Cambridge University Press

978-1-107-44803-2 – GCSE Mathematics for AQA Higher

Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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1 Working with integers

In this chapter you will learn how to …
• use formal written methods to calculate with positive and negative integers.
• perform operations in the correct order based on mathematical
conventions. For more resources relating
• recognise inverse operations and use them to simplify and check to this chapter, visit GCSE
calculations. Mathematics Online.

Using mathematics: real-life applications Tip

Everyone uses numbers on a daily basis often without really thinking You probably already know most of
about them. Shopping, cooking, working out bills, paying for transport and the concepts in this chapter. They
measuring, all rely on a good understanding of numbers and calculation skills. have been included so that you
can revise them if you need to and
check that you know them well.

“Number puzzles and games are very

popular and there are mobile apps and
games available for all age groups. I use
an app with my GCSE classes where they
have to work in the correct order to solve
different number puzzles.”
(Secondary school teacher)

Before you start …

KS3 You should be able to 1 Copy and complete each statement to make it true. Use only <, = or >.
add, subtract, multiply a 2+3 4−7 b −3 + 6 4−7
and divide positive and
c −1 − 4 20 ÷ −4 d −6 × 2 −7 − (−5)
negative numbers.
KS3 You should know the 2 Spot the mistake in each calculation and correct the answers.
rules for working when a 3 + 8 + 3 × 4 = 56 b 3 + 8 × 3 + 4 = 37
more than one operation
c 3 × (8 + 3) × 4 = 130
is involved in a
calculation (BODMAS).
KS3 You should understand 3 Identify the inverse operation by choosing the correct option.
that addition and a 14 × 4 = 56
subtraction, and
A 56 × 4 = 14 B 14 ÷ 4 = 56 C 56 ÷ 4 = 14
multiplication and
division are inverse b 200 ÷ 10 = 20
operations. A 200 ÷ 20 = 10 B 200 = 10 × 20 C 10 × 200 = 2000
c 27 + 53 = 80
A 80 = 4 × 20 B 80 − 27 = 53 C 80 + 27 = 107

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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GCSE Mathematics for AQA (Higher)

Assess your starting point using the Launchpad

STEP 1

1 Calculate without using a calculator and show your working.

a 647 + 786 b  1406 − 289 
c 45 × 19   d 414 ÷ 23

GO TO
Section 1:
✓ Basic calculations

STEP 2

2 Choose the correct answer.

a 9 ÷ (2 + 1) − 2 
    A  9    B  312 C 1 D 0
b (3 × 8) ÷ 4 + 8 
A 2 B 30 C 16 D 14
c 12 − 6 × 2 + 11 
A 78 B 23 C 1 D 11
d [5 × (9 + 1)] − 3 
GO TO
A 53 B 47 C 40 D 43 Section 2:
e (6 + 5) × 2 + (15 − 2 × 3) − 6  Order of operations
A 40 B 20 C 32 D 25

✓
STEP 3

3 The perimeter of a square is equal to four times the length

of a side.
If the perimeter is 128 cm, what is the length of a side?
4 What should you add to 342 to get 550?
5 A number divided by 45 is 30.
What is the number? GO TO
Section 3:
Inverse operations

✓
GO TO
Chapter review

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Cambridge University Press
978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
Excerpt
More information

1 Working with integers

Section 1: Basic calculations

You will not always have a calculator so it is useful to know how to do
Tip
calculations using mental and written strategies.
It is best to use a method that you are confident with and always show Some examination papers will not
your working. allow you to use your calculator.
In this book the past paper
When a question asks you to find the: questions that you are not allowed
• sum, you need to add to use your calculator for are
marked with a symbol.
• difference, you need to subtract the smaller number from the
larger number
• product, you need to multiply
• quotient, you need to divide.
WORK IT OUT 1.1

Look at these calculations carefully.

Discuss with a partner what methods these students have used to find
the answer.
Which method would you use to do each of these calculations? Why?

