should also cover all possibilities (e.g. 0 times)
181. Select and justify a Random sampling:
sampling scheme and a method Definition: Random sampling is when each thing in the population has an equal
to investigate a population, chance of being chosen the equal chance is the important bit here.
including random How would you achieve a random sample? Any method which would ensure
and stratified sampling. Use each thing is equally likely to be chosen. Best way: Assign each person a number,
stratified sampling. then use a random number generator to select a person.
Stratified sampling:
Definition: The population is divided into groups (e.g. by ethnicity or year group)
and the same proportion are randomly sampled from each group.
Example Question: In a school of 100 people, 40 people are in Class X, 50 people in
class Y and 10 people in Class Z. I wish to obtain a sample of 20 people. How many
do I sample from each class?
Proportion of people sampled
Class X: . Class Y: . Class Z:

Test Your Understanding: In a school there are 200 students, and students can study one of
Geography, History and Maths. Of the boys, 45 study Geography, 10 study History and 25
study Maths. Of the girls, 70 study Geography, 15 study History and 35 study Maths. I want a
stratified sample of 50 people stratified by gender and subject. How many boys studying
Geography do I sample?
182. Design and use data- For a tally sheet, the three marks will be for three column headings in your table:
collection sheets for grouped, 1. The values youre taking a tally of, e.g. football teams, favourite colour.
discrete and continuous data. 2. Tally
Sort, classify and tabulate data. 3. Frequency (i.e. the data collector would add the tallies up after collection)
183. Group discrete and This means you turn for example this data:
continuous data into class Height:
intervals of equal width. Into a grouped frequency table like this:
Height ( ) in cm Frequency

184. Design and use two-way Filling out a two-way table is simply common sense. These are often used to derive
tables, and use information probabilities.
provided to complete a two- Boys Girls Total
way table. Likes pie 20 25 45
Does not like pie 40 15 55
Total 60 40 100
Calculate:

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 1. The probability that a randomly selected student is a boy:
2. The probability that a randomly selected student likes pie:
3. The probability that a randomly selected girls likes pie:
4. The probability that a randomly selected person who likes pie, is a boy:

Displaying Data
185. Produce: To produce a pie chart, simply work out the angle for each thing. If for example there were 50
composite bar charts, students and 15 studied history, then find of :
comparative and dual
To plot a frequency polygon, use the MIDPOINT of each interval and plot against frequency. Join up
bar charts, pie charts,
each pair of dots with a straight line (and dont join to the origin).
frequency polygons,
and frequency
diagrams for grouped Time (t minutes) Frequency
discrete data, scatter 0 < t 10 5
graphs, line graphs, 10 < t 20 7
frequency polygons 20 < t 30 8
for grouped data, 30 < t 40 6
grouped frequency
40 < t 50 4
tables for continuous
data

186. Interpret: composite bar charts, comparative and dual bar charts, pie charts, scatter graphs, frequency polygons and
histograms
187. Recognise simple patterns, characteristics and relationships in line graphs and frequency polygons
188. For histograms: You just need to know that:
- Produce a
histogram from a Class width is the width of the interval (e.g. the width of is 15.
grouped frequency
Frequency density can be interpreted as the number of things/people per each value. So if in a
table.
run there are 20 runners who ran between 10s-14s, then the frequency density of 5 represents 5
- Find the median runners (on average) for each second interval.
from a histogram or
For the purposes of GCSE, the area of each bar = frequency (the exception is problems in (189))
any other
Sometimes the frequency density scale on the histogram is not given. If not, you can work it out
information from a
using an existing bar on the histogram by using the information in the table (see example). Once
histogram, such as
you have your scale, you can then add missing bars.
the number of
When a grouped frequency table is given, always add a frequency density column.
people in a given
interval
Example: Use the histogram to complete the table, and use the table to complete the histogram.
- Complete a grouped
frequency table and
understand and
define frequency
density.

www.drfrostmaths.com 56
 First add a FD column to your table. Notice that we have complete information for the first bar: the bar
is in the histogram, and the frequency is known. Using the formula, . This means that we
can put 1 on the Frequency Density axis in line with the top of the first bar, and use this to fill in the rest
of the previously unknown Frequency Density scale.
The area of the next two bars is (be careful with reading of your scale) and ,
which are the frequencies (recall area = frequency). The frequency density of the last two rows is
and , so draw your last two bars with these heights of the bars (and with the correct width
using the ranges and .

