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 POSTERS

KS45 Maths
Revision Guide

Improving understanding
through colour and clarity

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Maths Jargon 6
Maths Symbols :
Order of Operations
Negative Numbers 9
Place Value 10-11
Column Addition 12
Column Subtraction 13
Long Multiplication 14-15
Short Division 16
Powers and Roots 17
Prime Numbers 18
Prime Factor Decomposition 19
Rounding Numbers 20-21
Estimating 22
Standard Form 23
Decimals 24-25
Fractions 26-27
Simplifying & Ordering Fractions 28
Mixed Numbers & Improper Fractions 29
Adding & Subtracting Fractions 30 - 31
Multiplying Fractions 32 - 33
Dividing Fractions 34
Fractions, Decimals, Percentages 35
Algebra
Algebra
Solving Equations 38-39
Expanding and Factorising 40-41
Substitution
42
Rearranging Formulae
43
Generating a Sequence
44
Calculating the nth Term
45
Inequalities
46

Graphs and Coordinates

Straight Line Graphs
48
Drawing Straight Line Graphs
49
Finding the Equation of a Straight Line
50
Finding the Midpoint of a Line Segment & Parallel Lines
Distance-Time Graphs
51
Conversion Graphs
Graphs (continued)
Simultaneous Equations
Quadratic Graphs 55
Ratio, Proportion and Rates of Change
Measurement Conversion 56-57
Metric to Imperial Measurement Conversion 58
Scale 59
Ratios 60 - 61
Percentages 62 -63
Percentage Change 64
Direct Proportion 65
Inverse Proportion 66
Compound Measures 67

Geometry and Measures

Types of Triangles 68
Quadrilaterals 69
Polygons 70
Symmetry 71
Perimeter & Area 72-73
3D Shapes 74
Solids and Their Nets 75
Surface Area 76
Volume 77
Circle Properties 78
Angles and Their Measurement 79
Angle Properties 80
Congruent Triangles 81
Transformations 82 - 83
Constructions 84-85
Pythagoras’ Theorem 86
Trigonometry 87

Probability and Statistics

Probability 88 - 89
Expected & Relative Frequency 90
91
Venn Diagrams
92
Averages
93
Collecting Data
94
Frequency Tables
95
Grouped Frequency Tables
96 - a
Displaying Data
Scatter Graphs
 Integers

Lo |rzo} 5 |73-204}20
Integers are whole numbers, including
zero and negative numbers.

Rational & Irrational Numbers Multiples

Rational numbers are numbers that Every number has multiples. For
can be written as fractions, including example, every number that 3 goes into §
integers, fractions and decimals. These is a multiple of 3, so 3, 6, 9, 12, 15,
numbers are either terminating or 18... etc. are all multiples of 3.
recurring decimals.
The lowest common multiple (LCM)
of two numbers is the smallest whole
number which is a multiple of both
numbers.
Irrational numbers are numbers that :
cannot be written as fractions. When The LCM of 4 and 10 is 20:
represented as a decimal number, they
do not terminate or repeat. Multiples of 4: 4, 8, 12, 16, 20, 24

Multiples of 10: 10, 20, 30, 40, 50

Factors

Every number has factors. The

factors of 12 are 1, 2, 3, 4, 6 and 12
because all of these numbers go
exactly into 12.
ee 1x1= 2x2= 3x3=¢
The highest common factor (HCF) of As imber is the product of a
two numbers is the largest whole
number which is a factor of both
number multiplied by itself.
numbers.

o & oe
The HCF of 18 and 30 is 6:

1x1x1=1 2x2x2=8 3x3x3=27

A cube number is the product of a
number multiplied by itself and
then by itself again.

uv= ie) orfe) fal{e) Ke)S 5 a

=}
fe){en n fe)fe) 5 = 5 a ce>) n 3 te}To)0) a a o $e)fa)a
m s [e) it a {e) Ao}< = To)> ae a = ==eEDUCATION
| aA]
Maths Symbo
Sa Addition (add), plus, sum, total 4+3= 7

mam Subtraction (subtract), minus, take-away 7-3=4

x Multiplication (multiply), times, product 3xX5=15

Division (divide), sharing 15=—-5= 3

is Equal to (the same value)

is Approximately Equal to

is Not Equal to (different value)

HIN
2TI is Equivalent to

96 <124
Less than 96 is less than 124

43 > 27
Greater than 43 is greater than 27

x S$ 12
Less than or Equal to x is less than or equal to 12

42y
Greater than or Equal to 4 is greater than or equal to y

Photocopying or scanning this image is a breach of copyright law. 7

& daydrea m
EDUCATION
 When calculations
a : :
involve multiple
10 ifS operations, they must
be performed in a j
specific order.

The acronym BIDMAS is used to remember the correct order of operation.

B Brackets > Brackets first a (6 + 2)

I_ Indices ie Then indices or roots
> 2S
D Division > Then divide or multiply > 2x4
j 3 in order from left to right 3
|S Subtraction

B>none

1 > none : | P none

DorMP2x3=6 s 20-—-5=4 DorM>20+5=4
=10 .orS none

B> none : B> none

3°=9 1)32=9 | » none

6x4=24
DorMr6éx4=24 Dor ryote
»+9=14 = Aors &5+9=14
14 - 24 =-10 fcreemmenten
pinthecran

Bb2?=4 BbhS=2=4
4+4=8 (geass 3+4=7 Bay
8° =64 i >s=64 1 >7?=49
64 x 4 = 256 Dorm>64x4=256 Dor MP none
.orS none
AorS none
 _ A negative number is
awe any number that is
— |. \ less than zero. Negative |
ae | Lv) numbers are denoted
Sa: by a minus sign, —.

Negative Numbers Positive Numbers

| -10-9 -8 -7 -6 -5 -4-3-2-1012345 678 9 10

: << Smaller ——_________________. Larger —_____—_»
Numbers to the left on a number line are smaller than those to their right. The value of
negative numbers decreases from right to left. For example, -7 is less than -2.

Real-life examples of negative numbers include:

Temperature Bank Balances

The following rules apply when adding or subtracting negative numbers.

Adding a negative number is the same Subtracting a negative number is the

as subtracting. It produces a lower value. same as adding. It produces a higher value.

4 |--2|=6
- -2

If you add a negative number, you If you subtract a negative number, you
move to the left on a number line. move to the right on a number line.

Seer
Multiplying a positive number by a
24 = 3:==7
Dividing a positive number by a
negative number (and vice versa) negative number (and vice versa)
produces a negative number. produces a negative number.

-18+-3=6
Multiplying two negative numbers Dividing a negative number by a negative
produces a positive number. number produces a positive number.

Photocopying or scanning this image is a breach of copyright law. 9

&) daydream
EDUCATION
 Pas ee
The value of each digit in a number
depends upon its position, or place.
The position, or place, of each digit
represents a power of ten.
= alae at te ase Ay EIS

Decimal Tenths Hundredths Thousandths

Point
Point 1/10 1/100 1/1000

Numbers with a value of less than 1

Look at what each digit in the numbers below represents.

is made up of:

4 tenths
5 hundredths

Look at the numbers below. What does the digit 4 in each number represent?
Can you put the numbers in order from smallest to largest?

To increase a number by To increase a number by To increase a number by

one thousand, add one to ie | , add one to ten, add one to the
the thousands digit. the hundreds digit. tens digit.
3482 + 1000 = 4482 | | 3482+100 = 3582 3482 +10 = 3492
Thousands
1000s

To decrease a number by To decrease a number by 1]

| |one thousand, subtract one To decrease a number by
ner hundred, subtract one ten, subtract one from the |
from the thousands digit. from the hundreds digit. tens digit.
3482 - 1000 = 2482 é 3482 - 10 = 3472
| What happens if the digre If you add one to nine you get ten: 9 + 1 = 10.
| you are adding to is 97 @ The same rule applies when adding other powers of 10. |
To add ‘10 to 3492:
92: To add 100 to 3982:
Add one to the hun reds digit and |
Add one to the thousands digit and
change the tens digit to zero. change the hundreds digit to zero.
3492 + 10 = 3502 3982 +100 = 4082
You've gone from 49 tens to 50 tens. You've gone from 39 hundreds to 40 hundreds. |

10 Photocopying or scanning this image

is a breach of copyright law. &) daydream
 ng and Dividing by Powers of 10 <
The value of a digit in a number changes when its place
in the number changes.
Each digit to the left is ten times the value of the same digit to
its right. Therefore, when a number is multiplied by 10, all
digits in the number become ten times bigger.

x10 x10 x10 x10 x10

Ioes . 3
oa I |
+10 +10 +10 +10 +10

Each digit to the right is one-tenth the value of the same digit
to its left. Therefore, when a number is divided by 10, all
digits in the number become ten times smaller.

8.73 x 10 = 87.3 97.8 +10 = 9.78

Notice how the decimal Notice how the decimal
point has moved one point has moved one
place to the right. place to the left.

The same concept applies for other powers of ten.

Since 100 = 10 x 10, multiplying or dividing by 100 is the same as multiplying or

dividing by 10 two times. Therefore, the decimal point shifts 2 places:

54.9x100=5490. | 4.8+100=0.048
The decimal point has moved T The decimal point has moved
two places to the right. two places to the left.
The decimal point is not needed if there
are no decimal values in the number.
Fill any gaps between the last number Fill any gaps between the decimal point
and the decimal point with a 0. and the first number with a 0.

Look at the other examples below.

Thousands Hundreds Tens

EDUCATION
 To solve this addition problem,
_ follow the steps outlined below.

List all numbers underneath one another, so that digits

with the same place value (hundreds, tens, ones) are
aligned vertically.

When performing column addition, always work

from right to left.
Add the numbers in the ones column first.
6+2+1=9
Write the answer underneath the numbers that
are being added together. OY
NO
Wi
©

Add the numbers in the tens column.

5+7+9=21
If the answer has two digits, the second digit, 1, is
written underneath the numbers added in the tens
column, and the first digit, 2, which represents 200, is
carried over to the hundreds column.
OI
oY
ee ae. |

Add the numbers in the hundreds column, and

remember to include any carried numbers.
2+1+2 (the carried number) = 5
:
Write the answer underneath the numbers that ember
are oeDad me!
being added together. The addition is now complet
e.
56 + 272 +191 = 519

12 Photocopying or scanning this image is a breach

of copyright law. | @> daydream |
Column Subtractio
To solve this subtraction problem, , =
follow the steps outlined below. 6 3 © ar 2 71

List the number being subtracted, 271, under the other

number, 639, so that digits with the same place value
(hundreds, tens, ones) are aligned vertically.

When performing column subtraction, always work

from right to left.

Subtract the numbers in the ones column first.

9-1=8
Write the answer underneath the ones column.

Subtract the numbers in the tens column. If the More on h ti Oo

top number is smaller than the bottom number, the floor?
take 1 from the column to the left (hundreds). Panext, 6G 3 9
Because 3 is smaller than 7, take 1 from the get ue y) 7 1
hundreds column. The 6 in the hundreds column mere.
becomes 5, and the 3 in the tens column becomes 13.

13 -7=6

Subtract the numbers in the hundreds column, and write

the answer underneath.

5-2=35
The subtraction is now complete.
639 - 271 = 368

Photocopying or scanning this image is a breach of copyright law. 13

&) daydream
EQUCATION
 To solve this multiplication problem,
_ follow the steps outlined below.

