CAMBRIDGE IGCSE™ ADDITIONAL MATHEMATICS: TEACHER’S RESOURCE

4 Equations,
inequalities and graphs
Teaching plan
Topic Order in Learning content Resources
chapter
Solving First Solve, using graphs or algebra, Coursebook:
further equations of the type Section 4.1
modulus ​​|  ax + b  |​= |​  cx + d |​.​
equations
PowerPoints:
4.1a Class discussion section 4.1
4.1b Worked examples 1, 2 & 3
Solve simple After solving Solve, using graphs or algebra, Coursebook:
modulus modulus inequalities of the type Section 4.2
inequalities equations k |​  ax + b  |​ . c (c > 0),
​ ​  ax + b   ​ < c (c . 0​) and
k | | PowerPoints:
​ |​  ax + b|​ < |​  cx + d |​.​
k 4.2 Worked examples 4, 5 & 6
Sketch After solving Sketch the graphs of cubic Coursebook:
y = g (x) and modulus equations and their moduli Section 4.3
equations & when given as a product of three
y = |  g (x)  |
inequalities linear factors.
where g (x) PowerPoints:
is a cubic
4.3a Worked examples 7 & 8
function Interpret graphs of cubic functions
and their moduli to find roots and 4.3b Interpreting graphs to
intercepts and form equations. form equations

PDF files:
Chapter 4 Teacher notes

These resources are printable and/

or editable
Chapter 4 Lesson Plan
Chapter 4 Drawing graphs
of cubic functions investigation
worksheets 4.1 & 4.2
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Topic Order in Learning content Resources

chapter
Solve a cubic After Solve, using accurately drawn Coursebook:
inequality sketching graphs, cubic inequalities of Section 4.4
cubic the form
functions f  (x) > d, f  (x) . d, f  (x) < d, f  (x) , d PowerPoints:
where f  (x) is a product of three 4.4 Solving cubic inequalities
linear factors and d is a constant. including Worked example 9
Use At any point Use substitution such as u = f  (x) Coursebook:
substitution to solve quadratic equations of Section 4.5
to form the form a[f  (x)] 2 + b[f  (x)] + c = 0;
and solve including equations that need
quadratic rearranging to this form. PowerPoints:
equations 4.5 Solving a disguised
quadratic including Worked
examples 10, 11, 12 & 13
4.6 Disguised quadratics
further practice

Learning plan
Learning intentions Success criteria

Solve, using graphs or algebra, Students will be able to draw suitable, accurate graphs
equations of the type to solve the given equation or inequality graphically and
| ax + b | = | cx + d |. understand the significance of the critical values. Students
will write solutions found from graphs in an appropriate form
to answer the problem.
Students will know that they need to check any solutions
found from algebraic methods to ensure that they are
Solve, using graphs or algebra, all valid for the original equation and reject any
inequalities of the type extraneous ones.
k | ax + b | . c (c > 0), Alternatively, when solving algebraically, students are also
k | ax + b | < c (c . 0) and able to make appropriate sketches of graphs to determine
k | ax + b | < | cx + d |. how many solutions an equation has or to determine the
correct section or sections of the graphs that are needed for
the solution of an inequality.
Sketch the graphs of cubic equations and Students can, from the factorised form, identify and draw
their moduli when given as the product all the key features of the graph of the cubic function or the
of three linear factors. graph of the absolute value of the cubic function. Students
can draw a smooth curve showing correct end behaviour and
with any local maximum or minimum points in the correct
quadrant.
Students mark the positions of any intercepts with
the coordinate axes.
Interpret graphs of cubic functions and Conversely, students can interpret a given graph to find its
their moduli to find roots and intercepts intercepts and use these to form the equation of a cubic
and form equations. function or the possible equations for an absolute value of a
cubic function.
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Learning intentions Success criteria

