0% found this document useful (0 votes)
248 views52 pages

Integers: The Story of Zero

Uploaded by

Jebon Gaming
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
248 views52 pages

Integers: The Story of Zero

Uploaded by

Jebon Gaming
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 52

1

CHAPTER
Integers

The story of zero

Numbers were used for thousands of years before zero 224 CE. Brahmagupta, in 628 CE, explained the rules
was used both as a placeholder (e.g. compare the 3 in for integers: positive and negative numbers and
30 and 3000) and also as a value (e.g. 0 − 6 = −6). zero as a placeholder with value. Traders took these
Indian manuscripts to the Arabic scholars in the
The Egyptians, Greeks and Romans didn’t have zero
Middle East. In the Gwalior fort (pictured), India,
symbols. Babylonians used placeholders: at first just
zero is used in an inscription on a wall dated 876 CE.
a space (1600 BCE) then slanting wedges (300 BCE).
The Mayans of Central America independently created Europeans used Roman numerals until Fibonacci
zero placeholder symbols (350 CE). introduced a superior system in 1202. As a boy,
Fibonacci studied Hindu-Arabic arithmetic in
Indian mathematicians invented the zero that we use
North Africa where his father was an Italian
today and is first seen in the Bakhshali manuscripts,

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
Online resources
A host of additional online resources are
included as part of your Interactive Textbook,
including HOTmaths content, video
demonstrations of all worked examples,
auto-marked quizzes and much more.

In this chapter

1A Whole number addition and subtraction


(CONSOLIDATING)
1B Whole number multiplication and
division (CONSOLIDATING)
1C Number properties (CONSOLIDATING)
1D Divisibility and prime factorisation
(CONSOLIDATING)
1E Negative integers (CONSOLIDATING)
1F Addition and subtraction of negative
integers (CONSOLIDATING)
1G Multiplication and division of integers
1H Order of operations and substitution

Victorian Curriculum

NUMBER AND ALGEBRA


Number and place value

Carry out the four operations with rational


numbers and integers, using efficient mental
and written strategies and appropriate digital
technologies and make estimates for these
computations (VCMNA273)
© VCAA

customs officer. Fibonacci’s maths book showed


Europe’s merchants, bankers and accountants the
power and simplicity of calculating with nine digits
and zero.

By the 1600s the Hindu-Arabic numeral system had


become well-known and is now used world-wide.
The laws of integers form the foundation of all
our engineering, computing and financial
achievements.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
4 Chapter 1  Integers

1A  Whole number addition and subtraction  CONSOLIDATING

Learning intentions
• To understand the commutative and associative laws for addition
• To be able to use the mental strategies partitioning, compensating, doubling/halving to calculate a sum or
difference of whole numbers mentally
• To be able to use the addition and subtraction algorithms to find the sum and difference of whole numbers

The number system that we use today is called the Hindu-Arabic or decimal system and uses the digits
0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The value of each digit depends on its place in the number, so, for example,
the 4 in 3407 has a place value of 400. Whole numbers include 0 (zero) and the counting (natural)
numbers 1, 2, 3, 4, … Two numbers can be added to find a sum or subtracted to find a difference. If, for
example, 22 child tickets and 13 adult tickets were purchased for fairground rides, the sum of the number
of tickets (35) is found using addition and the difference between the number of child and adult tickets (9)
is found using subtraction.

An audiologist often uses basic number skills when testing patients’ hearing levels. Addition and subtraction find hearing
differences between the ears, and division and multiplication calculate percentages from speech recognition results.

LESSON STARTER  Sum and difference


Use a guess-and-check method to try to find a pair of numbers described by these sentences.

• The sum of two numbers is 88 and their difference is 14.


• The sum of two numbers is 317 and their difference is 3.
Describe the meaning of the words ‘sum’ and ‘difference’ and discuss how you found the pair of numbers
in each case.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1A Whole number addition and subtraction 5

KEY IDEAS
■ Two numbers can be added in any order. This is called the commutative law for addition. The
commutative law does not hold for subtraction.
a+b=b+a For example: 7 + 11 = 11 + 7
a−b≠b−a For example: 5 − 2 ≠ 2 − 5

■ Three or more numbers can be added in any order. This uses the associative law for addition. The
associative law does not hold for subtraction.
(a + b) + c = a + (b + c) For example: (2 + 5) + 4 = 2 + (5 + 4)
(a − b) − c ≠ a − (b − c) For example: (9 − 5) − 2 ≠ 9 − (5 − 2)

■ Addition and subtraction algorithms can be used for larger numbers.


For example:
14 13 9 23 11 4

+ 1 8 2 − 1 4 2
6 2 1 1 7 2

■ Strategies for mental arithmetic include:


• Partitioning For example: 247 + 121 = (200 + 100) + (40 + 20) + (7 + 1) = 368
85 − 22 = (80 − 20) + (5 − 2) = 63
• Compensating For example: 134 + 29 = 134 + 30 − 1 = 163
322 − 40 = 320 − 40 + 2 = 282
• Doubling or halving For example: 35 + 37 = 2 × 35 + 2 = 72
240 − 123 = 240 ÷ 2 − 3 = 117

■ Estimates for sums and differences can be made by firstly rounding each number to the nearest
10, 100, 1000 etc.
For example: Rounding to the nearest 10 Rounding to the nearest dollar
348 − 121 ≈ 350 − 120 $1.95 + $3.10 ≈ $2 + $3
= 230 = $5

BUILDING UNDERSTANDING
1 Give the number that is:
a 26 plus 17 b 43 take away 9
c 134 minus 23 d 451 add 50
e the sum of 111 and 236 f the difference between 59 and 43
g 36 more than 8 h 120 less than 251

2 State the digit missing from these sums and differences.


a 4 9 b 1 4 c 3 8 d 2 5 1
+3 8 +3 9 2 −1 9 −1 4
8 5 5 6 1 8 7

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
6 Chapter 1  Integers

Example 1 Using mental arithmetic

Evaluate this difference and sum mentally.


a 347 − 39 b 125 + 127

SOLUTION EXPLANATION
a 347 − 39 = 308 347 − 39 = 347 − 40 + 1 = 307 + 1 = 308

b 125 + 127 = 252 125 + 127 = 2 × 125 + 2 = 250 + 2 = 252

Now you try


Evaluate this difference and sum mentally.
a 273 − 59 b 235 + 238

Example 2 Using addition and subtraction algorithms

Use an algorithm to find this sum and difference.


a 938 b 141
+ 217 − 86

SOLUTION EXPLANATION
a 9 813 8 + 7 = 15 (carry the 1 to the tens column)
+ 2 1 7 1+3+1=5
1 1 5 5 9 + 2 = 11
b 1 34 11 Borrow from the tens column then subtract 6
− 8 6 from 11. Then borrow from the hundreds
5 5 column and then subtract 8 from 13.

Now you try


Use an algorithm to find this sum and difference.
a 518 + 395 b 273 − 97

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1A  Whole number addition and subtraction 7

Exercise 1A
FLUENCY 1, 2–5(1/2) 2–5(1/2) 2–5(1/3)

1 Evaluate these differences and sums mentally.


Example 1a a i  162 − 43 ii 712 − 49
Example 1b 120 + 119
b i   ii 325 + 328

Example 1 2 Evaluate these sums and differences mentally.


a 94 − 62 b 146 + 241 c 1494 − 351
d 36 + 19 e 138 + 25 f 251 − 35
g 99 − 20 h 441 − 50 i 350 + 351
j 115 + 114 k 80 − 41 l 320 − 159

Example 2 3 Use an algorithm to find these sums and differences.


a 128 b 94 c 9014 d 81 4
+ 46 + 337 927 14 3 9
+ 4 21 + 326

e 94 f 4 21 g 1726 h 14072
−36 − 2 04 −1 6 9 9 − 328

i 4 28 j 100 4 k 301 7 l 10024


3 24 240 7 − 2942 − 936
107 911 6
+ 29 +1 0 4 9 4

4 Estimate these sums and differences by first rounding each given amount to the nearest dollar.
a $1.95 + $3.02 b $3.05 + $4.99 c $10.19 + $0.95
d $8.99 − $3.03 e $20.95 − $2.10 f $8.69 − $5.79

5 By first rounding each given number as instructed, estimate the answer.


a 79 + 32 (nearest 10) b 38 − 17 (nearest 10)
c 916 + 1401 (nearest 100) d 2993 − 1210 (nearest 100)
e 3.01 − 0.95 (nearest 1) f 39271 + 3648 (nearest 1000)

PROBLEM-SOLVING 6, 7, 8(1/2) 7–9 8–10

6 A racing bike’s odometer shows 21 432 km at the start of a


race and 22 110 km at the end of the race. What was the total
distance of the race?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
8 Chapter 1  Integers

7 The sum of two numbers is 39 and their difference is 5. What is the larger number?

8 Find the missing digits in these sums and differences.


a 2 3 b 3 c 3 7
+ 9 4 + 2 +4 9

6 1 2 1 9 7 2

d 3 e 3 2 f 2 5
−2 9 − 3 − 6 8
2 1 0 4 3 1 8

9 Wally has two more marbles than Ashan and together they have 88 marbles. How many marbles does
Ashan have?

10 Evaluate the following without the use of a calculator.


a 1 + 2 + 3 + 4 + … + 99 + 100 − 99 − 98 − … − 2 − 1
b 1 − 2 + 3 − 4 + 5 − 6 + … − 98 + 99

REASONING 11 11, 12 11–13

11 Explain why these number puzzles cannot be solved.


a 2 b 3 6
+ 3 6 −3 2
2 3 4 9 8 2

12 x, y and z represent any three numbers. Complete these statements.


a x + y + z = — + x + y
b x − y + z = z − — + — = x + — − —

13 How many different combinations of numbers make the following true? List the combinations and
explain your reasoning.
a 1 4 b 3
+2 −1 4
4 2 7 1 4 3

ENRICHMENT: Magic triangles – – 14

14 The sides of a magic triangle all sum to the same total.


a Show how it is possible to arrange all the digits from 1 to 9 so that
each side adds to 17.
b Show how it is possible to arrange the same digits to a different total.
How many different totals can you find?
c In how many different ways can you obtain each total? Switching the
two middle numbers on each side does not count as a new combination.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1B Whole number multiplication and division 9

1B Whole number multiplication and division CONSOLIDATING

Learning intentions
• To understand the commutative and associative laws for multiplication
• To know the meaning of the terms product, quotient and remainder
• To be able to use mental strategies to calculate simple products and quotients mentally
• To be able to use the multiplication and division algorithms to find the product and quotient of whole numbers

It is useful to know how to multiply


and divide numbers without the use of
technology. Mental strategies can be used in
some problems, and algorithms can be used
for more difficult cases. Calculating the
cost of 9 tickets at $51 each, for example,
can be done mentally, but the short division
algorithm might be useful when calculating
the number of trips a dump truck with a
capacity of 140 tonnes will need to shift
1000 tonnes of coal.

Paramedics in helicopters and ambulances need number skills, such


as for intravenous saline drips. A dose of 15 mL/kg for a patient of
estimated weight 70 kg receives 15 × 70 = 1050 mL. Infused over
1050
5 hours, the drip rate is = 210 mL/h.
5

LESSON STARTER Multiplication or division?


In solving many problems it is important to know whether multiplication or division should be used.
Decide if the following situations require the use of multiplication or division. Discuss them in a group or
with a partner.