Example: Using the same histogram, estimate the number of people with a height between 170cm and
200cm.
Theres two ways of thinking about this.
Use the histogram. As before, area = frequency. The slight difficulty here is that we need to use
the areas of parts of bars.
Area ( ) ( ) . So 32 people.
Alternatively, just looking directly at the frequency table, 170cm is halfway across the
range so use half of 40 which is 20. And 200cm is two-thirds across the next
interval, and two thirds of 18 is 12. Again, we have a total of 32 people.

(For more histograms questions see my compiled exam questions)

189. Solve histogram Example: This histogram shows
problems involving information about the sizes of
finding proportion of 285 farms.
the total area. Work out an estimate for the
number of farms with an area
above 38 hectares.

This is a different kind of

histogram problem because we
have no grouped frequency
table. Since area indicates
frequency, the strategy is to
find the proportion of the total
area in our range.
We have a 3 or 4 step process:
1. Label frequency
density axis with any sensible
scale (in this case 10 per big
square is easiest to avoid
decimals). (Note: Although your arbitrary choice of scale will likely mean it is not the case that
area = frequency [only proportional to], it will not affect your answer to the third step below.)
2. Find the total area of the histogram, and the area in your range (i.e. above 38 hectares).
3. Express the area in your range as a fraction of the total area. If the question asked for the
proportion of things in a range, youre done.
4. If youre given the total frequency, take the fraction you found of this frequency.

Applying this to the question: Labelling big squares 10, 20, 30, on frequency density axis, areas of
each bar are: , 245, 280, 250, 125. Thus total area = 1425. Area above 38 hectares:

www.drfrostmaths.com 57
 ( )
Estimate of number of farms above 38 hectares: farms.

Test Your Understanding:

The histogram shows information about
weights of apples in a sample. Use the
histogram to find the proportion of apples in
the sample with a weight between 140g and
200g.

190. From line graphs, frequency polygons and frequency diagrams: read off frequency values, calculate total population, find
greatest and least values
191. From pie charts: Example: A pie chart represents the favourite colour of 120 people. It has three slices, Red, Blue and
find the total Green with angles of respectively. Determine how many people the Red slice
frequency and find represents.
the frequency Find how many degrees one person represents:
represented by each
people.
sector
192. Look at data to An extreme value on a scatter graph is one which is far away from the line of best fit.
find patterns and
exceptions, explain
an isolated point on a
scatter graph
193. Draw lines of A scatter graph is when each data point has two values, for example, each point could represent a
best fit by eye, person, each with two values for English mark and Maths mark.
understanding what By drawing a line of best fit, you can use it as a line graph in the usual way to estimate one value from
these represent. Use the other.
a line of best fit, or
otherwise, to predict
values of one
variable given values
of the other variable
194. Distinguish
between positive,
negative and zero
correlation using
lines of best fit

No correlation

(Strong) positive correlation

(Weak) negative correlation
195. Understand that The number of deaths due to cancer has decreased over the years. Similarly, the number of mobile
correlation does not devices has increased. This means the two are negative correlated, but it is clear that more mobile
imply causality. devices doesnt cause less cancer deaths.
Appreciate that
correlation is a measure
of the strength of the
association between
two variables and that
zero correlation does
not necessarily imply
no relationship

www.drfrostmaths.com 58
Averages and Range
196. Calculate mean, mode, Example: Here are some heights of people:
median and range for small Range = 171 162 = 9cm. Mode = 171cm (most common value).
data sets Median = (the middle value: if two middle, take average of two)
( )
Mean =
197. Determine the quartiles Example: Find the interquartile range of the following data:
and interquartile range for
listed data. When you need to find quartiles of listed data in a GCSE exam, you will always find they give
you a number of items one less than a multiple of 4 (in this case 11).
rd
A trick is to add one to the number of items, then find quarters of this. Thus we want the 3 ,
th th
6 and 9 items for the Lower Quartile, Median and Upper Quartile respectively, i.e. 2cm
7cm, 12cm.