1 489 + 274 2 284 − 176

71
400 + 200 → 600 284
80 + 70 → 150 − 176
9 + 4 → 13 108
763

3 29 × 17 4 15 × 62
= 30 × 17 − 17 = 30 × 31 310
= 3 × 170 − 17 = 930 310
= 510 − 17 = 3 × 310 310
= 493 930

5 207 × 47 6 2394 ÷ 42
2394 42 × 10 = 420
x 200 0 7
− 1680 40 42 × 20 = 840
40 8000 0 280
714 42 × 40 = 1680
7 1400 0 49
− 420 10 42 × 5 = 210
9400 + 0 + 329
294 42 × 2 = 84
= 9729 5
− 210
84
− 84 2
0 57

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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GCSE Mathematics for AQA (Higher)

Problem-solving strategies

The Problem-solving framework below outlines the steps that you can take to
break down most problems to help you solve them.
Follow these steps each time you are faced with a problem to help you
become more skilled at problem-solving and more able to self-check.
These are important skills both for your GCSE courses and for everyday life.

Problem-solving framework

Sally had a budget of £60 to buy items.

Sally bought:
a table for £32 and
a bench for £18.
She spent £12 to repair them.
She then sold the two items for £69.
How much profit did she make?

Steps for solving What you would do for this example

problems
Step 1: Work out what Find the profit.
you have to do.
Start by reading the
question carefully.
Step 2: What Cost of items = £32 + £18
information do you Cost of repairs = £12
need?
Selling price = £69
Have you got it all? Yes
Step 3: Is there any You don’t need to know her budget. You just need to know how much she spent.
information that you Many problems contain extra information that you don’t need to test your
don’t need? understanding.
Step 4: Decide what Profit = selling price − cost
maths you can do.
Step 5: Set out your Cost = £32 + £18 + £12 = £62
solution clearly. Profit = £69 − £62 = £7
Check your working
and make sure your Sally made £7 profit.
answer is reasonable.
Step 6: Check that you Yes. You needed to find the profit and you have found it.
have answered the
question.

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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1 Working with integers

EXERCISE 1A
Solve these problems using written methods.
You must show your working.

1 A pack of pens cost £3.90 for three. Tip

Nola bought fifteen pens.
a i How much did she pay in total? You don’t always need to write
something for the first few steps in 
ii What is the cost per pen? the Problem-solving framework,
b How many packs of pens did Nola buy? Why do you need to but you should still consider these
know this? steps mentally when approaching
a problem in order to help you
c What operation would you do to find the total cost? Why? decide what to do. You should
d How would you work out the cost per pen? always show how you worked out
the problem.
e Does a price of £1.50 per pen seem reasonable?

2 A pair of jeans costs £34.

A scarf costs £9.50.
A top costs £20.
Sandra saved £100 to buy these items.
How much money did she have left?

3 How many 16-page brochures can you make from 1030 pages?

4 Jason can type 48 words per minute.

a How many words can he type in an hour and a half?
b Approximately how long would it take him to type 2000 words?

5 At the start of a year the population of Greenside Village was 56 309.

During the year:
617 people died,
1835 babies were born,
4087 people left the village
and 3099 people moved into the village.
What was the population at the end of the year?

6 The Amazon River is 6448 km long.

Did you know?
The Nile River is 6670 km.
The Severn River is 354 km long. The Severn is the longest river in
the UK.
a How much longer is the Nile River than the Amazon River?
b How much shorter is the Severn River than the Amazon River?

7 What is the result when you add the sum of 132 and 99 to the product of
36 and 127?

8 Find the result when the difference between 8765 and 3087 is added to
the result of 1206 divided by 18.

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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GCSE Mathematics for AQA (Higher)

Working with positive and negative integers

Key vocabulary

integers: whole numbers in the When doing calculations involving positive and negative integers, you need
set {…, −3, −2, −1, 0, 1, 2, 3, …};  to remember the following:
when they have a negative or
positive sign they can be referred
• Adding a negative number is the same as subtracting the number:
to as directed numbers. 4 + −3 = 1
• Subtracting a negative number is the same as adding a positive number:
5 − −3 = 8
Tip • Multiplying or dividing the same signs gives a positive answer:
−4 × −2 = 8 and −4 = 2
You will be expected to work −2
with negative and positive values • Multiplying or dividing different signs gives a negative answer:
in algebra, so it is important to 4 × −2 = −8 and 4 = −2
make sure you can do this early −2
on in your GCSE course.
EXERCISE 1B
1 What would you add to each number to get a result of 5?
a 7 b 3 c −1 d −4 e −24

2 What would you subtract from each number to get a result of −8?
a 7 b 3 c −1 d −4 e −24

3 −4 is multiplied by another number to get each result.

