Table of Contents

Module 1

1.1 Order of Operations 1.6 Signed Numbers

1.2 Factorization of Integers 1.7 Further Signed Numbers
1.3 Fractions 1.8 Power Laws
1.4 Fractions and Decimals 1.9 Introduction to Algebra
1.5 Percentages 1.10 Further Algebra

Module 2

2.1 Factors of Algebraic Expressions 2.6 Factorizing Algebraic Expressions

2.2 Solving Equations in One Variable 2.7 Logarithms and Exponentials
2.3 Algebraic Fractions 2.8 Introduction to Trigonometry
2.4 Introduction to Inequalities 2.9 Introduction to the Cartesian Plane
2.5 Arithmetic with Surds

Module 3

3.1 Functions 3.6 Arithmetic & Geometric Progressions

3.2 Graphs 3.7 Continuity & Limits
3.3 Trigonometry 3.8 Introduction to Differentiation
3.4 Further Trigonometry 3.9 Further Differentiation
3.5 Simultaneous Equations 3.10 Differentiating Special Functions

Module 4

4.1 More Differentiation 4.7 Polynomials

4.2 Introduction to Integration 4.8 Properties of Trigonometric Functions
4.3 Integrating Special Functions 4.9
4.4 Applications of Integration 4.10
4.5 Binomial Coefficients 4.11
4.6 Sigma Notation 4.12 Induction
 Test Two
This is a self-diagnostic test. Every pair of questions relates to a worksheet in a series available
in the MUMS the WORD series. For example question 5 relates to worksheet 2.5 Arithmetic
with Surds. If you score 100% on this test and test 1 then we feel you are adequately prepared
for your introductory mathematics course. For those of you who had trouble with a few
of the questions, we recommend working through the appproriate worksheets and associated
computer aided learning packages in this series.

1. (a) Find the highest common factor of 6uvw and 18uv, where u, v, and w are prime
numbers.
(b) Factorize 3xy + 6y + 3y 2
2. (a) Solve for x, x4 = 3
(b) Solve for y, 6(y + 2) = 30
2 3
3. (a) Simplify x+2
+ x
2x+2
(b) Solve for x in the equation 3x+5
=2
4. (a) Draw x > −3 on the number line.
(b) Rewrite x > 3 without the absolute value signs.
√ √
5. (a) Simplify (1 + 2)(1 − 2)
(b) Rationalize the denominator: 2+1√2

6. (a) Factorize x2 + 6x + 8
(b) Simplify xx+3
2 −9

7. (a) Is x − 3 a factor of x3 − 27?

(b) Factorize x3 + x2 + x − 14 as far as you can with integer coefficients.
8. (a) If log2 x8 = 3, what is x?
(b) Simplify 3 log ey
9. (a) In diagram A below, what is θ?
(b) In diagram B below, what is sin θ, cos θ, and tan θ? What is θ?

@ A
45@
◦
√
A
@ 3 A2
@ A
@ A
θ@ θA
Diagram A Diagram B

10. (a) If I drew y = 5x + 3 on graph paper, what would it look like?

(b) What is the slope and the y-intercept of the line 3y = 5x + 2?

Page 2
 Worksheet 2.1 Factors of Algebraic Expressions

Section 1 Finding Common Terms

In worksheet 1.2 we talked about factors of whole numbers. Remember, if a × b = ab then a is

a factor of ab and b is a factor of ab. In a similar way we can look at the factors of an algebraic
expression. So, for instance, 3uv has factors 1, 3, u, v and combinations of these like 3u, 3v, uv
and of course 3uv.

Other examples:-

1. 2ab = 2 × a × b has factors 1, 2, a, b, 2a, 2b, ab and 2ab.

2. uvz has factors u, v, z, uv, uz, vz, 1, uvz.
3. xy has factors 1, x, y and xy.

In simplifying algebraic expressions we need to find common factors. Given two terms in an
algebraic expression the common factors are those things which divide both of them.

Example 1 :
(a) 3uv and 6u have common factors 1, 3, u and 3u.
(b) 2xy and 4xyz have common factors 1, 2, x, y, 2x, 2y, 2xy and xy.

The highest common factor is, as was the case with numbers, the biggest or largest factor that
divides two expressions. So the highest common factor of 3uv and 6u (from example 1(a)) is
3u; the highest common factor of 2xy and 4xyz (from example 1(b)) is 2xy.

As with whole numbers we can also find the smallest algebraic expression that is a multiple of
two expressions. This is called the lowest common multiple.

Example 2 :
3uv and 6u have as their lowest common multiple 6uv since both 3uv and 6u divide
into 6uv and do not both divide into a smaller expression.

To find the lowest common multiple we take the highest common factor and then multiply
it by whatever is missing from each expression. From the example above 3uv and 6u have
highest common factor 3u. Now 3uv = 3u × v and 6u = 3u × 2 so the lowest common multiple
is 3u × v × 2 = 6uv.

Page 3
 Example 3 : 9xy and 15xz have highest common factor 3x.
9xy = 3x × 3y and 15xz = 3x × 5z so the lowest common multiple is
3x × 3y × 5z = 45xyz.

Example 4 : 6a and 5b have highest common factor 1. So their lowest common

multiple is 1 × 6a × 5b = 30ab.

Exercises:

1. Find the highest common factor for each of the following:

(a) 6x, 18y

(b) 12mn, 8m
(c) 3uv, 4uw
(d) 18mp, 9mn
(e) 27xyz, 45xz

2. Find the lowest common multiple for each of the following:

(a) 6x, 4xy

(b) 12xy, 8xy
(c) 16mn, 12np
(d) 24xyz, 16yz
(e) 3m, 45n

Section 2 Simple Factoring

Sometimes in simplifying algebraic expressions or equations we would like to factorize them.

This is a process which turns a sum into a product by removing common factors and placing
them outside brackets. You have already seen an example of this.

When working out the perimeter of a paddock in the last worksheet we wanted two times the
length plus two times the width. We wrote this as

P = 2l + 2w

Page 4
By factorizing we can make a slightly tidier sum:
P = 2(l + w)
As 2 is a common factor to both terms it is placed outside of the brackets and the rest is left
as a sum.

When factorizing algebraic expressions we look for the common factors in the terms and take
these outside of the brackets to form a product as in the above example.

Example 1 :
9x + 24y = 3(3x + 8y)

Example 2 :
9x2 + 3x + 15x3 = 3(3x2 + x + 5x3 )
But the terms inside the brackets still have x as a common factor:
9x2 + 3x + 15x3 = 3x(3x + 1 + 5x2 )

This is where we would stop since the terms inside the brackets have no further
common factors.

Example 3 :
2ab2 + ab2 c + 3ab = ab(2b + bc + 3)

Example 4 :
−2xy 2 − 4x2 y = −2xy(y + 2x)

Note that, by the laws mentioned in the last worksheet, the negative sign in front of the
brackets will carry through the brackets, changing the sign of everything inside the brackets.
Sometimes the common factor is not a simple multiple of numbers and letters but may in itself
be a sum.

Example 5 : Simplify 5(x + 2) + y(x + 2) = (5 + y)(x + 2). We note that (x + 2) is

a common factor, so we put (x + 2) out the front:

5(x + 2) + y(x + 2) = (x + 2)(5 + y)

Example 6 : 7(y + 1) − x(y + 1) = (y + 1)(7 − x)

Page 5
Exercises:

1. Factorize the following expressions:

(a) 7x + 4 (g) −6x − 24

(b) 20x − 10 (h) −2xy − 8x
(c) 18xy − 3yz (i) 24mn − 16m2 n
(d) 12mn + 18mp (j) −x2 y − y 2 x
(e) 16m2 − 4m (k) 12m2 n + 24m2 n2
(f) 3x2 + 6x − 18 (l) 72y 2 p − 18y 3 p2

2. Factorize the following expressions:

(a) 4(x + 3) + m(x + 3)

(b) x(x − 1) + 5(x − 1)
(c) y(y + 4) − 6(y + 4)
(d) x2 (x + 7) + x(x + 7)
(e) 3x(x − 4) − 7(x − 4)

Section 3 Algebraic Fractions

One use of the factorization of algebraic expressions or of being able to find common algebraic
factors is to simplify algebraic fractions. Using the same method as with ordinary fractions we
can cancel out common factors in algebraic fractions to make a simpler equivalent fraction.

Example 1 :
x 1× 6 x 1
= =
2x 2× 6 x 2
by cancelling out the common x in the numerator and denominator.

Example 2 :
5x2 y 5xy × x x
= =
15xy 5xy × 3 3
noting that 5xy is a common factor.

Page 6
Example 3 :
4a + 2ab 2a(2 + b)
= =2+b
2a 2a
noting that 2a is a factor in common for the two terms in the sum and then
cancelling.

Example 4 :

7x2 15yz x × 7x 5y × 3z
× = ×
5y x 5y x
6 x × 7x× 6 5y × 3z
=
6 5y× 6 x
= 7x × 3z
= 21xz

Note that, when either the numerator or denominator are completely cancelled,
they become 1, not 0.

Example 5 :

x 2x2 x 3
÷ = × 2
3 3 3 2x
1
=
2x

Example 6 :

6x + 18 3x + 9 6(x + 3) 15
÷ = ×
20 15 20 3(x + 3)
6 × 15
=
20 × 3
3× 6 2× 6 5× 6 3
=
6 5 × 2× 6 2× 6 3
3
=
2
1
= 1
2

Page 7
Exercises:

1. Simplify the following:

3x
(a) 15
2x+10
(b) 4
5x+20
(c) x+4
x2 −4x
(d) x−4
3x2 −9x
(e) 2x−6
9x+27
(f) 9x+18
6ab+2a
(g) 2b
16m2 n−8mn
(h) 12m−6
4mnp−8mp
(i) 12mn

2. Simplify the following:

3x+9 7x+21
(a) 14
× x+3
x2 −5x 3x+15
(b) 2x+10
× 4x
3mp+4p 12p2
(c) 8p
× 3m+4
16 6m2 +8m
(d) 2mp+4m
× 12
24x−8 9x−3
(e) 12
÷ 6
x2 +2x 2x+4
(f) 5
÷ 20
p2 +pq 8p+8q
(g) 7p
÷ 21q
5xy−15y 6y 2
(h) 4x−12
÷ x+y

Page 8
 Exercises for Worksheet 2.1
1. What are the factors of 18?

2. What are the common factors of:

(a) 16 and 24
(b) 6tm and 14t2

3. What is the highest common factor of

(a) 12 and 32
(b) 24 and 40
(c) 5 and 13

4. Factorize the following algebraic expressions

(a) −3x + 21
(b) 6x2 + 3x
(c) 18x2 + 12xy
(d) 6tm − 24m2
(e) 8x + 12y + 10x + 15y
(f) x2 − 7x + 3x − 21

5. Simplify the following

3x+12
(a) 3
6xy+18x
(b) 12
7mn
(c) 24
× m8
4x+20
(d) 5
÷ 8x+40
20
6xy 2 21x2 32xy 2
(e) 7
× y
÷ 91
12p2 q 2 15
(f) 5
× 4pq
÷3

Page 9
 Worksheet 2.2 Solving Equations in One Variable

Section 1 Simple Examples

You are on your way to Brisbane from Sydney, and you know that the trip is 1100 km. You
pass a sign that says that Brisbane is now 200 km away. How far have you travelled? We can
see the answer quickly, but we shall write the information down in the form of a mathematical
expression. Let x be the distance travelled so far. Then

x + 200 = 1100

This is the information that we are given. To find the answer we are to solve an equation in
one variable, x.

x + 200 = 1100
x + 200 − 200 = 1100 − 200 subtract 200 from both sides
x = 900

The middle step emphasizes what we do in the calculation. We wanted x by itself on one side
of the equation, so we subtracted 200 from each side of the equation. An equation is like a
balancing beam in the sense that if you do anything to one side of the equation, you must also
do it to the other.

Example 1 : If x + 2 = 3, what is x? Clearly, x = 1, but again we follow through

the calculation.

x+2 = 3
x+ 6 2− 6 2 = 3 − 2
x = 1

Example 2 : If x − 5 = −12, what is x?

x− 6 5+ 6 5 = −12 + 5 adding 5 to both sides

x = −7

Example 3 : Solve for x in −8 = −10 + x.

−8 = −10 + x
−8 + 10 = −10 + x + 10
x = 2

Page 10
In each of the above calculations, we worked on the equation by trying to get x on one side and
all the rest of the expression on the other side. This is a basic method for solving equations
in one variable. To simplify the expression involving x we simply undid whatever was done to
x by applying the opposite arithmetic operation to leave us with just an x on one side. Most
importantly, we need to remember that whatever we do to one side of the equation, we must
do to the other. For example, if we subtract 5 from one side of the equation, we must subtract
5 from the other.

Exercises:

1. Solve the following equations:

(a) x + 9 = 20 (f) m + 6 = −4
(b) x − 8 = 10 (g) m − 7.1 = −8.4
(c) x + 1.6 = 2.4 (h) t − 2.4 = −1
3
(d) x − 4
= 1 12 (i) x + 1 21 = 2
(e) y − 2 = −8 (j) y + 80 = 120

Section 2 Equations Involving Multiplication

In a similar way to the above we can deal with solving equations such as

5x = 2

The arithmetic operation is now multiplication, whose inverse is division. The inverse of
multiplying by 5 is dividing by 5.

5x = 2 becomes
65 2
x = dividing both sides by 5
65 5
2
1x =
5
2
x =
5

Page 11
 Example 1 :
x
= 2 becomes
3
x
× 6 3 = 2 × 3 multiplying both sides by 3
63
x = 6

Example 2 :
2
x = 4
7
2
67× x = 4×7 (multiplying both sides by 7)
7
2x = 28
6 2x 28
= (dividing both sides by 2)
62 2
x = 14

Exercises:

1. Solve the following equations:

(a) 4x = 20 (f) 3x = −24

x
(b) 6x = 24 (g) 2
= −7
x 3x
(c) 3
=5 (h) 4
= −12
x 2
(d) 5
= 1.2 (i) 5
m = 10
3m
(e) 2x = 11 (j) 4
= −6

Section 3 Multiple Terms

The puzzle page in the newspapers sometimes has puzzles like this example:

Example 1 : Jean is 7 years older than half of Tom’s age. If Jean is 35, how old is
Tom? We now write the information that we are given in the form of an algebraic
expression. Let Jean’s age be J and Tom’s T . Then
1
J = T +7
2

Page 12
 Putting in J as 35, we get
1
35 = T + 7
2
What is T ? Notice that we now have a combination of arithmetic operations to
deal with. It doesn’t matter what order you do them in so long as you remember
to include the whole of each side of the equation in the undoing, and whatever you
do to one side you must do the same to the other side. We will solve for T in two
ways.
Solution 1
1
35 = T +7
2
1
35 − 7 = T + 7 − 7 (subtract 7 from both sides)
2
1
28 = T
2
1
2 × 28 = 2 × T (multiply both sides by 2)
2
56 = T

Solution 2
1
35 = T +7
2
1
2 × 35 = 2 × ( T + 7) (multiply both sides by 2)
2
70 = T + 2 × 7 (multiply out the brackets)
70 = T + 14
70 − 14 = T + 14 − 14
56 = T

Note: When multiplying through by a number it is important to multiply every term on both
sides of the equation. On the whole, it is probably easier to undo addition and subtraction
first.