• The number of cookies 4 people get if a packet of 32 cookies is shared equally between them
• The cost of paving 30 square metres of courtyard at a cost of $41 per square metre
• The number of sheets of paper in a shipment of 4000 boxes of 5 reams each (1 ream is 500 sheets)
• The number of hours I can afford a plumber at $75 per hour if I have a fixed budget of $1650
Make up your own situation that requires the use of multiplication and another situation for division.

KEY IDEAS
■ Finding a product is the result of using multiplication. We say the product of 11 and 9 is 99.

■ The multiplication algorithm can be used when products cannot be 217


found mentally. For example: × 26
1302 217 × 6
4340 217 × 20
5642 1302 + 4340

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
10 Chapter 1  Integers

■■ Using division results in finding a quotient and a remainder.


For example: 38 ÷ 11 = 3 and 5 remainder

dividend divisor quotient

■■ The short division algorithm can be used when quotients cannot be found mentally. 7 3 2
7⟌5 1 2 4
2 1
■■ The commutative law holds for multiplication but not division.
For example: 7 × 5 = 5 × 7 but 21 ÷ 3 ≠ 3 ÷ 21

■■ The associative law holds for multiplication but not division.


For example: (5 × 4) × 2 = 5 × (4 × 2) but (5 ÷ 4) ÷ 2 ≠ 5 ÷ (4 ÷ 2)

■■ Mental strategies for multiplication


• Using the commutative and associative laws
For example: 5 × 17 × 4 = 5 × 4 × 17 = 20 × 17 = 340
• Using the distributive law
For example: 4 × 87 = (4 × 80) + (4 × 7) = 320 + 28 = 348
or 4 × 87 = (4 × 90) − (4 × 3) = 360 − 12 = 348
• Doubling and halving
For example: 4 × 74 = 2 × 148 = 296

■■ Mental strategies for division


• Halving both numbers
For example: 132 ÷ 4 = 66 ÷ 2 = 33
• Using the distributive law
For example: 96 ÷ 3 = (90 ÷ 3) + (6 ÷ 3) = 30 + 2 = 32
or       147 ÷ 3 = (150 ÷ 3) − (3 ÷ 3) = 50 − 1 = 49

BUILDING UNDERSTANDING
1 Find the results for the following.
a The product of 7 and 8
b The remainder when 2 is divided into 19
c The quotient of 13 divided by 4
2 Use your knowledge of the multiplication table to state the answers to the following.
a 11 × 9 b 6 × 7 c 9 × 8 d 12 × 11
e 8 × 4 f 7 × 9 g 88 ÷ 8 h 121 ÷ 11
i 144 ÷ 12 j 56 ÷ 7 k 33 ÷ 3 l 78 ÷ 6
3 Decide if these simple equations are true or false.
a 4 × 13 = 13 × 4 b 2×7×9=7×9×2
c 6 ÷ 3 = 3 ÷ 6 d 60 ÷ 20 = 30 ÷ 10
e 14 ÷ 2 ÷ 7 = 7 ÷ 2 ÷ 14 f 51 × 7 = (50 × 7) + (1 × 7)
g 79 × 13 = (80 × 13) − (1 × 13) h 93 ÷ 3 = (90 ÷ 3) + (3 ÷ 3)
i 133 ÷ 7 = (140 ÷ 7) − (7 ÷ 7) j 33 × 4 = 66 × 8

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1B  Whole number multiplication and division 11

Example 3 Using mental strategies

Use a mental strategy to evaluate the following.


a 5 × 160 b 7 × 89 c 464 ÷ 8

SOLUTION EXPLANATION
a 5 × 160 = 800 Double one and halve the other so 5 × 160
becomes 10 × 80

b 7 × 89 = 623 Use the distributive law so 7 × 89 becomes


(7 × 90) − (7 × 1) = 630 − 7

c 464 ÷ 8 = 58 Halve both numbers repeatedly so 464 ÷ 8


becomes 232 ÷ 4 = 116 ÷ 2

Now you try


Use a mental strategy to evaluate the following.
a 5 × 240 b 8 × 91 c 832 ÷ 4

Example 4 Using multiplication and division algorithms

Use an algorithm to evaluate the following.


a 412 b 938 ÷ 13
× 25

SOLUTION EXPLANATION
a 412 412 × 5 = 2060 and 412 × 20 = 8240
× 25 Add these two products to get the final answer.
2060
8240
10300

b 7 2 Rem 2 93 ÷ 13 = 7 and 2 remainder


13⟌93 8
2
28 ÷ 13 = 2 and 2 remainder
So 938 ÷ 13 = 72 and 2 remainder.

Now you try


Use an algorithm to evaluate the following.
a 415 × 32 b 952 ÷ 11

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
12 Chapter 1  Integers

Exercise 1B
FLUENCY 1, 2–5(1/2) 2–5(1/2) 2–4(1/4), 5(1/2)

1 Use a mental strategy to evaluate the following.


Example 3a a i  5 × 120 ii 50 × 14
Example 3b 7 × 39
b i   ii 4 × 99
Example 3c 128 ÷ 8
c i   ii 216 ÷ 12

Example 3 2 Use a mental strategy to evaluate the following.


a 5 × 13 × 2 b 2 × 26 × 5 c 4 × 35 d 17 × 4
e 17 × 1000 f 136 × 100 g 59 × 7 h 119 × 6
i 9 × 51 j 6 × 61 k 4 × 252 l 998 × 6
m 128 ÷ 8 n 252 ÷ 4 o 123 ÷ 3 p 508 ÷ 4
q 96 ÷ 6 r 1016 ÷ 8 s 5 × 12 × 7 t 570 ÷ 5 ÷ 3

Example 4a 3 Use a multiplication algorithm to evaluate the following.


a 67 b 129 c 294 d 1004
× 9 × 4 × 13 × 90

e 690 f 4090 g 246 h 1647


× 14 × 101 × 139 × 209

Example 4b 4 Use the short division algorithm to evaluate the following.


a 3⟌85 b 7⟌214 c 10⟌4167 d 11⟌143
e 15⟌207 f 19⟌3162 g 28⟌196 h 31⟌32690

5 Estimate answers to the following by firstly rounding each dollar/cent amount to the nearest dollar. For
example, 3 packets at $1.95 ≈ 3 × $2 = $6
a 5 packets at $2.95 each b 7 packets at $9.99 each
c 20 boxes at $19.80 each d $29.90 divided into 6 parts
e $120.35 divided into 5 parts f $999.80 divided into 20 parts

PROBLEM-SOLVING 6–8 7–9 9, 10

6 A university student earns $550 for 22 hours work. What is the student’s pay rate per hour?

7 Packets of biscuits are purchased by a supermarket in boxes of 18. The supermarket orders 220 boxes
and sells 89 boxes in one day. How many packets of biscuits remain in the supermarket?

8 Riley buys a fridge, which he can pay for using the


following options.
A 9 payments of $183
B $1559 up front

Which option is cheaper and by how much?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1B  Whole number multiplication and division 13

9 The shovel of a giant mechanical excavator can move 13 tonnes of rock in each load. How many loads
are needed to shift 750 tonnes of rock?

10 Find the missing digits in these problems.


a 2 b 1 7
× 2 1 × 2
2 3
4 0 4 8
2 4 0
4 8
8 8

c 9 4 with 6 remainder d 1 9 with 3 remainder



7 6 4 ⟌
17 6

REASONING 11 11, 12 12(1/2), 13

11 If a represents any number except 0, simplify the following.


a a ÷ a b a ÷ 1 c 0 ÷ a d 25 × a ÷ a

12 A mental strategy for division involves separately dividing a pair of factors of the divisor.
For example:
114 ÷ 6 = 144 ÷ 2 ÷ 3 (Note: 2 and 3 are factors of 6.)
= 57 ÷ 3
= 19
Use this technique to evaluate the following.
a 204 ÷ 6 b 144 ÷ 8 c 261 ÷ 9 d 306 ÷ 18

13 Evaluate the following without using an algorithm.


a (99 × 17) + (1 × 17) b (82 × 7) − (2 × 7)
c (493 × 12) + (507 × 12) d (326 × 15) − (306 × 15)

ENRICHMENT: Maximum ticket numbers – – 14

14 a   Gen spends exactly $80 to buy child tickets at $7 each and adult
tickets at $12 each. Find the maximum number of tickets that could
be purchased.
b Alfred spends exactly $141 to buy child tickets at $9 each and adult
tickets at $15 each. Find the maximum number of tickets that could
be purchased.
c Explain your method for solving the above two questions. Make up
your own similar question and test it on a friend.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
14 Chapter 1  Integers

1C  Number properties  CONSOLIDATING

Learning intentions
• To understand that a prime number has exactly two factors and a composite number has more than two factors
• To know the meaning of the terms square, square root, cube and cube root
• To be able to find the lowest common multiple and highest common factor of two numbers
• To be able to find the square, square root, cube and cube root of certain small whole numbers

The properties of numbers are at the foundation of mathematical problem-solving. A class of 63 students,
for example, can be divided into 7 equal groups of 9, but a class of 61 cannot be divided into smaller equal
groups greater than 1. This is because 61 is a prime number with no other factors apart from 1 and itself;
63 is a multiple of 9 and the numbers 9 and 7 are factors of 63.

Electronic engineers routinely use number skills, including squares and square roots. For example, when designing audio
amplifiers that multiply the volume of an input musical signal, making the output signal strong enough to drive loudspeakers.

LESSON STARTER  How many in 60 seconds?


In 60 seconds, write down as many numbers as you can that fit each description.

• Multiples of 7
• Factors of 144
• Prime numbers
Compare your lists with the results of the class. For each part decide if there are any numbers less than
100 that you missed.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1C Number properties 15

KEY IDEAS
■ A multiple of a number is obtained by multiplying the number by the counting numbers
1, 2, 3, …
For example: Multiples of 9 include 9, 18, 27, 36, 45, …

■ The lowest common multiple (LCM) is the smallest multiple of two or more numbers that is
common.
For example: Multiples of 3 are 3, 6, 9, 12, 15 , 18, …
Multiples of 5 are 5, 10, 15 , 20, 25, …
The LCM of 3 and 5 is therefore 15.

■ A factor of a number has a remainder of zero when divided into the given number.
For example: 11 is a factor of 77 since 77 ÷ 11 = 7 with 0 remainder.

■ The highest common factor (HCF) is the largest factor of two or more numbers that is common.
For example: Factors of 24 are 1, 2, 3, 4, 6, 8, 12, 24.
Factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, 36.
The HCF of 24 and 36 is therefore 12.

■ Prime numbers have only two factors, the number itself and 1.
• 2, 13 and 61 are examples of prime numbers.
• 1 is not considered to be a prime number.

■ Composite numbers have more than two factors.


• 6, 20 and 57 are examples of composite numbers.

■ The square of a number x is x2 = x × x.


• We say x2 as ‘x squared’ or ‘the square of x’ or ‘x to the power 2’.
• 32 = 9 and 112 = 121 (32 = 3 × 3 and 112 = 11 × 11)
• If x is a whole number then x2 is called a perfect square. (22) and (112) are examples of
perfect squares.

■ The square root of a number is written with the symbol √ .


• √b = a if a2 = b (and a is positive or zero), for example, √9 = 3 since 32 = 9.
(Note: √16 is a positive number only and is equal to 4 not ± 4.)

■ The cube of a number x is x3 = x × x × x.