198. Recognise the advantages Mode is the only average available if the values are categorical (i.e. not numerical), e.g.
and disadvantages between favourite colour.
measures of average Mean is best from the perspective of taking all values into account.
Explain why the median may be a more appropriate average than the mean: The
median is not affected by extreme values.
199. Produce ordered stem and Example: Here are the times, in minutes, taken to solve a puzzle.
leaf diagrams and use them to 5 10 15 12 8 7 20 35 24 15
find the range and averages 20 33 15 24 10 8 10 20 16 10
In the space below, draw a stem and leaf diagram to show these times.

The stem is the first digit

0 5 7 8 and the leaf is the second.
1 0 0 0 0 2 5 5 5 Key: 3|7 means You need a key to indicate
2 0 0 0 4 4 37 minutes what each value means,
3 3 5 e.g. 4|1 means 4.1cm.
Leaves must be in
ascending order.

Example: Use your stem and leaf diagram to determine the median.
Now that your values are in ascending order, its easier to find the middle one. It may help to
put a dot next to the first and last leaf (05 and 35), and move inwards one leaf at a time until
you get to the middle. Alternatively, because there are 20 items, you known the median lies
th th
between the 10 and 11 , so count this many in. This gives a median of 15.
200i. Calculate averages and Num children Frequency
range from frequency tables 0 15
(Use f and fx) 1 20
2 5
The above table shows how many children different families have.
As always the mean is the sum of the values divided by the number of values. If theres 15
families with 0 children, thats 0 children. If theres 20 families with one child, thats 20
children, and if theres 5 families with 2 children, thats 10 children.
Theres 15 + 20 + 5 = 40 families, so mean is
Thus, the approach is to sum the products of the values each with its frequency (i.e. ,
where means the number of children, and means sum of), and divide by the total
frequency ( ).
i.e. (But I recommend you remember the method rather than the formula)

Common student errors: Dividing by 3 instead of 40, because you think 3 rows means
theres 3 values. No: the values are each duplicated (e.g. there are 15 zeros!)

200ii. Solve problems involving Example: The mean of mark of 20 students in a class is 70. A new person joins the class and
mean. the mean mark rises to 71. What was his mark?
The key with these questions is just to consider totals and differences of totals.
Total mark of 20 students: Total mark of 21 students:
st
So mark of 21 student

www.drfrostmaths.com 59
 Example: A class consists of 20 boys and 10 girls. The mean mark of the boys is 62 and the
mean mark of all the students was 65. What is the mean mark of the girls?
Total mark of all students:
Total mark of boys:
Total mark of girls:
Mean mark of girls:

Test Your Understanding:

a. The mean weight of 10 pancakes is 140g. When an additional pancake is made the
mean weight decreases to 135g. How heavy was the additional pancake?
b. Galapagos tortoises can only be found on two islands: A and B, where there are 25
and 15 tortoises respectively. The mean age of the tortoises on the two islands is
130 and 120 years. What is the average age across the two islands?
c. On Farmer Frosts farm there are 20 cats. On Farmer Ingalls farm there are 50 cats.
This year, Farmer Frosts cats have caught 120 mice on average. Across the two
farms each cat caught 115 mice on average. What is the average number of mice
caught by each of Ingalls cats?
201. Estimate the mean for If the data is grouped, the only difference from above
large data sets with grouped is that you use the midpoints of each interval as a
data (and understand that it is representative value.
an estimate)
Example: Estimate the mean time taken using the
table on the left.

Total time: ( ) ( ) ( ) ( )
Total frequency =
Mean = minutes.

Example: Explain why this mean is an estimate

Because we dont know the exact times within each range.

Test Your Understanding: The table shows the IQs of some

people from Norfolk. Estimate the mean IQ.
202. Find the median class To find the modal class interval, just specify the interval with
interval and modal class the highest frequency:
interval from a grouped To find the median class interval, find in what interval the
frequency table. middle item would occur, using cumulative frequencies.
There are 100 items (i.e. total of frequencies) so we want the
th
50 . This doesnt occur within first
12 items, nor the first 34 (12+22)
but does occur within the first 57 (12+22+23), thus median class
interval is