Solve, using accurately drawn graphs, Students are able to use an accurate graph of a cubic
cubic inequalities of the form function that they have drawn or been given and the graph
f  (x) > d, f  (x) . d, f  (x) < d, f  (x) , d of a straight line to find the correct set of solutions.
where f (x) is a product of three linear Students are able to interpret which sections of the graph are
factors and d is a constant. relevant for the solution and write the complete answer in an
appropriate form.
Use substitution to form and solve Students are able to recognise when an equation is quadratic
quadratic equations. in some function of x and are able to make an appropriate
substitution in order to solve it.
Alternatively, students are able to recognise when an
equation is quadratic in some function of x and solve it
directly without making a substitution.
Students can also recognise equations that can be
rearranged into quadratic form and so solved.
Students know that not all solutions of the quadratic
equation will be valid solutions of the original equation.
Students check all solutions to ensure that they are valid for
the original equation and reject any that are extraneous.

BACKGROUND KNOWLEDGE

• The following table details what knowledge it is assumed that students already have from studying
Chapter 1 of the Coursebook and from studying Cambridge IGCSE or O level mathematics or
Chapter 2 of the Coursebook.

What your students should be able to do Examples

Solve algebraically equations of the type Solve algebraically:
| ax + b | = c and | ax + b | = cx + d. a | 3x − 1 | = 5
b | x + 4 | = 2x + 1
Solve graphically equations of the type Solve using graphs:
| ax + b | = c and | ax + b | = cx + d. a | 2x + 1 | = 5
b | x − 4 | = 2x + 1
Solve quadratic equations. Solve the equation x2 + 2x − 35 = 0.
Solve quadratic inequalities. Solve the inequality x2 + 2x − 35 < 0.
__
Manipulate powers and roots. a Write 5​​√ x ​​ as 5x k, where k is a constant.
3 __
Simplify ​​√ x ​​ × ​​x​​ ​ 3​​​.
_2
b
c Solve 3x = 9.

• Students will have a good deal of prior knowledge from their study of Chapter 1 Functions and of
Chapter 2 Simultaneous equations and quadratics. In these chapters, they have already learned
how to solve simple modulus equations, sketch the graph of modulus functions and how to solve
quadratic inequalities.

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CONTINUED

• In this chapter, solving equations and inequalities involving more than one absolute value
expression is considered. This builds upon the skills students have already acquired. It is very
important, therefore, that students have covered Chapters 1 and 2 before looking at this chapter.
• Also, the skills studied in Chapter 3 Factors and polynomials will be required for graph sketching.
Students will need to factorise quadratic and cubic expressions to be able to locate roots and also
solve quadratics in f (x). Therefore, the material in Chapter 3 should also have been covered prior
to studying this chapter.

LANGUAGE SUPPORT

The definitions of key words and phrases are understand what a cusp is and what it looks like.
given in the glossary. A cusp is a point on a curve where it makes a
The graph of an absolute value function will complete change of direction. This means it is
generally have cusps at the x-intercepts or a sharp turning point and, therefore, students
roots when the original function is quadratic or should be aware that any such part of the graph
cubic, for example. It is important that students should be pointed and not rounded.

Links to Digital Resources

• The Khan Academy has a video about solving absolute value inequalities.
• The Nrich cubic spin activity investigates the rotational symmetry of cubics.
• The RISPs, RISP 6: Gold and silver cuboid looks at the relationships of the coefficients and constants in a
cubic equation and has a challenge for finding maximum and minimum volumes.
• The modulus sign is a well-used mathematical symbol. Students may come across it in other contexts. It is
the length of a vector, for example. It also has uses in complex number and number theory. Many eminent
mathematicians have used the sign and terminology to represent slightly different things. More on the
different representations can be found at the Wolfram Mathworld modulus page.

REAL-LIFE CONTEXT

As with previous chapters, the solving of equations and drawing of graphs is used in many areas of
life, including modelling for science, operational research, medicine and others.