Write the smaller number underneath the larger

number, so that digits with the same place value
(hundreds, tens, ones) are aligned vertically.

Multiply each digit in the top number by the bottom

number. Always work from right to left.
2x6=12 a
Write the 2 underneath the ones column and isda 7:
carry the 1 over to the tens column. number Seto ag 1
here.

Multiply the next digit, 3, in the top number by the bottom

number, 6, and add any carried numbers.
5 xiGs= 18; 18 + 1 (the carried number) = 19
Write the 9 underneath the tens column and
carry the 1 over to the hundreds column. Rene re

5 Se RR a | 24
Multiply the next digit, 2, in the top number by the norton
number, 6, and add any carried numbers.

2x6= 12;1241 (the carried number) = 13

As there are no more numbers to multiply, the whole
number can be written underneath. The multiplication
problem is now solved.
232 x 6 = 1392

14 Photocopying or scanning this image is a breach of

copyright law. & daydrUCATION
eam }
| To solve this multiplication problem, | : .
_ follow the steps outlined below. 4 7 1 4 S 2

Rewrite the multiplication problem so that the smaller

hoes
number is written under the larger number. 471
Multiply each digit in the top number by the bottom a =
number. Always work from right to left. 2
eXeea= 2
Write the 2 underneath the ones column.

Working from right to left, multiply the next digits in the

top number by the bottom number, 2. Remember to add any
carried numbers. x
7x2=14 2 alan
+7 &ofe
NI
4x2 = 8; 8 + 1 (the carried number) = 9
Therefore, 2 X 471 = 942

Before the top number can be multiplied by the next wee

digit in the bottom number, 5, a zero needs to be added 471
in the ones column. This is because the 5 in the bottom x 2 2
number actually represents 50. 9 42
It is vital that this step is performed or the answer will )
be incorrect.

ee Ae eee a ee ine at Se

Now multiply each digit in the top number by 5. Remember to

work from right to left.
1x5=5
Lo. ="59
4x5 = 20; 20 + 3 (the carried number) = 23
Therefore, 50 X 471 = 23,550

ony SOR Leen Re oe os

Finally, use column addition to add the two products together.

- po not include a—_; __X__5

ae
2
9 +5=14
= these number
sae
when a
3 + 1 (the carried number) = 4
2
Therefore, 471 X 52 = 24,492

15
EDUCATION
Photocopying or scanning this image is a breach of copyright law.
Short Division
f eae i: divicion nrohlem follow the stens ooutlined
itlined helow
I DeIOW.
] To
To solve this civision
solve this propiem, TOHOVW tie steps Utne

| ing .
divided : The number
Les by which
by whic
The number being divi 8 4Q 2 oa 4 the dividend is divided
| is called the dividend. a . — is called the divisor.
The answer to a division problem is called the quotient.

Rewrite the division problem so that the dividend

(8192) is written in a division bracket and the divisor 4 |8 1 9 2
(4) is written to the left of the bracket.

Short division is performed from left to right, so divide Yr,

: @ the first digit in the dividend (8) by the divisor (4).

4) 4 goes into 8 twice: 8 + 4 = 2 4/8 al 9 2

ce Write 2 directly above the first digit in the dividend.

@ Divide the next digit in the dividend by the divisor. 2 0

Ly In this instance, 4 does not go into 1. Therefore, 0 is
written above the division bracket, and the 1 is 4 8 1 19 2
carried over to the next digit (9) to create 19.

| Divide 19 by the divisor (4).

4 goes into 19 four times (4 x 4 = 16) with 3 left over so: 2 0 4.
19 + 4 = 4 remainder 3 4]8 11 39 |
Write 4 above the 9 in the division bracket, and carry
the remainder (3) over to the next digit (2) to create 32.

I Divide 32 by the divisor (4),

4 goes into 32 eight times so:
132+4=8 2048
i = Write 8 above the 2 in the dividend. The division
} problem is now complete. é 8 1
1Q
9 32
81924-2048
aa ae ee ee eet ae

16 Photocopying or scanning this image is a breach of copyright law. BR) daydream i

Powers and Roots
Powers

A power (also known as an index or exponent) 3

is a type of shorthand that shows how many 3 GEA at ole
times a number should be multiplied by itself. means 4x 4x4so04 = 64

Multiplying
When multiplying like When dividing like When raising a power
terms with powers, add terms with powers, to another power,
the powers. subtract the powers. multiply the powers.
y= x7 +x? =x? (CS ei

24 x 24 = > 8’ = 8° = 8° (7°) = gf Pee) = Ta

Important! These rules do not apply to unlike terms such as y? x x? or 4? x 5°.

Any real number (except zero) Anything to the power One raised to any
to the power of zero is one. of one is itself. power is one.

SEWERS) A square number is the product of anumber multipliedby =

iG) itself. Asquare root reverses the process of squaring anumber.
: Square Root

125515
So 25 is a square number. | | So 25, or the square root of 25, is 5.

Multiplying two negative numbers produces a positive number. Therefore, every square
number also has a negative square root, which in this case is -5 as -5 x -5 = 25.

Cube A cube number is the product of a number multiplied by itself and then
Roots by itself again. A cube root reverses the process of cubing a number.

Cube Number Cube Root

3
6°>=6x6x6= 216 216 = 6
So 216 is a cube number. So /216, or the cube root of 216, is 6.

1/7
&) daydre am
EDUCATION
Photocopying or scanning this image is a breach of copyright law.
Prime Numbers ©
| :
nan Bee pi NmAAKQ —

A prime number is For example, 7 is a prime number because it has |

a whole number only two factors: 7 and 1.
that has only
two factors: (7+7=1\and|7+1=7,
k itself and 1.

| is not
aprime number.
i
|
1

| It has only one factor: 1.

eee - a too igi 1= 1 - :
is the lowest and only even | ~ ey ‘is not a prime number. | “|
prime number. = | It has f 1,2
It has two factors: 2 and 1. | _. | 5+1= pl cS abe ‘a
Pela2e2s2e4 es |
, S ss a_i

18 Photocopying or scanning this image is a breach of copyright law. ae) daydream |

Prime Factor Decomposition)
Any number can be written as a product of prime factors - a string of
prime numbers
that when multiplied together, total the original number.

Factor Trees
A factor tree is used to find the prime factor decomposition of a number.

Find a factor pair of 30.

2 and 15 are a factor pair of 30.

Find factor pairs of these numbers.

3 and 5 are a factor pair of 15.
2 is a prime number so cannot be
broken down.

If possible, repeat the step above.

3 and 5 are prime numbers so
2x3x5230 cannot be broken down.

Express 261 as a product Express 650 as a product

of prime factors. of prime factors.

Index form: 3? x 29 = 261

Oan3
2x5x5x13=650
Index form: 2 x 5? x 13 = 650

5 7

is a prime number. 2x2x2x5x7=280

Therefore, it has no prime factors. Index form: 2? x 5 x 7 = 280

19
&) daydrea m
EDUCATION
Photocopying or scanning this image is a breach of copyright law.
 Number lines are used to help determine whether to round a number up or down.

= Is it nearer
600 or 700?

550 600 650 700 750 850

rounded to the nearest hundred is 700.

The number line shows that is closer to 700 than it is to 600.

To round to the nearest ten, you need to identify whether it is nearer 2740 or a

Is it nearer 9
2740 or 2750? D

2725 2730 2735 2740 2745 2750 2755 H

rounded to the nearest ten is 2740.

The number line shows that is closer to 2740 than it is to 2750.

The same rule applies when rounding to decimal places.

| Is it nearer
IR 2.7 or 2.87
2.55 2.6 2.65 2.7 2.75 2.8
( rounded to one decimal place is 2.7.
The number line shows that is closer to 2.7 than it is to 2.8.
When rounding numbers to decimal places, only consider the digits the decimal point.

Rounding Without a Number Line

Without a number line, look at the of the digit you are rounding.
1734 rounded to the nearest hundred is 1700.
If the number is = — leave it alone
less than 5,
leave it alone. 53.41 rounded to the nearest whole number is 53.
— — leave it alone

yy founded to the nearest ten is 80.

If the number is
— round up
5 or more,
round up. 3.14159 rounded to three decimal places is 3.142.
Joe — round up

20 Photocopying or scanning this image is a breach of copyright law.

9) daydream
Significant Figures
If something is ‘significant’ it is large or important.
Therefore, 'most significant' means ‘largest’ or ‘most =

om 16)
In the number, 169.2, the most

9 le] 2
Hundreds _ Tens Ones Tenths
significant figure is 1 because it

The first significant figure in a number, is

the first digit that is not 0. Any leading 0302.14 00.507 0.00621
zeros are insignificant (placeholders).

Rounding to Significant Figures

To round to significant figures, identify the significant figure that
is being rounded to and round as normal.

To round Identify the first significant figure.

34562 to1
significant 2 Look at the digit to the right of the one that is
figure: being rounded to. It is less than 5 so leave it alone.
af Replace all digits after the first significant figure
with zeros.

To round 4 Identify the second significant figure.

7.894 to 2
significant Look at the digit to the right of the one that is
figures: being rounded to. It is 5 or more so round up.
When rounding decimals, there is no need
to add zeros after the significant figures.

To round 1)
0.0465279 to
3 significant Look at the digit to the right of the one that is
being rounded to. It is less than 5 so leave it alone.
figures:
Estimatin j=:

we =7r2 .
Area has been |
" foe
‘Area on
= 3 x 52

3)x(52
3 x(25 = 75 cm?

Estimate the value of /70.

Square at Er
Find the square numbers that are either side of 70. 36 49 64s 100

=
Work out which square number 70 is closer to, 64=8x8 81=9
= x 9
and use this; to estimate
; :
the decimal aay Le
digi 70 is slightly the
estimate-for closer
anceto 64 zmea
so a good

Estimate the answer to (692 + 22)

25 77 4)

1 Round all numbers to 7 s.f. 692+22 _ (700 +20)

32x18, ..(30ne2)

92 Perform the calculations. (700+20) 720

SAWSY = ae
(30x2) ~~ 6

Bounds
When a number is pounced toa sPecicg degree of accuracy,
the exact value could
be anything from half a unit below to half a unit above
the rounded number.
Rounded to the nearest 0.1 kg, Matthew's weight
(w) is 76.4 kg.
lower pols : upper bound
76.30 76.35 76.40 76.45 76.50
The interval for Matthew's exact weight can
be written as:
76.35 $<w< 76.45

22 Photocopying or scanning this image is a breach of copyrig

ht law. ho) id ydream
 | Ais always a number n tells you how many
|| between 1 and 10:
See xX 1 On |
places you need to move
the decimal point.

ndard Form | SannANEIIEEaGIEEEREaianemmiemmenemameeeemeoeee

@ When writing 8,000,000 = 8x1,000,000 = x 10°

@ large numbers in
| eee «45,000,000 = 4.5x 10,000,000 = x 107 | |
always positive. 160,000 = 16x100,000 = x 105
Whee verlag 0.000465 = 4.65+10,000 = x 10-4
small il numbDers bers ini x 1,000 a x 10-2
standard form, n is 0.009 :
always negative. 0.0000077 7.7+1,000,000 = x 10-6

Adding or Subtracting
- Numbers in Standard Form ( X 10?) + ( x 10%)

| x 103 = 1,600

| Multiplying or Dividing 3 6
| Numbers in Standard Form (6 x 10 )x (4x10 )

| Multiply or divide the leading numbers and x4=24

1 then do the same with the powers of 10. 103 x 10° = 109

| Multiply the totals and then convert 24 x 109 = 24,000,000,000

2 back to standard form. = 2.4 x 1010

ee 2d , Bat: é Bes RE guee RI ioe IF seo

&) daydream Photocopying or scanning this image is a breach of copyright law. 23

EDUCATION
 When performing column addition or column subtraction with decimals, the
decimal points and digits with the same place value must be aligned vertically.
The column addition and subtraction can then be performed as normal.