Test Your Understanding: Using the table on the right, (a) what is
the modal class interval? (b) What is the median class interval?
203. Draw cumulative Cumulative means running total. A cumulative frequency graph allows you to see how
frequency tables and graphs. many people have some value OR LESS.
Use cumulative frequency If youre given a frequency table, you can get the cumulative frequency for each row for the
graphs to find median, quartiles total value up to that value so far.
and interquartile range For plotting points, you use the end of each interval (unlike a frequency polygon, where you
use the midpoint) because for example (using the table below), you dont know where the 5
people are in the 170-175cm interval, but you do know 5 people have a height of 175cm or
less.
This means the plots you point are (175,5), (180,23) and so on. You ALSO plot a zero point:
You know 0 people have a height of 170 or less, so plot (170,0). Join up with straight lines
between each pair (a curve is also accepted).

www.drfrostmaths.com 60
 Example: Use your cumulative frequency graph to estimate (i) the median and (ii) the
interquartile range.
th
Theres 40 people. So the 20 person will give the median. Drawing a horizontal line across
from 20 to our graph, then down, the median is 179cm.
th
For the Lower Quartile, use the 10 person: this gives 176.5cm.
th
For the Upper Quartile, use the 30 person: this gives 183cm.
Therefore Interquartile Range = 183 176.5 = 6.5cm.
204. Draw box plots from a We can use the values from above to construct a box plot. The minimum and maximum
cumulative frequency graph values will always be given to you (because its impossible to tell where the minimum for
example occurs within the 170-175cm range, and likewise for the maximum).

Example: (From above) The minimum height was 173cm and the maximum height was
192cm. Construct a box plot.

205. Compare the measures of There will always be two marks for this:
spread between a pair of box 1. Compare the medians of the two box plots/box plot and CF graph. It is not sufficient
plots/cumulative frequency to simply state the two values: you need to say which is bigger, or state they are the
graphs same. e.g. The boys median time was greater than the girls. If you wrote the
boys median time was 15.6s and the girls 15.8s, then you will NOT get a mark.
2. Compare a measure of spread: either the range or the interquartile range. E.g. The
boys interquartile range of times was the same as the girls.
206. Interpret box plots to find
median, quartiles, range and
interquartile range

207. Compare distributions and From the box plot above, you could state there are more extreme values below the median
make inferences, using the (because of the long whisker to the left). You could also say the values are overall more
shapes of distributions and spread out above the mean, because the right box is wider.
measures of average and
spread, including median and
quartiles

Probability
208. Write probabilities using fractions, percentages or decimals
209. Compare experimental Theoretical probabilities are the exact true probability of something happening, e.g.
data and theoretical the theoretical probability of rolling a five on a fair die is .
probabilities. Compare relative
Experimental probabilities (also known as relative frequencies) are probabilities
frequencies from samples of
based on observed counts. e.g. If I roll a die 120 times and see 25 sixes, the relative
different sizes
frequency of heads if . Relative frequencies tend to be given as
decimals.

www.drfrostmaths.com 61
 The more times an experiment is repeated, the close the relative frequency will be
to the theoretical probability. e.g. If I throw a die repeatedly and count fives, the
proportion of throws which will land five will get increasingly closer to as I throw
more and more times. i.e. Relative frequencies become more reliable when the
sample size increases.
210. Find the probability of If events are independent, it means they dont affect each other (e.g. winning the
successive events, such as lottery and owning a garden gnome). If we want the probability that A happened
several throws of a single dice. AND B happened, then we multiply the probabilities.
Identify different mutually If events are mutually exclusive, it means they cant happen at the same time. If we
exclusive outcomes and know want the probability that A happened OR B happened, we add the probabilities.
that the sum of the
probabilities of all these Example: Whats the probability of throwing 3 Heads in a row with a fair coin?
outcomes is 1
( )
Example: A spinner has three colours: red, green and blue. The probability of getting red is
0.2 and getting blue 0.3. What is the probability of getting green or blue?
Colours are mutually exclusive as we cant get two colours at once. ( )
. So ( )
211. Estimate the number of Simply multiply probability by number of trials.
times an event will occur, given Example: The probability I get a six on an unfair die is 0.15. I throw the coin 120 times. How
the probability and the number many sixes do I expect to see?
of trials
212. List all outcomes for single The sample space is the list of all possible outcomes. You can either present in list form or (in
events, and for two successive the case of two things happening) table form, known as a sample space diagram.
events, systematically.
Use and draw sample space Example: You throw three coins. (a) List the possible outcomes and (b) hence determine the
diagrams probability of throwing exactly two heads.
Outcomes: HHH, HHT, HTH, HTT, THH, THT, TTH, TTT (note that listing them in a systematic
order prevents you from forgetting any possibilities)
In 3 of the 8 of these, you have two heads, thus ( )