• We say x3 as ‘x cubed or ‘the cube of x’ or ‘x to the power 3’.
• 23 = 2 × 2 × 2 = 8 and 53 = 5 × 5 × 5 = 125
3
■ The cube root of a number is written with the symbol √ .
3 3
• √b = a if a3 = b, for example, √8 = 2 since 23 = 8.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
16 Chapter 1  Integers

BUILDING UNDERSTANDING
1 State the number in each list which is not a multiple of the first number listed.
a 3, 6, 9, 12, 14, 18, 21 b 11, 22, 33, 45, 55, 66
c 21, 43, 63, 84, 105 d 13, 26, 40, 52, 65
2 State the missing factor from each list.
a Factors of 18: 1, 2, 3, 9, 18 b Factors of 24: 1, 2, 4, 6, 8, 12, 24
3 Classify these numbers as prime or composite.
a 7 b 12 c 29 d 69
e 105 f 117 g 221 h 1 046 734
4 Classify the following as true or false.
a 15 is a multiple of 5 b 7 is a factor of 30
c 62 = 6 × 6 × 6 d √64 = 8
3
e 33 = 3 × 3 × 3 f √4 = 2
g 41 is prime h 29 is a composite number

Example 5 Finding the LCM and HCF

a Find the LCM of 6 and 8. b Find the HCF of 36 and 48.

SOLUTION EXPLANATION
a Multiples of 6 are: First, list some multiples of 6 and 8.
6, 12, 18, 24, 30, … Continue the lists until there is at least one in
Multiples of 8 are: common.
8, 16, 24, 32, 40, …
The LCM is 24. Choose the smallest number that is common to
both lists.

b Factors of 36 are: First, list factors of 36 and 48.


1, 2, 3, 4, 6, 9, 12, 18, 36
Factors of 48 are:
1, 2, 3, 4, 6, 8, 12, 16, 24, 48
The HCF is 12. Choose the largest number that is common to
both lists.

Now you try


a Find the LCM of 8 and 10. b Find the HCF of 42 and 28.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1C  Number properties 17

Example 6 Finding squares, cubes, square roots and cube roots

Evaluate the following.


3
a 62 b √81 c 23 d √64

SOLUTION EXPLANATION
a 62 = 6 × 6 Find the product of 6 with itself.
= 36

b √81 = 9 92 = 9 × 9 = 81 so √81 = 9
(Note: √x cannot be negative so √81 ≠ −9.)

c 23 = 2 × 2 × 2 In general x3 = x × x × x.
=8
3 3
d √64 = 4 43 = 4 × 4 × 4 = 64 so √64 = 4

Now you try


Evaluate the following.
3
a 72 b √64 c 33 d √1000

Exercise 1C
FLUENCY 1, 2–5(1/2) 2–6(1/2) 2–5(1/3), 6(1/2)

Example 5a 1 a Find the LCM of:  i 4 and 10 ii 3 and 10


Example 5b b Find the HCF of:  i 12 and 24 ii 9 and 21

Example 5a 2 Find the LCM of these pairs of numbers.


a 2 and 3 b 5 and 9 c 8 and 12
d 4 and 8 e 25 and 50 f 4 and 18

Example 5b 3 Find the HCF of these pairs of numbers.


a 6 and 8 b 18 and 9 c 16 and 24
d 24 and 30 e 7 and 13 f 19 and 31

Example 6a,b 4 Evaluate these squares and square roots.


a 42 b 102 c 132
d 15 2 e 1002 f 202
g √25 h √49 i √121
j √900 k √1600 l √256

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
18 Chapter 1  Integers

Example 6c,d 5 Evaluate these cubes and cube roots.


a 23 b 43 c 73
d 53 e 63 f 103
3 3 3
g √27 h √8 i √125
3 3 3
j √512 k √729 l √1 000 000

6 a    Find the LCM of 8, 12 and 6 b Find the LCM of 7, 3 and 5


c Find the HCF of 20, 15 and 10 d Find the HCF of 32, 60 and 48

PROBLEM-SOLVING 7, 8 8–10 9–11

7 A teacher has 64 students to divide into small equal groups of greater than 2 with no remainder. In how
many ways can this be done?

8 Three sets of traffic lights (A, B and C) all turn red at 9 a.m.
exactly. Light set A turns red every 2 minutes, light set B turns
red every 3 minutes and light set C turns red every 5 minutes.
How long does it take for all three lights to turn red again at the
same time?

9 How many prime numbers less than 100 are there?

10 a   How many squares of any size are there on this grid?


b What do you notice about the number of squares of each size? Do you
notice a pattern?

11 Cyclist A rides a lap of a circular course every


3 minutes. Cyclist B rides a lap of the same course
every 5 minutes. If both cyclists start at the same place
at the same time, how long will it take before they are
both back together at the starting position?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1C  Number properties 19

REASONING 12 12, 13 13–15

12 Using the definitions (descriptions) in the Key ideas, explain why the number one (1) is not considered
a prime or a composite number.

13 Explain why all prime numbers except the number 2 are odd.

14 Explain why all square numbers (1, 4, 9, 16, …) have an odd number of factors.

15 Decide if the following statements are always true. If they are not, give an example that shows that the
statement is not always true. Assume that a and b are different numbers.
a The LCM of two numbers a and b is a × b.
b The LCM of two prime numbers a and b is a × b.
c The HCF of two prime numbers a and b is 1.

ENRICHMENT: Goldbach’s conjecture and twin primes – – 16, 17

16 In 1742, Goldbach wrote a letter to Euler suggesting that every even number greater than 2 is the
sum of three primes. Euler replied saying that this was equivalent to saying that every even number
greater than 2 is the sum of two primes. If the number 1 is not considered to be prime (the modern
convention), the idea becomes Every even number greater than 2 is the sum of two primes. This is
known today as Goldbach’s conjecture.
a Show ways in which the following numbers can be written as a sum of two primes.
i 28 ii 62 iii 116
b Goldbach’s conjecture does not discuss the odd numbers. Are there any odd numbers greater than 4
and less than 20 which cannot be written as a sum of two primes? If there are any, list them.
Number of ways of expressing

6
as the sum of two primes

5
4
3
2
1

4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50
Even numbers greater than 2

A graph illustrating Goldbach’s conjecture, up to and including 50, is obtained by plotting the number of ways of
expressing even numbers greater than 2 as the sum of two primes.

17 Twin primes are pairs of prime numbers that differ by 2. It has been conjectured that there are infinitely
many twin primes. List the pairs of twin primes less than 100.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
20 Chapter 1 Integers

1D Divisibility and prime factorisation CONSOLIDATING

Learning intentions
• To be able to find the prime factor form of a number
• To understand how the lowest common multiple and highest common factor of two numbers can be found
using their prime factor form
• To be able to use the divisibility tests for single digit factors other than 7

The fundamental theorem of arithmetic Mersenne prime


says that every whole number greater than numbers are 1 less than
a power of 2, named
1 can be written as a product of prime
after a 17th century
numbers, for example, 6 = 3 × 2 and French mathematician.
20 = 2 × 2 × 5. For this reason it is often In December 2018, the
largest known prime
said that prime numbers are the building number was 282 589 933 −1,
blocks of all other whole numbers. with almost 25 million
digits. Large prime
Writing numbers as a product of prime numbers are used in
cryptography.
numbers can help to simplify expressions
and determine other properties of numbers
or pairs of numbers.

LESSON STARTER Remembering divisibility tests


To test if a number is divisible by 2, we simply need to see if the number is even or odd. All even
numbers are divisible by 2. Try to remember the divisibility tests for each of the following. As a class, can
you describe all the tests for the following?

• Divisible by 3 • Divisible by 4 • Divisible by 5


• Divisible by 6 • Divisible by 8 • Divisible by 9
• Divisible by 10

KEY IDEAS
■ Prime factorisation involves writing a number as a product of prime 12
numbers. For example: 12 = 2 × 2 × 3
• 22 × 3 is the prime factor form of 12.
2 6
• The prime numbers are usually written in ascending order.
• A prime factor tree can help to determine the prime factor form.
2 3

∴ 12 = 22 × 3

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1D  Divisibility and prime factorisation 21

■■ The lowest common multiple (LCM) of two numbers in their prime factor form is the product of
all the different primes raised to their highest power.
For example: 1 2 = 22 × 3 and 30 = 2 × 3 × 5
So the LCM of 12 and 30 is 22 × 3 × 5 = 60.

■■ The highest common factor (HCF) of two numbers in their prime factor form is the product of all
the common primes raised to their smallest power.
For example: 12 = 22 × 3 and 30 = 2 × 3 × 5
So the HCF of 12 and 30 is 2 × 3 = 6.

■■ Divisibility tests
A number is divisible by:
• 2 if it ends with the digit 0, 2, 4, 6 or 8
For example: 384 ends with a 4 and is an even number
• 3 if the sum of all the digits is divisible by 3
For example: 162 where 1 + 6 + 2 = 9, which is divisible by 3
• 4 if the number formed by the last two digits is divisible by 4
For example: 148 where 48 is divisible by 4
• 5 if the last digit is a 0 or 5
For example: 145 or 2090
• 6 if it is divisible by both 2 and 3
For example: 456 where 6 is even and 4 + 5 + 6 = 15, which is divisible by 3
• 8 if the number formed from the last 3 digits is divisibly by 8
For example: 2112 where 112 is divisible by 8
• 9 if the sum of all the digits is divisible by 9
For example: 3843 where 3 + 8 + 4 + 3 = 18, which is divisible by 9
• 10 if the last digit is a 0
For example: 4230
There is no simple test for divisibility by 7.

BUILDING UNDERSTANDING
1 State all the factors of these numbers.
a 15 b 24 c 40 d 84
2 State the first 10 prime numbers. Note that 1 is not a prime number.
3 Classify the following as true or false.
a The sum of the digits of 216 is 9.
b 73 is even.
c The product of 2, 2, 3 and 5 can be written as 22 × 3 × 5.
d 3 × 5 × 5 × 5 × 7 × 7 = 3 × 52 × 73
e For the two numbers 20 = 22 × 5 and 150 = 2 × 3 × 52, the product of all of the different
primes raised to their highest power is 22 × 3 × 52.
f For the two numbers 20 = 22 × 5 and 150 = 2 × 3 × 52, the product of the common primes
raised to their smallest power is 2 × 5.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
22 Chapter 1  Integers

Example 7 Finding prime factor form

Use a factor tree to write 540 as a product of prime factors.

SOLUTION EXPLANATION
540 OR 540 First, divide 540 into the product of any two
factors.
2 270 5 108 Since 540 is even it is easy to choose 2 as one
of the factors but 3 or 5 could also be chosen.
2 135 2 54 Continue dividing numbers into prime factors
until all the factors are prime numbers.
27 5 2 27

3 9 3 9

3 3 3 3

So 540 = 22 × 33 × 5
So 540 = 22 × 33 × 5 Write the factors in ascending order.

Now you try


Use a factor tree to write 140 as a product of prime factors.

Example 8 Testing for divisibility

Use divisibility tests to decide if the number 627 is divisible by 2, 3, 4, 5, 6, 8 or 9.

SOLUTION EXPLANATION
Not divisible by 2 since 7 is odd. The last digit needs to be even.

Divisible by 3 since 6 + 2 + 7 = 15 and this is The sum of all the digits needs to be divisible
divisible by 3. by 3.

Not divisible by 4 as 27 is not divisible by 4. The number formed from the last two digits
needs to be divisible by 4.