Amy bought 3 t-shirts for Ethan has

Fi and a If he spends ona
How much money book how much money
has Amy spent? does he have left?

5765
-2,49
64 7c 3 16
where necessary so
the numbers with the
same place value
The three t-shirts are aligned. Ethan is left
cost £64.49 with £3.16

Multiplying Decimals
When multiplying decimal numbers, solve the multiplication problem as
normal
and add in the decimal point once the calculation is complete.

To work out how many decimal digits

the answer will contain, add together 2 aes
the number of decimal digits that igits
there are in the question. 3 é-1 8 ‘ae,

2467
ee xX 6.8
> Fag nae
“75
an 8 ec
aa21.a 6247
3 decimal
digits digits
There area total of 2 decimal
There are a total of 3 decimal digits
digits in the question so there are
in the question (2 + 1) so there are
2 decimal digits in the answer.
3 decimal digits in the answer.
 When dividing decimals by whole numbers, solve the division problem
as normal
but ensure the decimal points in the answer and the dividend are aligned
vertically.

0 8'06

When dividing a decimal number by another decimal number,

follow the steps outlined below:

0.275 + B2e.2.—
Convert the to a whole number, multiplying by the appropriate power of 10.

0.25 x 100 = 25 5x10=5

Multiply the civiceine by the same power of 10.

0.275 x 100 = 27.5 32.12 x 10 = 321.2

Perform the division.

01.1 06 4.2 4
25) 22725 5) 33271:270
0.275 + 0.25 =1. 32.12 + 0.5 = 64.24

25
 Fractions
|

ye Thal | ee
re

ES EO RET Oe

4 The top number in a fraction

When a whole or group 1 ee is called the numerator.
is divided into equal parts, —
_a fraction is created. The bottom number in a fraction
is called the

This triangle is split into three § +This square is split into four § This pentagon is split into five
equal parts. Each part is equal parts. Each part is equal parts. Each part is
one-third. one-quarter. one-fifth.

|
One-third (+4) is . | |Three-quarters (2) are : |_ Three-fifths (2) are
Two-thirds (2) are red. i One-quarter (+) is Two-fifths (2) are orange.
|

Equivalent Fractions
Equivalent fractions have different numerators and denominators but are equal in value.
They are created by multiplying or dividing both numbers in the fraction by the same number.

Look how these

fractions take up
the same amount of
each circle but the
numerators and
denominators are
different.

A fraction wall can be used to help

identify equivalent fractions.
Finding a Fraction a nrc eran ota amount, as te amount by
€ bottom number (denominator) and then
of an Amount :
multiply the answer by the top number (numerator).

hat is of £750?

Divide the amount by the denominator.

The above steps can be performed in

any order so you can start with
whichever operation is easiest.

Expressing as To express one amount as a fraction of another amount,

a Fraction follow the steps outlined below.

Write 24 as a fraction of 120.

Write the first number as the numerator and the

second number as the denominator:

Write 450 as a fraction of 60.

Write the first number as the numerator and

the second number as the denominator:

74 Simplify if possible.

Photocopying or scanning this image is a breach of copyright law. 27

©) daydream
Simplifying & Ordering Fractions |
~

Simplifying Fractions
To simplify a fraction the numerator and denominator must be divided by their
highest common factor (the largest whole number that is a factor of both numbers)
to create like fractions.

10 ar] 10 72
15 s/en|-
5 is the largest
factor of both
10 and 15 so:

_ Simplifying in Steps
Sometimes it is easier to simplify in steps. 60 +10 6 “+20 3
Divide the top and bottom numbers of
_ the fraction by a common factor until 100 NE10 45 10 NzZA 5
they cannot be divided any further.
stn we i
Ordering Fractions
~
te atDs Se

| It is easy to put like fractions (fractions with the same denominator) in numerical order.

5)12" (5](S)
12)
(5) mm (A12°) (SS
2 oe le
S aa
124 12
To order fractions with different denominators, first change all of the
fractions
so they have the same denominator.

Identify the lowest common

multiple of the denominators. 5 3 Multiples of 6: 6, 12, 18, 24
The lowest common multiple 6 8 Multiples of 8: 8, 16, 24, 32
of 6, 8 and 4 is 24. Multiples of 4: 4, 8, 12, 16, 20, 24

2 Multiply the fractions by

the appropriate numbers so
that they share the same
denominator, 24.

Now that the fractions have

the same denominator, use 18 20 21 Convert
the numerators to place them 24 back to
24 24 original
in order. Then convert them form.
back to their original form. Smallest ———_} Largest Smallest ——=} Largest |

28 Photocopying or scanning this image is a breach

of copyright law. Qy daydream
Mixed Numbers & Improper Fractions,
wer TERA EI HN ESTHET hneeNesciare-aryeteampeneenrrscmeasnsco

Mixed numbers and improper fra ctions are two diffe rent ways of
writing fractions that are greater than one, or a whole.
| - —
The fraction below can be | Mixed Numbers contain | Improper Fr ractions have
|
|
written as a mixed number | a whole number and a a numerator that is greater |
Or as an improper fraction. fractional part. than or equal to the
|
denominator.
il

Converting Improper Fractions to Mixed Numbers

Divide the numerator by You now have 2 wholes Therefore:

the (ones) and 1 remainder,

9
which becomes the
numerator.
aes
2i 4
goes into 9 twice with
1 left over, therefore: A visual representation
The i | ‘does of the conversion
| = 2 remainder 1
not change. is shown below.

Converting Mixed Numbers to Improper Fractions

Multiply
the denominat Add this number to Therefore:
by the whole number. the numerator.

fae 6+1=7
This creates:
3 leew hi.
2 2
A visual representation
of the conversion
is shown below.

Ze} daydream Photocopying or scanning this image is a breach of copyright law. 29

 e

t
~~
x
>

i btract fractions,
i theiri denominators
i must be t he same.
:
Fe ase nator are known as like fractions.

When the denominators are different (known as unlike fractions), multiply one
or both fractions, so they share the same denominator. To do this, identify the
lowest common multiple of each denominator.

Multiples of 4 Multiples of 3 Multiples of 3 Multiples of 6

4,8, 12, 16, 20 3, 6, 9, 12, 15 3,6,9 o SZ om
The lowest common multiple of 3 and 4 is 12. The lowest common multiple of 3 and 6 is 6.
Therefore, multiply each fraction by the Therefore, multiply each fraction by the
appropriate number so that they share the appropriate number so that they share the
lowest common denominator of 12. lowest common denominator of 6.

Co
Add the fractions together to find the answer.
Perform the subtraction to find the answer.
Remember to only add the numerators.
Remember to only subtract the numerators.

30 Photocopying or scanning this image is a

breach of copyright law. &) daydream
Adding Mixed To solve this problem,
follow the steps
Numbers outlined below.

Sy ik443.y z fea a a1
13> 4 Ee
Change the mixed numbers
into improper fractions. ay:
z417 wd

If the denominators are different, This

multiply the fractions so that they goocticn
share the lowest common <i need foam
denominator. 8 change!

Add the fractions and then convert the answer

back to a mixed number.
8 goes into 31 3 times with 7 remaining, therefore:
3 ae 7
fi terse

Subtracting Mixed To solve this problem,

follow the steps
‘'Numbers outlined below.

925
2

Change the mixed numbers

into improper fractions.

If the denominators are different,

multiply the fractions so that they
share the lowest common
denominator.

Subtract the fraction and then convert the answer

back to a mixed number. 6
6 goes into 7 once with 1 remaining, therefore:
7 =a

= ise be
6 ==

EDUCATION
Multiplying Fractions |

| When multiplying fractions, multiply the and the denominators

| and simplify where possible:

r| sf
T| Cannot be simplified

I
u| x XYJ + NO =) N © WM)
\ _ =)

To solve & xX 4 follow the steps outlined below.

Write the whole number as a fraction. 4 becomes

the nt and 1 is used as the denominator. 4 ar
oe
Multiply the and then the denominators.
x4= =X ==
5x1=5 2 t=
Convert this answer, == , into a mixed number by
dividing the by the denominator. +5 = 1 remainder 3
+5 = 1 remainder
The remainder, 3, becomes the , and the
denominator, 5, does not change. 5 1=
2x4=13
5 ‘wad

32 Photocopying or scanning this image is a breach of

copyright law. RI) daydream
 @
To solve 24 >< 3 follow the steps outlined below.

Convert the mixed number into an improper fraction:

Multiply the denominator by the whole number, and
| add this to the a> (=>?
2x4=8;8+1(the )= 4 4
This is used as the in the improper fraction.

Write the whole number as a fraction. 3 becomes 5

the and 1 is the denominator. 20

Multiply the and then the denominators.

X3= _ xX SS —
4x1=4 4-1 4
Convert this answer, 47, into a mixed number by
dividing the by the denominator. + 4=6 remainder
+ 4 = 6 remainder
The remainder, 3, becomes the , and the
denominator does not change. 4 67
24x3=64

Multiplying Mixed Numbers

Convert the mixed numbers into improper fractions:

Multiply the denominators by the whole numbers
and add the answers to the :
25> 3x2=6;6+ (the i=
1$—5x1=5;5+ . (the or) =
Use the answers as the in the fraction.

Multiply the and then the denominators.

x9=
3x5=15

Convert the fraction into a mixed number by dividing

by the denominator. =» 4
the
+ 15 = 4 remainder 15 15
The remainder,3, becomes the ne , and the 42 canibecimplified te 44
denominator does not change.

EDUCATION
 Fractions
1 =1is asking how many times 3 goes into 3.
This can be easily identified on a fraction wall.

| =
+ +03 4 4= + into
Bice + three times
|
To solve a — = follow the steps outlined below.

Change the division symbol into Multiply the numerators Simplify if possible.
a multiplication symbol and turn together followed by the
the second fraction upside denominators.
down.

Ae
4 .2 2p4y, 381 4 y 3 =m 12
12 12 ~22~6
ne 7X5) 7X3 =%4 14 <2

To divide a fraction by a whole number, multiply the denominator by

the “1 number and simplify where possible.

If you shared 4.a pizza between 4 people, each person

would get4 of the whole pizza.

34 Photocopying or scanning this image is a breach of copyright law.

& laydream
Fractions, Deci
Percentag
Percentage
Percentage

re
——
+

IME
a
eer
recs

GB
EE
Za
Fraction

Multiply the decimal byTAN The power of 10 that

appropriate power of 10 soit the decimal was
/becomes a whole number and multiplied by is used
| use this as the numerator. f as the denominator.

0.25x100=25

652 > +4 > 1637

1000 > 4 > 250 |

a daydream Photocopying or scanning this image is a breach of copyright law.

Algebra
in algebra, letters (variables) can be used to
represent unknown numerical values. For example,
in the equation 3x + y = 16, x and y are variables.