Work out what the other number is in each case.
a 12 b −100 c −36 d 504 e 0

4 By what would you divide −64 to get the following results?

a 8 b −8 c 2 d −1 e −256
2
5 Here is a set of integers: {−8, −6, −3, 1, 3, 7}
From the numbers in this set:
a Write down two numbers with a difference of 9.
b Write down three numbers with a sum of 1.
c Write down two numbers whose product is −3.
d Write down two numbers that, when divided, will give an answer
of −6.

6 One more than −6 is added to the product of 7 and 6 less than 3.

What is the result?

7 Saleem has a container of wooden dowels.

Some are 5 cm long and some are 7 cm long.
If the dowels are joined end to end, investigate what lengths between
5 cm and 150 cm cannot be made.

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
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1 Working with integers

Section 2: Order of operations

Jose posted this calculation on his wall on social media.

JOSE:
24 1 6 4 2 2 1 3 4 5 ?
COMMENT LIKE SHARE

JOANNA: 56

PETER: 11

LUCIA: 23

DIPAK: 104

Which one of Jose’s friends (if any) do you think is correct? Why?
There is a set of rules that tell you the order in which you need to work when
there is more than one operation.
The order of operations is:
1 Do any operations in brackets first.
Tip
2 If there are any ‘powers of’ or ‘fractions of’ in the calculation, do them next.
3 Do division and multiplication next, working from left to right. Many people remember these
rules using the letters BODMAS
4 Do addition and subtraction last, working from left to right. (or sometimes BIDMAS). 
Brackets
Brackets Of (‘powers of’ or ‘fractions of’; 
in BIDMAS I stands for indices)
Divide and/or Multiply
Brackets are used to group operations. For example:
Add and/or Subtract
(3 + 7) × (30 ÷ 2)
When there is more than one set of brackets, work from the innermost set to
the outermost set.
Different styles of bracket can be used to make it easier to identify each pair.

WORKED EXAMPLE 1

Work out 2((4 + 2) × 2 − 3(1 − 3) − 10).

2((4 + 2) × 2 − 3(1 − 3) − 10) Highlight the different pairs of brackets to help if you need to.

2((4 + 2) × 2 − 3(1 − 3) − 10) The red brackets are the innermost, so do the calculations inside these
= 2((6) × 2 − 3(−2) − 10) brackets first. There are two lots, so work from left to right. Note that
= 2(6 × 2 − 3 × −2 − 10) you can leave −2 inside brackets if you prefer because 3(−2) is the same
as 3 × −2.

2(6 × 2 − 3 × −2 − 10) Blue brackets are next. Do the multiplications first from left to right,
= 2(12 − −6 − 10) then the subtractions from left to right.
= 2(8)
=2×8
= 16

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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GCSE Mathematics for AQA (Higher)

For example, the following different types of brackets have been used below:
( ), [ ], { }.
{2 − [4(2 − 7) − 4(3 + 8)] − 2} × 8
Other symbols can also be used to group operations.
For example:
Tip Fraction bars: 5 − 12
3−8
Roots: √16 + 9
5 − 12 is the same calculation as
3 − 8 These symbols are treated like brackets when you do a calculation.
(5 − 12) ÷ (3 − 8).

WORK IT OUT 1.2

Calculator tip Which of the solutions is correct in each case?

Most modern calculators are

Find the mistakes in the incorrect option.
programmed to use the correct
order of operations. Check your Option A Option B
calculator by entering 2 + 3 × 4.
1 7×3+4 7×3+4
You should get 14.
If a calculation is written with = 21 + 4 =7×7
brackets, you need to enter the = 25 = 49
brackets into the calculator to
make sure it does these first.  2 (10 − 4) × (4 + 9)2 (10 − 4) × (4 + 9) 2
= 6 × 16 + 81 = 6 × (13)2
= 96 + 81 = 6 × 169
= 177 = 1014

3 45 − [20 × (4 − 3)] 45 − [20 × (4 − 3)]