Example: You roll two dice and add the values. Draw a sample space, diagram, and hence
determine the probability that the total of the two dice is 8.
st
1 Die
+ 1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
2 Die

3 4 5 6 7 8 9
nd

4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12
Out of the 36 outcomes, five are 8, so probability is

Test Your Understanding:

a. You roll two dice and multiply their outcomes. Determine the probability that the
product is at least 7.
b. At a restaurant I have a choice of Avacado (A) or Beetroot (B) for starter, and Cod
(C), Dog (D) or Eggs (E) for main course. List all the possible combinations of dishes I
can have.
213. Understand conditional Suppose the probability it rains today is 0.3 (irrespective or previous weather). If it rained
probabilities. Use a tree yesterday, the probability it rains today will be higher. So probabilities can change depending
diagram to calculate conditional on what events previous occurred.
probability
Example: The probability I win a tennis game today (W) is 0.7. If I win today, the probability I
win tomorrow (T) is 0.9, and if I didnt win today, the probability I win tomorrow is 0.4.
(a) Draw a tree diagram to represent this information. (b) Hence determine the probability
that I win a game tomorrow.
Diagram shown above. To find a probability from a tree: (i) Multiply the probabilities across
each matching path across the tree and (ii) add these probabilities.
Therefore probability is ( ) ( )

www.drfrostmaths.com 62


214. Solve more complex Example: The probability I buy avocado today is 0.7. The probability I buy asparagus is 0.6.
problems involving Find the probability I buy either (but not both)
combinations of outcomes. For such problems, Id advise: (i) listing the matching combinations of outcomes, (ii) finding
the probability of each (by multiplying) and (iii) adding these together. A suitable tree
diagram would also work.

Avocado and not asparagus:

Not avocado and asparagus:
Probability of either (by not both):

Test Your Understanding: The probability I pass my maths test is 0.68. The probability I pass
my English test is 0.87. Whats the probability I pass: (i) neither (ii) either (but not both).

215. Understand selection with I generally advise using the above method rather than a probability tree, as you dont
or without replacement. Draw a wastefully have to worry about unused parts of your tree.
probability tree diagram based Be careful to note whether the item is not replaced (which changes BOTH the overall count
on given information of objects and the count of that type of object) or replaced. If youre just told you take 3
sandwiches then non-replacement is clearly implied.

Example: A shop has 3 cheese sandwiches, 5 ham sandwiches and 2 dog sandwiches. I buy 2
sandwiches at random. Determine the probability I have two sandwiches of the same type.
As above, list out outcomes (the ordering of the sandwiches in the selection matters!),
multiply to find probability of each and then add. DONT simplify your probabilities until the
end, otherwise youll make it more difficult to add your fractions.

CC:
HH:
DD:

Test Your Understanding:

a. I have seven 10p coins and three 5p coins. I select three coins at random. Determine
the probability that I have 25p in total.
b. I have a bag of 6 green balls and 3 blue balls. I take a ball at random, note the colour
then put it back. I take another ball. Determine the probability I have balls of
different colours.
c. I go to Battersea Dogs and Cats Home, which has 5 black cats, 3 white cats and 3
green cats. As a crazy cat person I take home three cats home with me at random.
Determine the probability the cats are all of different colours.

www.drfrostmaths.com 63
 Answers
Number 32
33 a.
b.
1 30%, 0.303, 0.33, (since ) 36 a. 40
3 a. 7 b. 3 parts = 12
b. 19008 1 part = 4
c. 2.81 Thus 4 parts = 16
d. 50.41 c. 10 parts = 5000g
e. 462.7 1 part = 500g
6 a. 25000 Unicorn: 1500g (so enough)
b. 15.1 Fairydust: 2500g (so NOT enough)
c. 26.0 37 a. 10cm : 5 000m
d. 495.185 = 10cm : 500 000cm
7 a. = 1 : 50 000
b.
b. or
12
38 a.
13 Two fractions are and thus is bigger.
14 15
16 a.
b.
b.
c.
17 a.
b.
c. c.