Example 2 :
3x − 5 = 16
3x − 5 + 5 = 16 + 5 (add 5 to both sides)
3x = 21
3x 21
=
3 3
x = 7

Page 13
Occasionally you may be asked to solve an equation in one variable where the variable appears
on both sides of the equation.

Example 3 : Solve
3x + 5 = 2x + 1 for x
We will undo the operations in a way that puts all the x parts of the expression on
one side of the equation.

3x + 5 = 2x + 1
3x + 5 − 2x = 2x + 1 − 2x (subtract 2x from both sides)
x+5 = 1
x+5−5 = 1−5 (subtract 5 from both sides)
x = −4

Sometimes the expressions will be more complex and could involve brackets. In these cases we
expand out the brackets and proceed.

Example 4 :

3(5 − x) − 2(5 + x) = 3(x + 1)

15 − 3x − 10 − 2x = 3x + 3 (collect like terms)
5 − 5x = 3x + 3
5 − 5x + 5x = 3x + 3 + 5x (add 5x to both sides)
5 = 8x + 3
5−3 = 8x + 3 − 3 (subtract 3 from both sides)
2 = 8x
2 8x
= (divide both sides by 8)
8 8
1
= x
4

Once you feel confident in these processes there is no need to put in the intermediate steps
illustrated in these examples.

Page 14
Exercises:

1. Solve the following equations:

(a) 2x − 1 = 9 (f) 5(2 − x) − 3(4 − 2x) = 20

y
(b) 3
+ 4 = 12 (g) 2m + 4 − 3m = 8(m − 1)
(c) 2(x + 1) − 7 = 5 (h) 3m + 12 = 2(m − 3) + 4
x+1
(d) 4(y + 3) − 2y = 7 (i) 4
=5
x
(e) 5(y + 2) − 4(y − 1) = 6 (j) 5
+ x3 = 10

Page 15
 Exercises for Worksheet 2.2
1. Solve
(a) x + 4 = −7 (k) 2x + 7 + 8x = 13
(b) 2 − x = 13 (l) 3(x + 1) + 4x = 26
(c) 15y = 45 (m) 8(m − 3) − 2(m − 2) = 20
y+3 y−4
(d) − 2t = −9 (n) 2
= 3
1
(e) 3y − 20 = 2
(o) 3(4 − y) = 2(y + 5)
(f) x+3
2
= −1 (p) x
7
= 3 17
(g) 3x + 2 = 4x − 7 (q) x+1
2
= 34
x 3x
(h) 2
+7= 4
(r) 16t − 7 + 4t = 12t − 1
t t
(i) 2x(x + 3) = 2x2 + 15 (s) 4
+3= 8
−1
2 1
(j) (y + 7)(y + 7) = y (t) 8 = 3
T +2

2. (a) Three times a number is equal to the number decreased by two. What is the
number?
(b) The sum of two consecutive numbers is 93. What are the numbers?
(c) The sum of two consecutive even numbers is 46. Find the numbers.
(d) When the tax on cigarettes was increased by 5%, the price of a certain pack became
$5.60. What was the oringinal price?
(e) In 1994, 15% of the women who went on maternity leave returned to full-time work,
while in 1993 only 12% returned. If the number returning in each year was 6, how
many left to have babies in 1994?
(f) Two times a number is equal to six less than three times the number. What is the
number?

Page 16
 Worksheet 2.3 Algebraic Fractions

Section 1 Factoring and Algebraic Fractions

As pointed out in worksheet 2.1, we can use factoring to simplify algebraic expressions, and in
particular we can use it to simplify algebraic fractions. Calculations using algebraic functions
are similar to calculations involving fractions. So when adding together fractions with different
denominators, we must first find the lowest common multiple.

Example 1 :

a + b 2a 5(a + b) 2(2a)
− = −
2 5 5×2 2×5
5a + 5b 4a
= −
10 10
5a + 5b − 4a
=
10
a + 5b
=
10

Example 2 :

3 y+1 3y × 3 2(y + 1)
− = −
2x 3xy 3y × 2x 2 × 3xy
9y 2y + 2
= −
6xy 6xy
9y − (2y + 2)
=
6xy
9y − 2y − 2
=
6xy
7y − 2
=
6xy

Page 17
 Example 3 :

2 3 2(y − 1) 3(y + 1)
+ = −
y+1 y−1 (y + 1)(y − 1) (y − 1)(y + 1)
2y − 2 3y + 3
= −
(y + 1)(y − 1) (y − 1)(y + 1)
2y − 2 − 3y − 3
=
(y + 1)(y − 1)
−y − 5
=
(y + 1)(y − 1)
−(y + 5)
=
(y + 1)(y − 1)

Sometimes it is difficult to find a simple expression that is a multiple of two algebraic expres-
sions. When this is the case it is perfectly acceptable to multiply the two expressions together
even though this will not necessarily form the smallest common multiple. You should check
at the end of the calculation in the final fraction that there are no common factors in the
numerator and denominator; if there are, you can always cancel them to give an equivalent
but simpler fraction.

Exercises:

1. Simplify the following algebraic expressions:

x 5 4
(a) 3
+ x2 (g) t+1
+ t−3
m
(b) 7
− m5
3m 4m
4t (h) +
(c) 5
+ 2t m+4 m+5
m+1
(d) 3
− m−2 4 (i) 4
− 5
3m+4 m−1 y+1 y+2
(e) 7
+ 2
y y 7 2
(f) y+1
− y+3 (j) 4x
+ 5xy

Section 2 Multiplication and Division

As in numerical fractions, the trick with simplifying the multiplication and division of algebraic
fractions is to look for common factors both before and after calculation. Once common factors
are cancelled out you get an equivalent fraction in its simplest form. Remember that dividing

Page 18
by a fraction is the same operation as multiplying by the reciprocal. That is
1 1 x
1 =1÷ =1× =x
x
x 1
1
For example 1 means how many 6ths are in one whole? The answer is 6.
6

Also, an algebraic expression in the numerator or denominator should be treated as if it were

in brackets. For instance
x+2 (x + 2) −x − 2
− =− =
4 4 4

Example 1 :

x x x 8
÷ = ×
2 8 2 x
8x
=
2x
= 4

Example 2 :

8 7 8 2x + 4
÷ = ×
x + 2 2x + 4 x+2 7
8 × 2(x + 2)
=
7(x + 2)
16
=
7
2
= 2
7

Example 3 :
x+1
4y x+1 x+4
x+4 = ÷
8y
4y 8y
x+1 8y
= ×
4y x+4
8y(x + 1)
=
4y(x + 4)
2(x + 1)
=
x+4

Page 19
 Example 4 :
4
xy 4 6
x+2 = ×
6
xy x + 2
24
=
xy(x + 2)

Example 5 :
3 y 63 6y 1
× = × =
xy 6 x× 6 y 6 3 × 2 2x

Example 6 :

x y (y−1)x (x−1)y
( x−1 − y−1
) ( (y−1)(x−1) − (x−1)(y−1)
)
3 = 3
xy xy
( xy−x−xy+y
(x−1)(y−1)
)
= 3
xy
−x + y xy
= ×
(x − 1)(y − 1) 3
(y − x)xy
=
3(x − 1)(y − 1)

Exercises:

1. Simplify the following algebraic expressions:

4x
(a) m
16
÷ 5m
12 (g) 7
6xy
3m 5
(b) 8
÷ 15m
20 m+1
6x+3 2x+1 − m−1
(c) 8
÷ 12
(h) 2
m+1
3
5
9xy 6x
(d) 7
÷ 3 3 4p
6pq
(i) ×
(e) 5
÷ 12p
7
pq p+1

3(x+1) 8(x+3) 12(x+1)

(f) 8
÷ 5(x+1)
16
(j) 9
× 4(x+3)

Page 20
 Section 3 Solving Equations

Sometimes we are asked to solve an equation for a particular variable. This means that
only the variable should be on one side of an equality sign and the other information in the
equation should be on the other side. This is similar to solving equations in one variable as in
Worksheet 2.2. However, you may end up with an algebraic expression on one side involving
other variables rather than just a number. You should attack these questions in the same way
as solving equations for one variable.

The following examples and exercises use some of the techniques given in sections one and two
of this worksheet.

Example 1 :
x−2 x+1
+ =3
3 5
Multiply each side by 15 - this will eliminate the fractions:
x−2 x+1
15 × ( + ) = 15 × 3
3 5
x−2 x+1
15 + 15 = 45
3 3
5(x − 2) + 3(x + 1) =
45
5x − 10 + 3x + 3 =
45
8x − 7 =
45
8x =
52
52
x =
8
13
=
2

Page 21
 Example 2 :
Solve for x in terms of y.
1 + 2xy
= 3x
y+1
(1 + 2xy)
(y + 1) × = (y + 1)3x (multiplying both sides by (y + 1))
(y + 1)
1 + 2xy = 3xy + 3x
1 = xy + 3x
1 = x(y + 3) (factoring to separate the x)
1
x =
y+3

Example 3 :
Solve for y in terms of x.
4+x x+1
=
3y 2 2y
6y 2 (4 + x) 6y 2 (x + 1)
= (multiply both sides by 6y 2 )
3y 2 2y
2(4 + x) = 3y(x + 1)
2(4 + x)
= 3y isolate y
(x + 1)
2(4 + x)
y =
3(x + 1)

In the last two steps, we were aiming to make x the subject of the equation.

Exercises:

1. Solve for x:
x+8
(a) 5
− x−2
3
=4
x+1 x−4
(b) 3
+ 2 =5
3(x−2)
(c) 4
− 2(x+1)
5
1
= 10
4 3 2
(d) x+1
+ x−4 = x+1
5 2
(e) x+3
+ 2x+6
=4

Page 22
2. Solve for x in terms of y:

(a) 3xy = 8
4 3
(b) x+1
= y+2

(c) 4(y + 1) − 3(x + 5) = 8

1+y
(d) 2+x
= 3y
(e) 5xy + 3xy 2 = 7

Page 23
 Exercises for Worksheet 2.3
1. Simplify the following:
x 2 4
(a) 3
+ x4 (f) x2 −4x
+ x−4
2
(b) + xy4 3 1
2xy (g) x+1
2−1
3x+1
(c) 2
− (6x + 5) (h) 1
− 1
+ 1
x+1 x+2 x+3
3 4
(d) − b−2
b−1
2x+2
(i) 4a
7
+ 3a+5
2
− 3(a+2)
4
y
(e) x+1 (j) 3p
− p p 5p
(2 − 4 + 6 )
xy 12

2. Simplify the follwing:

4(x+1) 5(x−2) y 2 −6y 3y+15
(a) 3
− 2
(d) y+5
× 2y−12
x2 +3x 2x+8 5m−7 m+2
(b) x+4
× 5x
(e) 4m+8
÷ 3m+6
8x−24 x+7 6p−3 −4p+2
(c) 4
÷ 12
(f) 4
÷ 12

Page 24
 Worksheet 2.4 Introduction to Inequalities

Section 1 Inequalities

The sign < stands for less than. It was introduced so that we could write in shorthand things
like 3 is less than 5. This becomes 3 < 5. The sign > stands for greater than. In a similar way
we can write 5 > 3 in this shorthand form. These statements are called inequalities. Recall
the number line (introduced in an earlier worksheet):

 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

It is drawn so that the numbers increase from left to right. Alternatively the numbers decrease
from right to left. Any number which lies to the right of another on the number line is greater
than it and any number which lies to the left of another on the number line is less than it.

Example 1 :

• −6 < 0
• 5>2
• −5 < −4
• 2.5 < 3

We can also use inequalities in algebraic expressions. So 21a is less than 30a is written

21a < 30a (only true if a > 0)

The expression a > 1 means that a is one of all the numbers to the right of 1 on the number
line. We draw this using an open circle and an arrow heading to the right. The open circle
sits over 1 and indicates that the actual number 1 is not included. That is a is bigger than 1
but not equal to 1:
c -
 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

Example 2 : x > 2
c -
 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

Page 25
 Example 3 : x < −4
 c
 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

This indicates all numbers to the left of −4 but not including −4.

If we wish to include −4 in the above example we would write x ≤ −4. This is shorthand for
less than or equal to −4.
x ≤ a ⇒ x < a or x = a
and
x ≥ a ⇒ x > a or x = a
For ⇒, read ‘implies’. A closed circle or dot is used on the number line when the actual number
is included in the inequality.

Example 4 : x ≥ 7
s -
 -
-1 0 1 2 3 4 5 6 7 8 9

This indicates all the numbers to the right of 7 and 7 itself.

We can combine signs to make further algebraic expressions. For example −3 ≤ x < 2 means
all numbers greater than or equal to −3 but smaller than or equal to 2. That −3 and 2 and all
the numbers in between. You may also see the notation [−3, 2] used to represent this interval.

Example 5 : 0 < x ≤ 1 means all numbers greater than zero and less than or
equal to one. In interval notation this is represented by (0, 1]. To draw this type
of inequality on the number line we use a line drawn between the open or closed
circles over the numbers. So 0 < x ≤ 1 is drawn as
c s
 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

Example 6 : −1 ≤ x ≤ 1
s s
 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

Page 26
 Example 7 : The number of matches in a box could be as little as 47 or as many
as 58. If x stands for the number of matches in a box then we can write that

47 ≤ x ≤ 58

Exercises:

1. Write inequalities for the following:

(a) Numbers less than or equal to 6
(b) Numbers between −1 and 4 inclusive
(c) Numbers between 2 and 5 exclusive
2. Which of the numbers indicated satisfy the accompanying inequality?
(a) x ≥ 3 − 1, 2, 3, 3 21 , 4 41
(b) x < −4 − 2, −7, −8 21 , 0
(c) −5 ≤ x < 3 − 6, −4, 0, 12 , 3
(d) 2 < x ≤ 5 12 1 12 , 2 12 , 4, 5 41 , 5.5, 7
3. Graph the following inequalities on number lines:
(a) x ≤ 1
(b) x > −4
(c) −1 < x < 5

Section 2 Solving Inequalities

Solving inequalities is similar to solving equations as in worksheet 2.2. We may add or subtract
numbers or algebraic terms from both or all sides of the inequality to isolate the variable from
the rest of the expression . Similarly we can multiply and divide each side with one very
important qualification.