Not divisible by 5 as the last digit is not a 0 or 5. The last digit needs to be a 0 or 5.

Not divisible by 6 as it is not divisible by 2. The number needs to be divisible by both 2 and 3.

Not divisible by 8 as the last 3 digits together The number formed from the last three digits
are not divisible by 8. needs to be divisible by 8.

Not divisible by 9 as 6 + 2 + 7 = 15 is not The sum of all the digits needs to be divisible
divisible by 9. by 9.

Now you try


Use divisibility tests to decide if the number 522 is divisible by 2, 3, 4, 5, 6, 8 or 9.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1D  Divisibility and prime factorisation 23

Example 9 Finding the LCM and HCF using prime factorisation

Find the LCM and HCF of 105 and 90, using prime factorisation.

SOLUTION EXPLANATION
105 = 3 × 5 × 7 First, express each number in prime factor
90 = 2 × 32 × 5 form. Note that 3 and 5 are common primes.

LCM = 2 × 32 × 5 × 7 For the LCM include all the different primes,


= 630 raising the common primes to their highest
power.

HCF = 3 × 5 For the HCF include only the common primes


= 15 raised to the smallest power.

Now you try


Find the LCM and HCF of 63 and 27, using prime factorisation.

Exercise 1D
FLUENCY 1, 2–4(1/2) 2–4(1/2) 2–4(1/2)

Example 7 1 Copy and complete these factor trees to help write the prime factor form of the given numbers.
a 36 b 270

2 ...... 2 ......

2 ...... 3 ......

...... ...... 3 ......

∴ 36 = 22 × ......
3 ......
∴ 270 = 2 × ...... × ......

Example 7 2 Use a factor tree to find the prime factor form of these numbers.
a 20 b 28 c 40 d 90
e 280 f 196 g 360 h 660

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
24 Chapter 1  Integers

3 How many different primes make up the prime factor form of these numbers?
a 30 b 63 c 180 d 2695

Example 8 4 Use divisibility tests to decide if these numbers are divisible by 2, 3, 4, 5, 6, 8 or 9.


a 51 b 126 c 248 d 387
e 315 f 517 g 894 h 3107

PROBLEM-SOLVING 5–6(1/2), 7 5–6(1/2), 7 6(1/2), 7, 8

5 Find the highest common prime factor of each of these pairs of numbers.
a 10, 45 b 42, 72 c 24, 80 d 539, 525

Example 9 6 Find the LCM and the HCF of these pairs of numbers, using prime factorisation.
a 10, 12 b 14, 28 c 15, 24 d 12, 15
e 20, 28 f 13, 30 g 42, 9 h 126, 105

7 Aunt Elly’s favourite nephew visits her every 30 days. The other nephew visits her every 42 days. If
both nephews visit Aunt Elly on one particular day, how long will it be before they both visit her again
on the same day?

8 Two armies face each other for battle. One army has 1220 soldiers and the other has 549 soldiers. Both
armies are divided into smaller groups of equal size called platoons. Find the largest possible number
of soldiers in a platoon if the platoon size is equal for the two armies.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1D  Divisibility and prime factorisation 25

REASONING 9 9, 10 10, 11

9 Decide if the following statements are true or false. If a statement is false, give an example to show this.
a All numbers divisible by 9 are divisible by 3.
b All numbers divisible by 3 are divisible by 9.
c All numbers divisible by 8 are divisible by 4.
d All numbers divisible by 4 are divisible by 8.

10 If a number is divisible by 2 and 3, then it must be divisible by 6. Use this idea to complete these
sentences.
a A number is divisible by 14 if it is divisible by _______ and _______.
b A number is divisible by 22 if it is divisible by _______ and _______.
c A number is divisible by 15 if it is divisible by _______ and _______.
d A number is divisible by 77 if it is divisible by _______ and _______.

11 Powers higher than 3 can be used in prime factorisation.


e.g. 48 = 2 × 2 × 2 × 2 × 3 = 24 × 3
Write the prime factor form of each number.
a 162 b 96 c 5625 d 1792

ENRICHMENT: Divisibility by 11 – – 12

12 There is a more complex test to see if a number is divisible by 11.


a Divide each of these numbers by 11.
i 22 ii 88 iii 121 iv 165
v 308 vi 429 vii 1034 viii 9020
b For the number 2035 (which is divisible by 11):
i Find the sum of the first and third digits.
ii Find the sum of the second and fourth digits.
iii Subtract your answer to part ii from your answer to part i. What do you notice?
c Repeat all the tasks in part b for the number 8173 (which is divisible by 11).
d Now find the sum of all the alternate digits for these numbers which are divisible by 11. Subtract
the second sum from the first. What do you notice?
i 4092 ii 913 iii 2475 iv 77
e Can you now write down a divisibility test for dividing by 11? Test it on some numbers.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
26 Chapter 1  Integers

1E  Negative integers  CONSOLIDATING

Learning intentions
• To understand that integers can be negative, zero or positive
• To understand how to use a number line to add or subtract positive integers
• To be able to add a positive integer to a negative integer
• To be able to subtract a positive integer from a positive or negative integer

Although the Indian mathematician Brahmagupta set out the rules for the use of negative numbers in
the 7th century, a British mathematician Maseres claimed in 1758 that negative numbers ‘darken the
very whole doctrines of the equations and make dark of the things which are in their nature excessively
obvious and simple’. Despite this view that negative numbers were unnatural and had little meaning, they
have found their way into the practical world of science, engineering and commerce. We can use negative
numbers to distinguish between left and right, up and down, financial profits and losses, warm and cold
temperatures, and the clockwise and anticlockwise rotation of a wheel.

Air temperature changes at a rate of


−6.5°C/km, decreasing to around −55°C at
12 km altitude (≈ 40 000 feet). Jet fuel freezes
at −40°C, so aeronautical engineers design
pumps to move and mix fuel, preventing
freezing.

LESSON STARTER  A negative world


Describe how to use negative numbers to describe these situations.

• 6°C below zero


• A loss of $4200
• 150 m below sea level
• A turn of 90° anticlockwise
• The solution to the equation x + 5 = 3
Can you describe another situation in which you might make use of negative numbers?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1E Negative integers 27

KEY IDEAS
■ Negative numbers are numbers less than zero.

■ The integers are …, −4, −3, −2, −1, 0, 1, 2, 3, 4, …


These include positive integers (natural numbers), zero and negative integers. These are illustrated
clearly on a number line.

−4 −3 −2 −1 0 1 2 3 4

■ Adding or subtracting a positive integer can result in a positive or negative number.


+3 +3

−4 −3 −2 −1 0 1 2 3 4 5 6
• Adding a positive integer
For example: 2+3=5
−4 + 3 = −1
• Subtracting a positive integer
For example: 1 − 3 = −2
5−3=2
−3 −3

−4 −3 −2 −1 0 1 2 3 4 5 6

BUILDING UNDERSTANDING
1 Choose the symbol < (less than) or > (greater than) to make these statements true.
a 5 ____−1 b −3 ____ 4
c −10 ____ 3 d −1 ____ −2
e −20 ____−24 f −62 ____ −51
g 2 ____ −99 h −61 ____ 62
2 State the missing numbers in these patterns.
a −3, −2, ____, 0, 1, ____, 3
b 1, 0, ____, −2, −3, ____, −5
c −10, −8, −6, ____, ____, 0, 2
d 20, 10, ____, ____, −20, −40
3 What is the final temperature?
a 10°C is reduced by 12°C
b 32°C is reduced by 33°C
c −11°C is increased by 2°C
d −4°C is increased by 7°C

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
28 Chapter 1  Integers

Example 10 Adding and subtracting a positive integer

Evaluate the following.


a −5 + 2 b −1 + 4 c 3 − 7 d −2 − 3

SOLUTION EXPLANATION
a −5 + 2 = −3 +2

−6 −5 −4 −3 −2 −1 0 1

b −1 + 4 = 3 +4

−2 −1 0 1 2 3 4

c 3 − 7 = − 4 −7

−5 −4 −3 −2 −1 0 1 2 3 4

d −2 − 3 = −5 −3

−6 −5 −4 −3 −2 −1 0 1

Now you try


Evaluate the following.
a –8 + 3 b –2 + 9 c 4 − 10 d –3 − 5

Exercise 1E
FLUENCY 1, 2–5(1/2) 2–6(1/2) 2–3(1/4), 5–6(1/2)

1 Evaluate the following.


Example 10a a i −6 + 3 ii −10 + 6
Example 10b b i −2 + 5 ii −7 + 11
Example 10c c i 5 − 6 ii 11 − 16
Example 10d d i −1 − 4 ii −9 − 7

Example 10a,b 2 Evaluate the following.


a −1 + 2 b −3 + 7 c −10 + 11 d − 4 + 12
e −20 + 35 f −100 + 202 g −7 + 2 h −15 + 8
i −26 + 19 j −38 + 24 k −173 + 79 l −308 + 296

Example 10c,d 3 Evaluate the following.


a 4 − 5 b 10 − 15 c 0 − 26 d 14 − 31
e 103 − 194 f 316 − 390 g − 4 − 7 h −11 − 20
i −14 − 15 j −10 − 100 k − 400 − 37 l −348 − 216

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1E  Negative integers 29

4 State the sum (e.g. −3 + 4 = 1) or difference (e.g. 1 − 5 = − 4) to match these number lines.
a b
−3 −2 −1 0 1 2 −10 −9 −8 −7 −6 −5
c d
−2 −1 0 1 2 3 4 5 −20 −19 −18 −17 −16 −15 −14
5 State the missing number.
a −1 + ___ = 5 b ___ + 30 = 26
c ___ + 11 = −3 d −32 + ___ = −21
e 5 − ____ = −10 f ____ − 17 = −12
g ____ − 4 = −7 h −26 − ____ = −38

6 Work from left to right to evaluate the following.


a −3 + 4 − 8 + 6 b 0 − 10 + 19 − 1
c 26 − 38 + 14 − 9 d 9 − 18 + 61 − 53

PROBLEM-SOLVING 7, 8 7–9 8–10

7 In a high-rise building there are 25 floors above ground floor (floor 1, floor 2, …) and 6 floors below
ground floor. A lift starts at floor 3 and moves 5 floors down then 18 floors up, 4 more floors up,
26 floors down and finally 6 floors up. At which floor does the lift finish?

8 Insert a + and/or a − sign into these statements to make them true.


a 5 ____ 7 = −2 b 4 ____ 6 ____ 3 = 1 c −2 ____ 5 ____ 4 = −11

9 On Monday Milly borrows $35 from a friend. On Tuesday she pays her friend $40. On Friday she
borrows $42 and pays back $30 that night. How much does Milly owe her friend in the end?

10 The temperature in Greenland on a sunny day rises 19°C from its minimum temperature to a maximum
of −4°C. What was the minimum temperature on the day?