= 45 − [20 × 1] = 45 − 20 × 1
= 45 − 21 = 45 − 20
= 24 = 25

4 30 − 4 ÷ 2 + 2 30 − 4 ÷ 2 + 2
= 26 ÷ 2 + 2 = 30 − 2 + 2
= 13 + 2 = 30
= 15

5 18 − 4 18 − 4
4−2 4−2
= 18 = 14
2 2
=9 =7
√36 ÷ 4 + 40 ÷ 4 + 1 √36 ÷ 4 + 40 ÷ 4 + 1
6
= √9 + 10 + 1 = √9 + 40 ÷ 5
= 3 + 11 =3+8
= 14 = 11

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1 Working with integers

EXERCISE 1C
1 Check whether these answers are correct.
If not, work out the correct answer.
a 12 × 4 + 76 = 124 b 8 + 75 × 8 = 698
c 12 × 18 − 4 × 23 = 124 d (16 ÷ 4) × (7 + 3 × 4) = 76
e (82 − 36) × (2 + 6) = 16 f (3 × 7 − 4) − (4 + 6 ÷ 2) = 12

2 Use the numbers listed to make each number sentence true.

a − ÷ = 9, 11, 13, 18
b ÷( − )− = 1, 3, 8, 14, 16
c ( + )−( − )= 4, 5, 6, 9, 12

3 Insert brackets into each calculation, if necessary, to make it true.

a 3 × 4 + 6 = 30 b 25 − 15 × 9 = 90 c 40 − 10 × 3 = 90
d 14 − 9 × 2 = 10 e 12 + 3 ÷ 5 = 3 f 19 − 9 × 15 = 150
g 10 + 10 ÷ 6 − 2 = 5 h 3 + 8 × 15 − 9 = 66 i 9 − 4 × 7 + 2 = 45
j 10 − 4 × 5 = 30 k 6÷3+3×5=5 l 15 − 6 ÷ 2 = 12
m 1 + 4 × 20 ÷ 5 = 20 n 8 + 5 − 3 × 2 = 20 o 36 ÷ 3 × 3 − 3 = 6
p 3×4−2÷6=1 q 40 ÷ 4 + 1 = 11 r 6 + 2 × 8 + 2 = 24

4 Each represents an operation.

Fill in the missing operations to make these calculations true.
a 12 (28 24) = 3 b 88 10 8=8
c 40 5 (7 5) = 4 d 9 15 (3 2) = 12

5 Calculate:
√16 52 × √4
a 73 × (2−1) b
2 +7 1 + 62 − 12
c 2 + 32 d 62 − 11
5 + 4 × 10 − √25
2 2(17 + 2 × 4)
32 − 3 32 − 5 + 6
e f √4 × 5
2 × √81
√
g 36 − 3 ×2 16 h −30 + [18 ÷ (3 − 12) + 24]
15 − 3 ÷ 3 5−8−32

6 Work with a partner.

a Find a quick method for adding a set of consecutive whole numbers.
b Give a reason why your method works.
c Test your method on a set of consecutive negative integers.
d Does it work? Give a reason why or why not.

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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GCSE Mathematics for AQA (Higher)

Section 3: Inverse operations

The four operations, add, subtract, multiply and divide, are related to each other.
1 INVERSE 2 Operations are inverses of each other if one undoes (cancels out) the effect of
the other.
repeated repeated • Adding is the inverse of subtracting, for example, add 5 is undone by
addition subtraction subtract 5.
• Multiplying is the inverse of dividing, for example, multiply by 2 is undone
by divide by 2.
3 INVERSE 4
• Taking a square root is the inverse of squaring a number, for example, 42 is
undone by √16.
• Taking the cube root is the inverse of cubing a number, for example, 23 is
3
undone by √ 8.
Inverse operations are useful for checking the results of your calculations.
Tip
For example, is 4320 − 500 = 3820 correct?
You will use inverse operations to Check by adding 500 back to the result (that is, by doing the inverse
solve equations and to deal with
operation) to see whether it gives you 4320.
functions, so it is important that
you understand how they work. 3820 + 500 = 4320, so it is correct.
When there is more than one operation involved, you have to reverse the
order of the inverse operations to return to the starting number.
For example, is (50 + 62) ÷ 8 = 14?
Check by working backwards and applying inverse operations:
14 × 8 − 62 = 50, so it is correct.