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Common Misconceptions and Issues

Misconception/issue How to identify How to avoid or overcome
Some students think that Students do not make a sketch Students need to understand
making a sketch is not allowed to help them when it is clear that a sketch is not an accurate
in questions where an accurate that a sketch is helpful. drawing and can be very useful
drawing is not acceptable. to help locate the position
and determine the number of
solutions of an equation or the
correct solution set for
an inequality.
This issue is considered,
through discussion points, in
PowerPoint 4.1b.
A common misconception is that Students reject a negative value Sketches greatly aid
solutions to equations involving for x in their written solutions to understanding of the modulus
absolute value functions cannot problems. function itself. When solutions
be negative. are related to graphs, students
gain a deeper understanding of
what they are doing and can see
that solutions can be negative.
Sometimes, students who use Commonly, students negate Sketching the graphs of the
the ‘linear equation’ approach both sides and equate instead relevant modulus functions may
forget to include a solution. of negating one side only. help overcome this issue. This
This is more evident when the is not an issue for students who
structure involves two absolute use the approach of squaring
value expressions. both sides and solving. The latter
method is more reliable in this
case. Students who do use the
squaring and solving approach
should be careful to show the
full method of solution, as this
is necessary.
This issue is considered,
through discussion points,
in PowerPoint 4.1b.
Many students still rely on their Key method steps are missing This topic is better taught
calculators to solve quadratic from written solutions. without the use of a calculator for
and cubic equations and this the most part. If calculators are
should be discouraged. available, they should be used
only for checking solutions.
When curve sketching, students Evidenced in written work The factorised form is most
multiply out equations of curves taking more time than useful for this task and
given in factorised form. is necessary. multiplying out only increases
the chance of making an error.
Encourage students to find
roots and intercepts from the
factorised form.
This issue can be considered
using PowerPoint 4.3a.
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Misconception/issue How to identify How to avoid or overcome

When drawing the graphs of Often graphs are rounded This issue can be considered
the modulus functions, students where cusps should be drawn using PowerPoint 4.3a.
should be careful to draw cusps and this is incorrect.
where needed.

Starter ideas
1 True/false
Description and purpose: This activity involves considering eight short statements to decide if they are true
or false. This starter is designed to make students think about some common errors and misconceptions
that they make when working with graphs and moduli and allow discussion of these issues if needed.
The statements are a mixture of facts that students should know and the common errors or misconceptions.
Resources:
PowerPoint 4 starter
Activity:
• Each slide has a statement that is either true or false.
• Students indicate whether they think the answer is true by putting up their hands.
• Each slide is timed for 5 seconds and once the timer has completed a whole turn, the answer is
displayed.
• False answers are given simple explanations but can be discussed further.

Answers:
F, F, T, F, T, T, F, T.

This activity could possibly lead into: a lesson on drawing graphs of cubic functions or the graph of the
modulus of a cubic function or a revision session.
This activity could be adapted: The answers could be removed from each slide and the slides printed and
either displayed or used as a handout. This would make discussion easier but lengthen the task.

2 Quadratic check
Description and purpose: This whole class discussion activity checks that students can identify quadratic
equations that need some rearrangement before they are in the standard form ax 2 + bx + c = 0. As well
as reminding students of the standard form for a quadratic equation, it should assess their levels of basic
algebraic manipulation.
Resources:
PDF: Quadratic check
PDF: Quadratic check answers
Activity:
• Students are presented with eight equations, each labelled with a letter of the alphabet.
• The questions can be displayed on a board or printed as a handout.
• They must identify the equations they think can be rewritten as quadratic equations.
• If they need support to get started, ask them what the standard form of a quadratic equation usually
looks like before they solve it. If they need more support, you could direct them to think about the
quadratic formula.

Answers: are given in the Quadratic check answers PDF and include the standard form of the quadratic for
each equation that can be written in this form.

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This activity could possibly lead into: a lesson about solving disguised quadratics, including those that need
rearranging. It could lead to a discussion about extraneous solutions, and this could be facilitated by the use
of graphing software if needed. It could also be used before solving quadratic inequalities or any area of
work where it will be necessary to rearrange to a quadratic form before solving.
This activity could be adapted: The equations could be changed to include more that were quadratic in
some function of x as well as those that needed to be rearranged. They could be typed into a PowerPoint
if desired or simply written up on a display board. This could be done as a pairs or small group exercise
if preferred.