d.
19
21 a. 480
b. 12 d.

c. 10.40am

d. 3 packs of cookies (and 4 of chocolate bars)
23 a.
b.

c.

d.
e.
f.
g. 39 a. C, because is the equation of a
26 straight line which goes through the origin.
a.
b. D, because is a reciprocal graph.
b.
40 a.
27 a. 0.1875
b. b.
c. c.
d. So
d.
e.
e. (i)
f.
(ii)
29 165.6
Suppose initial amount was 1. Then in first bank account,
( )
30
wed have . In second
. So first is better. 41 a.
31 a. b.
b. c.
d.

www.drfrostmaths.com 64
42 a. 53ii ( )( )
a. ( )( )
b. ( )( )
b. ( )( )
c.
( )( )
d. c.
( )
e. 53iii a.
43 a. b.
b. c.
c. ( )

d. d.
( )
e. (i) ( ) ( )
e.
(ii) ( )( ) ( )( )
44 54 nth term is
a.
So ( )

b. 56 a. No, as would be 11.5
b. No, as number does not end in 2 or 7.
45 a. c. No as
b. d. Yes,
57 a. 10, 17, 24
b. 8, 6, 4
c. 2, 5, 18
Algebra 58 a.
b.
47 a. c.
b.
d.
48 a.
59 a.
b. b.
c.
49 a. ( ) d.
b. ( ) e.
c. ( ) 60 a.
50 a. b.
b.
c.
d. c.
51 a. ( )
b. ( )( )
c. ( )( )
62 a.
d. ( )( )
e. ( )( ) b.
f. ( )( )
g. ( )( )
h. ( )( )
52 a. ( )( ) c. ( ) ( )( )
b. ( )( ) ( )( )
c. ( )( ) ( )
53i a.
b.
c.
d.
63 a.
e. b.
f. ( )( ) ( )( )
( )

65 a.
g. ( )( ) ( )( )
( ) b.
c.

www.drfrostmaths.com 65
 ( ) 79

d. ( )

( )

e.

( )
80

68 a. Your line should go through ( ) and Solving:

( ) Therefore minutes
b. Your line should go through ( ) and ( ) 81 to 1dp
69 You MUST have tried to gain full
marks.
70 (i) ( ) 83 Missing values: 5, -4, -3
(ii) ( ) 84 Using graph: (to 1dp)
72 a. -3 85
b. -1
c. 2
d.
74 a. (where is anything)
b.
c. 87 ( )( )
a.
75
b. ( )
76 Point A is ( )
Equation of : c.
Point Q is therefore ( ) ( )( )
QB is parallel to PA so has gradient
Equation of QB: d. ( )( )
Thus point B: ( )
Length 88i a. ( )
77 b. ( )
c. ( )
(( ) )
( )
d. ( )

(( ) )
( )
88ii a. ( )
Thus minimum value is -17.
Occurs when
b. ( )
( ) Thus minimum point is ( )
78 a. 89 ( )
b. ( )


90 a.
b.
c.
(note that 0.19 would not have been to 3sf)

www.drfrostmaths.com 66
91 a.
b.

c.

92 a.

b.
b.

c. ( ) ( )( )

103i ( )
97 a. 103i Instead of 1 oscillation per , theres 2, so
i Range of values is 6 instead of usual 2 (i.e. -1 to 1),
Dividing: so
This would make vary from -3 to 3, and its been
shifted down 1, so
104 If is even we have:
b. ( )

Dividing: If is odd we have:

( )

98 i = E, ii = B, iii = F, iv = C, v = D, vi = A
Thus is odd for all .
99 Circle centred at the origin and going through all the
106 ( )
3s on the axes.
107 a. ( ) ( )
Using points of intersection of circle and line:
( )
b. Difference of squares:
100
( )

Sum of two numbers:

( )
These are equal.
c. ( )( ) ( )( )
( )

( )