Key Terminology
A term is a collection of numbers and letters. a
SX 4xYVyp=—1&3 )
Terms are separated by mathematical symbols. tied + 4 J 18 TF -

An expression includes terms and operational oe! Les 5

(mathematical) symbols but not the equals symbol. LA >} £

4x + 5y=23
An equation is made up of two expressions
that are equal.

An identity relates two expressions that are always

equal to one another (i.e. they are identical). 3x = 12
is not an identity as it is only true when x = 4.
2y=yty
Simplifying Algebraic Expressions
To simplify algebraic expressions, like terms can be collected together.
Like terms contain the same variable raised to the same power.

Addition and Subtraction:

Aatata 3a+5a=
Ab-b 65-b5=5b
can be shortened to 8a can be shortened to
4at+a=5a
3b 55 -3b=2b

Multiplication
When multiplying (like or unlike) terms, the multiplication symbol is removed.

ax b can be shortened to ab 3 X Gd can be shortened to 3a

This is an index (power). It
Jy xX y x y Xx J can be shortened to y* *—— shows how nen eae is
multiplied by itself.
Remember 4y is not the same as ve 4y=ytytyty
y=yxyxyxy

Division)

a+b When dividing

is written as like terms, the can be shortened to 5
a variable can be 3b
ieee removed from
b the answer. oe 28 2151-155
5 as 3

56 ©) daydream
EDUCATIO N
 Rules for Indices |

Multiplyin Dividing
When like terms with powers are When like terms with powers are
multiplied, the powers are added. divided, the powers are subtracted.
3 4 3 — 4)/7
yxy
vox -
=y(3 +4) Tass y ch y? =yS-2=y
VXVYXYVXVXVXYXYp=y Vxyxyxyxy) (yxy) =y?
6°x6°=67 6° +6? = 6°
6x6x6x6x6x6x6=6' (6x6x6x6x6)+(6x6)=6>

Important! These rules do not apply to unlike terms such as y? x x? or 42 x 5%, |

Powers of Powers
When a power is raised to a power, To find the root of a term,
multiply the powers. divide the power.
/d? = d®2= qf’
(p>)
= p(3 x 2) yi

(px pxp)x(pxpxp)=p° (check by squaring: d* x d* = d°)

(5°)? = BS x2) = 5° fp® = p%*9) = p°

(5x5x5)x(5x5x5)=5° (check by cubing:p° x p’ x p® = p”)

Rules for Powers: One and Zero |

Any real number (except zero) Anything to the power One raised to any
to the power of zero is one. of one is itself. power is one.

Examples

|
Why?

Fsomevetabe
Expression

no |oiferentveaabes |
rho|Vvabesraisedvodiferentpowers |
2ab
+ 2ba
3x+7y+4x- 3y
|samevaribies
Pes |
rn Variables raised to different powers
Same variables and powers
rt |

Photocopying or scanning this image is a breach of copyrigh

t law. 37
Solving Equations
Inverse operations are opposite operations that ‘undo’ each other.
and Subtraction and !
are inverse operations. are inverse operations.

8+4=12 -4 3x5=15
12-4=8 15 =3

ee sired bee eS
The aim when solving an equation is to get the variable by itself on one side of the
equation with a number on the other side — for example, x = 2.

When there are other operations on the same side of an equation as the variable, they
need to be removed. This is done by performing the inverse (opposite) of the operation
acting upon the variable. This must be done to both sides of the equation.

n+3=1
:
2|| x-7=1 |[ 5y=20 |[ ™=3
5:
|
:
The inverse ofaee|: The inverse of | The inverse of Ca The inverse of
addition is
subtraction, so
subtraction is
addition, so
multiplication is
division, so
| |
|
division is
|
subtract 3 from
both sides of the
|
|
equation. : j

N+3=12|)|xX-7=1 || 5xy=20
|| m+5=3
-3 -3 | bal | x5 x5
n=9 X=8 || yp=4 || m=15
=i 1h _ist
The above rules do not always work for division and
subtraction.
When the variable is the divisor, or being subtracted,
solve the problem in two steps.
When the variable is being subtracted: When the variable is the divisor:

d Upc d = 4 12 = 3
Multiply both w
sides of the xw xy
equation by w.
Subtract 4 from
both sides of -4 -4
the equation.

58 Photocopying or scanning this image is a breach of copyright law.

SO) daydream
 Max and Amy have
, how many does Max have?

1. Turn the question into an equation.

Use #71 to represent the Max has __ apps

| unknown value (the
number of apps Max has). VL oP

Subtraction is the inverse

operation of addition so
subtract 21 from both
sides of the equation.

The equation is now solved. /#1 = 16 so Max has 16 apps.

fm Rohan has three pieces of wood of equal length, and

| oeed is each of the three equal pieces of wood? {@

cE | | lt
TS PAN MA UA RAIA RR

1. Turn the question into an equation.

Use W to represent the 3 pieces of wood iece Total leng'

unknown value (the
length of the three equal 3 x w in
pieces of wood).
2. Solve the equation to find the value of W.
Subtraction is the inverse
operation of addition so 3w =F
subtract 6 from both -6
sides of the equation.
§ | Division is the inverse
operation of multiplication
so divide both sides of =
the eoaren by 3.
= 12 so each equal piece of wood is 12 cm long.
| | The equation is now solved. Aer

39,
 ae

Expanding and Factorising

"Expandi ‘ oc
| To expand brackets, multiply everything inside the brackets by the
efficient ou . This is often taught using two different methods:

7a 3(x + 4)
. aa
= (3 x x) + (3 x 4)
= 3x +12 a arr:
When the term outside the brackets includes a coefficient and a variable, multiply
everything inside the brackets by the coefficient and the variable.

AEN 2Z2(4x - 2y) |

2z(4x - 2y) :
= (2Z x 4x) + (22 x - 2y)
= 8xz - 4yz = 8xZ - 4yZ |
4(a + 6) + 5(2a - 3)
=(4 x a) + (4 x 6) + (5 x 2a) + (5 x - 3)
=(4a + 244 10a)(~ 15)
=14a+9
SERRE secs <n narnia PEI 3 GIR Rm ag Ai SSNi near

To expand double brackets, multiply every term in the first bracket by every term
in the second bracket. The example below uses the grid method.

| |Draw a table with the terms in Multiply the terms across the Write out the terms in the
| |the first bracket written top by the terms on the side
along the top and the table as an expression and
and write the answers in the simplify if possible.
written boxes where they meet.
down the left hand side.

40 Photocopying or scanning this image is a breach of copyright law. ©) daydream |

 Factorise - Back to Brackets

Factoring is the opposite

of expanding. It involves ala a 3) = a’
introducing a bracket to
2 FACTORISE
an expression.

To factorise this expression, follow

the steps outlined below.

Identify the Highest Common Factor (HCF) of

the terms in the expression.

The HCF of 3x and -9 is 3.

List this (3) outside the bracket.

Then divide the original terms (3x and -9)

by this number and place the answers
within the brackets.

3 Check your answer by expanding the bracket.

| Identify the HCF of the terms in the expression.

The HCF of 12x? and 16xy is 4x.

List this (4x) outside the Beckon 7, == 12x2 Fe 16xy

2 Then divide the original terms (12x? and 16xy)

by this number and place the answers within Ax(3x + 4y)
the brackets.

agrees
| 3 ding the bracket.
Check your answer by expanding
4x(3x
= (4x x
+ 4y)
3x) + (4x xJ
= 12x? + 16xy

& daydre am
EDUCATION
Photocopying or scanning this image is a breach of copyrigh
t law. 41
 Substitution :
= =

aS TE on my _

1 What is the value of 3x + 7 when x = 4? What is the value of y? - 2y when

y = 5?

3x+7=(3xXX)+7 y? - 2y=(yxy)
- (2xy)
=(3x4)+7 = (3 x 3) - (2 x 3)
=12+/7 =9-6
=19 =3

Sometimes, solving a problem involves substituting numbers into a formula.

Total Pay = x Wage :

Substitute the known numbers \

into the formula. Total Pay =6x£15
EA |
Follow the rules of BIDMAS ~
to find the answer. Total Pay = £90

ee ere od c - Bf32)
aie: (seo Pet: caoee Ine
|) Substitute the known numbers ce 3(86 - 32)
| | _into the formula. =e 9
=
> _ Follow the rules of BIDMAS
{= |to find the answer.

_ | The cooking time for a chicken is 30 minutes per : ee : |

_ §j kilogram (kg), plus 40 minutes. What is the Cooking Time = 30 x weight 740
_ §f cooking time for a chicken that weighs 1.5 kg? T = 30w + 40

Substitute the known numbers

into the formula.

Follow the rules of BIDMAS

to find the answer.

4 Photocopying or scanning this image is a breach of copyright law.

©) daydream |
Sometimes you can rearrange formulae using inverse operations
to make them easier to
work with and solve. In the examples below, the equations have
been rearranged
to make x the subject:

9 Addition and subtraction

7, 12
are inverse operations

Multiplication and division

are inverse operations

Finding the square root Square

is . ~ of a number is the pe
inverse operation of >
x =t/w squaring that number X=a

In exams, you will often be asked to rearrange formulas so they can be solved.

Distance , | d
Speed =

Rearrange the formula so distance #4 Rearrange the formula so time waa

is the subject. is the subject.
eed
NS See
Se ft ¢ ¢

sxtz=d
sxtz=d = ; |

Substitute the known values into the Substitute the known values into the
formula and solve. formula and solve. |

32x3=d
As _
t= 490 100 || |
32x3 = 96 ll 12.5
ms
=
 a A sequence is a list
of numbers that

a rule or pattern.
ee OR cm eegmat ln.

In a linear sequence, the difference between the terms is always the same.
The difference between each term is called the common difference.
Add or Subtract by the Same Amount

5 ie Ow 9a l2 Rule: 57 53 49 45 Rule:
Subtract
3 The common difference is - 4

, the difference between the terms changes.

However, the difference between the differences is always the same.

lays 24/1 42°30 2012556

The next term in the sequence is 16 The next term in the sequence is 2

= Sep RR i an a I A TI IT a ee

In a geometric sequence, each term is obtained by multiplying

the previous term by a constant, r, called the common ratio.

CeC MISS 4e162 || 400 200 100 50

ait 4) —z ~ ANI nA ea pS We
x3 xs x3 | -2 +2 = 2
The ae term in the sequence is 486 |

| 2,each
| term is the sum of the two 1 al 2
| preceding terms (except the first
: two terms which are both 1).

+3
The difference between each number in the The difference between each number in the
sequence is an odd number that increases by 2.
sequence increases by 1.

It is also possible ic fe ite th 2 esa a —,

term in a picture or diacran ype / \/ / \Z \ ?
Can you work out what the rules are in ll ——— =
these picture patterns? | | | ipa | | ?

44 Photocopying or scanning this image is a breach of copyright law.

&) daydream
DUCATION)
 A" Term ss
SR Tatra onantheepon meyer enteppechend ener vino sheseatednt peda Now Uscnin nmsoosSaennnmno “ ss
Y
y
f

In a number sequence, n is used to represent the position of each item

(known as a term).

The nth term for this sequence is:

X Nor SN
xi=3 x2=6
x3=9 x4=12

<2 ES es ~ Re: “ Sa PS ESSE - SRE e ee EOI EL OLE SI ae f

Calculate the between each

number in the sequence.
There is a of so the
n™ term follows the six times table (6n).