When multiplying or dividing both sides of an

inequality by a negative number the sign must be
reversed.

Page 27
 Example 1 : Given −2x < 4 we want to solve for x. Divide both sides by −2 and
reverse the inequality. We get
−2x 4
>
−2 −2
and after cancelling we get
x > −2

Only do this when multiplying or dividing both sides of the inequality by a negative number.
Let’s see what happens when we don’t do this.

Example 2 : Observe that −1 < 2 is a true statement.

−1 < 2
−1 2
<
−1 −1
1 < −2

We have ended up with 1 < −2, which is a false statement.

Some examples of solving inequalities follow.

Example 3 :

x+3 ≥ 4
x+3−3 ≥ 4−3
x ≥ 1

Example 4 :

x − 2 ≥ −5
x − 2 + 2 ≥ −5 + 2
x ≥ −3

Example 5 :

5x ≥ 10
5 10
x ≥
5 5
x ≥ 2

Page 28
 Example 6 :

3 − 2x ≥ 5
−3 + 3 − 2x ≥ −3 + 5
−2x ≥ 2
−2x 2
≤
−2 −2
x ≤ −1

Example 7 :

5x + 3 ≤
2x + 2
5x + 3 − 2x ≤
2x + 2 − 2x
3x + 3 2 ≤
3x ≤
2−3
3x −1≤
−1
x ≤
3

Example 8 :

2
3(x + ) < 5(2x + 5)
3
3x + 2 < 10x + 25
3x − 10x + 2 < 25
−7x < 25 − 2
−7x < 23
23
x >
−7
23
x > −
7

Exercises:

1. Solve the following inequalities:

m+1
(a) x − 7 < 5 (d) 2
≥4
(b) 2x + 3 > 8 (e) 6 − m < 8 − 4m
(c) 4(m + 1) ≤ m − 3 (f) 3y + 2 ≤ 5y + 10

Page 29
 y−1 y+1 2x+1 x+3
(g) 3
+4> 2
(i) 5
− 2
< 4x + 10
(h) 4(x + 21 ) − 2(x + 23 ) ≤ 5 (j) 4(m + 3) + 5(2m − 1) > 7m + 6

Section 3 Absolute Values and Inequalities

The absolute value of a number was discussed in Worksheet 1.7. Recall that the absolute value
of a, written |a|, is the distance in units that a√is away from the origin. For example | − 7| = 7.
Alternatively you could define it as |a| = + a2 . So when we combine absolute values and
inequalities we are looking for all numbers that are either less than or greater than a certain
distance away from the origin.

Example 1 : The equation |x| < 3 represents all the numbers whose distance away
from the origin is less than 3 units. We could rewrite this inequality as −3 < x < 3.
If we draw this on the number line we get
c c
 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

To solve inequalities involving absolute values we often need to rewrite the inequality without
the absolute value signs as we have just done in the above example.

Example 2 : |x| > 1 can be rewritten as

x > 1 or x < −1

In other words all the numbers whose distance away from the origin is greater than
1 unit.
 c c -
 -
-5 -4 -3 -2 -1 0 1 2 3 4 5

Notice that the solution is just the converse of −1 ≤ x ≤ 1. Since |x| ≤ 1 is easier
to solve than |x| > 1 we can begin by solving −1 ≤ x ≤ 1 and the solution will be
its converse.

Page 30
 Example 3 :

|x| + 2 ≤ 4
|x| + 2 − 2 ≤ 4 − 2
|x| ≤ 2

this is the same as

−2 ≤ x ≤ 2

Example 4 :
|x + 3| < 5
−5 < x + 3 < 5
Here we note that the expression inside the absolute value sign is treated as a single
entity, as if it were in brackets, and must be rewritten before you try to solve it.
So

−5 < x+3 <5

−5 − 3 < x + 3 − 3 < 5 − 3
−8 < x <2

When dealing with a three-sided inequality like the above we follow the same rules as if it were
two-sided, i.e. everything that we do to one side of the inequality we must do to all the other
sides.

Example 5 : Solve:
|x − 2| ≥ 4
Consider the converse: |x − 2| < 4. Then

−4 < x − 2 < 4
−2 < x <6

Hence the solution is the converse

x ≤ −2 or x ≥ 6

Page 31
 This can also be viewed graphically:

6
I
@ 
 @ 4 - y=4
@
@
@
@
2
@
@
@
 @ -
−4 −2 2 4 6 8

−2
?

Notice that the function y = |x − 2| is at or above the line y = 4 for x ≤ −2 and

x ≥ 6. To graph y = |x − 2|, we set up a table of values as follows:

x 0 1 4 -4
y 2 1 2 6

Exercises:

1. Solve the following inequalities, and graph the solutions on a number line:

(a) |x| ≤ 3
(b) |x| > 4
(c) |x| + 2 ≤ 5
(d) |x + 1| < 6
(e) |x − 4| ≥ 2

Page 32
 Exercises for Worksheet 2.4
1. (a) Show the following inequalities on a number line:
i. x>3
ii. x ≤ −2.5
iii. −1 < x ≤ 4
iv. x > 6 or x < −8
v. [0, 5)
vi. (−2, 4]
(b) Write down the appropriate inequalities from the following information.
 s c -
 -
i.
-0.5 1
c s
 -
ii.
-1 3

iii. Sophie’s blood alcohol level was at least 0.07

iv. Tony had no more than 2 traffic offences.
v. The number of drug offences was no more than 200.
vi. To enter the theatre, you must be at least 18 years old or under 12 months old.
vii. To join the veteran’s team, you must be 35 or more.
(c) i. Is x = 1.5 a solution to 7x + 5 > 19?
ii. Is x = −2 a solution to 4 − x < 6?

2. Solve:
1
(a) x − 3 ≤ 2 (h) 2
(x + 3) ≥ 43 (x − 2)
(b) −y > 6 (i) |x| = 7
(c) 2x < 24 (j) |6 − x| = 7
(d) −1 < x + 2 < 5 (k) |y| > 2
(e) 2a + 4 > 3a − 11 (l) |2x + 1| < 3
(f) −2x + 7 > 10 (m) |x − 5| ≥ 5
(g) 3(t + 5) ≤ 2(t + 1) (n) |x + 13| < −2

Page 33
 Worksheet 2.5 Arithmetic with Surds

Section 1 Expanding Expressions Involving Surds

Fractional powers and the basic operations on them are introduced in worksheet 1.8. This
worksheet expands on the material in that worksheet and also on the material introduced in
worksheet 1.10. The distributive laws discussed in worksheet 1.10 are

a(b + c) = ab + ac
(b + c)d = bd + cd

You may also recall that we showed the expansion of

(a + b)(x + y) = a(x + y) + b(x + y) = ax + ay + bx + by

We will now use these to expand expressions involving surds.

Example 1 :
√ √ √ √ √
(1 + 3)(1 + 3) = 1(1 + 3) + 3(1 + 3)
√ √ √ √
= 1+ 3+ 3+ 3× 3
√
= 1+2 3+3
√
= 4+2 3

Note: You should recall from worksheet 1.8 that

√ √
3× 3=3

and more generally, √ √ √

a × b = ab

Example 2 :
√ √ √ √ √
(1 + 5)(2 + 3) = 1(2 + 3) + 5(2 + 3)
√ √ √
= 2 + 3 + 2 5 + 15

Example 3 :
√ √ √ √
2(5 + 8) = 5 2 + 16
√
= 5 2+4

Page 34
Note: After expansion of this expression we ended up with a perfect square inside a square
root sign. This was simplified. In a similar way surds that have perfect squares as factors
should be simplified as far as possible. For example,
√ √ √ √
20 = 4× 5=2 5
√ √ √ √
75 = 25 × 3 = 5 3
√ √ √ √
32 = 16 × 2 = 4 2

Exercises:

1. Simplify the following surds:

√ √ √ √ √
(a) 12 (b) 125 (c) 48 (d) 72 (e) 27

2. Expand and simplify the following expressions:

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

Section 2 Fractions involving surds

As in the last worksheet on algebraic fractions, fractions involving surds are worked out simi-
larly to fractions involving numbers. When adding and subtracting fractions the denominators
must be the same for all the fractions involved in the calculation. This will normally involve
finding equivalent fractions with the right denominator.

Example 1 :
√ √
2 1 3×2 2+ 8
√ √ + = √ √ + √ √
2+ 8 3 3( 2 + 8) 3( 2 + 8)
√ √
6+ 2+ 8
= √ √
3( 2 + 8)

Page 35
Being able to factorize expressions involving surds often makes the expression much
tidier. For this example we can get
√ √ √ √
6+ 2+ 8 6 + 2(1 + 4)
√ √ = √ √
3( 2 + 8) 3 2(1 + 4)
√
6+3 2
= √
9 2
√
3(2 + 2)
= √
9 2
√
2+ 2
= √
3 2
√ √
2( 2 + 1)
= √
3 2
√
2+1
=
3
which is much tidier than the previous expression. We could have saved time and
effort by simplifying the expression first. We needed to note that 8 has a factor
which is a perfect square so
√ √ √ √
8= 2× 4=2 2

and our initial sum becomes

2 1 2 1
√ √ + = √ √ +
2+ 8 3 2+2 2 3
2 1
= √ +
3 2 3
√
2 2
= √ + √
3 2 3 2
√
2+ 2
= √
3 2
√
2+1
=
3

Page 36
 Example 2 :
√ √ √ √
7+1 7−2 4( 7 + 1) 3( 7 − 2)
+ = +
3 4 3×4 4×3
√ √
4 7+4 3 7−6
= +
√12 √ 12
4 7+4+3 7−6
=
√ 12
7 7−2
=
12

Example 3 :
√ √ √ √ √
2−3 2+4 2( 2 − 3) 5( 2 + 4)
√ − = √ − √
5 2 2 5 2 5
√ √ √
2 2 − 6 − 10 − 4 5
= √
2 5
The
√ last√expression
√ could be manipulated a little more, if desired, by noting that
10 = 2 5.

Exercises:

1. Simplify the following:

√ √
(a) 2
+ 2+1
(f) √ 4√ + √ 5 √
4 5 3+ 7 3+2 7
√ √ √ √
3+2 3+5 8+ 5 4−2 5
(b) 5
+ 7 (g) 2
− 3
√ √ √ √
6−1 2( 5+1) 3( 5+3)
(c) √
3
+ 26+2
√
3
(h) 6
− 21
√ √ √
(d) 5−8
√ − 5−3 √ (i) √4 √ 3
+ 4+
4 2 5 2 2−1 2−3
√ √
3( 2−7) 5( 2+1)
(e) √4 + √3 (j) √ −
2+1 2+5 5 2

Page 37
 Section 3 Rationalizing the denominator

‘Rationalizing the denominator’ means to get all the fractional powers out of the denominator
of a fraction. After rationalizing there should only be whole numbers on the bottom of the
fraction and no surds. In effect what we want to do is find an equivalent fraction. You already
know that to find an equivalent fraction you need to multiply the top and bottom of the fraction
by the same number or expression, which effectively multiplies by 1. Therefore to rationalize
the denominator we need to find an expression which, when multiplied with an expression
containing surds, gives only fractions or whole numbers. To achieve this, it is important to
notice that
(a − b)(a + b) = a(a + b) − b(a + b) = a2 − b2
Note: a2 − b2 is called the difference of squares.

The importance
√ of the
√ difference of squares formula is that if a and b are both surds (for
2 2
example a = 2, b = 3), then the expression a − b contains no surds.

Example 1 :
√ √ √ √ √
(1 + 2)(1 − 2) = 1(1 − 2) + 2(1 − 2)
√ √ √ √
= 1− 2+ 2− 2× 2
= 1−2
= −1

Example 2 :
√ √ √ √ √
(3 + 5)(3 − 5) = 3(3 − 5) + 5(3 − 5)
√ √
= 9−3 5+3 5−5
= 4

We can use this information to help us rationalize the denominator of fractions with expressions
containing square roots in the denominator.

Example 3 :
√ √
3 3 2 3 2
√ =√ ×√ =
2 2 2 2

Page 38
Example 4 :
√
5 5 7
√ = √ ×√
3 7 3 7 7
√
5 7
=
21

Example 5 :
√
6 6 2
√ = √ ×√
5 2 5 2 2
√
6 2
=
10
√
3 2
=
5

Example 6 :
√ √ √
3+1 3+1 3+4
√ = √ ×√
3−4 3−4 3+4
√ √ √
3( 3 + 4) + 1( 3 + 4)
=
3 − 16
√ √
3+4 3+ 3+4
=
√−13
7+5 3
=
−13
√
7+5 3
= −
13

Example 7 :
√
1 1 1− 3
√ = √ × √
1+ 3 1+ 3 1− 3
√
1− 3
=
1−3
√
3−1
=
2

Page 39
 Example 8 :
√
1 1 3+ 5
√ = √ × √
3− 5 3− 5 3+ 5
√
3+ 5
=
9 −√5
3+ 5
=
4

Example 9 :
√ √ √
2 2 6− 2
√ = √ × √
6+ 2 6+ 2 6− 2
√ √
2(6 − 2)
=
√36 − 2
6 2−2
=
√34
3 2−1
=
17

Exercises:

1. Rewrite the following expressions with rational denominators:

(a) √3 (i) √1
5 3−1

(b) √4 (j) √4
8 6−2

(c) √9 (k) √7
48 7−2
√
(d) 2+1
√ (l) √−3
2 5+1
√ √
2+3
(e) 3−1
√ (m) √
5
5
√
(f) − 3√4 2 (n) √ 5−1
5+3
√ √ √
(g) √5+3 (o) √3+ 2
10 3+4
√ √
2−1 √ √3
5+2
(h) √
7
(p) 5+ 3

Page 40
 Exercises for Worksheet 2.5
√ √ √
1. (a) 2× 2 (h) 8
√ √
(b) ( 5)2 (i) a2
√ √
(c) 3× 2 √
√ √ (j) 49b4
(d) 6 3+2 3
√ q
(e) 2(3 − 7) 4
(k) p1 p16
√ √
(f) (2 + 2) − (3 + 2 2)
√ √ q
(g) 3 3 − 2( 3 + 2) (l) 5 25
4

2. Simplify:
√ √
(a) 5 12 + 27 (i) √2
√ √ √ 3
(b) 3 20 − 3 80 − 2 45 √2
√ √ (j) 5+1
(c) 15 × 3 √
√ √
√3+1
(d) 2 20 × 345 (k) 3−1
√ √
(e) (2 + 3)(2 − 3) (l) √ 5√ − 1
√ √ 2+ 8 4
(f) (3 2 + 2 3)2
√ √ (m) √2 + √4
(g) (3 5 − 2)( 5 + 3) 3+1 3−2
√ √ √ √
(h) (2 5 − 3)(3 3 + 5) (n) √1 − √3
2+3 2−1

√
3. (a) Find the value of x2 + 4x + 4 when x = 2 + 3.
√ √
(b) Find the value of 2x2 − 3xy when x = 2 + 3 and y = 2 − 2.
√
(c) Given 2 = 1.41 (to 2 decimal places), simplify √12 without a calculator. (Ratio-
nalize the denominator.)
√
(d) Given 3 = 1.73 (to 2 decimal places), simplify 2+3√3 without a calculator.
√
(e) Find the area of a circle of radius 2 7 cm (correct to 2 decimal places).
√ √
(f) Find the perimeter of a rectangle of length (3 + 2) and breadth ( 2 − 1) cm.