Main teaching ideas

This topic could be taught with or without a calculator.
The main focus of this chapter is solving equations and inequalities using graphs and using algebra.
Some of these ideas will last for more than one lesson. All the suggestions made have assessment for learning
activities embedded within them.
1 Solving further modulus equations
Learning intention:
Solve, using graphs or algebra, equations of the type |​ax + b|​= |​cx + d  |​.​
Resources:
• PowerPoint 4.1a: Class discussion section 4.1
• PowerPoint 4.1b: Worked examples 1, 2 and 3
• Coursebook Exercise 4.1
Description and purpose: The chapter opens with a class discussion that is an excellent basis for
understanding the concepts needed in order to solve modulus equations and inequalities using the squaring
and solving approach, rather than the forming of linear equations. It is a valuable place to start and will
help students who need support to be able to see why the process works. PowerPoint 4.1a has been provided
to support the discussion and summarise the key learning points which arise from it.
This leads into the solving of modulus equations and, later, inequalities. Students have already studied the
solving of simple equations involving one absolute value expression in Chapter 1. In this chapter, those skills
are built upon and extended. A choice of methods is demonstrated, and students should be able to work
with both. PowerPoint 4.1b has been provided for the first three worked examples. In this PowerPoint, an
alternative, based on method 2 (squaring and solving) has been used for the solution of Worked example 3.
This is to allow you a choice of methods, should you wish. This leads into Exercise 4.1 of the Coursebook.
Differentiation:
Support:
• Students who are not engaging fully with the material in this chapter may benefit from looking
again at solving modulus equations covered in Chapter 1 of the Coursebook.
• The use of graphing technology to help students see what they are attempting to find when solving
equations of this type is very valuable. Students who, for example, omit solutions or include
extraneous solutions may benefit from being allowed to work with technology more in the initial
stages of learning.
Challenge:
• There are some good, challenging questions incorporated in the exercises in this chapter and most
students will find these a sufficient mental stretch. For example, Coursebook Exercise 4.1, questions
5, 6 and 7.
Assessment for Learning: The class discussion and discussion points in the PowerPoints will all naturally
generate opportunities for you to assess whether your students are gaining a good understanding of what
they are learning or whether they need more support. Discussing your targets for a lesson with your class
can help them to keep on task and may be helpful. This can help with the type of review activities suggested
as examples for this chapter, where students reflect on their learning.

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2 Solving modulus inequalities

Learning intention:
Solve, using graphs or algebra, inequalities of the type
k​|ax + b|​ . c ​
(c > 0)​, k​|ax + b|​ < c (c . 0), and ​ k|​ax + b|​ < |​cx + d|​.​
Resources:
• PowerPoint 4.2: Worked examples 4, 5 and 6
• Coursebook Exercise 4.2
Description and purpose: After considering solving modulus equations, students can then extend their skills
to solving modulus inequalities. The skills involved in doing this are very similar to those students have
already used when solving quadratic inequalities in Chapter 2. PowerPoint 4.2 begins with a simple number
line example as a recap activity before working through Worked examples 4, 5 and 6 from the Coursebook.
This leads into Exercise 4.2 of the Coursebook.
Differentiation:
Support:
• Students who are not engaging fully with the material in this chapter may benefit from looking
again at solving modulus equations and solving quadratic inequalities, covered in Chapter 1 section
1.4, Chapter 4 section 4.1 and Chapter 2 section 2.4 of the Coursebook.
• The use of graphing technology to help students see what they are attempting to find when solving
inequalities of this type is very valuable. As with modulus equations, students who, for example,
omit solutions or include extraneous solutions may benefit from being allowed to consider likely
solutions from diagrams, even when they are working through an algebraic solution.
Challenge:
• There are some good, challenging questions incorporated in the exercises in this chapter and most
students will find these a sufficient mental stretch. For example, Coursebook Exercise 4.2, question 10.
Assessment for Learning: Similar opportunities to those suggested for Main teaching idea 1 for whole class
and individual Q&A sessions should arise naturally when carrying out this work.