REASONING 11 11, 12 11–14

11 If a and b are positive integers, decide if the following are always true.
a a + b > 0 b a − b < 0 c b − a < 0
d −a − b < 0 e −a + b > 0 f −b + a < 0

12 If a and b are positive integers and a > b, decide if the following are true or false.
a b < a b a − b < 0 c b − a < 0

13 For what value of a is a = −a?

14 Find a method to evaluate the following without using a calculator or algorithm. Explain your method.
−1 + 2 − 3 + 4 − 5 + 6 − 7 + 8 − … − 997 + 998 − 999 + 1000

ENRICHMENT: Simultaneous integers – – 15

15 Find the pairs of integers (a, b) that satisfy both equations in each part.
a a + b = 5 and a − b = −3 b a + b = − 4 and a − b = −10
c a + 2b = −1 and a − 2b = −9 d a + b = −8 and a − 2b = −14

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
30 Chapter 1  Integers

1 Evaluate these sums and differences mentally.


1A
a 86 − 53 b 28 + 14 c 213 + 145 d 462 − 70

2 Use an algorithm to find these sums and differences.


Progress quiz

1A
a 58 b 8 2 c 378 d 5024
+265 −45 26 −2957
+139
3 Use a mental strategy to evaluate the following.
1B
a 5 × 140 b 6 × 49 c 128 ÷ 8 d 1692 ÷ 4

4 Use an algorithm to evaluate the following.


1B
a 37 b 307 c 7⟌427 d 15⟌347
×6 × 219
5 a Find the LCM of 8 and 12.
1C
b Find the HCF of 24 and 30.

6 Evaluate these squares and square roots.


1C
a 62 b 302 c √64 d √2500

7 Evaluate these cubes and cube roots.


1C 3 3
a 23 b 1003 c √27 d √125

8 Use a factor tree to write 360 as a product of prime factors.


1D

9 Use divisibility tests to decide if the number 126 is divisible by 2, 3, 4, 5, 6, 8 or 9. State a


1D
reason for each answer.

10 Find the HCF and LCM of these pairs of numbers, using prime factorisation.
1D
a 42 and 18
b 105 and 90

11 Evaluate the following.


1E
a −6 + 20
b −5 − 12
c −206 + 132
d −218 − 234
e −5 + 7 − 9 − 6
f 12 − 46 + 27 − 63

12 Three schools are competing at a sports carnival. Each school has a different coloured
1D
sports uniform. The numbers of Year 8 students competing are: 162 with a green uniform,
108 with a red uniform and 144 with a blue uniform. All the Year 8 students are to be split
up into equal sized teams.
a What is the largest possible team size so every Year 8 student is in a team of students
all from their own school?
b How many of these Year 8 teams will be formed from each school?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1F  Addition and subtraction of negative integers 31

1F Addition and subtraction of negative


integers  CONSOLIDATING
Learning intentions
• To understand that adding a negative number is the same as subtracting its opposite
• To understand that subtracting a negative number is the same as adding its opposite
• To be able to add or subtract negative integers

If ◯
+ represents +1 and ◯
− represents −1 then ◯
+◯− added together has a value of zero.

Using these symbols, 5 + (−2) = 3 could be illustrated as the addition of 2◯


− , leaving a balance of 3.

0
+ + + − + + + − + +
+ = =
+ + − + + − +
5 (−2) 0 3

So 5 + (−2) is the same a 5 − 2.

+ and 2◯
Also 5 − (−2) = 7 could be illustrated first as 7◯ − together then subtracting the 2◯
−.

+ + + − + + + + − − + + + +
− = − =
+ + − + + + − − + + +
5 (−2) 5 (−2) 7

So 5 − (−2) is the same a 5 + 2.

When adding or subtracting negative integers, we follow the rules set out by the above two illustrations.

In a stroke-play golf tournament, adding and subtracting negative integers is used to calculate
a golfer’s cumulative score across four rounds. A golfer who scores 3 under par in the first
round, 2 over par in the second round, 1 under par in the third round, and par in the final
round, has a tournament score of: −3 + 2 − 1 + 0 = −2.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
32 Chapter 1 Integers

LESSON STARTER Circle arithmetic


Use ◯+ and ◯ − as shown in the introduction to illustrate and calculate the answers to these additions and
subtractions.

• 3 + (−2)
• −2 + (−4)
• −5 + (−2)
• 3 − (−2)
• −3 − (−2)
• −1 − (−4)

KEY IDEAS
■ Opposite numbers have the same size but a different sign.
• The opposite of 3 is −3.
• The opposite of −12 is 12.

■ Adding a negative number is the same as subtracting its opposite.


For example:
2 + (−3) = 2 − 3 = −1
−4 + (−7) = −4 − 7 = −11

■ Subtracting a negative number is the same as adding its opposite.


For example:
2 − (−5) = 2 + 5 = 7
−6 − (−4) = −6 + 4 = −2

BUILDING UNDERSTANDING
1 State the opposites of these numbers.
a −6 b 38 c 88 d −349
2 Choose the word ‘add’ or ‘subtract’ to suit each sentence.
a To add a negative number its opposite.
b To subtract a negative number its opposite.

3 Decide if the following statements are true or false.


a 5 + (−2) = 5 + 2 b 3 + (− 4) = 3 − 4 c −6 + (−4) = −6 − 4
d −1 + (−3) = 1 − 3 e 8 − (−3) = 8 + 3 f 2 − (−3) = 2 − 3
g −3 − (−1) = 3 + 1 h −7 − (−5) = −7 + 5 i −6 − (−3) = 6 + 3

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1F  Addition and subtraction of negative integers 33

Example 11 Adding and subtracting negative integers

Evaluate the following.


a 10 + (−3) b −3 + (−5) c 4 − (−2) d −11 − (−6)

SOLUTION EXPLANATION
a 10 + (−3) = 10 − 3 Adding −3 is the same as subtracting 3.
=7

6 7 8 9 10 11

b −3 + (−5) = −3 − 5 Adding −5 is the same as subtracting 5.


= −8

−9 −8 −7 −6 −5 −4 −3 −2

c 4 − (−2) = 4 + 2 Subtracting −2 is the same as adding 2.


=6

3 4 5 6 7

d −11 − (−6) = −11 + 6 Subtracting −6 is the same as adding 6.


= −5

−12 −11 −10 −9 −8 −7 −6 −5 −4

Now you try


Evaluate the following.
a 7 + (–5) b –2 + (–4) c 5 − (–3) d –7 − (–4)

Liquid nitrogen freezes at −210°C.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
34 Chapter 1  Integers

Exercise 1F
FLUENCY 1, 2–3(1/2) 2–4(1/2) 2–4(1/3)

1 Evaluate the following.


Example 11a a i 5 + (−2) ii 12 + (−6)
Example 11b b i −1 + (−3) ii −7 + (−11)
Example 11c c i 5 − (−3) ii 10 − (−13)
Example 11d d i −8 − (−2) ii −14 − (−7)

Example 11a,b 2 Evaluate the following.


a 6 + (−2) b 4 + (−1) c 7 + (−12)
d 20 + (−5) e 2 + (−4) f 26 + (−40)
g −3 + (−6) h −16 + (−5) i −18 + (−20)
j −36 + (−50) k −83 + (−22) l −120 + (−139)

Example 11c,d 3 Evaluate the following.


a 2 − (−3) b 4 − (−4) c 15 − (−6)
d 24 − (−14) e 59 − (−13) f 147 − (−320)
g −5 − (−3) h −8 − (−10) i −13 − (−16)
j −10 − (−42) k −88 − (−31) l −125 − (−201)

4 State the missing number.


a 4 + ____ = 1 b 6 + ____ = 0 c −2 + ____ = −1
d ____ + (−8) = 2 e ____ + (−5) = −3 f ____ + (−3) = −17
g 12 − ____ = 14 h 8 − ____ = 12 i −1 − ____ = 29
j ____ − (−7) = 2 k ____ − (−2) = −4 l ____ − (−436) = 501

PROBLEM-SOLVING 5, 6, 8 5–8 7–10

5 Place the integers from −3 to 2 in this magic triangle


so that each side adds to the given number.
a −3 b 0

6 A magic square has each row, column and main diagonal adding to the same magic sum. Complete
these magic squares.
a 1 b
–12
0 –2 –4 –15

–11 –18

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1F  Addition and subtraction of negative integers 35

7 Find a pair of negative integers a and b that satisfy both equations in each part.
a a + b = −8 and a − b = 2
b a + b = −24 and a − b = −6

8 A bank account has an initial balance of $150. Over a one-week period the following occurred.
• $180 was spent on shoes.
• $300 of debt was added to the account as a cash advance.
• $250 of debt was repaid.
• $110 of debt was added because of a bank fee.
• $150 of debt was removed with a cash deposit.
What was the balance of the account at the end of the week?

9 The sum of two integers is −5 and their difference is 11. What are the two numbers?

10 The sum of two integers is 11 and their difference is 19. What are the two numbers?

REASONING 11 11, 12 12, 13

11 Describe the error made in the working shown.


a 5 − (−2) = 5 − 2
=3
b − 2 + (−3) = 2 − 3
= −1
12 If a and b are both negative integers and a > b, decide if the following are always less than zero.
a a + b b b + a c a − b d b − a

13 If a is a negative number, decide if the following are equal to zero.


a a + a b a − a c a + (−a) d a − (−a)

ENRICHMENT: Applying rules – – 14, 15

14 A rule linking two integers x and y is given by y = 5 − x.


a Complete this table. x –2 –1 0 1 2 3
b Find a value for y if x = −13. y
c Find a value for x if y = 50.

15 A rule linking two integers x and y is given by x − y = −3.


a Complete this table. x −3 –2 –1 0 1 2 3
b Find a value for y if x = 12. y
c Find a value for x if y = −6.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
36 Chapter 1  Integers

Applications and problem-solving


The following problems will investigate practical situations drawing upon knowledge and skills developed
throughout the chapter. In attempting to solve these problems, aim to identify the key information, use
diagrams, formulate ideas, apply strategies, make calculations and check and communicate your solutions.

Parking at a ski resort


1 A developer has proposed building a new state-of-the-art mountain snow ski hotel (chalet) with the
following specifications.

Type of accommodation Number to be built Sleeping capacity


1-bedroom apartment 170 2
2-bedroom apartment 120 5
3-bedroom apartment  40 8
6-bed bunkroom  50 6

The local shire town planning department is interested in determining the number of car park
spaces the developer will have to provide for the size of the hotel they are proposing.
a What is the maximum number of guests the proposed hotel will be able to sleep?
b Recent data suggest that the average number of people per car visiting the snow is 3 people per car.
Based on this information, how many car park spaces would the hotel require if it was full?
Data provided by the developer suggests that only half of ski visitors arrive in their own car, with the
other half choosing to arrive by either of the two operating bus companies.
c Based on this new information, how many car park spaces would the hotel require if it was full?
d The developer also knows, however, that there is a large available public car park in the resort
that clients could use on occasions. The developer proposes to provide car parking spaces only
up to a 75% occupation rate, as quite often the hotel will not be at capacity. If the town planning
department agree with this proposal, how many car park spaces will the hotel have to provide?

Saving for a beach buggy wheelchair


2 A group of four friends want to purchase a beach buggy wheelchair for one of their close friends who
is suffering from a chronic illness and is unable to walk.

The four friends have the following amounts of money: $75, $230, $30, –$40.
The cost of the beach buggy wheelchair is $2960.
The friends are interested in determining how much money they need to save and how they might be
able to save the money.
a Unfortunately, one of the four friends has no money and actually owes his parents $40. What is the
current difference in money between the friend with the most and the friend with the least amount
of money?
b If the four friends decide to put in equal amounts of money for the wheelchair, how much does
each friend need to contribute?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
  Applications and problem-solving 37

c What amount do each of the friends need to save to reach the amount required to purchase the
wheelchair? Assume they put in equal amounts.
d Instead of trying to raise funds separately, they decide to pool the amount of money they currently have
and fundraise to make up the difference. How much do the friends need to fundraise to be able to buy
the wheelchair? Assume that the $40 owed to one of the friend’s parents does need to be repaid.
e The friends decide to do a wheelchair-a-thon and raise money through working as a relay team,
travelling a distance of 50 km on a wheelchair during a twelve-hour period. How many friends and
family members will they need to sponsor them at a rate of $1 per kilometre?
f If the fundraiser was unsuccessful and the friends had to resort to saving money each week, how much
money would they need to save each week if they wished to buy the wheelchair in six weeks’ time?
g If each friend could only save $20/week for the next six weeks, but they still wanted to purchase
the wheelchair, how many more friends would they need to join their group and contribute a saving
of $20/week for the six weeks?