Page 41
 Worksheet 2.6 Factorizing Algebraic Expressions

Section 1 Finding Factors

Factorizing algebraic expressions is a way of turning a sum of terms into a product of smaller
ones. The product is a multiplication of the factors. Sometimes it helps to look at a simpler
case before venturing into the abstract. The number 48 may be written as a product in a
number of different ways:
48 = 3 × 16 = 4 × 12 = 2 × 24
So too can polynomials, unless of course the polynomial has no factors (in the way that the
number 23 has no factors). For example:

x3 − 6x2 + 12x − 8 = (x − 2)3 = (x − 2)(x − 2)(x − 2) = (x − 2)(x2 − 4x + 4)

where (x − 2)3 is in fully factored form.

Occasionally we can start by taking common factors out of every term in the sum. For example,

3xy + 9xy 2 + 6x2 y = 3xy(1) + 3xy(3y) + 3xy(2x)

= 3xy(1 + 3y + 2x)

Sometimes not all the terms in an expression have a common factor but you may still be able
to do some factoring.

Example 1 :

9a2 b + 3a2 + 5b + 5b2 a = 3a2 (3b + 1) + 5b(1 + ba)

Example 2 :

10x2 + 5x + 2xy + y = 5x(2x + 1) + y(2x + 1) Let T = 2x + 1

= 5xT + yT
= T (5x + y)
= (2x + 1)(5x + y)

Example 3 :

x2 + 2xy + 5x3 + 10x2 y = x(x + 2y) + 5x2 (x + 2y)

= (x + 5x2 )(x + 2y)
= x(1 + 5x)(x + 2y)

Page 42
Exercises:

1. Factorize the following algebraic expressions:

(a) 6x + 24
(b) 8x2 − 4x
(c) 6xy + 10x2 y
(d) m4 − 3m2
(e) 6x2 + 8x + 12yx
For the following expressions, factorize the first pair, then the second pair:
(f) 8m2 − 12m + 10m − 15
(g) x2 + 5x + 2x + 10
(h) m2 − 4m + 3m − 12
(i) 2t2 − 4t + t − 2
(j) 6y 2 − 15y + 4y − 10

Section 2 Some standard factorizations

Recall the distributive laws of section 1.10.

Example 1 :

(x + 3)(x − 3) = x(x − 3) + 3(x − 3)

= x2 − 3x + 3x − 9
= x2 − 9
= x2 − 3 2

Example 2 :

(x + 9)(x − 9) = x(x − 9) + 9(x − 9)

= x2 − 9x + 9x − 81
= x2 − 81
= x2 − 9 2

Page 43
Notice that in each of these examples, we end up with a quantity in the form A2 − B 2 . In
example 1, we have

A2 − B 2 = x2 − 9
= (x + 3)(x − 3)

where we have identified A = x and B = 3. In example 2, we have

A2 − B 2 = x2 − 81
= (x + 9)(x − 9)

where we have identified A = x and B = 9. The result that we have developed and have used
in two examples is called the difference of two squares, and is written:

A2 − B 2 = (A + B)(A − B)

The next common factorization that is important is called a perfect square. Notice that

(x + 5)2 = (x + 5)(x + 5)
= x(x + 5) + 5(x + 5)
= x2 + 5x + 5x + 25
= x2 + 10x + 25
= x2 + 2(5x) + 52

The perfect square is written as:

(x + a)2 = x2 + 2ax + a2

Similarly,

(x − a)2 = (x − a)(x − a)
= x(x − a) − a(x − a)
= x2 − ax − ax + a2
= x2 − 2ax + a2

For example,

(x − 7)2 = (x − 7)(x − 7)
= x(x − 7) − 7(x − 7)
= x2 − 7x − 7x + 72
= x2 − 14x + 49

Page 44
Exercises:

1. Expand the following, and collect like terms:

(a) (x + 2)(x − 2)
(b) (y + 5)(y − 5)
(c) (y − 6)(y + 6)
(d) (x + 7)(x − 7)
(e) (2x + 1)(2x − 1)
(f) (3m + 4)(3m − 4)
(g) (3y + 5)(3y − 5)
(h) (2t + 7)(2t − 7)

2. Factorize the following:

(a) x2 − 16 (e) 16 − y 2
(b) y 2 − 49 (f) m2 − 36
(c) x2 − 25 (g) 4m2 − 49
(d) 4x2 − 25 (h) 9m2 − 16

3. Expand the following and collect like terms:

(a) (x + 5)(x + 5) (e) (2m + 5)(2m + 5)

(b) (x + 9)(x + 9) (f) (t + 10)(t + 10)
(c) (y − 2)(y − 2) (g) (y + 8)2
(d) (m − 3)(m − 3) (h) (t + 6)2

4. Factorize the following:

(a) y 2 − 6y + 9 (e) m2 + 16m + 64

(b) x2 − 10x + 25 (f) t2 − 30t + 225
(c) x2 + 8x + 16 (g) m2 − 12m + 36
(d) x2 + 20x + 100 (h) t2 + 18t + 81

Page 45
 Section 3 Introduction to Quadratics

In the expression 5t2 + 2t + 1, t is called the variable. Quadratics are algebraic expressions of
one variable, and they have degree two. Having degree two means that the highest power of
the variable that occurs is a squared term. The general form for a quadratic is

ax2 + bx + c

Note that we assume that a is not zero because if it were zero, we would have bx + c which is
not a quadratic: the highest power of x would not be two, but one. There are a few points to
make about the quadratic ax2 + bx + c:

1. a is the coefficient of the squared term and a 6= 0.

2. b is the coefficient of x and can be any number.

3. c is the called the constant term (even though a and b are also constant), and can be
any number.

Quadratics may factor into two linear factors:

ax2 + bx + c = a(x + k)(x + l)

where (x + k) and (x + l) are called the linear factors.

Exercises:

1. Which of the following algebraic expressions is a quadratic?

(a) x2 − 3x + 4 (c) x3 − 6x + 2 (e) x2 − 4

1
(b) 4x2 + 6x − 1 (d) x2
+ 2x + 1 (f) 6x2

Page 46
 Section 4 Factorizing Quadratics

Before we start factorizing quadratics, it would be a good idea to look for a pattern.

(x + 2)(x + 4) = x2 + 4x + 2x + 8
= x2 + 6x + 8

Notice that the numbers 2 and 4 add to give 6 and multiply to give 8.

(x + 5)(x − 3) = x2 − 3x + 5x − 15
= x2 + 2x − 15

Notice that the numbers 5 and −3 add to give 2 and multiply to give −15.

Let’s try to factorize expressions similar to those above, where we will start with the expression
in its expanded out form. To factorize the expression x2 + 7x + 12, we will try to find numbers
that multiply to give 12 and add to give 7. The numbers that we come up with are 3 and 4,
so we write
x2 + 7x + 12 = (x + 3)(x + 4)
This equation should be verified by expanding the right hand side.

Example 1 : Factorize x2 + 9x + 14.

We attempt to find two numbers that add to give 9 and multiply to give 14, and
the numbers that do this are 2 and 7. Therefore

x2 + 9x + 14 = (x + 2)(x + 7)

Again, this equation shouldn’t be believed until the right hand side is expanded,
and is shown to equal x2 + 9x + 14.

Example 2 : Factorize x2 + 7x − 18.

We attempt to find two numbers that add to give 7 and multiply to give −18
(notice the minus!). The numbers that do this are −2 and 9. Therefore

x2 + 7x − 18 = (x − 2)(x + 9)

This equation shouldn’t be believed until the right hand side is expanded, and is
shown to equal x2 + 7x − 18.

Page 47
Exercises:

1. Factorize the following quadratics:

(a) x2 + 4x + 3 (f) x2 − 14x + 24

(b) x2 + 15x + 44 (g) x2 − 7x + 10
(c) x2 + 11x − 26 (h) x2 − 5x − 24
(d) x2 + 7x − 30 (i) x2 + 2x − 15
(e) x2 + 10x + 24 (j) x2 − 2x − 15

The method that we have just described to factorize quadratics will work, if at all, only in the
case that the coefficient of x2 is 1. For other cases, we will need to factorize by

1. Using the ‘ACE’ method, or by

2. Using the quadratic formula

The ‘ACE’ method (pronounced a-c), unlike some other methods, is clear and easy to follow,
as each step leads logically to the next. If you can expand an expression like (3x + 4)(2x − 3),
then you will be able to follow this technique.

Page 48
 Example Factorize 6x2 − x − 12

1: Multiply the first term 6x2 by −72x2

the last term (−12) (−9x)(8x) = −72x2
−9x + 8x = −x
2: Find factors of −72x2 which
add to −x.

3: Return to the original ex-

pression and replace −x with
−9x + 8x. 6x2 − x − 12
= 6x2 − 9x + 8x − 12
4: Factorize (6x2 −9x) and (8x−
= 3x(2x − 3) + 4(2x − 3)
12).
= (2x − 3)(3x + 4)
5: One common factor is (2x −
3). The other factor, (3x + 4),
is found by dividing each term
by (2x − 3).

(3x + 4)(2x − 3)
6: Verify the factorization by ex-
= 3x(2x − 3) + 4(2x − 3)
pansion
= 6x2 − 9x + 8x − 12
= 6x2 − x − 12

Example 3 : Factorize 4x2 + 21x + 5.

1. Multiply first and last terms: 4x2 × 5 = 20x2
2. Find factors of 20x2 which add to 21x and multiply to give 20x2 . These are
20x and x.
3. Replace 21x in the original expression with 20x + x:
4x2 + 21x + 5 = 4x2 + 20x + x + 5

4. Factorize the first two terms and the last two terms
4x2 + 20x + x + 5 = 4x(x + 5) + (x + 5)

Page 49
 5. Factorize further:

4x(x + 5) + (x + 5) = (x + 5)(4x + 1)

Exercises:

1. Factorize the following quadratics using the ‘ACE’ method:

(a) 2x2 + 11x + 12 (f) 2x2 − 5x − 3

(b) 3x2 + 16x + 5 (g) 3x2 − 10x − 8
(c) 6x2 + 17x + 12 (h) 3x2 − 11x − 20
(d) 2x2 + 9x + 10 (i) 5x2 + 17x + 6
(e) 12x2 + 11x + 2 (j) 10x2 + 19x + 6

Section 5 The quadratic formula

When there is no obvious whole-number solution to the quadratic factorization, the quadratic
formula must be used. It can be shown by the method of completing the square that the
solutions to ax2 + bx + c = 0 are given by
√
−b ± b2 − 4ac
x=
2a
If we let the roots be k and l, say, then
√
−b +b2 − 4ac
k =
√2a
−b − b2 − 4ac
l =
2a
Then
ax2 + bx + c = a(x − k)(x − l)
When factorizing using this method be sure to multiply throughout by the coefficient of x2 .

Example 1 : Factorize x2 + 5x + 3. We try the ‘ACE’ method. The obvious factors

of 3x2 are 3x and 1x, which won’t add to 5x. We abandon this method, and go to

Page 50
the quadratic formula. Note that a = 1, b = 5, and c = 3.
p
−5 ± 52 − 4(1)(3)
x =
2(1)
√
5 13
= − ±
2 2
so that the two roots are
√ √
−5 + 13 −5 − 13
k1 = and k2 =
2 2
Then √ √
−5 + 13 −5 − 13
x2 + 5x + 3 = (x − )(x − )
2 2

Example 2 : Factorize 2x2 − x − 5.

Note that a = 2, b = −1, and c = −5. Then the solutions to 2x2 − x − 5 = 0 are
√
−b ± b2 − 4ac
x =
p 2a
1 ± (−1)2 − 4 × 2 × (−5)
=
√ 2×2
1 ± 41
=
4
So the two factors of 2x2 − x − 5 are
√ √
1 + 41 1− 41
(x − ) and (x − )
4 4
and so the factorization is
√ ! √ !
1+ 41 1− 41
2x2 − x − 5 = 2 x − x−
4 4

This right hand side of this equation should be expanded before it is believed!

Page 51
Exercises:

1. Factorize the following quadratics using the quadratic formula:

(a) 3x2 + 2x − 4 (f) 5x2 + 7x − 2

(b) x2 + 3x + 1 (g) 3x2 + 5x − 4
(c) 2x2 + 8x + 3 (h) 2x2 + 4x + 1
(d) 3x2 + 5x + 1 (i) 5x2 + 2x − 2
(e) 3x2 + 6x + 2 (j) 2x2 + x − 7

Section 6 Uses of factorization

We can use factorization of expressions in a variety of ways. One way is to simplify algebraic
fractions.