Compare the to the

first number in the sequence.
The first number in the sequence is 2 less
than the so —2 is added
to the n® term.
The n* term of this sequence is 6n — 2.

|
i
| E

To find the 26" term in the sequence, write out the = 156-2 P
) n™ term and then substitute 26 into the formula. = 154
| , i
)) The 26" term in the sequence is 154.
— - — 7 he lA ia ea a

_ The nth term of a sequence is

3n?—1n. Write down the first
_ three terms of the sequence.

) To find each term, write out

the n“ term and then
substitute the appropriate
value of n into the formula.
is 24.
The first term is 2, the second term is 10 and the third term

4 5
&) daydream Photocopying or scanning this image is a breach of copyright law.
 < Less than > Greater than
X <3 means that x > 7 means that
xX isS less than 5 xX is greater than 7
=

<Tees than or equal to

a ~~ |
Diereit
Si

| y <3 means that v2 7kmeans that 7

y is less than or equal to 3 ter than or equal t

Number Lines
You can represent inequalities on number lines.
Use O for < and >, and @ for < and 2.

2 | Solving IInequalities ™’
Most equations involving inequalities are solved in the same Way
as pendaed
equations. However, when multiplying or dividing by a negativ
e number,
you must reverse the inequality.

5-3x <3
ne : —-2>8
—3x < =») +2 +2

+-3 +-3 = > 10

Dividing by a eS -—2 Multiplying b x=-3 x=3

negative © a —5 negative eee —30
number so flip 2 number so flip
the inequality x > a <a the inequality 5 =
3 x<-6
: j as Se ee
A a
ae OSE ea reoe Ae
ae i oS S| :
4 6 Photocopying or scanning this image is a breach of copyright
law. @&y daydream
EDUCATION
 cal axis is
called the W-axts. The first number is the x-coordinate.
It gives the horizontal position of the point.

(x,y)
The number is the :
It gives the verti position of the point.
(3,2) scar
It is vital that the coordinates are written
in the correct order. Think of the alphabet:
x before \
beset ees xX
Orta tris. Aer S eGiti 7 c8 The coordinates of the point on
the graph are (3,2).
The horizontal axis is |
called the x-axis. 3=— then

The x-axis and y-axis can be extended to create four quadrants.

x is negative. x is positive.
y is positive. is positive.

|| The coordinates The coordinates

of the ship of the volcano
are (-2,3). are (1,2).

| x is negative. x is positive.
y is negative. y is negative.

| The coordinates The coordinates

| of the treasure of the tree
| are (-2,-4). are (3,-2).

EDUCATION
Photocopying or scanning this image is a breach of copyright law.
 Vertical lines pass through the x-axis. All | y =x is diagonal and slopes
points on a vertical line have the same upward from left to right.
x-coordinate.
[ -25|-=1-|
=
0
(Eee
er ae
eel) | ec
Horizontal lines pass through the y-axis. All y = -x is diagonal and slopes
points on a horizontal line have the same downward from left to right.
y-coordinate.

BY 20-19]
on[oo] en
Straight Line Equation
The standard equation of a straight line is:
The line
intercepts the
y-axis at (0,1).
The gradient y=mx+c
£} Of the line is 3.
m = gradient of line c = y-intercept
The gradient can be calculated using the formula:

—4 =35-2 1 gradient (m) = change in y

change in x
a
y-intercept = where the line passes through the y-axis
The equation of the straight line is: y = 3x +1

change in y 3
di t = = —— Ss
gradient (7) change in x 1
y-intercept = (0,1)

48 Photocopying or scanning this image is a breach of

copyright law. @y daydr eam |
EDUCATION
 ynnt Line 6
irapi5s Me
How ‘i Deas Straight Line Graphs

To draw a straight line graph, you need to plot three points:

two points to draw the line and one point to check if the line is correct.

Draw the graph of y = 2x + 1

To identify which points to plot, work out the
value of y for three different values of x.

-6 -5 -4-3 -2 -

Plot the three points:

(-2,-3) (1,3) (2,5)

If the plotted points do not form a straight line, there is an error.

You can also check if the y-intercept and gradient are correct on the graph.

Draw the graph of y = 3x + 2

Plot the first point at the

y-intercept (0,2).

To plot the next point, move 1 unit

along the x-axis and then move
3 units up the y-axis.

Repeat step 2 until you have plotted

three points. Then connect
the points to create a straight line.

is an error.
If the plotted points do not form a straight line, there
2

t law. 49
b=} daydr eam
DUCATI
Photocopying or scanning this image is a breach of copyrigh
Finding the Equation of a Straight Line
Finding the Equation of a Straight Line
To find the equation of a straight line, follow the steps outlined below:

Find the y-intercept of the graph. This is

the value of c. The line intercepts the
y-axis at (0,1) so c = +1.

Pick two coordinates on the line, and

use the following formula to calculate
the gradient (m): _ change in y Spey a
~ change in x -1
_-1--3 a"
1-2
-3
-4

The gradient (m) is -2 and the intercept (c) at

is +1. Therefore, the equation of the line is: y wears e2x + 1

To find the equation of a straight line that passes

through two points, follow the steps outlined below:
Find the equation of the straight line that passes through (8,6) and (2,3).

_ change iny
~ change in x

18 Find the gradient (m).

Substitute one of the coordinates and

the gradient (0.5) into the equation
y = mx + c, and solve to find the
value of c

Substitute the values of c (2) and m (0.5)

into the equation y = mx + c.

50 Photocopying or scanning this image is a breach

:
of copyright law. Q) daydream i
FindingtheMidpoint ofa Line
See

segment & Parallel Lines

The Midpoint ofa Emeisonitent
The midpoint is the point halfway between two points.

It is calculated using the formula:

This simply involves finding the average of
(x 1 5Xa) WA 5y 2) two x-coordinates and two y-coordinates.

To find the midpoint of line segment AB:

Add the x-coordinates and divide by 2.

(1,3) (5,7)
1+5=6
2=3
<——_ Midpoint
Add the y-coordinates and divide by 2.

i
(1,3) (5,7)
1
3+7=10
1

t
5 6 78 9 10 x Therefore, the coordinates of the
midpoint are (3,5).

Graphs that have the same gradient (value of m),

are parallel and will never meet.

Graphs that pass through the origin are of the form

y=mx (e.g. y= +x). They do not contain a
y-intercept (value for c).

Graphs with a positive gradient

(e.g. y = 2x + 1) slope upward
from left to right.

Graphs with a negative gradient

Ne (e.g. y = -2x + 1) slope downward
from left to right.

51
 A distance-time graph is a type
4 J of travel graph. Distance is
) ista ifce-ii ‘TY@ (5fa S measured up the y-axis (vertical)
and time is measured along the
x-axis (horizontal).

Gradient of graph = Speed none Distance

The steeper the graph, the faster the speed. Time

Sections of the graph that slope Sections of the graph that slope
upward from left to right downward from left to right
represent distance travelled represent distance travelled
away from the starting point. toward the starting point.

| A horizontal line indicates that no distance is being travelled. |

y
2 To convert from hours to minutes,
multiply by 60: 1.75 x 60 = 105
The are 60 minutes in an hour so:
105 minutes = 1 hour 45 minutes

To convert from minutes

to hours, divide by 60:
; : 3 105 + 60 = 1.75 hours

(km)
from
Distance
home

1.75 hour
9.00 9.30 10.00 10.30 11.00 11.30 12.00 12.30 13.00.
Time of day
The Story Told by the Graph
® John set off at 9:00. His speed was 12 km/h: 6 km = 0.5h=1
2 km/h
e After half an hour, he had a puncture.
It took 15 minutes to repair.
© He continued his journey at a slower speed of 4.8 km/h:
6 km + 1.25 h = 4.8 km/h
@ At 11:00 he started his journey home and arrived
at 12:45.
His speed was 6.9 km/h: 12 km = 1.75 h = 6.9 km/h

52 Photocopying or scanning this image is a breach of copyright law. &) daydream

ENUCATIG
Conversion Graphs A conversion graph is a type of
line graph that is used to convert
from one unit of measure to
another and vice versa.

| The conversion graph below shows the relationship between the British
pound and
the US dollar. The graph can be used to help convert between the two currencies.

Example: Emma has saved

British Pound / US Dollar
£500 for her holiday to
Exchange Rate
Miami. To identify how many
US dollars Emma can buy:

Identify the axis that

represents British pounds.

Find £500 on this axis.

Draw a horizontal line from £500

to the conversion line.
From this point, draw a line
straight down to the axis that
represents US dollars.
Read the value on this axis.
0
Q 100 200 300 400 500 600 700 800 900
Emma can buy approximately
USD ($)
$690 with £500.

The conversion graph below shows the relationship between miles and kilometres.
The graph can be used to help convert between the two units of measure.

Example: Jacob’s running

‘mil Miles / Kilometres
app has recorded that he ran
Conversion Graph
8 kilometres. To identify
what this is in miles:

Identify the axis that ‘ {

represents kilometres. “ _e
Find 8 kilometres on this axis.

Draw a vertical line from 8

kilometres to the conversion line.
From this point, draw a horizontal
(mi)
Miles
line across to the axis that
represents miles.

wo
oO
AN
PU
OorPNW
0 12 354 5 6 7 8 9 10 x
0080
oo Read the value on this axis.

i Kilometres (km)
Jacob ran 8 kilometres or 5 miles.

EOUCATIOC
Photocopying or scanning this image is a breach of
copyright law. 53
Simultaneous Equations
Simultaneous equations are two equations that are linked. The solution to simultaneous
equations can be found graphically at the point(s) where the two lines intersect.

Graphing and Solving Simultaneous Equations

i To solve the simultaneous equations:
2x-y=4
y=x-1
Make a table of values for both
equations. Find y when x = 0 and x when
y = 0, and choose at least one other point.

Plot the points and list where the lines

intersect. The point of intersection is (3,2).
Therefore, x = 3 and y = 2.

When simultaneous equations involve a linear equation and a quadratic

equation, the solution(s) can be found where the two equations intersect.

Make a table of values for both equations.

Find y when x = 0 and x when y = 0, and
choose at least one other point.

Plot the points and list where the lines

intersect.
The graphs intersect at (-1, -1) and
(3,7). Therefore, x = -1, y=-1 and
XS 5

54 Photocopying or scanning this image is a breach of copyright law. & daydream i

EDUCATI
 “ Bagoecr IE ae ne ene ay eee S

atic Grapns
Graphs of quadratic functions contain a
squared term, x2, and are parabolas, or
U-shaped.

The standard form of a quadratic

function is:

y=ax*+bx+c

If a is negative,
the parabola
will be upside
Tag he a “ia down.
-2

uBRSe
ically

1. Make a table of values. Substitute

x-values into the equation to find
the y-values.

Bag-i1fo[1[2] 3/4
as | 3 [0 [-1] 0] 3|
Example:y =-12 - (4 x -1) +3
y=1-(-4)+3
yes

2. Plot each point on the graph, and join them

up with a smooth curve. If one point does
not naturally fit on the curve, it is wrong.

3. The solution to the equation can be found

where the graph crosses the x-axis (where | The solution is: x = 1, x =
y = 0). Ee ONErea reas eR

t law.
&) daydr eam
DUCAT
Photocopying or scanning this image is a breach of copyrigh
 Measurement Conversion _
Length
The metric units of length are:
, centimetres (cm), metres (m) and kilometres (km).