Time to freeze
3 Maree has recently purchased a new chest (deep) freezer for keeping food at the very low temperature
of –18°C.
Maree is interested in determining how long it will take some foods to freeze and how long it will
take some foods to thaw.
a Maree understands that her new freezer can lower the temperature of food at a rate of 6°C per hour.
Maree places some food, currently at a room temperature of 24°C in her new freezer. How long
will it take for the food to reach the freezer temperature of –18°C?
b On a different day, Maree discovered that a loaf of bread only took four hours to freeze to the
temperature of –18°C. What was the room temperature on this day?
c Maree wishes to determine the rate at which frozen meat can thaw and return to a temperature of
5°C ready for her to cook. She carries out the following test cases:

Size of frozen meat Room temperature Time to reach 5°C


3 kilograms 12°C 4 hours
1 kilogram 16°C 55 minutes
2 kilograms 10°C 2 hours and 20 minutes
1 kilogram 22°C 40 minutes

Based on Maree’s test cases, what is an average time for how long it takes food to thaw (and reach
5°C) per kilogram of frozen meat for a normal room temperature of 15°C?
d If Maree has a 4 kg frozen turkey in the freezer that she wishes to start cooking at 4:30 p.m., and
she estimates the average room temperature during the day will be 19°C, what time would you
suggest Maree takes the turkey out of the freezer?
e If Maree has an n kg frozen piece of meat that she wishes to cook in t hours and the room
temperature is 15°C, when should Maree take the meat out of the freezer? Your answer will be an
expression in terms of t and n.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
38 Chapter 1  Integers

1G  Multiplication and division of integers


Learning intentions
• To understand that the product or quotient of two integers will be positive if the two integers have the same
sign
• To understand that the product or quotient of two integers will be negative if the two integers have opposite
signs
• To be able to find the product and quotient of two or more integers

As a repeated addition, 3 × (−2) can be written as


(−2) + (−2) + (−2) = −6. So 3 × (−2) = −6 and,
since a × b = b × a for all numbers a and b, then
−2 × 3 is also equal to −6.

For division, we can write the product 3 × 2 = 6 as


a quotient 6 ÷ 2 = 3. Similarly, if 3 × (−2) = −6
then −6 ÷ (−2) = 3. Also, if −2 × 3 = −6 then
−6 ÷ 3 = −2.

These observations suggest that the quotient of two


Car financiers multiply and divide with integers. If a loan
negative numbers results in a positive number and the
is worth $250 per month for 5 years, the total balance
product or quotient of two numbers of opposite sign is is 60 × (−$250) = −$15 000; if a 30-month loan has
a negative number. $3600 of total interest due, the monthly interest balance
is (−$3600) ÷ 30 = −$120.
6 ÷ (−2) = −3 can also be rearranged to
−3 × (−2) = 6, which also suggests that the product of two negative numbers is a positive number.

LESSON STARTER  Logical patterns


Complete the patterns in these tables to discover the rules for the product of integers.

× ×
3 2 6 3 −2 −6
2 2 2 −2 −4
1 2 1 −2
0 2 0 −2
−1 2 −1 −2
−2 2 −2 −2
−3 2 −3 −2

Use the table results to complete these statements.

• 3 × 2 = 6 so 6 ÷ ____ = 3
• −3 × 2 = ____ so −6 ÷ 2 = ____
• 3 × (−2) = ____ so _____ ÷ (−2) = 3
• −3 × (−2) = _____ so 6 ÷ (−2) = _____

What do these observations tell us about multiplying and dividing positive and negative numbers?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1G Multiplication and division of integers 39

KEY IDEAS
■ The product or quotient of two integers of the same sign is a positive integer.
• Positive × Positive = Positive
• Positive ÷ Positive = Positive
• Negative × Negative = Positive
• Negative ÷ Negative = Positive

■ The product or quotient of two integers of opposite signs is a negative integer.


• Positive × Negative = Negative
• Positive ÷ Negative = Negative
• Negative × Positive = Negative
• Negative ÷ Positive = Negative

BUILDING UNDERSTANDING
1 State the missing numbers in these tables. You should create a pattern in the third column.
a b
× ×
3 5 15 3 −5 −15
2 5 2 −5 −10
1 5 1 −5
0 5 0 −5
−1 5 −1 −5
−2 5 −2 −5
−3 5 −3 −5

2 State the missing numbers in these statements. Use the tables in Question 1 to help.
a 3 × 5 = ____ so 15 ÷ 5 = ____
b −3 × 5 = ____ so −15 ÷ 5 = ____
c 3 × (−5) = ____ so −15 ÷ (−5) = ____
d −3 × (−5) = ____ so 15 ÷ (−5) = ____
3 Decide if these statements are true or false.
a Any integer multiplied by zero is equal to zero.
b The product of two positive integers is negative.
c The product of two positive integers is positive.
d The quotient of two integers of opposite sign is negative.
e The quotient of two integers of the same sign is negative.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
40 Chapter 1  Integers

Example 12 Finding products and quotients of integers

Evaluate the following.


a 3 × (−7) b − 4 × (−12)
c −63 ÷ 7 d −121 ÷ (−11)

SOLUTION EXPLANATION
a 3 × (−7) = −21 The product of two numbers of opposite sign
is negative.

b −4 × (−12) = 48 − 4 and −12 are both negative and so the


product will be positive.

c −63 ÷ 7 = −9 The two numbers are of opposite sign so the


answer will be negative.

d −121 ÷ (−11) = 11 −121 and −11 are both negative so the


quotient will be positive.

Now you try


Evaluate the following.
a −3 × 8 b −2 × (−5)
c −24 ÷ 8 d −48 ÷ (−12)

Example 13 Combining multiplication and division

Work from left to right to evaluate −2 × 9 ÷ (−3) × (−5).

SOLUTION EXPLANATION
−2 × 9 ÷ (−3) × (−5) = −18 ÷ (−3) × (−5) First, evaluate −2 × 9 = −18
= 6 × (−5) −18 ÷ (−3) = 6
= −30 6 × (−5) = −30

Now you try


Work from left to right to evaluate 4 × (−10) ÷ (−2) × 5.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1G  Multiplication and division of integers 41

Exercise 1G
FLUENCY 1, 2–4(1/2) 2–5(1/2) 2–3(1/4), 4–5(1/3)

1 Evaluate the following.


Example 12a a i 2 × (−10) ii 5 × (−6)
Example 12b b i −3 × (−7) ii −7 × (−11)
Example 12c c i −40 ÷ 10 ii −96 ÷ 12
Example 12d d i −81 ÷ (−9) ii −144 ÷ (−12)

Example 12a,b 2 Evaluate the following.


a 4 × (−5) b 6 × (−9) c − 4 × 10 d −11 × 9
e −2 × (−3) f −5 × (−21) g −20 × (−20) h −100 × (−3)
i − 4 × 38 j 41 × (−3) k −18 × (−3) l −51 × (−15)

Example 12c,d 3 Evaluate the following.


a −10 ÷ 2 b −38 ÷ 19 c −60 ÷ 15 d −120 ÷ 4
e 32 ÷ (−16) f 52 ÷ (−2) g 180 ÷ (−4) h 900 ÷ (−25)
i −6 ÷ (−2) j −30 ÷ (−10) k −45 ÷ (−5) l −300 ÷ (−50)

4 State the missing number.


a ____ × 3 = −9 b ____ × (−7) = 35 c ____ × (−4) = −28
d −3 × ____ = −18 e −19 × ____ = 57 f ____ ÷ (−9) = 8
g ____ ÷ 6 = − 42 h 85 ÷ ____ = −17 i −150 ÷ ____ = 5

Example 13 5 Evaluate the following by working from left to right.


a − 4 × 2 ÷ (−8) b 30 ÷ (−15) × (−7) c 48 ÷ (−3) × (−10)
d −1 × 58 × (−2) ÷ (−4) e −110 ÷ (−11) × 12 ÷ (−1) f −15 × (−2) ÷ (−3) × (−2)

PROBLEM-SOLVING 6, 7 6–8 8–10

6 Insert × signs and/or ÷ signs to make these equations true.


a −2 ____ 3 ____ (−6) = 1
b 10 ____ (−5) ____ (−2) = 25
c 6 ____ (−6) ____ 20 = −20
d −14 ____ (−7) ____ (−2) = −1
e −32 ____ (−3) ____ (−2) = −48
f 130 ____ (−4) ____ (−8) = 65

7 The average of three numbers is − 4. A new number is added to the list making the average −3. What is
the new number?

8 The average of 10 numbers is −5. A new number is added to the list making the average −6. What is
the new number?

9 The product of two numbers is −24 and their sum is −5. What are the two numbers?

10 The quotient of two numbers is − 4 and their difference is 10. What are the two numbers?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
42 Chapter 1  Integers

REASONING 11 11, 12 12–15

11 Remember that a2 = a × a and a3 = a × a × a.


a Evaluate these expressions.
i (−2) 2 ii (−3) 3 iii (−4) 3 iv (−5) 2
b Will the square of a negative number always be positive? Explain why.
c Will the cube of a negative number always be negative? Explain why.

12 a and b are both positive integers with a > b. Decide if the following are true or false.
a −a < b b −a × b > 0 c −a ÷ b < 0

13 Consider the rule y = −2x − 4.


a Find the value of y if x = −3.
b Find the value of x if y = −2.
c Find the value of x that makes y = 0.
d Find the value of x that makes y = −100.

14 We know that 32 = 9 and (−3) 2 = 9. Explain why √−9 is not a real number.

15 Is it possible to find the cube root of a negative number? Explain why and give some examples.
3
√−1 = ?

ENRICHMENT: What’s my integer rule? – – 16

16 Find a rule linking x and y for these tables. Start your rules by making y the subject, e.g. y = −2x + 1.
a x y b x y
c x y
−3 8 −3 18 −4 17
−2 5 −2 11 −2 5
−1 2 −1 4 0 1
0 −1 0 −3 2 5
1 −4 1 −10 4 17
2 −7 2 −17 6 37

The lowest land area on Earth is the shoreline of The Dead Sea at 413 m below
sea level or −413 m.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1H Order of operations and substitution 43

1H Order of operations and substitution


Learning intentions
• To understand the rules for order of operations
• To be able to evaluate numerical expressions using the order of operations
• To be able to substitute integers for pronumerals in order to evaluate expressions

An expression such as a + 2b can


be evaluated if we know the values
of a and b. The expression includes
the operations addition (listed first)
and multiplication (2b is 2 × b);
however, by convention, we know
that multiplication is done before the
addition. In this section we will deal
with order of operations, using both
positive and negative integers.

Expansion joints prevent bridges from buckling in hot weather. Engineers


apply the order of operations after substituting values for the bridge length,
L m, temperatures, t °C to T °C, and a given a value into the expansion length
formula: l = aL(T − t ).