Example 1 :
x2 − 9 (x − 3)(x + 3)
=
x−3 (x − 3)
x−3
= × (x + 3)
x−3
= x+3

Example 2 :
x x x x
+ = +
x2 + 4x + 4 x + 2 (x + 2) 2 x+2
x x x+2
= + ×
(x + 2)2 x + 2 x + 2
x x2 + 2x
= +
(x + 2)2 (x + 2)2
x2 + x + 2x
=
(x + 2)2
x(x + 3)
=
(x + 2)2

Another way of using factorization is in solving quadratic equations.

Page 52
 Example 3 : Solve (x + 3)2 = x + 5.

x2 + 6x + 9 = x + 5
x2 + 5x + 4 = 0
(x + 4)(x + 1) = 0

This is true when either x = −4 or x = −1. In other words, just one of the factors
needs to be zero for the original equation that we started with to be true.

It is a good idea to know what to expect from the equation by first examining the discriminant
∆ = b2 − 4ac. This is the expression under the square-root sign in the quadratic formula.
Given the equation y = ax2 + bx + c, and using our knowledge of square roots, we find the
following:

a>0 a<0

O 6  6
∆>0 There will be 2 distinct so-  -  -
lutions, so the curve crosses
 W
the x-axis twice. ? ?
∆=0 There will only be one solu- 6 6 6 6
tion, so the curve will only  -  -
touch the x-axis. This is
called a double root. ? ? ? ?
∆<0 The curve does not touch 6 6 6 6
the x-axis. We will deal with  -  -
this case in detail later.
? ? ? ?

Exercises:

1. Factorize and then simplify the following algebraic expressions:

x2 +3x
(a) x+3
6x2 −8
(b) 2x
x2 +3x+2
(c) 3x+6
x2 −7x−18
(d) x2 −6x−27
x2 −16
(e) 2x+8
3x2 −9x
(f) 18x

Page 53
 x2 −25
(g) x2 −3x−10
2x2 −32
(h) x2 +6x+8
x3 −9x2
(i) 3x−27
2x2 −x−6
(j) x2 +x−6

2. Simplify the following by first finding a common denominator:

3 5x
(a) x+2
+ x+3
4x 2
(b) x−5
− x+2
x+1 x+3
(c) x+2
+ x+4
6 2
(d) x2 +5x+6
+ x2 +8x+15
4 1
(e) x2 −3x−10
− x2 +5x+6
x+3 2
(f) x2 +6x+9
− x+3
x2 +8x+15 x+3
(g) x2 +7x+10
− x+2
x2 −9 x2
(h) 2x+6
− x−3
x 2x
(i) x+1
− x+3
3x
(j) x2 +6x
− 2x+1
x+6

3. Solve the following quadratic equations:

(a) x2 − 6x + 8 = 0 (f) 2x2 − x − 6 = 0

(b) x2 + 8x + 15 = 0 (g) 2x2 − 13x − 7 = 0
(c) x2 + 7x + 12 = 0 (h) 3x2 − 10x − 8 = 0
(d) x2 + 9x − 22 = 0 (i) 7x2 + 13x − 2 = 0
(e) x2 − 7x + 12 = 0 (j) x2 − 18x + 77 = 0

4. Solve the following equations using the quadratic formula. Write the answers to two
decimal places.

(a) x2 − 3x + 1 = 0 (c) 3x2 + 2x − 2 = 0

(b) 2x2 − 6x − 7 = 0 (d) 2x2 − 13x + 7 = 0

Page 54
 Section 7 Multiplication and Division of Algebraic Fractions

We are often able to use factorization when we are multiplying or dividing algebraic expressions.

Example 1 :
x2 − 16 x2 + 5x + 6 (x + 4)(x − 4) (x + 3)(x + 2)
× = ×
x+3 x+4 x+3 x+4
= (x − 4)(x + 2)

Example 2 :
2x2 + 12x + 16 4x2 − 100 2(x2 + 6x + 8) 4(x2 − 25)
× = ×
3x2 + 6x 6x + 30 3x(x + 2) 6(x + 5)
2(x + 4)(x + 2) 4(x + 5)(x − 5)
= ×
3x(x + 2) 6(x + 5)
4(x + 4)(x − 5)
=
9x

Example 3 :
6x2 + 9x 4x + 6 6x2 + 9x x2 − 9
÷ = ×
x2 + 8x + 15 x2 − 9 x2 + 8x + 15 4x + 6
3x(2x + 3) (x + 3)(x − 3)
= ×
(x + 3)(x + 5) 2(2x + 3)
3x(x − 3)
=
2(x + 5)

Exercises:

1. Simplify the following expressions:

2x2 −5x−3 x2 +4x
(a) x2 +2x
× 2x+1
3x+21 4x−12
(b) x2 −7x+12
× 9x+63
x2 +2x 2x2 −5x−12
(c) x2 +x−20
× 5x+10
3x2 −10x−8 2x2 −7x−4
(d) 5x−15
÷ x2 −3x
x2 −16 x2 +11x+28
(e) 4x2 −1
÷ 2x2 +5x+2

Page 55
 Exercises for Worksheet 2.6
1. Expand

(a) (x + 2)(x − 2) (b) (2x + 4y)(2x − 4y)

2. Factorize

(a) 144x2 − y 2 (h) 2x2 + 7x + 3

(b) 16a2 − 9b2 (i) 5b2 + 17b + 6
(c) x2 + 7x + 10 (j) 18y 2 + 12y + 2
(d) b2 + 9b + 14 (k) 12x2 + 6x − 6
(e) x2 + 14x + 49 (l) 7a2 − 9a − 10
(f) x2 + x − 6 (m) −x2 − x + 2
(g) 2x3 + 10x2 − 48x (n) −2x2 + 3x + 2

3. (a) Factorize x2 + 5x + 3 using the quadratic formula.

(b) Factorize 2x2 − x − 1.
A2 −4
(c) Simplify 3A−6
.
2x2 −8
(d) Simplify 2x2 −x−6
.
x2 −x−6 2x2 y
(e) Simplify 2xy
× x2 −9
.
2x2 +5x−3 2 −1
(f) Simplify x3 +3x2 +2x
÷ x4x3 +2x2 .

3x
(g) Simplify x2 +6x+9
+ xx+3
2 −9 .

(h) Solve x2 + 2x − 3 = 0.

Page 56
 Worksheet 2.7 Logarithms and Exponentials

Section 1 Logarithms

The mathematics of logarithms and exponentials occurs naturally in many branches of science.
It is very important in solving problems related to growth and decay. The growth and decay
may be that of a plant or a population, a crystalline structure or money in the bank. Therefore
we need to have some understanding of the way in which logs and exponentials work.

Definition: If x and b are positive numbers and b =

6 1 then the logarithm of x to the base b is
the power to which b must be raised to equal x. It is written logb x. In algebraic terms this
means that

if y = logb x then
x = by

The formula y = logb x is said to be written in logarithmic form and x = by is said to be written
in exponential form. In working with these problems it is most important to remember that
y = logb x and x = by are equivalent statements.

Example 1 : If log4 x = 2 then

x = 42
x = 16

Example 2 : We have 25 = 52 . Then log5 25 = 2.

1
Example 3 : If log9 x = 2
then
1
x = 92
√
x = 9
x = 3

Page 57
 y
Example 4 : If log2 3
= 4 then
y
= 24
3
y
= 16
3
y = 16 × 3
y = 48

Exercises:

1. Write the following in exponential form:

(a) log3 x = 9 (d) log4 x = 3
(b) log2 8 = x (e) log2 y = 5
(c) log3 27 = x (f) log5 y = 2

2. Write the following in logarithm form:

(a) y = 34 (d) y = 35
(b) 27 = 3x (e) 32 = x5
(c) m = 42 (f) 64 = 4x

3. Solve the following:

x
(a) log3 x = 4 (d) log2 2
=5
(b) logm 81 = 4 (e) log3 y = 5
(c) logx 1000 = 3 (f) log2 4x = 5

Section 2 Properties of Logs

Logs have some very useful properties which follow from their definition and the equivalence
of the logarithmic form and exponential form. Some useful properties are as follows:
logb mn = logb m + logb n
m
logb = logb m − logb n
n
logb ma = a logb m
logb m = logb n if and only if m=n

Page 58
Note that for all of the above properties we require that b > 0, b 6= 1, and m, n > 0. Note also
that logb 1 = 0 for any b 6= 0 since b0 = 1. In addition, logb b = 1 since b1 = b. We can apply
these properties to simplify logarithmic expressions.

Example 1 :
xy
logb = logb xy − logb z
z
= logb x + logb y − logb z

Example 2 :

log5 5p = p log5 5
= p×1
= p

Example 3 :

1 1
log2 (8x) 3 = log2 8x
3
1
= [log2 8 + log2 x]
3
1
= [3 + log2 x]
3
1
= 1 + log2 x
3

Example 4 : Find x if

1
2 logb 5 + logb 9 − logb 3 = logb x
2

1
logb 52 + logb 9 2 − logb 3 = logb x
logb 25 + logb 3 − logb 3 = logb x
logb 25 = logb x
x = 25

Page 59
 Example 5 :

8x3
log2 = log2 8x3 − log2 2y
2y
= log2 8 + log2 x3 − [log2 2 + log2 y]
= 3 + 3 log2 x − [1 + log2 y]
= 3 + 3 log2 x − 1 − log2 y
= 2 + 3 log2 x − log2 y

Exercises:

1. Use the logarithm laws to simplify the following:

(a) log2 xy − log2 x2

8x2
(b) log2 y
+ log2 2xy
(c) log3 9xy 2 − log3 27xy
(d) log4 (xy)3 − log4 xy
(e) log3 9x4 − log3 (3x)2

2. Find x if:

(a) 2 logb 4 + logb 5 − logb 10 = logb x

(b) logb 30 − logb 52 = logb x
(c) logb 8 + logb x2 = logb x
(d) logb (x + 2) − logb 4 = logb 3x
(e) logb (x − 1) + logb 3 = logb x

Section 3 The Natural Logarithm and Exponential

The natural logarithm is often written as ln which you may have noticed on your calculator.

ln x = loge x

The symbol e symbolizes a special mathematical constant. It has importance in growth and
decay problems. The logarithmic properties listed above hold for all bases of logs. If you see
log x written (with no base), the natural log is implied. The number e can not be written

Page 60
exactly in decimal form, but it is approximately 2.718. Of course, all the properties of logs
that we have written down also apply to the natural log. In particular,

ey = x and ln x = y

are equivalent statements. We also have e0 = 1 and ln 1 = 0.

Example 1 : eloge a = a

a
Example 2 : ea loge x = eloge x = xa

Example 3 :

loge e2y = 2y loge e

= 2y

x2
Example 4 : loge 5
= 2 loge x − loge 5

Exercises:

1. Use your calculator to find the following:

(a) ln 1.4 (f) (e0.24 )2

(b) ln 0.872 (g) e1.4 × e0.8
(c) ln 6.4×3.8
10
(h) 6e−4.1
e8.2
(d) e0.62 (i) 1068
(e) e3.8 (j) e −2.4
× e6.1 ÷ (8 + ln 2)

2. Simplify the following

(a) log x2 − log xy + 4 log y (d) 12e7 ÷ 6e2

1 1
(b) ln(8x) 2 + ln 4x2 − ln(16x) 2 (e) ln e2
(c) e6 e−6 (f) ln(e2 ln e3 )

Page 61
3. Find x in each of the following:

(a) ln x = 2.7
(b) ln(x + 1) = 1.86
(c) x = e9.8 ÷ e7.6
(d) 6.27 = ex
(e) 4.12 = e−2x

Page 62
 Exercises for Worksheet 2.7
1. Evaluate

(a) log10 1000

(b) log4 1
(c) log3 27
1
(d) log2 4
(e) loga ax

2. Solve for x

(a) log4 x = 2
(b) log 1 x = 4
3

(c) log10 (2x + 1) = 2

(d) log2 64 = x
(e) logb 81 = 4

3. (a) Use log laws to solve log3 x = log3 7 + log3 3.

(b) Without tables, simplify 2 log10 5 + log10 8 − log10 2.
(c) If log10 8 = x and log10 3 = y, express the following in terms of x and y only:
9
i. log10 24 ii. log10 8
iii. log10 720

4. (a) The streptococci bacteria population N at time t (in months) is given by N = N0 e2t
where N0 is the initial population. If the initial population was 100, how long does
it take for the population to reach one million?
(b) The formula for the amount of energy E (in joules) released by an earthquake is

E = 1.74 × 1019 × 101.44M

where M is the magnitude of the earthquake on the Richter scale.

i. The Newcastle earthquake in 1989 had a magnitude of 5 on the Richter scale.
How many joules were released?
ii. In an earthquake in San Francisco in the 1900’s the amount of energy released
was double that of the Newcastle earthquake. What was its Richter magnitude?

Page 63
 Worksheet 2.8 Introduction to Trigonometry

Section 1 Introduction to Plane Geometry

When two lines cross each other to make four angles all exactly the same, we call these two
lines perpendicular. The angle between each of the lines is 90 deg or π2 radians. We also can
call an angle of π2 radians a right angle, and it would be indicated on a picture by a small
square in the angle.

Two lines are parallel if it is possible to draw a line which is perpendicular to both lines. An
arrow sitting on both lines in a diagram indicates that they are parallel.

A line forms what is called a straight angle. It is the same as if we were facing one direction, and
then did an about face. We have moved through 180 deg, or π radians. To change directions on
a line we must do the same thing: move through 180 deg. When we do a full turn or revolution
on the plane, we move through 360 deg or 2π radians. So a straight angle is π radians and a
full turn is 2π radians.

Example 1 : Angle A is a right angle.

Example 2 : Angle B is given by B = 180◦ − 50◦ = 130◦ .

Y
H
HH
H
50◦ HH B

Example 3 : What is θ?
6

θ
 -
H 30 ◦
Hj
H

?
θ = 360◦ − 30◦

Page 64
 Example 4 : If CD and AB are parallel, and EF C is a right angle, what is F EB?
A E B

D F C
EF C is a right angle also.

When pairs of parallel lines are both cut by another straight line, the various angles formed
have some properties.

-
A
Angles A and B are called corre-
- sponding angles and are equal.
B

-
A
A and D are called alternate angles
D
- and are also equal.

-
A
A and C are called co-interior an-
C
- gles and are supplementary, which
means that A + C = 180◦ .

Example 5 : What is angle C?

 -
 100◦

C◦  -


C is 100◦ .

Example 6 : What is angle A, if C ◦ = 45◦ ?