3 Sketch and interpret y = g (x) and y = | g (x) | where g (x) is a cubic function
Learning intention:
Sketch the graphs of cubic equations and their moduli when given as the product of three linear factors.
Interpret graphs of cubic functions and their moduli to find roots and intercepts and form equations.
Resources:
• PowerPoint 4.3a: Worked examples 7 and 8
• PDF: Drawing graphs of cubic functions investigation Worksheets 4.1 and 4.2 and
Chapter 4 Teacher notes
• PDF: Chapter 4 Lesson plan
• PowerPoint 4.3b: Interpreting graphs to form equations
• Coursebook Exercise 4.3
Description and purpose: Once students have mastered solving modulus equations and inequalities based on
linear functions, they should consider sketching graphs of cubic functions and extend this skill to sketching
the modulus of a cubic function.
A lesson plan has been provided to allow students to practise sketching and interpreting graphs of cubic
polynomials and the graphs of the moduli of cubic polynomials. An investigation is included as part of
the lesson. The lesson requires the use of graphing software or graphical calculators (larger screens would
be better, however) to carry out the investigation. Worksheets 4.1 and 4.2 and Chapter 4 Teacher notes,
including answers, are given for these investigations. The investigations are differentiated by ability level,
with Investigation 2 aimed at students who need a challenge. Each investigation could be lengthened or the
level of difficulty increased by including cubic functions that need to be factorised. This is left up to you to
decide, based on the ability level of your students. PowerPoint 4.3a animates Worked examples 7 and 8 from
the Coursebook and these examples are included in the lesson outlined above.

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After gaining confidence when drawing these functions, students may then benefit from being given accurate
graphs to interpret and form equations of curves. PowerPoint 4.3b has four examples of interpreting
graphs of cubic functions. Exercise 4.3 in the Coursebook follows neatly from either PowerPoint 4.3a or
PowerPoints 4.3a and 4.3b.
Differentiation:
Support:
• Investigation 1 uses simpler functions and numerical cases that students should find easier
to process.
Challenge:
• Students who have mastered the topics in this chapter may also enjoy the Nrich cubics activity
where students are given a diagram showing 14 cubic functions. They are given the equations of two
of the functions and must find the rest.
Assessment for Learning: This can be achieved through observation, directed questioning, class Q&A and
presentation of results, and the marking of written work.

4 Solve a cubic inequality

Learning intention:
Solve, using accurately drawn graphs, cubic inequalities of the form f  (x) > d, f  (x) . d, f  (x) < d, f  (x) , d
where f  (x) is a product of three linear factors and d is a constant.
Resources:
• PowerPoint 4.4: Solving cubic inequalities, including Worked example 9
• Coursebook Exercise 4.4
Description and purpose: Students combine all the skills they have been practising in this chapter to be
able to solve cubic inequalities graphically. An extra example, using the factor theorem and the method of
comparing coefficients to factorise a cubic expression and use this to locate key points of a graph in order
to solve a cubic inequality using a graph, is given in PowerPoint 4.4, along with Worked example 9 from the
Coursebook. This example is quite challenging. This leads into Exercise 4.4 of the Coursebook.
Differentiation:
Support:
• Allowing students access to graphing software to support them would be useful here.
• Some students may benefit from looking again at PowerPoint 2.3b to revise the link between
intersections and roots of equations, as the ideas are very similar.
Challenge:
• Can students carry out the algebraic manipulation to check their solutions using algebra?
This would certainly be a challenging task for some!
Assessment for Learning: This can be carried out through discussion when looking at the PowerPoint
examples, observation and directed questioning when your students are applying their skills.
5 Solve a disguised quadratic equation
Learning intention:
Use substitution such as u = f  (x) to solve quadratic equations of the form a​ ​[f  ​(x)​]​​​  2​ + b [​ f  ​(x)​]​ + c = 0,
including equations that need rearranging to this form.
Resources:
• PowerPoint 4.5: Solving a disguised quadratic, including Worked examples 10, 11, 12 and 13
• Coursebook Exercise 4.5