Note that the perpendicular bisector goes through the Shape, Space and Measures
centre of the circle.
101i Line MUST go through points 108 ( ) ( ) ( ) ( )
a. ( )( )( )( ) ( ) ( ) ( )
( )( ) ( )
b. Must go through points:
( )( )( ) ( ) ( ) ( ) ( )
( )( ) 109 a. ( )
101i ( ) b. ( )
i 110 a. i) (corresponding angles), ii)
101i a. (could have corresponding angles
ii are equal and angles on a straight line sum to
180 or angles on a straight line sum to 180
and alternate angles are equal)

www.drfrostmaths.com 67
 b. (cointerior angles sum to 180) Volume:

(angles on straight line sum to 133 a. ( ) (

180) )
(angles in
triangle sum to 180) b. Volume of vase
111 a. Volume of cup =
112 (alternate angles are equal) Cups =
(base angles of isosceles 134 a. ( )
triangle are equal)
(angles on straight line sum to b. Height =
180) Volume
113 Surface area = ( ) ( )

135 Diagonal across base:

117 a. ( ) Thus halfway across base is 5.
b. Height =
c. ( )
118 Volume = ( )
a. sides
136i
b. Exterior =
sides
c.

d.
120 Angles at the bottom of the top triangle:
Interior angle of A = 136ii a. Surface area of solid hemisphere:
Exterior angle = 180 150 = 30
Num sides =
Surface area of cylinder:
122 Front elevation: A rectangle of width 4cm and height
2cm Equating:
Plan: A rectangle of sides 3cm and 4cm
Side elevation: A rectangle of width 3cm and height
2cm.
128 a.
b. Melted down means volume is preserved.
Volume of sphere:
b.
Volume of cone:

129 Area of whole triangle:

Equating volumes:

Area of sector:

137 a.
Shaded area: b.
c.
138 Volume of full cone:
130
( ) ( )
Volume of cut off cone:
Volume of frustum:
b)
150 a. ( )
131 a.
b.
132 Cross-sectional area: b. Splitting the triangle into two:

www.drfrostmaths.com 68
 c.

162 a.
151 a.
b.
152 a.
b. ( )
b. i)
ii)
ii) 163 a.
c. Right-most side:
Bottom side of big triangle:
b.

d. i) ( ) So to as both bounds are the same

to this level of accuracy.
ii) ( )
169 a. Option 1: SAS
154 as both are diameters.
( )
as is isosceles.
155 a. is common.
Therefore and are congruent by SAS.
b. ( )
Option 2: RHS
c. as angle in semicircle is
.
( )
as both are diameters.
d. ( ) is common.
Therefore and are congruent by RHS.

Option 3: ASA
( )
as angles in same segment are
e. First finding angle at left of triangle: equal.
as both are diameters.
as is isosceles.
( ) Therefore and are congruent by ASA.
b. By RHS:
as is perpendicular to
Ag .
Angle at top: as is equilateral.
Using sine rule again: is common.
Therefore and are congruent by RHS.

We could have also use ASA or SAS given that

and
156 a. . Only SSS is not a valid proof here as we cant
b. Find angle say between 8 and 9: yet show .
( )
(ii) Given that and are congruent,
Then thus .
171 a.
c. Working out the bottom side in the same method
as 155(e): 9.21975 b.
c.
158 a. 172 a.
b. b.
159 174 a. (opposite angles of cyclic
quadrilateral add to 180, angle at centre is twice
160 angle at circumference)
b. (angle between radius and tangent is
90, angles in quadrilateral sum to 360)
c. (Alternate Segment Theorem)

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 (opposite angles of cyclic (b) Median class interval: (as
th
quadrilateral add to 180) 25 item occurs within this interval)
(angles in 212 a.
triangle sum to 180)
b.
178 ( ) ( ) ( ) 214 (i)
179 (i) (ii) ( ) ( )
(ii)
215 a. 10p 10p 5p:
( )
10p 5p 10p:
5p 10p 10p:
Therefore probability is
b. GB:
BG:
Data Handling and Probability Probability is
181 so 11 boys c. BWG:
200ii a. ( ) ( ) BGW:
( ) ( )
b. WBG, WGB, GWB, GBW also give
( ) ( ) So probability is
c.
( ) ( ) ( ) ( )
201

202 (a) Modal class interval =

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