◦
-
C

A◦ 
 -


A = 180◦ − 45◦
= 135◦

Page 65
Exercises:

1. Name the following pairs of angles:

(a) ∠ADF and ∠DHG B

A
-C

D
(b) ∠BDC and ∠DHG



(c) ∠ADH and ∠DHE

(d) ∠BDA and ∠DHE H
-
E
G


F
2. Find the value of θ in each of the following:

(a) (c) (e)

- @ - @
60◦ 110@
◦
@
θ - θ@ - @ 90◦
@ θ @ 55
◦
@
(b) (d)
@ 100◦ - - (f) A
@ 50◦ A
@θ - - A ◦ 
@ ◦ 90
θ A θ
60 P
@ 140◦ PP

Section 2 Triangles

A triangle has three sides, which are normally denoted with lower-case letters and the opposite
angle denoted by the corresponding capital letter. A triangle is often described by its three
vertices. The interior angles of a triangle add up to 180 deg = π radians. Thus, given two
angles in a triangle, we can work out the third angle. If one of the angles in a triangle is a
right angle, it is a right-angled triangle.

Example 1 : If angle A is 60◦ , and angle B is also 60◦ , what is angle C?

A

AA

A

A

A

B CA

A
C = 180 − 60 − 60 = 120◦ − 60◦ = 60◦
◦ ◦ ◦

Page 66
The triangle ABC in the above example is a special triangle called an equilateral triangle.
Any triangle with three equal angles is an equilateral triangle. All the angles must be 60 ◦ .
The sides, also, have an equal length.

Example 2 : If angle A is 45◦ , what is angle B?

@
A@
@
@
@
C B@
@
Since C is a right angle, we know that C = 90 . Therefore B = 180◦ − 90◦ − 45◦ =
◦

45◦ .

There is another special triangle called the isosceles triangle; it has two angles the same. The
lengths of the sides opposite the equal angles are the same. Isosceles triangles can come in
various shapes as the third angle can vary. The third angle doesn’t have to be a right angle.

Example 3 : What is the angle C?

H◦H

80 HH

HH

HH
C HH
◦

70
C = 180◦ − 80◦ − 70◦ = 30◦
You will have noticed that, when referring to angles, we have often given two units of measure:
degrees and radians - the most important unit being the radian. If the unit of measure is
not specified on a given angle, the angle is assumed to be in radians. To convert degrees to
radians, we use the following:
π radians = 180◦
π
Therefore 1◦ = 180
radians. So
π π
60◦ = 60 × = radians
180 3
A similar argument is used to convert radians to degrees.
π radians = 180◦
180 ◦
1 radian =
π

π
Therefore, if we want to find out how many degrees there are in 4
radians, we calculate as
follows:
π π 180 ◦
radians = × = 45◦
4 4 π

Page 67
Exercises:

1. Convert the following angles in degrees to radians; write the answers in terms of π.

(a) 60◦ (d) 45◦ (g) 240◦

(b) 90◦ (e) 100◦ (h) 80◦
(c) 120◦ (f) 360◦ (i) 300◦

2. Convert the following angles in degrees to radians; write the answers to 2 decimal places.

(a) 30◦ (d) 100◦ (g) 240◦

(b) 40◦ (e) 45◦ (h) 600◦
(c) 90◦ (f) 160◦ (i) 300◦

3. Convert the following angles in radians to angles in degrees:

π 2π
(a) 2
(d) 2.5 (g) 3
π π 3π
(b) 6
(e) 7
(h) 2
π π 5π
(c) 8
(f) 12
(i) 6

Page 68
 Section 3 Pythagoras’ Theorem

All right-angled triangles obey the theorem of Pythagoras, which states:

The square of the length of the hypotenuse is equal to the sum of the squares of
the other two sides.

Construct two identical squares, and divide the sides into lengths a and b as shown.
a b a b
Q
Q
Q a a a
Q
b Q
Q
c2
Q
Q b b b
a Q
Q
Q
Q
b a a b
Fig. 1 Fig. 2

1
Shaded area in Fig. 1 = 4 × ab = 2ab
2
Shaded area in Fig. 2 = 2 × ab = 2ab
c2 + 2ab = (a + b)2
= a2 + 2ab + b2
therefore a2 + b2 = c2

The hypotenuse is the side opposite the right angle. We now put this information onto a
diagram and into a formula.
H
AHH
HHc
b HH
HH
C B H
a
ABC is a right angled triangle, and c is the hypotenuse. Then a, b, and c satisfy the relation-
ship:
a2 + b 2 = c 2

Page 69
 Example 4 : What is d?
Z
Z
Z d2 = 32 + 42
Z
3 Zd d2 = 25
Z
Z d = 5
Z
4
Note that, since d is a length, we take the positive solution of the quadratic equation
d2 = 25.

Example 5 : What is a?
A
A 132 = a2 + 122
A 169 = a2 + 144
12 A 13 169 − 144 = a2
A
A 25 = a2
A 5 = a
A
a

Exercises:

1. Use Pythagoras’ theorem to find the length of the unknown side:

(a) (b) 7 (c) d
@ @ @
6 @ d @ 9 @ 12
@ d@ 13@
@ @ @
@ @ @
8
(d) (e) (f)

A
@
A
@
32
x
@
9


h AA12 x
@
A
@
A
5 7 x

2. (a) A 4m long ladder is leaning against a wall. The foot of the ladder is 1.2 meters out
from the wall. How far up the wall does the ladder reach? Draw a diagram!
(b) In a triangle ABC, ∠ABC = 90◦ , AC = 20cm, and AB = 9 cm. Find the length
of BC.

Page 70
 Section 4 Introductory Trigonometry

Similar triangles are ones which have the same shape. All the internal angles are the same.
Similar triangles may be different sizes. The triangles ABC and DEF drawn below are similar
but not the same.
D
b
b
b
b
A b
b b
b b
b e b f
b b
b c b
b b b
b b
b b
b b
b b
C a B F d E
The length of the sides of these triangles are proportional. That is, we can find one number p
that gives

e = pb
f = pc
d = pa

In addition, corresponding angles are the same. Since the triangles formed by certain angles
are proportional, we can describe angles by looking at the ratios of the sides around them. For
the moment, we will restrict our discussion to that of right-angled triangles. Consider


B

c a


A C
b
Recall that the side opposite the right angle is called the hypotenuse. In this case it is c. The
side opposite the angle in question (in this case A) is called the opposite side. The remaining
side is called the adjacent side, in this case b.

The trigonometric ratios are the ratios of various pairs of sides. They are sine (usually written
sin), cosine (usually written cos), and tangent (usually written tan). The definitions of these

Page 71
ratios, in terms of right angled triangles are:
opposite side
sin A =
hypotenuse
a
=
c
adjacent side
cos A =
hypotenuse
b
=
c
opposite side
tan A =
adjacent side
a
=
b

Example 1 :

J
J √
J opp 3
√ J sin θ = hyp = 2
3 J2 cos θ = adj = 1
J hyp 2
√
J tan θ = opp = 3
θJ
adj 1
1

Example 2 :
@ √1
@ sin θ = 2
1 @ √2 cos θ = √1
@ 2
@ tan θ = 1
θ@
1

Example 3 : How are θ and φ related?

Z Z
Z Z
Z Z
Z Z
Z Z
3 Z5 6 Z10
Z Z
Z Z
θZZ φZZ
4 8
3 6 3
Since sin θ = 5
and sin φ = 10
= 5
, θ and φ must be the same angle.

Page 72
Exercises:

1. Find the following ratios:

(a) sin θ (d) sin φ

(b) cos θ (e) cos φ
(c) tan θ (f) tan φ
@
φ@
5 @ 13
@
@
θ@
12

2. Find the following ratios:

(a) sin θ (d) sin(90 − θ)

(b) cos θ (e) cos(90 − θ)
(c) tan θ (f) tan(90 − θ)

z
@
@
@ x
y@
@θ
@

Page 73
 Exercises for Worksheet 2.8
1. Find the value of each of the pronumerals:
L
dL e -
g L 80◦
70◦L
L
L
150◦ b aL f -

2. Find the value of θ in each of the following:

(a) (b) (c)

A
θ
58◦A
80@
◦
A
@
A
28◦ θ@ 2θ
A

θ A120
◦

7π
3. (a) Change the angle 3
to degrees.
6π
(b) Change the angle 5
to degrees.
◦
(c) Change 87 to radians. Write the answer to 2 decimal places.

4. Find the value of each pronumeral:

(a) (b) (c)

A
@
A
2.6 @ d x 90@
◦
7
h A 6 cm
@ @
A
@ @
A
@ 12
A
3.1 2 cm

For part (c), assume the largest triangle is isosceles.

5. (a) Find the value of x @

@
(b) Find 15 @ x
@
i. cos θ @
ii. sin θ θ@
20
iii. tan θ

Page 74
 Worksheet 2.9 Introduction to the Cartesian Plane

Section 1 The Cartesian Plane

In worksheet 2.4 we discussed inequalities on the number line. This is a type of graph in one
dimension. For many maths problems, we need to draw graphs in two dimensions. Graphs
contain a lot of information at a glance, and so are a very useful tool.

A graph in two dimensions will arise from an equation with two variables. For example,
x + y = 0. This equation has two variables, x and y, and there is a relationship between them
which the formula expresses. To represent this equation as a graph we draw a picture of all
the ordered pairs (x, y) which satisfy the relationship. The picture is placed on a cartesian
plane, which is the two dimensional equivalent of the number line, and is formed by placing
two number lines at right angles to each other intersecting at (0, 0). This point is called the
origin.

The entries in an ordered pair (x, y) are called the coordinates. In this pair, x is the first
coordinate (or independent variable), and y is the second coordinate (or dependent variable).
The horizontal number line represents the first coordinate of the ordered pair and the vertical
line the second co-ordinate. You should label each number line (called axis) with the variable
that it corresponds to.

To draw the picture, we first need to find some of the ordered pairs (x, y) which satisfy the
equation. This is usually done by putting in values of x and finding the corresponding values
of y. Once we have some ordered pairs, we plot them on the cartesian plane. First find the
x-value, then move up or down that line to find the necessary y-value. You may well have
done a similar thing when looking up a street in a street directory. Each map in a directory is
a cartesian plane with letters on the horizontal axis and numbers on the vertical axis. To find
G8 on a certain page, you find G, and then move up or down the G column until you get to
the line marked 8.

Page 75
Example 1 : We will plot the following ordered pairs: (1, 5), (−4, −3), and (4, 1).
y
6 6 (1, 5)
•
4
2
• (4, 1)
 -
-6 -4 -2 2 4 6 x
-2
(−4, −3) •
-4
-6
?

Example 2 : Plot the line y = 2x − 1.

We need to find some ordered pairs that satisfy the equation.
When x = 0, y = −1, so (0, −1) is an ordered pair.
When x = 3, y = 5, so (3, 5) is an ordered pair.
When x = −1, y = −3, so (−1, −3) is an ordered pair.
We could construct a table to represent this information:

x 0 −1 3
y −1 −3 5

66
•

4



2




-
-6 -4 -2 •
2 4 6
-2

•


-4



-6
?

Page 76
Exercises:

1. Complete the table of values for the given equations.

(a) y = x − 3 (b) 2x + y = 4 (c) y = 5 − x

x 0 1 2 x 0 x 2
y y 2 6 y 6 1

2. Complete the table of values and graph the ordered pairs on a number plane:

(a) y = x − 3 (b) y = x + 1 (c) y = 6 − 2x

x 0 1 2 x 0 1 2 x 0 1 2
y y y

Section 2 Introduction to a line

The equation ax + dy + c = 0 represents a straight line on a cartesian plane, where a, d, and c

may be any numbers. Any equation that can be put in a form that looks like this is a straight
line. The important thing to notice about this equation is that the x and y variables are taken
to the first power and the first√ power only, and they are not multiplied together; that is, there
are no terms like xy, x2 , y 2 , x or x1 .

Example 1 : Is x + y = 0 a straight line? Yes: we would have a = 1, d = 1, and

c = 0.

Example 2 : Is 3x2 + y = 2 a straight line? No: the x variable is squared - raised

to the power of 2 - so this equation is not of the required form.

Example 3 : Is x = 5 a straight line? Yes: we would have a = 1, d = 0, and

c = −5.

Example 4 : Is y = 5x a straight line? Yes: we would have a = −5, d = 1, and

c = 0.

Page 77
Exercises:

1. Which of the following equations represents a straight line?

(a) x − 2y − 6 = 0
(b) xy − 8 = 0
1
(c) x
+y−6=0
(d) y = 2x − 1
(e) x(x + y) = 4

Section 3 Slope-Intercept Form

There is another way to write the equation of a line which allows more information about the
graphed line to be readily available. We rearrange the formula ax + dy + c = 0 in the following
way:
ax + dy + c = 0
ax + dy = −c
dy = −ax − c
a c
y = − x−
d d
Now since a, b and c are constants then so is − d a constant together with − dc . Let’s rename
a

these fractions by writing

a c
m=− and b = −
d d
Then our equation is written
y = mx + b
This form is what we will call the slope-intercept form of the straight-line equation. The slope
of a line is also called the gradient, or sometimes it is referred to as rise over run. The rise
of a line is the number of units up (or down) for every so many units that we move along the
line. So, if a line has a slope of 2, then it rises 2 units for every unit that it goes across. If a
line has a slope of 21 , then it rises 1 unit for every 2 units that it goes across. If the equation
of the line is written in the form y = mx + b, then m is the slope, or gradient, of the line, and
b is called the y-intercept. This is the value that y has when x = 0.

Note: Sometimes either m or b (or both!) might be equal to zero. Such an expression still
represents a straight line.

What are the gradients and y-intercepts of the following straight lines?

Page 78
 Example 1 : y = 2x + 3. The gradient is 2, and the y-intercept 3.

Example 2 : y = 52 x + 3. The gradient is 25 , and the y-intercept 3.

Example 3 : y = 2 − 5x. The gradient is −5, and the y-intercept 2.

Example 4 : 2y = 2x + 2. The gradient is 1, and the y-intercept 1.

Let us graph the equation y = 3x − 2. Make a table of values for a selection of x-values, then
plot the points onto a diagram, then connect them with a straight line:

y
66
5
4 •
3
x 0 1 2 2
y −2 1 4 1 •
 -
−1 -1 1 2 x
-2 •
?