LESSON STARTER Equal to 1


Maria makes up a difficult problem for which the answer is equal to 1 but forgets to bring the piece of paper
she wrote it on to class. Maria remembers the numbers but not the extra sets of brackets that were involved.
−5 × (−4) + 2 + (−40) ÷ 5 + 3 − 4 = 1
She remembers that there were 2 extra sets of brackets that should be inserted. Can you decide where they
should go?

KEY IDEAS
■ The rules for order of operations are: For example:
• Deal with operations inside brackets first. (−2 + 4) × 32 − 5 ÷ (−5)
• Deal with powers. = 2 × 32 − 5 ÷ (−5)
• Do multiplication and division next, working from left to right. = 2 × 9 − 5 ÷ (−5)
= 18 − (−1)
• Do addition and subtraction last, working from left to right.
= 19
■ Expressions can be evaluated by substituting numbers for the given pronumerals.
For example: If a = −2 and b = −3, then a + 5b = −2 + 5 × (−3)
= −2 + (−15)
= −17
a
• Remember, for example, that 5b means 5 × b and means a ÷ 3.
3

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
44 Chapter 1  Integers

BUILDING UNDERSTANDING
1 Decide if both sides of these simple statements are equal.
a (2 + 3) − 1 = 2 + 3 − 1 b (3 + (−2)) − (−1) = 3 + (−2) − (−1)
c 5 × (2 + (−3)) = 5 × 2 + (−3) d −8 × 2 − (−1) = −8 × (2 − (−1))
e −10 ÷ 2 − 4 = −10 ÷ (2 − 4) f −2 × 3 + 8 ÷ (−2) = (−2 × 3) + (8 ÷ (−2))
2 State the missing numbers to complete the working for each problem.
a −12 ÷ (6 + (−2)) = −12 ÷ ____ b (−8 + 2) × (−3) = __ × (−3)
= _____ = _____
c (−2 + (−1)) ÷ (15 ÷ (−5)) d 6 × (−1 − 5) ÷ 9 = 6 × ÷9
= _____ ÷ (15 ÷ (−5)) = ÷9
= _____ ÷ (−3) =
= _____

3 State the missing numbers to complete the working for these substitutions.
a a + 2b (a = −3, b = 4) b 3 × (a − b) (a = 5, b = −1)
a + 2b = −3 + 2 × 4 3 × (a − b) = 3 × (5 − (−1))
= _____ + _____ = 3 × ____
= _____ = ____

Example 14 Using order of operations

Evaluate the following.


a 5 − 6 × (−2)
b −21 ÷ (5 − (−2))
c 2 × 102 ÷ 5

SOLUTION EXPLANATION
a 5 − 6 × (−2) = 5 − (−12) Do the multiplication before the addition and
= 17 remember that 5 − (−12) = 5 + 12.

b −21 ÷ (5 − (−2)) = −21 ÷ 7 Deal with brackets first and remember that
= −3 5 − (−2) = 5 + 2.

c 2 × 102 ÷ 5 = 2 × 100 ÷ 5 Deal with powers before other operations.


= 200 ÷ 5 (Note: 2 × 102 ≠ 202.)
= 40

Now you try


Evaluate the following.
a 12 − 15 ÷ (−3)
b (−3 − 5) × (7 + (−4))
c 4 × 32 ÷ 2

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1H  Order of operations and substitution 45

Example 15 Substituting integers

Substitute the given integers to evaluate the expressions.


a a − 3b with a = −2 and b = − 4
b (a + b) ÷ (−5) with a = −7 and b = 2
c a2 − b3 with a = −2 and b = −3

SOLUTION EXPLANATION
a a − 3b = −2 − 3 × (−4) Substitute a = −2 and b = − 4 and then
= −2 − (−12) evaluate, noting that −2 − (−12) = −2 + 12.
= 10

b (a + b) ÷ (−5) = (−7 + 2) ÷ (−5) Substitute a = −7 and b = 2 and then deal


= −5 ÷ (−5) with the brackets before the division.
=1

c a2 − b3 = (−2) 2 − (−3) 3 Use brackets when substituting into


= 4 − (−27) expressions with powers.
= 4 + 27 (−2) 2 = −2 × (−2) = 4
= 31 (−3) 3 = −3 × (−3) × −3 = −27

Now you try


Substitute the given integers to evaluate the expressions.
a 4a + b with a = −3 and b = −4
b a + (b ÷ (−2)) with a = −10 and b = −6
c a3 − b2 with a = −2 and b = −3

Exercise 1H
FLUENCY 1, 2–7(1/2) 2–8(1/3) 3–9(1/3)

1 Evaluate the following.


Example 14a a i 4 − 2 × (−1) ii 26 − 5 × (−10)
Example 14b b i −8 ÷ (2 − (−2)) ii −55 ÷ (7 − (−4))
Example 14c c i 4 × 52 ÷ 20 ii −2 × 32 ÷ 6

Example 14a 2 Evaluate the following. Remember to use the normal order of operations.
a −2 × 3 × 5 b −6 − 2 × 3 c 4 − 8 × (−1)
d −3 ÷ (−1) + 7 × (−2) e 6 × (−2) − 10 ÷ (−5) f 4 + 8 × (−2) ÷ (−16)
g 20 − 10 ÷ (−5) × 2 h 0 × (−3) + 2 × (−30) i 35 − 10 ÷ (−2) + 0

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
46 Chapter 1  Integers

Example 14b 3 Use order of operations to evaluate the following.


a 3 × (2 − 4) b (7 − (−1)) × 3 c (−8 + (−2)) ÷ (−5)
d 40 ÷ (8 − (−2)) + 3 e 0 × (38 − (−4)) × (−6) f −6 × (−1 + 3) ÷ (−4)
g ((−2) + 1) × (8 − (−3)) h (−6 − 4) ÷ (50 ÷ (−10)) i −2 × (8 − 7 × (−2))
j (3 − (−2) × 2) ÷ 7 k −4 × (2 − (−6) ÷ 6) l −5 ÷ (1 − 3 × 2)

Example 14c 4 Use order of operations to evaluate the following.


a 5 × 22 ÷ 10 b 7 + 32 × 2
c (6 − 42) × (−2) d (8 + 13) ÷ (−3)
e 22 − 32 f 33 ÷ 9 + 1
g 15 ÷ (−1) 3 × 2 h (−2) 3 − 3 ÷ (−3)

Example 15a,b 5 Evaluate these expressions using a = −2 and b = 1.


a a + b b a − b c 2a − b
d b − a e a − 4b f 3b − 2a
g b × (2 + a) h a(2 − b) i (2b + a) − (b − 2a)

6 Evaluate these expressions using a = −3 and b = 5.


a ab b ba c a + b d a − b
e b − a f 3a + 2b g (a + b) × (−2) h (a + b) − (a − b)

Example 15c 7 Evaluate these expressions using a = −3 and b = 5.


a a + b2 b a2 − b c b2 − a d b3 + a
e a3 − b f a2 − b2 g b3 − a3 h (b − a2) 2

8 Evaluate these expressions using a = − 4 and b = −3.


a 3a + b b b − 2a c 4b − 7a d −2a − 2b
e 4 + a − 3b f ab − 4a g −2 × (a − 2b) + 3 h ab − ba
i 3a + 4b + ab j a2 − b k a2 − b2 l b3 − a3

9 Evaluate the following.


a 3 × (−2) 2 b −2 × (−2) 3 c −16 ÷ (−2) 3
3
d − 4 + √25 e 7 − √16 f −26 + √27
3 3
g − 4 + 2 × √8 h −8 ÷ √−64 + 1 i −3 × (−2) 3 + 4
3 3 3
j (3 − (−4) 2) × (−2) k (√−27 + 3) ÷ (−1) l √−8 × (√1000 + 1)

PROBLEM-SOLVING 10 10, 11(1/2) 10, 11(1/2)

10 The temperature in a mountain hut is 15°C at 9 p.m. on


Monday night. It drops by 2°C per hour for 11 hours
and then the next morning rises by 1°C per hour for
the next 4 hours. What is the temperature at midday on
Tuesday?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
1H  Order of operations and substitution 47

11 Insert brackets in these statements to make them true.


a −2 + 1 × 3 = −3 b −10 ÷ 3 − (−2) = −2
c −8 ÷ (−1) + 5 = −2 d −1 − 4 × 2 + (−3) = 5
e −4 + (−2) ÷ 10 + (−7) = −2 f 20 + 2 − 8 × (−3) = 38
g 1 − (−7) × 3 × 2 = 44 h 4 + (−5) ÷ 5 × (−2) = −6

REASONING 12 12, 13 12–14

12 If a, b and c are integers, decide whether or not the following equations are always true.
a (a + b) + c = a + (b + c) b (a − b) − c = a − (b − c)
c (a × b) × c = a × (b × c) d (a ÷ b) ÷ c = a ÷ (b ÷ c)
e a − b = b − a f −(a − b) = b − a

a+b
13 We can write (a + b) ÷ c without brackets in the form . Evaluate these expressions if a = −5,
c
b = −3 and c = −2.
a+b a−b 2c − 5a −c − 2a
a b c d
c c b b

14 We can use brackets within brackets for more complex expressions. The inside brackets are dealt with
first. Evaluate these.
a (−6 × (−2 + 1) + 3) × (−2)
b (2 − (3 − (−1))) × (−2)
c −10 ÷ (2 × (3 − (−2)))

ENRICHMENT: Tricky brackets – – 15–17

15 Insert one or more sets of brackets to make these statements true.


a 1 − 3 × (−4) ÷ (−13) = −1
b 4 ÷ 3 + (−7) × (−5) = 5
c 6 − 7 ÷ (−7) + 6 = 1
d −1 − 5 + (−2) × 1 − 4 = 8

16 By inserting one extra set of brackets, how many different answers could be obtained from
− 4 × 3 − (−2) + 8?

17 Make up your own statement like that in Question 16 and then remove any brackets. Ask a friend to see
if they can find where the brackets should go.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
48 Chapter 1  Integers

1 List the numbers less than 50 that are the product of two Up for a challenge? If you get
prime numbers. stuck on a question, check out
the ‘Working with unfamiliar
2 a T
 wo squares have side lengths 5 cm and 12 cm.
Problems and challenges

problems’ poster at the end of


Determine the side length of a single square with an the book to help you.
area equal to the combined area of these two squares.
b Three cubes have side lengths 1 cm, 6 cm and 8 cm. Determine the side length of
a single cube equal in volume to the combined volume of these three cubes.

3 What is the smallest number divisible by all the digits 2, 3, 4, 5, 6, 7, 8 and 9?

4 Evaluate the following expressions given x = −2 and y = −5.


a y + y2 + y3
b 10 − 2(y − x)
c 60 + 3(x3 − y2)

5 The brackets are missing from these statements. Insert brackets to make them true.
a −5 × 3 ÷ (−3) + 2 − 4 + (−3) = −6
b −100 ÷ 4 × (−2) − 2 × 3 − (−2) = 32

6 n!(n factorial) = n × (n − 1) × (n − 2) × … × 3 × 2 × 1, so 5! = 5 × 4 × 3 × 2 × 1. Evaluate these


without the use of a calculator.
a 6! ÷ 5! b 1000! ÷ 999!
c 15! ÷ 13! d 5! − 4!