EXERCISE 1D
1 Use inverse operations to find the missing values in each of these
calculations.
a + 217 = 529 b + 388 = 490 c − 218 = 182
d 121 × = −605 e −6 × = 870 f ÷ 40 = 5400

2 Use inverse operations to check these calculations.

a 45 × 5 − 8 = 217 b 14 + 5 × 9 − 9 = 50
c (23 + 48) × 4 = 284 d (412 − 128) ÷ 4 = 71

3 The formula for finding the area of a triangle is A = bh , where b is the

2
base length and h is the height.
a Find the height of a triangle with an area of 54 cm2 and a base of
length 9 cm.
b A triangle has an area of 64 cm2.
Find the height and the length of the base if the base is twice the height.

4 (
Here is an expression: 1 − 2 (4 + 5) + 6 × 7
3 )
a Calculate the value of the expression.
b Keep the numbers in order (from 1 to 7) but change the operations as
necessary to find:
i the highest possible answer ii the lowest possible answer.
c Comment on how changing the operations affected your results.
10

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978-1-107-44803-2 – GCSE Mathematics for AQA Higher
Karen Morrison Julia Smith Pauline McLean Rachael Horsman and Nick Asker
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1 Working with integers

Checklist of learning and understanding

Basic calculations
• Written methods are important when you do not have a calculator.
• You can use any method as long as you show your working.
• Negative and positive numbers can be added, subtracted, multiplied and
divided as long as you apply the rules to get the correct sign in the answer.
Order of operations
• In maths there is a conventional order for working when there is more
than one operation:
Always work out brackets (or other grouping symbols) first,
then powers and fractions,
multiply and/or divide next,
then add and/or subtract.
Inverse operations
• An inverse operation undoes the previous operation:
• Addition and subtraction are the inverse of each other.
• Multiplication and division are the inverse of each other.
• Squaring and taking the square root are the inverse of each other.

Chapter review For additional questions on

the topics in this chapter, visit
GCSE Mathematics Online.
1 Choose the correct answer.
a What is the first operation you would do in this calculation:
4 × [20 ÷ (5 − 3)] − 8 + 2?
A + B − C × D ÷
b To make the statement 5 − 3 × 8 − 6 ÷ 2 = 2 correct, you would need to
insert brackets as follows:
A 5 − (3 × 8) − 6 ÷ 2 = 2 B 5 [− 3 × (8 − 6)] ÷ 2 = 2
C (5 − 3) × 8 − 6 ÷ 2 = 2 D (5 − 3) × (8 − 6) ÷ 2 = 2

2 These are the solutions to a cross-number puzzle. 1

2 7 2
3 3

The clues are all calculations that involve using the

correct order of operations.
4
1 4 8 6 5
1 9 7 4
6 7

Write a set of clues that would give these results. Use at least two
8
3 0 7 5
4 9 32 7 2 4
9 10 11 12 13
operations for each clue.

3 Use integers and operations to write ten different questions that

2 1 8
give an answer of −17. 0 4 2 5
14 15
2 6
16

4 On a page of a magazine there are three columns of text.

4 1 7
17 18
1 0
Each column contains 42 rows.
19
2 3 3 2 20 21
0 4 9 0 22

In each column row there is an average of 32 letters.

23
7 9 4 1 79 24

Approximately how many letters are there on a page?

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GCSE Mathematics for AQA (Higher)

5 A stadium has seats for 32 000 people.

There are 125 seats in a row.
How many rows are there in the stadium?

6 This grid follows two rules.

Rule 1: The sums of each row are equal.
Rule 2: The products of each column are equal.
Sum of
rows

5 32 80 117

96 15 6 117

Product of
480 480 480
columns

The grid below follows the same two rules.

Work out the missing numbers.
Sum of
rows

5 6

Product of
60
columns

(3 marks)
© AQA 2013

7 Two numbers have a sum of −15 and a product of −100.

What are the numbers?

8 The sum of two numbers is 1, and their product is −20.

What are the numbers?

9 Jenna’s bank account was overdrawn.

Then she deposited £1000.
Her new balance is £432.
By how much was her account overdrawn to start with?

10 You can use the formula F = 2C + 32 to approximately convert

temperatures from Celsius to Fahrenheit.
Find the approximate temperature in degrees Celsius when it is:
a 68 °F b 100 °F

12

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