="CIMn 100 cm=im 1,000 m=1km

Although division is at saad diets Although multiplication

used to convert to a ¢ i 4 : is used to convert
larger unit, this does not to a smaller unit, this
mean that 1 mm is longer does not mean that 1 km
than 1 cm. is shorter than 1 m.
1 mm is ten times LN Jf K oo J 1 km is 1,000 times
shorter than 1 cm. w — longer than 1 m.
x100 x1,000

Ellis jumped:
= 225 cm = 2.25 m
Jessica ran: ya.
12,000
m =12 km \

The metric units of mass are:

(g) and kilograms (kg).

ast,
cee?
ako al x1,000
Capacity ae
The metric units of capacity are:
Nilit and litres (1).

x1,000
=
tod
eo

56 Photocopying or scanning this image is a breach of copyright

law. &) daydream i
UCATIO
 cm*
= 2
does not equal 10 mm? 2 An
1 m* does not equal 100 cm?
2

1cm =10 mm 1m = 100 cm

so 1cm* =10 mm x 10 mm so 1m? =100cm x 100 cm
Therefore, 1 cm? = 100 mm2 Therefore, 1 m? = 10,000 cm?

100 mm? 1 m2

1 cm? does not equal 10 mm* 1 m? does not equal 100 cm’
1cm=10 mm 1m=100cm
so 1cm*?=10 mm x10 mmx10mm so 1 m* = 100 cm x 100 cm x 100 cm
Therefore, 1 cm? = 1,000 mm? Therefore, 1m? = 1,000,000 cm?

icm? = 1,000 mm? im? = 1,000,000 cm;

Example: A dice has a

volume of 27 cm?. What is
the volume of the dice
in mm3?

Convert from cm? to mm? by multiplying

27,000 mm?
27 by 10 three times.
27 x 10 x 10 x 10 = 27,000

The dice has a volume of 27,000 mm}.

Metric to Imperial
Measurement Convers sion

2.54 16
centimetres me ee mayen ~
Cu)

12.7 cm 184 km =

The pen is 12.7 The pitch is P 3 It is 184 c>s

centimetres, or 100 metres, Y \ kilometres,
, long. or ; or
long. E from Bath to London.

1 6.4
kilogram ~~ kilograms
(kg) (kg)

340.2g = Skg = 57.6kg =

The jar holds The cat weighs Sally weighs

340.2 grams, or 5 kilograms, or 57.6 kilograms,

jam. STRAWBERRY.

BEEeee
eeeereereee eae oT a ae ara 2 ee ere

Capacity :

568
millilitres
(ml)

1,136 ml

The jug has a The carton has a

capacity of 1,136 The bath has
capacity of
millilitres, or a capacity of
2 litres, or
180 litres, or

po Te) Photocopying or scanning this image is a breach of copyright law. &) daydream i
EDUCATION %&
 Scale is the ratio o
. Ca e to the real-life dir _

The plan of Oliver's bedroom is drawn at a scale of 1:50.

1 50 cm
es! This means that the bedroom is 50 times
Scale 1:50 bigger in real life than in the drawing.

To identify the length

of 300 cm on the
drawing, divide the
real-life measurement
by the scale:

300 cm+50=6cm

To identify the length

of m in real life, use a
ruler to measure the
length of m on the
drawing (in this case
4 cm) and multiply it
by the scale:

4cmx50=200cm

The map below has a scale of 1:50,000.

This means the map is 50,000 times smaller than the actual area shown.

2 cm x Scale
2 cm x 50,000 = 100,000 cm

100,000 cm=1km

I
| Scale 1:50,000

law. 5S
2) daydre am
EDUCATION
Photocopying or scanning this image is a breach of copyright
Ra li n s ( o o
Purple paint is made by To make mortar, sand and Lilly, and Jo have |
mixing blue and paint are mixed together shared the money in the
in the ratio pt2 tog: in the ratio of 5 to 2. ratio of 2 to 6 to 3.

A ratio must be written in the correct order, ;

, a) A with the quantity mentioned first written first. NY) “9
The ratio of 1;
cats to dogs is Bp f NOT
Note that the ratio of dogs to cats is 4:3.

Simplifying Ratios
Ratios are easier to work out when they are in their simplest form.
To simplify ratios, both numbers must be divided by their highest common factor. .
The ratio of blue to tiles ;
is 6 to 3 but this can be simplified. < ay
3 is the highest common factor of 6 and
, SO divide both numbers by 3.

3 Simplify if possible.

1 :
aa of the bag is made up of oranges.

Can you calculate the fractions for the other fruits

?

60 Photocopying or scanning this image is a breach of

. . . .

copyright law. &) daydreani

2
Dividing in a Ratio
Sometimes an amount needs to be divided
according to a particular ratio.

Ava, Isla and Freya made £315 selling balloons at a

fayre. They agreed to split the money in the ratio of
3:2:4. How much money does each person get?

Add the numbers in the ratio to

calculate the total number of parts. 3 + 2 + ti = 9

Find the value of 1 part by dividing

the total amount by the total 3$15+9=35
number of parts, 9. 1 part = 35

Multiply the value of 1 part, 35, by 3x 35=105

the numbers in the ratio to calculate 2Xe5 Di 90
how much money each person gets. 4x35=140

315 divided in the ratio of 3:2:4 is 105:70:140. Ava_ Isla Freya

Check your answer by adding £105 £70 £140
together the values. 105+ 70+140 = 315

_ If you know the value of one part of a ratio, you can

_ calculate the values of the other parts, and the total
_ sum of the ratio.

To make turquoise paint, blue paint and green paint are

mixed in the ratio of 4:7. If Eva has 2.4 litres of blue
paint, how much green paint does she need and how
much turquoise paint can she make?

Calculate the value of 1 part by dividing the

amount of blue paint by the number of blue
parts in the ratio. 1 part = 0.6

To calculate the amount of green paint that is 0.6x7=4.2

needed, multiply the value of 1 part by the Eva needs 4.2 litres
number of green parts in the ratio. of green paint.

To calculate the amount of turquoise paint 0.6 x1i1i= 6.6

that Eva can make, multiply the value of 1 Eva can make 6.6 litres
part by the total number of parts in the ratio. of turquoise paint.

copyright law. 61
EDUCATION
Photocopying or scanning this image is a breach of
Percentages

1. Make the percentage 2. Per cent means ‘out of

the numerator of the every 100’ so 100 is used
fraction. as the denominator.

30% = 30 II 100 >-10 > To.

To convert from a fraction to a Ser
1. Divide the numerator 2. Multiply by 100. 3. Add a percent symbol.
by the denominator.

0.3 x 100 = 30

25% = 0.25
 Finding a Percentage

1: Convert the percentage 2. Multiply the amount by

into a decimal. the decimal.

20+100=0.:2

1. Find 10% by dividing the 2. Multiply the answer by

amount by 10. 2 to get 20%.

250+100=2.5 |) 25x24=60 |
.

Percentages are used to express how large or small one amount is relative to
another amount. For example, percentages are often used to express exam results.
| Harry scored 30 out of 50 in his maths exam.
What is his score as a percentage?

30

50
—_—< =
0.6 0.6 x 100
io = 60

Evie is practicing her penalties. She scores 24 out of 30.

What is her success rate as a percentage?

0.8 x 100 = 80

63
daydream Photocopying or scanning this image is a breach of copyright law.
Percentage Change
Percentage Decrease:
Find the value of the percentage and Find the value of the percentage and
it to the original amount. subtract it from the original amount.
Repairs to Charlie's car cost
£250 + VAT (20%). What is
A £40 dress has 10% off in
the sale. What is the sale
ae
TS
the cost including VAT? = ; price of the dress?
Calculate 10%.

20% of 250 = 50 10% of 40 =4

Subtract it from the original amount.

Ze
The total cost of the repairs is The sale price of the dress is £36.

Reverse Percentages: Finding the Original Value

A house increases in value by 16% to A car in value by 25% to
£278,400. What was its original value? £9,187.50. What was its original value?

Original value = 100% 1. Write the amount as a

Original value = 100%
percentage of the
£278,400 = 116% original value. £9,187.50 = 75%
2. Divide the amount by
278400+116 = 2,400 the percentage to find 1% 9,187.50 = 75 = 122.50
of the original value.

|2,400 x 100 = 240,000 3. Multiply by 100. 122.50 x 100 = 12,250

The original value of the The original value of the
house was £240,000. car was

Percentage Change

Percentage change = Change

in value x 100
Last year Sienna had £3,200 in her bank account. She
now has £3,360 despite not having paid in any money.
Calculate the rate of interest on her account.

Calculate the change Divide the change in balance

in value (balance). Multiply by 100.
by the original balance.
3,560 - 3,200 = 160 160 ~ = 0.05 0.05x100=5
The rate of interest on Sienna's account
was 5%.

Photocopying or scanning this image is a breach

of copyright law.
a yah ee
 Two quantities are in direct proportion if they increase
or decrease in the same ratio, or at the same rate.

If y is directly proportional to x, then yoc x

When two variables are directly proportional they form

a straight line graph that passes through the origin.

In the examples below the value of one variable is

directly proportional to the other.
Number of drinks oc Value of pound coc
1 drink : ET
3 drinks : £25):
152 drinks : £420:

Direct Proportion Problems

Mason is making
He needs: 300g
total amount of flour _ 300 _ 10
of flour, 250g of butter, Flour in 1 biscuit =
140g of sugar and 2
eggs. How much flour
will he need for «<@

” GRE: 10 x 45 = 450
Laer).

If 3 books cost
Step 1 - Calculate the cost of 1 book.
, how much
book = SFginal number of books ~ 3
of 1t
Cos
Step 2 - Calculate the cost of © 500%.

The cost of 5 books would be £16.50.

Photocopying or scanning this image is a breach of copyright law. © pe |

&) daydream
 Two variables are inversely proportional if the value }
of one increases at the same rate as the other decreases. .

If y is inversely proportional to x, then yoc 4 :

When two variables are inversely proportional they /

form a curved graph that slopes down from left to right. .

A simple example of inverse proportion is shown below.

If you double the length of a rectangle,
you have to reduce the width by half to
keep the area of the rectangle the same.
The length and width of the rectangles
are inversely proportional.

Inverse Proportion Problems

Chloe is filling up a Step 1

swimming pool. If she 3
: ‘ Multiply the b
uses 4 pipes, it takes the original number of pipes x 4= 240
- How long will
it take her
if she uses Step 2
6 pipes? Le)
Divide th by th .
ney RUmBoeReoipees : 240 = 6 = 40
It would take Chloe 40 minutes to fill up the pool with
6 pipes.

It takes 2 people
inutes to Multiply the time taken by the
paint a fence. original number of people. Xx 2 = 180
How long @@@0@4
will it take
5 people? §
Divide the an by th ‘
new number eraesetae 180 +5= 36
It would take 5 people 36 minutes to
Paint a fence.

& 6 Photocopying or scanning this image is a breach

of copyright law.
 ati gt. is ee Ac
nae
: de
}
ae
f .
‘Measures.

Speed is a measure of the distance travelled per unit time.

_ Distance a Ar.,
Tine” AEA istance = Speed x fa" = Distance
“Speed
Sp —

Madison ran 100 m in A car travelled at 34 miles per

12 seconds. hour for 45 minutes.
What was her average speed? How far did the car travel?

Write out the formula for speed and Write out the formula for distance and
substitute in the known values. substitute in the known values.

Distance Distance = Speed x Time

Speed =
Time = 34x 0.75
100 = 25.5 miles
12
Convert minutes to hours.
= 8.3 m/s (1 d.p.) 45 + 60=0.75

Remember to include the correct units in the answer.

is a measure of the mass of a substance per unit volume.