The gradient is defined as the rise over the run. Consider the rise over the run as we go from
the point (1, 1) to the point (2, 4). The rise is 4 − 1 = 3, and the run is 2 − 1 = 1. Therefore
the gradient is
rise
gradient =
run
3
=
1
= 3

Let us graph the equation y = −2x + 3. Make a table of values for a selection of x-values, then
plot the points onto a diagram, then connect them with a straight line:

y4
S 6
3S•
S
2 S
S
1 S•
x 0 1 2 S
y 3 1 −1  S -
−1 1 S2 3x
-1 S•
S
-2 ?

Page 79
The gradient is defined as the rise over the run. Consider the rise over the run as we go from
the point (0, 3) to the point (1, 1). The rise is 1 − 3 = −2, and the run is 1 − 0 = 1. Therefore
the gradient is
rise
gradient =
run
−2
=
1
= −2

Two lines are parallel if they have the same gradient. If two lines are parallel, and they also
have the same y-intercept, then they coincide (in other words, they are the same line). Parallel
lines with different y-intercepts will never intersect.

If two lines do not have the same gradient, they will eventually meet at some point. In other
words, for some x value, they will both have the same y value. This is called the point of
intersection of the lines. Two lines are perpendicular if the product of the gradients of the two
lines is −1 (we will not prove this). Let two lines be
y = m1 x + b1 and y = m 2 x + b2
The two lines are perpendicular if m1 m2 = −1.

Example 5 : The lines

y = 5x + 2
y = 5x + 3
are parallel, and never meet. They both have a gradient of 5.

Example 6 : The lines

y = 5x + 4
2y = 10x + 8
coincide. The second equation could be divided by 2 to become identical with the
first equation.

Example 7 : The lines

1
y = x+3
5
y = −5x + 2
1
are perpendicular, since 5
× −5 = −1.

Page 80
 Example 8 : The lines
y = 10x + 3
y = 5x + 10
meet when x = 57 and y = 17. We will discuss how to find out where two lines
meet in a later worksheet.

Exercises:

1. Find the gradient and y-intercept of each of the following straight lines and hence write
down the equation of the straight line.

(a) y (b) y
46 66
}
Z5
3 Z
*
 4Z
2
  3 Z
Z
1  2
Z
 
1 Z
-  -


−2 −1 1 2 3 4 x -3 -2 -1 1 2 3 4 5Z6~
Z
x
-1
-2
? ?

2. Write the following equations in the form y = mx + b, and hence find the gradient (m)
and and the y-intercept (b).

(a) y = 2x + 1 (d) x − y + 8 = 0
(b) x + y + 3 = 0 (e) 2x + 3y + 12 = 0
1
(c) 2y = 8x − 6 (f) 3
x − 21 y = 1
6

Section 4 A line through two points

Given any two points, we can find the equation of the straight line that joins them. To do
so, we first work out the gradient. Recall from an earlier section that we talked about the
gradient as the rise of a line divided by its run. We use this to find the gradient. The rise of
a line is the difference between two y-values. The run is the difference in the corresponding
x-values. The ratio of these gives the gradient. Say we are given two points on a line: (x 1 , y1 )
and (x2 , y2 ). The slope of the line is then
y2 − y 1
Slope = m =
x2 − x 1

Page 81
It makes no difference which point you take as your first, but whichever one you use as your
first y-value, you must use the corresponding x as your first x-value. Once you have the
gradient you then use it in another rise over run ratio, except this time with just one of the
points given - either point will do - and with arbitrary x and y values. So the two points we
are now considering are, say, (x2 , y2 ) and (x, y) and the slope m (which we now know) is given
by
y − y2
m=
x − x2
which we can rearrange to put it in the slope-intercept form:

y − y2 = m(x − x2 )
y = mx − mx2 + y2
y = mx + b

where we have let b = −mx2 + y2 .

Example 1 : What is the equation of the line that (5, 2) and (4, 6) lie on?
2−6
m= = −4
5−4
Now that we have found the gradient, all we have to do is find the y-intercept.
Choose either of the two points that we know lie on the line. We will choose (4, 6).
Now substitute in values for x, y and m to find b, the y-intercept.

y = mx + b
6 = (−4)4 + b
b = 22

so the equation of the line joining (5, 2) and (4, 6) is y = 22 − 4x.

Example 2 : What is the equation of the line that (1, 3) and (2, 3) lie on?
3−3 0
m= = =0
1−2 −1
so the gradient is 0. Now we again substitute in values of x, y and m to find b. We
find that y = 3, so the equation of the line joining (1, 3) and (2, 3) is y = (0)x + 3
or simply y = 3.

Example 3 : What is the equation of the line that (1, 5) and (1, 2) lie on?
5−2 3
m= =
1−1 0

Page 82
 which doesn’t make sense as we can’t divide by zero.
If this happens, it means that the line is vertical. We can think of it as having an
infinite slope. A vertical line through a point (a, b) has the equation x = a. So, for
this example, the equation of the line is x = 1.

Example 4 : What is the equation of the line that (3, 2) and (−5, 2) lie on? The
gradient is given by
2−2 0
m= = =0
3 − (−5) 8
Since the slope is zero, and the line passes through a point whose y-value is 2, the
equation of the line is y = 2.

Exercises:

1. Find the equation of the straight line passing through:

3
(a) (0, −1) with gradient 2
(b) (2, 4) and (3, 1)
(c) (0, 3) and (2, 7)
(d) (1, 4) and (3, 4)
(e) (3, 1) and is parallel to y = 3x − 7
(f) (12, −2) and is perpendicular to y = 3x − 7

Page 83
 Exercises for Worksheet 2.9
1. (a) What are the gradients of the lines AB and CD in Figure 1?
y y
A 6 6
I
@
1
@ 1

@ 1  D
@  
 @ -  -
)

1@ x C −3 x
R
@
B

? ?

(b) Plot the points P (−2, 3), Q(1, 8), R(−4, 2), and S(0, 7). Is P Q parallel to RS?
What are the slopes of P Q and RS?
(c) Complete the table of values for the equation y = 3x + 2, and use the table to help
you draw the graph of y = 3x + 2.
x -1 0 2
y 0
Where does the graph intersect the x-axis?
Where does the graph intersect the y-axis?
(d) i. Is y = 3x + y 2 a straight line? Give reasons.
ii. Is y + 15 = 0 a straight line? Give reasons.
(e) What is the gradient and y-intercept of:

i. y = −2x − 7 ii. 2y − 8x − 1 = 0

(f) What is the gradient of the line that is perpendicular to y = 5x − 2?

(g) Which of the following points lies on the line y = 2x + 12?

i. (−20, 23) ii. ( 21 , 13)

Page 84
2. (a) Plot the points X(−1, 2) and Y (1, 3).
i. What is the equation of the straight line that joins them?
ii. What is the equation of the straight line which passes through X, but is per-
pendicular to XY ?
iii. What is the equation of the vertical line through Y ?
iv. What is the equation of the line through Y and also parallel to y = 3x + 12?
(b) Find the equation of the line with gradient 2 that passes through the point (0, −6).
(c) Find the line parallel to y = 1.5x + 4 which goes through (2, 4).
(d) Find the line parallel to the x-axis which goes through (22, 27).
(e) What is the equation of the line that passes through the points (−1, −15) and
(−10, −1)?

3. (a) Plot the points A(2, 4), B(1, 2), and C(3, 2). Find the point D that would make
ABCD a parallelogram.
(b) A line has gradient 1, and goes through (5, 2). Does the point (10, 7) lie on the line?
(c) A line has gradient −L. Could both (2, 5) and (0, −10) be on the line?

Page 85
 Answers to Test Two
and
Exercises from Worksheets 2.1 - 2.9

Answers to Test Two

1. (a) 6uv (b) 3y(x + y + 2)

2. (a) x = 12 (b) y = 3
5x+6
3. (a) x(x+2)
(b) x = −2
-
4. (a)  -
a
−3 0
(b) x < −3 or x > 3
√
2− 2
5. (a) −1 (b) 2

1
6. (a) (x + 2)(x + 4) (b) x−3

7. (a) Yes (b) (x − 2)(x2 + 3x + 7)

8. (a) x = 64 (b) 3y

9. (a) 45◦
√
3
√
(b) sin θ = 2
tan θ = 3
1
cos θ = 2
θ = 60◦

10. (a) 56 

3

  -
 1
 ?
5 2
(b) Slope 3
and the y-intercept is 3

Page 86
Worksheet 2.1

Section 1

1. (a) 6 (b) 4m (c) u (d) 9m (e) 9xz

2. (a) 12xy (b) 24xy (c) 48mnp (d) 48xyz (e) 45mn

Section 2

1. (a) 7x + 4 (e) 4m(4m − 1) (i) 8mn(3 − 2m)

(b) 10(2x − 1) (f) 3(x2 + 2x − 9) (j) −xy(x + y)
(c) 3y(6x − z) (g) −6(x + 4) (k) 12m2 n(1 + 2n)
(d) 6m(2n + 3p) (h) −2x(y + 4) (l) 18y 2 p(4 − p)

2. (a) (x + 3)(4 + m) (c) (y + 4)(y − 6) (e) (x − 4)(3x − 7)

(b) (x − 1)(x + 5) (d) x(x + 7)(x + 1)

Section 3

x a(3b+1)
1. (a) 5
(d) x (g) b
x+5 3x 4mn
(b) 2
(e) 2
(h) 3
x+3 p(n−2)
(c) 5 (f) x+2
(i) 3n

3(x+3) 3p2 4 3q
2. (a) 2
(c) 2
(e) 3
(g) 8
3(x−5) 4(3m+4) 5(x+y)
(b) 8
(d) 3(p+2) (f) 2x (h) 24y

Exercises 2.1

1. 1, 2, 3, 6, 9, 18

2. (a) 1, 2, 4, 8
(b) 1, 2, t, 2t

3. (a) 4 (b) 8 (c) 1

Page 87
 4. (a) −3(x − 7) (d) 6m(t − 4m)
(b) 3x(2x + 1) (e) 9(2x + 3y)
(c) 6x(3x + 2y) (f) (x + 3)(x − 7)

5. (a) x + 4 (d) 2
x(y+3) 819x2
(b) 2
(e) 16y
7n
(c) 3
(f) 3pq

Worksheet 2.2

Section 1

1
1. (a) 11 (c) 0.8 (e) −6 (g) −1.3 (i) 2
(b) 18 (d) 2 41 (f) −10 (h) 1.4 (j) 40

Section 2

1. (a) 5 (c) 15 (e) 5 21 (g) −14 (i) 25

(b) 4 (d) 6 (f) −8 (h) −16 (j) −8

Section 3

1. (a) 5 (c) 5 (e) −8 (g) 1 31 (i) 19

(b) 24 (d) −2 12 (f) 22 (h) −14 (j) 18 43

Exercises 2.2

3
1. (a) x = −11 (f) x = −5 (k) x = 5
(p) x = 22
(b) x = −11 (g) x = 9 (l) x = 3 27 (q) x = 1
2
(c) y = 3 (h) x = 28 (m) m = 6 23 (r) t = 3
4
5
(d) t = 18 (i) x = 2
(n) y = −17 (s) t = −32
41 −7 2
(e) y = 6
(j) y = 2
(o) y = 5
(t) T = 18

Page 88
 2. (a) -1 (d) $5.33
(b) 46,47 (e) 40
(c) 22,24 (f) 6

Worksheet 2.3

Section 1

5x 13m+1 m(7m+31)
1. (a) 6
(e) 14
(h) (m+4)(m+5)
−2m
(b) 35 2y −y+3)
13t
(f) (y+1)(y+3) (i) (y+1)(y+2)
(c) 10
9t−11 35y+8
(d) m+10
12
(g) (t+1)(t−3)
(j) 20xy

Section 2

3 7q 5(m+5)
1. (a) 20 (e) 10
(h) 6(m+1)
(b) 12 12
(f) 1 51 (i) q(p+1)
(c) 4 21
9y 10 8(x+1)
(d) 14
(g) 21y
(j) 3

Section 3

1. (a) x = −13 (b) x = 8 (c) x = 5 75 (d) x = 1 (e) x = −1 12

8 4y+5 4y−19 1−5y 7
2. (a) x = 3y
(b) x = 3
(c) x = 3
(d) x = 3y
(e) x = y(5+3y)

Exercises 2.3
7x 2(1+2x)
1. (a) 12
(f) x(x−4)
y 2 +4 1
(b) xy 3 (g) x+1
−9(x+1) x2 +4x+5
(c) 2
(h) (x+1)(x+2)(x+3)
−(b+2) 37a+28
(d) (b−1)(b−2) (i) 28
−5p
(e) 2x (j) 6

Page 89
 −7x+38 3y
2. (a) 6
(d) 2
2(x+3) 3(5m−7)
(b) 5
(e) 4(m+2)
24(x−3)
(c) x+7
(f) − 29

Worksheet 2.4

Section 1

1. (a) x ≤ 6 (b) −1 ≤ x ≤ 4 (c) 2 < x < 5

2. (a) 3, 3 21 , 4 21 (b) −7, −8 12 (c) −4, 0, 1

2
(d) 2 14 , 4, 5 41 , 5.5

3. (a)  -
q
-5 -4 -3 -2 -1 0 1 2 3 4 5
 a - -
(b) -5 -4 -3 -2 -1 0 1 2 3 4 5
 a -a
(c) -5 -4 -3 -2 -1 0 1 2 3 4 5

Section 2

1. (a) x < 12 (c) m ≤ − 37 (e) m < 2

3
(g) y < 19 (i) x > − 113
41
(b) x > 2 21 (d) m ≥ 7 (f) y ≥ −4 (h) x ≤ 3 (j) m > − 17

Section 3

 q q -
1. (a) -5 -4 -3 -2 -1 0 1 2 3 4 5

−3 ≤ x ≤ 3
 a -
 a -
(b) -8 -6 -4 -2 0 2 4 6 8

x < −4 or x > 4
 q q -
(c) -5 -4 -3 -2 -1 0 1 2 3 4 5

−3 ≤ x ≤ 3
a a -
(d) -8 -6 -4 -2 0 2 4 6 8

−7 < x < 5
 q --
 q
(e) -8 -6 -4 -2 0 2 4 6 8

x ≤ 2 or x ≥ 6

Page 90
Exercises 2.4

c -
 -
1. (a) i.
0 3
 s
 -
ii.
-2.5 0
c s
iii.  -
-1 4
 c c -
 -
iv.
-10 -8 -6 -4 -2 0 2 4 6 8 10
s c
 -
v.
0 5
c s
 -
vi.
-2 4