7 Find a rule linking y and x in each table. Make y the subject of each, e.g. y = −2x + 3.
a b
x y x y
−7 10 −4 13
−6 9 −3 6
−5 8 −2 1
−4 7 −1 −2

c x y d x y
−5 −121 −27 −7
−3 −23 −8 −5
−1 3 −1 −3
1 5 1 1

8 Determine the remainder when each of the following numbers is divided by 5.


a 4567 + 1 b 4678 + 1

9 Two different prime numbers a and b, are both less than 8. Determine which values of a
and b give the largest HCF of 3a2b and 2ab2 and state the value of the HCF.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
  Chapter summary 49

Addition and subtraction Multiplication and division

247
1 8 9134 21 167 59
× 15
____ 6
+ 1 08
______ −368
_______ 7 416
835 5 × 167

Chapter summary
355 574 1670 10 × 167
____ ∴416 ÷ 7 = 59
2505 835 + 1670 and 3 remainder
Whole numbers
Negative number operations 0, 1, 2, 3, ....
Mental strategies
• −2 + 4 = 2
• −3 − 7 = −10 • 156 + 79 = 156 + 80 − 1 = 235
• 4 + (−7) = 4 − 7 = −3 • 45 + 47 = 45 + 45 + 2 = 92
• 3 − (−2) = 3 + 2 = 5 • 3 × 22 = 3 × 20 + 3 × 2 = 66
• −2 × 3 = −6 • 4 × 88 = 2 × 176 = 352
• −5 × (−7) = 35 • 164 ÷ 4 = 82 ÷ 2 = 41
• 10 ÷ (−2) = −5 • 297 ÷ 3 = (300 ÷ 3) − (3 ÷ 3) = 99
• −28 ÷ (−4) = 7
Integers
{..., −3, − 2, − 1, 0, 1, 2, 3, ...}
Order of operations
Substitution Brackets, × and ÷ then + and −

a = −2, b = 5, c = −4 −5 × (−3 − 3) ÷ 6 + (−1)


2c − ab = 2 × (−4) − (−2) × 5 = −5 × (−6) ÷ 6 + (−1)
= −8 − (−10) = 30 ÷ 6 + (−1)
= −8 + 10 = 5 + (−1)
=2 =4

Primes (2 factors) LCM


Multiples of 3: 3, 6, 9, 12, ...
Properties Multiples of 4: 4, 8, 12, ...
2, 3, 5, 7, 11, 13, ...
∴ LCM = 12

Prime factorisation HCF


Factors of 8: 1, 2, 4, 8
72
Factors of 28: 1, 2, 4, 7, 14, 28
72 = 23 × 32 ∴ HCF = 4
2 36

2 18
Divisibility
2 9
•2 Even number.
•3 Sum of digits divisible by 3.
3 3
•4 Number from last 2 digits divisible by 4.
•5 Last digit 0 or 5.
•6 Divisible by 2 and 3.
Squares and cubes •8 Number from last 3 digits divisible by 8.
•9 Sum of digits divisible by 9.
42 = 16, √16 = 4 • 10 Last digit 0.
3
33 = 27, √27 = 3

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
50 Chapter 1  Integers

Chapter checklist: Success criteria



Chapter checklist

1.  I can use mental addition and subtraction techniques effectively.


1A
e.g. Evaluate 347 − 39 and 125 + 127 mentally.

2.  I can use the addition and subtraction algorithms with whole numbers.
1A
e.g. Find 938 + 217 and 141 − 86 by first aligning the digits vertically.

3.  I can use mental multiplication and division techniques effectively.


1B
e.g. Find 5 × 160 and 464 ÷ 8 mentally.

4.  I can use multiplication and division algorithms with whole numbers.
1B
e.g. Use an algorithm to evaluate 412 × 25 and 938 ÷ 13.

5. I can find the lowest common multiple (LCM) and highest common factor (HCF) of two whole
1C
numbers.
e.g. Find the LCM of 6 and 8, and find the HCF of 36 and 48.

6.  I can find the square and cube of whole numbers.


1C
e.g. Find 62 and 23.

7.  I can find the square root and cube root of certain small whole numbers.
1C 3
e.g. Find √81 and √64.

8.  I can write a number as the product of prime factors using a factor tree.
1D
e.g. Write 540 as a product of prime factors.

9.  I can use divisibility tests to determine if a number is divisible by 2, 3, 4, 5, 6, 8 and/or 9.


1D
e.g. Decide whether 627 is divisible by 2, 3, 4, 5, 6, 8 or 9.

10. I can find the lowest common multiple (LCM) and highest common factor (HCF) of two whole
1D
numbers using prime factorisation.
e.g. Find the LCM and HCF of 105 and 90, using prime factorisation.

11. I can add and subtract positive integers.


1E
e.g. Evaluate –5 + 2 and −2 − 3.

12. I can add and subtract negative integers.


1F
e.g. Evaluate –3 + (−5) and −11 − (−6).

13. I can find the product and quotient of integers.


1G
e.g. Evaluate 3 × (−7) and −121 ÷ (−11).

14. I can combine multiplication and division, working from left to right.
1G
e.g. Evaluate −2 × 9 ÷ (−3) × (−5).

15. I can use order of operations to evaluate numerical expressions.


1H
e.g. Evaluate −21 ÷ (5 − (−2)).

16. I can substitute integers in to evaluate algebraic expressions.


1H
e.g. Evaluate a 2 − b 3 with a = −2 and b = −3.

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
  Chapter review 51

Short-answer questions
1 Use a mental strategy to evaluate the following.
1A
a 324 + 173 b 592 − 180 c 89 + 40 d 135 − 68
e 55 + 57 f 280 − 141 g 1001 + 998 h 10 000 − 4325

Chapter review
2 Use a mental strategy to find these sums and differences.
1A
a 392 b 1031 c 147 d 3970
+ 147 + 999 − 86 − 896
3 Use a mental strategy for these products and quotients.
1B
a 2 × 17 × 5 b 3 × 99 c 8 × 42 d 141 × 3
e 164 ÷ 4 f 357 ÷ 3 g 618 ÷ 6 h 1005 ÷ 5

4 Find these products and quotients using an algorithm.


1B
a 139 b 507 c 3⟌843 d 7⟌854
× 12 × 42

5 Find the remainder when 673 is divided by these numbers.


1B
a 5 b 3 c 7 d 9

6 Evaluate:
1C
a √81 b √121 c 72 d 202
3 3
e √27 f √64 g 53 h 103

7 a Find all the factors of 60.


1C
b Find all the multiples of 7 between 110 and 150.
c Find all the prime numbers between 30 and 60.
d Find the LCM of 8 and 6.
e Find the HCF of 24 and 30.

8 Write these numbers in prime factor form. You may wish to use a factor tree.
1D
a 36 b 84 c 198

9 Use divisibility tests to decide if these numbers are divisible by 2, 3, 4, 5, 6, 8 or 9.


1D
a 84 b 155 c 124 d 621

10 Write the numbers 20 and 38 in prime factor form and then use this to help find the following.
1D
a LCM of 20 and 38 b HCF of 20 and 38

11 Evaluate:
1E
a −6 + 9 b −24 + 19 c 5 − 13 d −7 − 24
e −62 − 14 f −194 − 136 g −111 + 110 h −328 + 426

12 Evaluate:
1F
a 5 + (−3) b −2 + (−6)
c −29 + (−35) d 162 + (−201)
e 10 − (−6) f −20 − (−32)
g −39 − (−19) h 37 − (−55)

13 a and b are both negative integers with a > b. Classify these as true or false.
1F/G
a b < a b a + b > 0 c a × b < 0 d a ÷ b > 0

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
52 Chapter 1  Integers

14 Evaluate:
1G
a −5 × 2 b −11 × (−8) c 9 × (−7) d −100 × (−2)
e −10 ÷ (−5) f 48 ÷ (−16) g −32 ÷ 8 h −81 ÷ (−27)

15 Evaluate using the order of operations.


Chapter review

1H
a 2 + 3 × (−2) b −3 ÷ (11 + (−8))
c −2 × 3 + 10 ÷ (−5) d −20 ÷ 10 − 4 × (−7)
e 5 × (−2 − (−3)) × (−2) f 0 × (−2 + 11 × (−3)) + (−1)
g −19 ÷ (−18 − 1) ÷ (−1) h 15 ÷ (−2 + (−3)) + (−17)

16 Let a = −2, b = 3 and c = −5 and evaluate these expressions.


1H
a ab + c b a2 − b c ac − b d abc
3
e a − bc 3
f c − b g bc ÷ b h 5b3 − 2c

Multiple-choice questions
1 127 − 79 is the same as:
1A
A 127 − 80 − 1 B 127 − 80 + 1 C 127 − 100 + 19
D 127 − 70 + 9 E 130 − 80 + 1

2 The sum and difference of 291 and 147 are:


1A
A 448 and 154 B 428 and 156 C 438 and 144
D 338 and 144 E 438 and 154

3 Which of these four statements is/are true?


1A/B
i 3 − 1 = 1 − 3
ii 15 ÷ 5 = 5 ÷ 15
i

iii 89 × 3 = 90 × 3 − 1 × 3
iv 171 + 50 = 170 + 50 − 1
A i and iii B ii and iv C i, ii and iii
D iv only E iii only

4 This division problem gives no remainder.


1B
46

6 2 6

The missing number is:


A 2 B 3 C 4 D 6 E 7

5 The HCF and LCM (in that order) of 21 and 14 are:


1C
A 7 and 14 B 14 and 21 C 42 and 7
D 7 and 28 E 7 and 42

6 The temperatures of two countries on a particular day are −13°C and 37°C. The difference
1E
between the two temperatures is:
A 40°C B 36°C C 50°C D 46°C E 24°C

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.
  Chapter review 53

7 The missing number in the statement −4 − ____ = −1 is:


1F
A −3 B 3 C 5 D −6 E −5

8 The missing number in the statement _____ ÷ (−7) = 8 is:


1G
A 42 B − 42 C −6 D 56 E −56

Chapter review
9 −9 × (−6 + (−2)) ÷ −12 is equal to:
1H
A 6 B −6 C −3 D −3 E − 4

10 Two negative numbers add to −5 and their product is 6. The two numbers are:
1G
A −3, 2 B − 4, −1 C −5, −1 D −3, −2 E −7, −2

Extended-response questions
1 A monthly bank account show deposits as positive numbers and purchases and withdrawals
(P + W) as negative numbers.

Details P+W Deposits Balance


Opening balance – – $250
Water bill −$138 – a
Cash withdrawal −$320 – b
Deposit – c $115
Supermarket d – −$160
Deposit – $400 e

a Find the values of a, b, c, d and e.


b If the water bill amount was $150, what would be the new value for letter e?
c What would the final deposit need to be if the value for e was $0? Assume the original water
bill amount is $138 as in the table above.

2 Two teams compete at a club games night. Team A has 30 players while team B has 42 players.
a How many players are there in total?
b Write both 30 and 42 in prime factor form.
c Find the LCM and HCF of the number of players representing the two teams.
d Teams are asked to divide into groups with equal numbers of players. What is the largest
group size possible if team A and team B must have groups of the same size?
e In a game of ‘scissors, paper, rock’, each team forms a line in single
file. Player 1 from team A plays against player 1 from team B, then
the second pair play against each other, and so on. Once each game
is complete, the players go to the back of their line. How many
games are played before the first pair plays each other again?

ISBN 978-1-108-77271-6 © Greenwood et al. 2019 Cambridge University Press


Photocopying is restricted under law and this material must not be transferred to another party.

You might also like