_ Mass __Mass §&

= Density x Volume ~ Density
Volume

Write out the formula for

volume and substitute in
the known values.
Remember to include the
correct units in the answer.
IROLSIO PTI ELT IIL SLI ALLL TOT IE NE

of copyright law.
Photocopying or scanning this image is a breach
 . > a aes
= = E ee é :
Equilateral . é ae
_ Isosceles
(Greek for ‘two equal sides’)

/ A
3 equal sides ‘ 2 equal sides
3 equal interior angles (each 60°) 2 equal interior angles (base angles)
3 lines of symmetry 1 line of symmetry
CR a a a ; 2 m,
Right Angle
=

(Right angle = 90°) Z (Skalénos, unequal in Greek)

One interior angle is a right angle (90°)

The two other angles add up to 90° (a + b = 90°)
All interior angles are different
There is no symmetry unless angles a and b are 45°
All sides are different
The longest side is called the hypotenuse
There are no lines of symmetry

| Remem terior angles ofa triangle always add up to 180°.

68 Photocopying or scanning this image is a breach of copyright law.

@&) daydream
 Rectangle

> >
Opposite sides are equa
4 right angles (90°) 4 right angles (90°)
Opposite sides are parallel Opposite sides are parallel
Diagonals are equal and bisect each other at 90° Diagonals are equal and bisect each other

Parallelogram

} Qual siaes Opposite sides are equal

Opposite angles are equal Opposite angles are equal
Opposite sides are parallel Opposite sides are parallel
Diagonals are not equal (unless the rhombus is Diagonals are not equal (unless the parallelogram
a square) but bisect each other at 90° is a rectangle) but bisect each other

|Trapezium

2 pairs of adjacent sides are equal

4 sides of varying lengths 1 diagonal bisects the other at 90°
One pair of opposite sides are parallel 1 pair of opposite angles is equal
RR REE e-em tS RT
A NE =

oo

t law. 69
& daydream Photocopying or scanning this image is a breach of copyrigh
 Polygons are 2D shapes that have three
(i) 0|S sides or more, are made of straight lines
and are closed (no open sides).

-Regular Polygons Irregular Polygons

A polygon is regular if all of its sides and An irregular polygon can have sides of any
interior angles are equal. length and interior angles of any size.

Triangle Quadrilateral 4 Cie

e 3 sides, 3 equal angles 4 sides, 4 equal angles

Pentagon Octagon
: C) Quadrilateral Heptagon

5 sides, 5 equal angles _8 sides, 8 equal angles Pentagon

Sum of Interior Angles s ;

Any polygon can be broken down into a number of triangles. Dividing a polygon up in
this way can help you calculate the sum of it's internal angles.
The internal angles of a triangle add up to 180°. Therefore, the sum of the
internal
angles of a polygon can be calculated by splitting it up into triangles and
multiplying the number of triangles by 180.

Triangle Quadrilateral Pentagon Hexagon

{\

[ A
3 sides, 1 triangle 4 sides, 2 triangles 5 sides, 3 triangles 6 sides, 4 triangles
1 x 180° = 180° 2 x 180° = 360° 3 x 180° = 540° 4x 180° = 720°
The number of triangles in a polygon is always 2 less than
its number of sides. Therefore,
the following formula can be used to calculate the sum of
interior angles of a polygon:
Sum of interior angles = 180(n-2) where n = number
of sides

70 Photocopying or scanning this image is a breach

of copyright law. &J dayd
 Line Symmetry
: A line of symmetry, also known as a line of reflection, divides an
ee object into two parts that are the same size and shape.
A square has 4 lines An equilateral triangle A regular pentagon
of symmetry. has 3 lines of symmetry. has 5 lines of symmetry.

(3) @

This shape has one line of The butterfly offers an Can you complete this shape?
symmetry. All corresponding example of line symmetry Remember, all corresponding
parts are equidistant from that occurs in nature. parts should be equidistant
the line of symmetry. It has one line of symmetry. from the line of symmetry.

An object has rotational symmetry if it returns to its original form at any point when it
is rotated around a central point. Shapes that have no rotational symmetry have

a
rotational symmetry of order 1.
The square has The letter H has The recycling symbol The flower has
rotational symmetry rotational symmetry has rotational rotational symmetry
of order 4. of order 2. symmetry of order 3. of order 6.

ce
3

ya

It returns to its It returns to its It returns to its

It returns to its
original form after original form after original form after
original form after
every 180° rotation. every 120° rotation. every 60° rotation.
every 90° rotation.
n is the same
The order of rotational symmetry of any regular polygo
lines of symmet ry it has and the number of sides.
as the number of

ht law. 71
&) daydr eam
EDUCATION
Photocopying or scanning this image is a breach of copyrig
Perimeter & Ares sill
F)

thon,
Sais
hala
is the total distance around a shape’s outer edge. :
To calculate the perimeter of a shape, add together the lengths of all the sides.
| 100m 30cm
| 30cm We

| 65cm “
| < on Ne
i 100 m i :
The perimeter of the football field is 340 m: The peri of the kite is 190 cm:
100 +100 + 70 + 70 = 30 +30+65+65 =
I coceassNTE IN
TRIG EI ALE IT IY FN ITCE ENT TET PY PE RTE I TT ES SE = a IE

Area of rectangle = x width

= x 70
Area of field = 7,000 m2
RS
oR
REE
R

What is the area of the side

face of the rubber?

Area of parallelogram = x height | Area of trapezium = 1 x (a +b) x height

=38Xx7
Area of side face = 266 mm2
Area of roof = 62.5 m2

72 Photocopying or scanning this image is a breach

of copyright law. Row!daydreah|
 “ompound Shapes
When measuring the area of a compound shape, break it down
into simpler shapes and then add the areas together.

Look at the Per of the room below. Calculate the area.

12m

Area of rectangle = /ength x width

=4x8

Sophia is laying a new patio in her back garden. A plan of the garden is shown
below. Calculate the area of the garden.

Area of triangle = 3 x
=a

= 60 m2
aS ENSEAS ea

of copyright law. 73
&) daydream Photocopying or scanning this image is a breach
 v,

Cuboid

Triangular Prism
—'f
Cylinder

_Square-based Pyramid
 7

ineir Nets we
iE? |

wow
rie

. <a s Net of cube

| ace The net of an object can often be configured
in several ways.

Which of these is also a net

eeces of f a cube ?

12 edges
8 vertices

Cuboid

5 faces, 9 edges, 6 vertices

Triangular-based Pyramid

4 faces, 6 edges, 4 vertices

To work out the

The surface area of a solid figure is equal to the total area of its net.
of a shape add together the areas of the separate faces of the net.
surface area

t law. 75
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EOUCATION
Photocopying or scanning this image is a breach of copyrigh
 Surface area is the total area of the outer surfaci
of a 3D object. The surface area of a solid figure‘
pA is equal to the total area of its net. To calculate :
the surface area of a shape, work out the area
of each face and add them together.

Calculate the areas of the different sized faces:

' Area=%2xbxh
Vax
3x 2.6)

Multiply these areas by the number of

corresponding faces:
x3= 3.9 x 2 = 7.8 cm?

2 Add the areas together: 45 + 7.8 = 52.8 cm? |

Calculate the areas of the different sized faces: |

| Area=%xbxh |
= 2x0 See
= 48 m2
—S

Multiply the area of the triangular face by the

number of corresponding faces:
48 x 4= 192 m2

Add the areas together: 192 + 64 = 256 m2

— ee

Cylinder

Calculate the areas of the different sized faces:

Area = Tr2
= TU x 32

= 28.27...cm2

Multiply the area of the circle face by the

number of corresponding faces:
28.27... x 2 = 56.55...cm2

Add the areas together:

56.55... + 18 .49. . = 245.04 cm? (2 d.p.)

76 Photocopying or scanning this image is a breach of copyrig

ht law. RY) daydr eam
DUCATION)
 4cm
40 cm

V=ewxhx! V=ixbxhx! Verrx/

= 40 x 20 x 60 =3x2x1.5x3.5 = X 16x12
= 48,000 cm? = 603.19 cm? (2 d.p.)

Volume of pyramid or cone = + area of base x height

=1x12x4 v=1x10x7
= 16 cm? = 23.3 cm? (1 d.p.)

of copyright law. 77
& daydr eam
DUCATION
Photocopying or scanning this image is a breach
 The distance from the cent
to the edge; half th
diameter (plural rad

The area enclose

by an arc an
two raa
ooo

Centre Aa
A straight line joining A part of tht
any two points on the Chord circumferen:
circumference

Tanger
| The area inside a A straight line th.
circle enclosed by an Tangent touches a circle +
arc and a chord one point on

There is a constant relationship Aji circumference = 31!

between the circumference and
"om
diameter of any circle. This is
denoted by the greek letter JU (pi): TU is an irrational number. Its decimal representatici
never ends or repeats: 3.141592653589...

(C=Ta)
Circumference
Radius (C=2Tty) |

Ares
_The area of a circle can be calculated :
_ using the radius: Area= JUx Radius x Radius (A=TUr2)
 Angies and Their Measurement
The turn, or rotation, between two meeting lines is called an angle.
Angles are measured in degrees (°), often with a protractor or angle measurer.

There are 90° in There are 180° There are 360°

one-quarter of a rotation. in half a rotation. in one complete rotation.

Angles less than 90° are called Angles that are 90° are
: : and are marked with a small square.

Obtuse Angles Reflex Angles

Angles greater than 90° but less than Angles greater than 180°
180° are called obtuse angles. are called reflex angles.

Can you estimate and measure

the size of these angles here?
Are they , obtuse,
or reflex angles?

law. 79
a) daydre am
EDUCATION
Photocopying or scanning this image is a breach of copyright
Angle Properties

a
Take a triangle

A.

Angles add up to 180°

ko Angles on a straight
line add up to 180°

&
Take a quadrilateral Tear off the angles They add up to 360° '

Angles add up to 360° Angles around a point

add up to 360°

The sum of the interior angles of a polygon whe

can be calculated using the formula: (n a 2) X 18 0 ‘ ey

Corresponding Angles _ Vertically Opposite Angles

ea
a= é¢

8 0 Photocopying or scanning this image is a breach of copyright law. &) ie jydream

 9cm : B
If three sides of one triangle are equal to | If two sides and the included angle of one
; three sides of another triangle, the triangle are equal to the corresponding
triangles are congruent. This means that — sides and angle of another triangle, the
all angles are also the same. triangles are congruent.

A 4cm B Yi 4cm

If two angles and the included side of one If the hypotenuse and one side of one
triangle are equal to the corresponding triangle are equal to the corresponding
angles and side of another triangle, the hypotenuse and angle of another triangle,
triangles are congruent. the triangles are congruent.

ht law. 81
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EDUCATION
Photocopying or scanning this image is a breach of copyrig
Transformations
A translation moves every point on a shape the same distance in the same direction.

Shape A has been translated +3 units along Shape C has been translated -6 units along
the x-axis and , the x-axis and

AN
hu
orRNW

The translation A to B expressed The translation C to D expressed

‘(3[ }.
as a vector is as a vector is|-§]

B is
: a reflecti; on of A across the Shape Ei i i
Cis a reflection of A across the x-axis. sare the
feelin
line inet
In a reflection, F the shapes
I are congruent. - Thi [his means that one shape
flippedor moved so it fits exactly on the other. c
fac

8 2 Photocopying or scanning this image is a breach

of copyright law. Pa }) daydream
 Rotation

A rotation turns a shape about a fixed point.