(b) i. x > 1 or x ≤ −0.5 v. D ≤ 200

ii. −1 < x ≤ 3
vi. x ≥ 18 or x < 1
iii. S ≥ 0.07
iv. T ≤2 vii. A ≥ 35

(c) (i) No (ii) No

2. (a) x ≤ 5 (h) x ≤ 12
(b) y < −6 (i) x = 7 or x = −7
(c) x < 12 (j) x = −1 or x = 13
(d) −3 < x < 3 (k) y > 2 or y < −2
(e) a < 15 (l) −2 < x < 1
(f) x < − 23 (m) x ≥ 10 or x ≤ 0
(g) t ≤ −13 (n) No solutions

Page 91
Worksheet 2.5

Section 1
√ √ √ √ √
1. (a) 2 3 (b) 5 5 (c) 4 3 (d) 6 2 (e) 3 3
√ √ √
2. (a) 3 2 + 10 (e) 19 − 9 5 (i) 62
√ √
(b) 6 3 (f) 23 (j) 8 + 2 15
√ √ √ √
(c) 4 5 + 12 (g) 4 + 2 3 + 2 5 + 15
√ √ √ √
(d) 5 + 3 3 (h) 1+ 3− 2− 6

Section 2
√ √ √
9 2+4 √ 7 2+23 −7 5−25
1. (a) 20
(e) √
( 2+1)( 2+5)
(h) 63
√
12 3+39
(b) √ √ √ √ √
2+
√
35
(f) √ 9√3+13
√ 7√ (i) −16+8
√ √ 6− 3
3 2 ( 3+ 7)( 3+2 7) ( 2−1)( 2−3)
(c) 2
√ √ √ √ √
5−28 7 5+16 6 2−42−5
√ 10−5 5
(d) √ (g) 6
(j) 2 5
20 2

Section 3
√ √ √ √ √
3 5 10( 5+3) 5( 2+3)
1. (a) 5 (g) 10
(m) 5
√ √ √
(b) 2 (h) 7( 2−1)
√
√ 7
(c) 3 3 √
3+1 (n) − (1+2 5)
4
√
(i) 2
2+ 2 √ √ √
(d) (j) 2( 6 + 2)
2
√ √ √ (o) − ( 3+2)( 3−4)
13
5( 3−1) 7( 7+2)
(e) 5 (k) 3
√ √ √ √
2 2 3( 5−1) (5+2 3)( 5−3)
(f) − 3 (l) − 4 (p) 2

Exercises 2.5
√
1. (a) 2 (e) 6 − 2 7 (i) |a|
√
(b) 5 (f) −1 − 2 (j) 7b2
√ √ p
(c) 6 (g) 3 − 4 (k) 4
√ √ 25
(d) 8 3 (h) 2 2 (l) 2

Page 92
 √ √ √
2. (a) 13 3 (f) 30 + 12 6 (k) 2 + 3
√ √ √
(b) −12 5 (g) 9+7 5 10 2−3
√ √ (l) 12
(c) 3 5 (h) 5 15 + 1 √
√
(d) 20 (i) 2 3 (m) −3( 3 + 3)
3
√ √
(e) 1 (j) 5−1
2
(n) − 72 (11 2 − 9)
√
3. (a) 19 + 8 3 (c) 0.71 (e) 87.96 sq cm
√
(b) 34 + 9 2 (d) 0.81 (f) 1.83

Worksheet 2.6

Section 1

1. (a) 6(x + 4) (e) 2x(3x + 4 + 6y) (i) (t − 2)(2t + 1)

(b) 4x(2x − 1) (f) (4m + 5)(2m − 3) (j) (2y − 5)(3y + 2)
(c) 2xy(3 + 5x) (g) (x + 5)(x + 2)
(d) m2 (m2 − 3) (h) (m − 4)(m + 3)

Section 2

1. (a) x2 − 4 (d) x2 − 49 (g) 9y 2 − 25

(b) y 2 − 25 (e) 4x2 − 1
(c) y 2 − 36 (f) 9m2 − 16 (h) 4t2 − 49

2. (a) (x + 4)(x − 4) (d) (2x + 5)(2x − 5) (g) (2m + 7)(2m − 7)

(b) (y + 7)(y − 7) (e) (4 + y)(4 − y)
(c) (x + 5)(x − 5) (f) (m + 6)(m − 6) (h) (3m + 4)(3m − 4)

3. (a) x2 + 10x + 25 (d) m2 − 6m + 9 (g) y 2 + 16y + 64

(b) x2 + 18x + 81 (e) 4m2 + 20m + 25
(c) y 2 − 4y + 4 (f) t2 + 20t + 100 (h) t2 + 12t + 36

4. (a) (y − 3)2 (d) (x + 10)2 (g) (m − 6)2

(b) (x − 5)2 (e) (m + 8)2
(c) (x + 4)2 (f) (t − 15)2 (h) (t + 9)2

Page 93
Section 3

1. (a), (b), (e), and (f)

Section 4 part 1

1. (a) (x + 3)(x + 1) (f) (x − 12)(x − 2)

(b) (x + 11)(x + 4) (g) (x − 5)(x − 2)
(c) (x + 13)(x − 2) (h) (x − 8)(x + 3)
(d) (x + 10)(x − 3) (i) (x + 5)(x − 3)
(e) (x + 6)(x + 4) (j) (x − 5)(x + 3)

Section 4 part 2

1. (a) (2x + 3)(x + 4) (f) (2x + 1)(x − 3)

(b) (3x + 1)(x + 5) (g) (3x + 2)(x − 4)
(c) (2x + 3)(3x + 4) (h) (3x + 4)(x − 5)
(d) (2x + 5)(x + 2) (i) (5x + 2)(x + 3)
(e) (3x + 2)(4x + 1) (j) (5x + 2)(2x + 3)

Section 5
√ √ √ √
−2+ 52 −2− 52 −7+ 89 −7− 89
1. (a) 3(x − 6
)(x − 6
) (f) 5(x − 10
)(x − 10
)
√ √ √ √
(b) (x − −3+2 5 )(x − −3−2 5 ) (g) 3(x − −5+ 73
6
)(x − −5−6 73 )
√ √ √ √
(c) 2(x − −8+4 40 )(x − −8−4 40 ) (h) 2(x − −4+ 8
4
)(x − −4− 8
4
)
√ √ √ √
(d) 3(x − −5+6 13 )(x − −5−6 13 ) (i) 5(x − −2+ 44
10
)(x − −2−10 44 )
√ √ √ √
(e) 3(x − −6+6 12 )(x − −6−6 12 ) (j) 2(x − −1+ 57
4
)(x − −1− 57
4
)

Section 6

x+1 x−4 x+5 x2

1. (a) x (c) 3
(e) 2
(g) x+2
(i) 3
3x2 −4 x+2 x−3 2(x−4) 2x+3
(b) x
(d) x+3
(f) 6 (h) x+2
(j) x+3

Page 94
 5x2 +13x+9 2(4x+17) −x2 −6x+9
2. (a) (x+2)(x+3)
(d) (x+2)(x+3)(x+5)
(h) 2(x−3)
3x+17
2(2x2 +3x+5) (e) (x+2)(x+3)(x−5) −x(x−1)
(b) (x+2)(x−5)
(i) (x+1)(x+3)
−1
(f) x+3
2(x2 +5x+5) −2(x−1)
(c) (x+2)(x+4) (g) 0 (j) (x+6)

3. (a) 4, 2 (c) −4, −3 (e) 4, 3 (g) 7, − 12 (i) −2, 1

7
3
(b) −5, −3 (d) −11, 2 (f) −2, 2
(h) 4, − 23 (j) 11, 7
√ √ √ √
3± 5 3 92 28 113
4. (a) 2
(b) 2
± 4
(c) − 13 ± 6
(d) 13
4
± 4

Section 7

(x+4)(x−3) x(2x+3) (x−4)(x+2)

1. (a) x+2
(c) 5(x+5)
(e) (2x−1)(x+7)
4 x(3x+2)
(b) 3(x−4) (d) 5(2x+1)

Exercises 2.6

1. (a) x2 − 4 (b) 4x2 − 16y 2

2. (a) (12x − y)(12x + y) (h) (x + 3)(2x + 1)

(b) (4a − 3b)(4a + 3b) (i) (b + 3)(5b + 2)
(c) (x + 5)(x + 2) (j) 2(3y + 1)2
(d) (b + 7)(b + 2) (k) 6(x + 1)(2x − 1)
(e) (x + 7)2 (l) (7a + 5)(a − 2)
(f) (x + 3)(x − 2) (m) (x + 2)(1 − x)
(g) 2x(x − 3)(x + 8) (n) (2x + 1)(2 − x)
√ √
13 x(x+2)
3. (a) [x − ( −5−
√ 2
)][x −
√
( −5+2 13 )] or (e) x+3
( 2x+5+ 13 2x+5− 13
)( ) or
1
2 √ 2 √ (f) x(x+3)
4
(2x + 5 + 13)(2x + 5 − 13) (2x+1)(x+1)

(b) (2x + 1)(x − 1) 4x2 −3x+9

(g) (x+3)2 (x−3)
(c) A+2
3
2(x+2)
(d) 2x+3
(h) x = −3 or x = 1

Page 95
Worksheet 2.7

Section 1

1. (a) x = 39 (c) 27 = 3x (e) y = 25

(b) 8 = 2x (d) x = 43 (f) y = 52

2. (a) 4 = log3 y (c) 2 = log4 m (e) 5 = logx 32

(b) x = log3 27 (d) 5 = log3 y (f) x = log4 64

3. (a) 81 (c) 10 (e) 243

(b) 3 (d) 64 (f) 8

Section 2

1. (a) log2 xy (d) 2 log4 (xy)

(b) 4 + 3 log2 x
(c) log3 y − 1 (e) 0
6 1 2
2. (a) 8 (b) 5
(c) 8
(d) 11
(e) 1 21

Section 3

1. (a) 0.34 (c) 0.89 (e) 44.70 (g) 9.03 (i) 3.41
(b) −0.14 (d) 1.86 (f) 1.62 (h) 0.10 (j) 4.65

2. (a) ln xy 3 (c) 1 (e) 2

1 5
(b) 2
ln 8 + 2 ln x (d) 2e (f) 2 + ln 3

3. (a) 14.88 (c) 9.03 (e) −0.71

(b) 5.42 (d) 1.84

Page 96
Exercises 2.7

1. (a) 3 (b) 0 (c) 3 (d) −2 (e) x

1 99
2. (a) 16 (b) 81
(c) 49.5 or 2
(d) 6 (e) 3

3. (a) 21
(b) 2

(c) i. x + y ii. 2y − x iii. 2y + x + 1

4. (a) 4.6054 months

(b) i. 2.76 × 1026 Joules ii. 5.2 on the Richter scale.

Worksheet 2.8

Section 1

1. (a) alternate (b) corresponding (c) co-interior (d) corresponding

2. (a) 60◦ (c) 70◦ (e) 35◦

(b) 100◦ (d) 130◦ (f) 70◦

Section 2

2π
1. (a) π
3
(c) 3
(e) 5π
9
(g) 4π
3
(i) 5π
3
π π 4π
(b) 2
(d) 4
(f) 2π (h) 9

2. (a) 0.52 (c) 1.57 (e) 0.79 (g) 4.19 (i) 5.24
(b) 0.70 (d) 1.75 (f) 2.79 (h) 10.47

3. (a) 90◦ (c) 22.5◦ (e) 26◦ (g) 120◦ (i) 150◦
(b) 30◦ (d) 143◦ (f) 15◦ (h) 270◦

Page 97
Section 3

1. (a) 10 (c) 5 (e) 9.75

(b) 11.40 (d) 7.48 (f) 22.63

2. (a) 3.816 metres (b) 17.86 cm

Section 4

5 5 5
1. (a) 13
(c) 12
(e) 13
12 12 12
(b) 13
(d) 13
(f) 5

z z z
2. (a) y
(c) x
(e) y
x x x
(b) y
(d) y
(f) z

Exercises 2.8

1. a = 80◦ d = 80◦ f = 100◦

b = 30◦ e = 100◦ g = 30◦

2. (a) 72◦ (b) 30◦ (c) 62◦

3. (a) 420◦ (b) 216◦ (c) 1.52

4. (a) 4.05 (b) 9.75 (c) 5.66

5. (a) 25
4 3 3
(b) i. 5
ii. 5
iii. 4

Worksheet 2.9

Section 1

x 0 1 2 x 0 1 −1 x −1 2 4
1. (a) (b) (c)
y −3 −2 −1 y 4 2 6 y 6 3 1

Page 98
 x 0 1 2 x 0 1 2 x 0 1 2
2. (a) (b) (c)
y −3 −2 −1 y 1 2 3 y 6 4 2
K
Aq6 6
6 4
6 A 5

 - 3 
q 4 Aq
1 2 3 2 q 3 A
Aq
-1 q
1 q 2
-2 q  - 1 A
?  U
A -
-3 q 1 2 3 4
? 1 2 3 4

Section 2

1. (a) & (d)

Section 3

1. (a) m = 21 , b = 1
2
(b) m = − 34 , b = 4
y = 21 x + 21 y = − 34 x + 4

2. (a) m = 2, b = 1 (c) m = 4, b = 3 (e) m = − 23 , b = −4

(b) m = −1, b = −3 (d) m = 1, b = 8 (f) m = 23 , b = − 13

Section 4

1. (a) y = 23 x − 1 (c) y = 2x + 3 (e) y = 3x − 8

(b) y = −3x + 10 (d) y = 4 (f) y = − 13 x + 2

Exercises 2.9

1
1. (a) i. Line AB has slope −1 ii. Line CD has slope 3

(b) Line P Q has slope 1 32

Line RS has slope 1 41

Page 99
 P Q and RS are not parallel

Q
•
S•6




  4
 
 •
P
• 2
R
 -
−4 −2 ? 2

x -1 0 2 −2/3
(c)
y -1 2 8 0

x-intercept − 23 y-intercept 2

(d) i. No ii. Yes

1
(e) i. m = −2, y intercept −7 ii. m = 4, y intercept 2

(f) − 51

(g) i. No ii. Yes

2. (a) i. y = 0.5x + 2.5 iii. x = 1

ii. y = −2x iv. y = 3x

(b) y = 2x − 6 (d) y = 27
−14 149
(c) y = 1.5x + 1 (e) y = 9
x − 9

3. (a) D(4, 4) There are other choices.

(b) (10, 7) is on the line
(c) Only for L = − 15
2

Page 100