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Description and purpose: PowerPoint 4.5 considers methods to solve equations that are given in some
function of x. Students need to have a good understanding of the manipulation of indices to succeed with
the solution of this type of equation. This knowledge is assumed from other courses. Students should also
see that equations that are suited to this type of solution are such that the higher power is two times the
lower power and that otherwise the structure is of the form a [f  (x)]2 + b [f  (x)] + c = 0. Students are also given
the opportunity to consider examples where a substitution leads to extraneous solutions that need to be
discarded. This leads into Exercise 4.5 of the Coursebook.
Differentiation:
Support:
• Students who are not engaging fully with the material in this chapter may benefit from revising the
topics covered in Chapter 2 of the Coursebook.
• The use of technology to help students see what they are attempting to find when solving equations
of this type is very valuable. Students who omit solutions or include extraneous solutions may
benefit from being allowed to work with technology more in the initial stages of learning.
Challenge:
• Ask students to generate equations for each other to solve. Their equations must all be disguised
quadratics and they must have the answers as they will be marking each other’s work. This will
deepen and strengthen understanding.
Assessment for Learning: As previously, this can be carried out through discussion when looking at the
PowerPoint examples, observation and directed questioning when your students are applying their skills.
Further opportunities will arise if students undertake the challenge suggestion or need support.

Review activities
1 Curve sketching key points
Description and purpose: Students are encouraged to reflect on what they have learned about sketching
a graph. Writing five key points down should encourage them to think hard about what is needed and
reinforce the learning. There are five suggested key points on the PowerPoint but it is likely that your
students will think of other perfectly valid ones and the given ones are just examples.
Resources:
PowerPoint 4 review
Pens and paper
Activity:
• Students have one minute to write down five key points to show when sketching a graph.
• The suggested key points in the PowerPoint are:
• the y-intercept
• any x-intercepts
• the full shape
• turning points, in the correct quadrant
• what happens as x becomes very large and as x becomes very small (so as x tends to ​∞​and ​− ∞​).
Students may also talk about asymptotes, not plotting points and so on.
This activity could possibly lead from: a lesson on drawing graphs of cubic functions or the graph of the
modulus of a cubic function or a revision session.
This activity could be adapted: The PowerPoint presentation is not essential for this task. Simply ask your
students for the five key points and ask them to write them down. You could give them sticky notes to write
on and then these could be stuck on a board somewhere visible for reference.

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2 Ask me a question
Description and purpose: This review activity allows students to reflect on what they have learned. It also
gives them the opportunity to communicate their understanding or deepen their learning. It also gives
you an excellent assessment for learning opportunity, allowing you to identify any issues that need to be
addressed in future lessons.
Resources:
Pens and paper
Activity:
• Split the class into no more than three groups.
• Choose a ‘writer’ for each group.
• Ask each group to write two questions that they would like to ask you about the work they have just
studied then hand you the papers.
• You can choose to answer yourself or, if you wish, request that another group answers the question.
You need to make sure that students are aware that this is possible.
• Make sure you give students sufficient time to think of sensible questions.
This activity could possibly lead from: any lesson.
This activity could be adapted: If time is short, you could reduce the number of questions to one question
per group, or fewer groups.

Homework ideas
1 Coursebook: Sketching graphs of cubic functions and their moduli, Exercise 4.3
Questions in this exercise practice interpreting given graphs as well as sketching graphs. Students are also
able to practise factorising cubic expressions as part of the exercise.

2 PowerPoint 4.6
Completion of the questions in this PowerPoint should measure the ability of students when solving
equations that are disguised quadratics. It will also check whether they can solve quadratic equations
successfully. This PowerPoint has two versions. The first version has no model answers included, but does
have some hints in the Teacher notes for each slide. These can be removed if you do not want to give any
hints at all. The second version includes animated answers and is very supportive of those who need greater
modelling of what is needed. Again, hints, and details of what each animation will reveal, are included in the
Teacher notes for each slide. As well as a useful homework tool, this PowerPoint can be used as a revision
exercise, for self-study, for further practice in class or as part of a bank of resources students can access at
any point throughout the course when needed. This practice material is also available as a PDF file in case
technology is not available to your students.

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