To perform a rotation, three details are needed:

)2]The angle of rotation \ 3hic direction of rotation |

/ pe Ne

Shape F is a rotation of shape E 90° Shape B is a rotation of shape A 90°

clockwise about é anticlockwise about :

In a rotation, the shapes are congruent. This means that one shape can be turned, flipped or
moved so it fits exactly on the other.

Enlargement
To perform an enlargement, two pieces of information are needed:

So

9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 a)
0 0
ors x O 2 2 3 4°5°6 #7 8 9 0: tt [x
Omtih 2 6sMaNsm6e 7 8-9

Shape B is an enlargement of shape A Shape T is an enlargement of shape S

by a scale factor of 3, : by a scale factor of 2,

same size but their

In an enlargement, the shapes are similar. The shapes are not the
each other.
angles are the same size and their lengths are proportionate to

law. 83
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UCATIO
Photocopying or scanning this image is a breach of copyright
 onstructions
a

Constructing the Perpendicular Bisector of a Line Segment

Open your compass wider Keeping the compass at Use a ruler to draw a line
than half the length of the the same width, place the that joins the two points
line segment. Then place compass point at B and where the arcs intersect.
the compass point at A and| | draw an arc that intersects
draw a large arc that the first arc in two places.
crosses the line segment.

Constructing the Perpendicular to a Line through a Point on the Line

=
—+——-_
A

|| _+
—+- —__.
B

—_ _+ —
A B

Place the compass point at the point on Open your compass wider than the
the line and draw two arcs on the line distance from the intersects to the point.
to either side of the point. Label the Then place the compass point at A and
|intersects. 7 | draw an arc above the line.

VS

—}+—___}—
A A B

Draw a second arc from point B to Use a ruler to draw a line from the point
intersect the first arc. to where the two arcs intersect.

84 Photocopying or scanning this image is a breach of

copyright law. & daydr eam
EDU case on
 Constructing the Perpendicular to a Line from a Point
Not on the Line

nsx ee
Place the compass point at the point and Place the compass point at one of the
draw an arc that intersects the line in two points where the arc intersects the
two places. line and draw an arc on the opposite side
of the line.

Place the compass point at the other Draw a line from the point to where the
point where the arc intersects the line two arcs intersect.
and draw an arc that intersects the last
arc drawn.

Constructing the Bisector of an Angle

A Cc A Cc A Cc

Place the compass point at Place the compass point Place the compass point
the angle’s vertex and where the arc intersects where the arc intersects AC
draw an arc that crosses AB and draw an arc and draw an arc that
between the lines. intersects the last arc
both arms, AC and AB.
drawn. Then draw a line
from the vertex to where
the two arcs intersect.

law. 85
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DUCATION
Photocopying or scanning this image is a breach of copyright
Pythagoras’ Theorem
‘The square of the hypotenuse (the longest side,
opposite the right angle), is equal to the sum
of the squares of the other two sides.

Pythagoras discovered
that when you draw a
square onto each side
of a right-angled
triangle, the area of
the two smaller
squares added
together, equals the
area of the largest
square.

\ \\ I
therefore...

a a a
a’+ b’?= ¢’ a= cC- b? b?= 2- 2?
REMEMBER: Pythagoras' theorem only applies
to right-angled triangles.

86 Phototocopying ing thisthis image

or scanning i is a breach of copyright law. & daydream
EDUCATION
 Opposite Hypotenuse
The side opposite The longest side.
the angle @. It is always opposite
the right angle.

Adjacent
The side next to
the angle 0.
Hypotenuse \ Hypotenuse

Opposite

|
Adjacent
___ Opposite "i Tangent ~ Cos 0= Adjacent
Sin 6 Hypotenuse ~ (Tan) y ™ Hypotenuse

Opposite — Opposite
Tan = Adjacent

Adjacent
ea inn = Nt AM i = A ARN a 8 ee
Bir labial as tite sn

An easy way to remember these rules is to use the phrase:

:
Sin
SOH
7] =
___ Opposite
Hypotenuse
: - CAH - TOA
Cos
ee naracentis
0 =
F
Hypotenuse
Tan =
Opposite
——_
Adjacent

90° are shown below.

The values of sin@, cos@ and tan@ for 0°, 30°, 45°, 60° and
45° 60° 90° 0° a 45° 60° 90°
 B= 25 Proba
-
—
it i
|

The probabilities of all outcomes add up to 1.

Unlikely <o Likely
No rain for one ‘\ Picking a heart, club or
week in the UK > spade from a deck of cards
1 : ry
nol 4 »

0.25 0.5 0.75

Certain
Impossible Even Chance Picking a red ball
Rolling a 7 on Tossing a head
a 6-sided dice
from a bag of
only red balls

The probability of scoring a 4 The probability of picking a club

when rolling a dice isz. * a from a deck of cards ist.
P(4) = 4 .= P(club) = 42 0r+4
6 | 52
If the probability of an event occurring is known, it is easy to calculate the
probability of the event not occurring. If P(A) is the probability of Event A,
then 1 — P(A) is the probability of the event not occurring.
P(not 4) = 1- P(4) P(not club) = 1 - P(club)
=1- 2 =1- ~
=
6E) = 3

Listing all possible outcomes of an event can help when calculati

ng probabilities,
making it less likely that outcomes are missed.
The table below lists all 20 possible outcomes of the
two spinners.

The probability of spinning

a 2 and a red (2R) is:

gs

88 Photocopying or scanning this image is a breach of

copyright law. & daydream |
 Independent and Dependent Events
A414 B The probability
\\ of picking a heart
from a deck of
cards is:

Independent Events Dependent Events

Events are independent if the Events are dependent if the
outcome of one event does not outcome of one event affects the
affect the outcome of another. outcome of another.
If the card is replaced, the probability If the card is not replaced, the
of picking a heart the next time probability of picking a heart the next
remains the same, Sor+. time changes to #? or 4.
The outcome of the two events The outcome of the two events
can be calculated by multiplying can be calculated by multiplying
the probabilities: the probabilities:

P(heart,heart) = P(heart,heart) = nHa ale

17

Two outcomes are mutually exclusive if they cannot happen at the same time.

Not Mutually Exclusive

Kings \Y¥_
2 = icki an What is the probability of picking a king
istes the probability ohpickanda king (K) or a heart (H) from a deck of cards?
(K) or queen (Q) from a deck of cards?

To calculate the probability of two To calculate the probability of two

mutually exclusive outcomes, add the non-mutually exclusive outcomes, use
probabilities: the following formula:

ee ae P(A or B) = P(A) + P(B) - P(A and B)

nT Ea P(K or H) = P(K) + P(H) - P(K and H)
P(K or Q) = P(
oe oe
mis 45
-P(king or queen) = &

ht law.
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EQOUCATION
Photocopying or scanning this image is a breach of copyrig
 Expected Frequency

The expected frequency of an outcome of an event, for a specific number of

events, can be estimated using the following formula:

Expected frequency = x Probability of outcome

Ellie rolls a dice 12 times. What is the estimated frequency of her rolling a six?

ere em fraction | Decimal | Percentage

rolling a six:

Expected frequency of rolling a six = x +

= 74
If the results differ significantly from the expected For example, a dice can be weighted
frequency, it is likely that the event is not “fair”. so that it lands on one number more
This makes the event biased. than the others.

Relative Frequency
Probability is not always predetermined. For example, in football, a win, lose,anddraw
=, ,
_ are not equally likely. In such situations, probability is estimated using relative frequency.
4~

Relative frequency = Frequency of outcome

Total number of events
Daydream United's results and win probability were recorded
at four stages during the season: ;

aes
| 7 games |14 games |21 games |28 games
Games won
Win probability =

prance
Total games

an a
The most precise estimated win
probability in the table is 8
because it has been calculated
AS from the largest data set.
14 21 28
In smaller data sets, the chance of anomalies is greater.
For example, calculate the win ratio
for the season (28 games) based on the win ratio
from the team’s first seven games.

90 Photocopying or scanning this image is a breach of copyright

law. Rey ag
 Oo
-A Venn diagram uses circles
to illustrate the relationships
between data sets or groups.

So Sea

Sets are collections of related Sets are written within curly brackets:
data or elements. The data Amphibians: {frogs, toads, newts, salamanders}
can be text or numerical. Prime numbers: {2, 3, 7, 11, 13, 17, 19, 23}

Notation
oe = es

A Venn diagram begins with a box which represents the universal set — the set that
contains everything. It is denoted by the symbol &. All other sets are subsets.
A” B: the intersection AUB: the A’: everything
of AandB union of A and B notinA

| CQ) | en | (())

A’ 1 B: everything not A’ UB: the union (AUB)' =A' NB’:

in A but in B of A’ and B everything not in the union

? (> | (QO) | CO)

Er ; 38 people play netball = N

7: 4
26 people play tennis = T R
23 people play just netball = NN T’ \
. 22 +11 people play just tennis = N’' NT a & !
] 15 people play tennis and netball = NN T
VES 2 F\ ata) Meera’ 22 people don't play tennis or netball = (N UT)’ or N’' NT’

Finding Probabilities from Venn Diagrams

To find the probability that a random person in the sample group plays tennis and netball:
¥§) Calculate the total Identify the number of 3 Calculate the
number of people. people who play probability using the
tennis and netball. probability formula.

234+15+11+22=71 15 > = 0.21 (2 d.p.)

plays tennis and netball is 0.21.
The probability that a random person from the sample group

t law. 91
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EDUCATION
Photocopying or scanning this image is a breach of copyrigh
 The mean is the sum of the values Monae Sum of values
divided by the number of values. Number of values

Joe was pleased with his exam results:

His mean mark was = S8+7+77 + 81+ 68+ 88 _

2+79

The mode is the value that

occurs most often.

The mode for Joe’s results was 88%.

It occurred twice, in Geography and Art.

The median for Joe's results is 79% because the French result
is in the middle.
If there is an even number of values, then the median is the
mean of the middle two values.

To find the range, subtract the lowest value from the highest
value. The range of Joe’s results is 20.

9 2 Photocopying or scanning this image is a breach of copyright law.

A @}) laydreanm
 Primary data is obtained through
first-hand investigation whereas
secondary data has been
collected by someone else.

eI. N. Fic my is described using words: ~ % colour é flavour «°, sport

belt Tiaicida(-meliew has a numerical value: :/ age s— distance rs.) weight

There are two types of quantitative data:

Continuous data can take an infinite

Discrete data includes only distinct values.
number of values (within a range). For
For example, the number of people with blue
eyes can only be a whole number. example, a person's height could be any value
between 0.5 m and 2.5 m on a number line.
fe
a
cle
ie
Sa
a
i
aa
a
LETT NER Le TE PT

It is not always possible to collect information for a whole population. In such

instances, a proportion (sample) of the population is used. Sampling methods include:
Random Sampling Systematic Sampling Stratified Sampling
The sample is selected A starting point is chosen, The population is split into

i
@ @) and a sample is then selected evenly sized groups. A random
at regular intervals (e.g. every sample is then taken from
ten). each group.

2) @ 4

A sample that is not representative of a population is said to be biased.

It is not always easy to select a sample population that truly reflects the total
population. When selecting a sample, consider the following:

| Time and Date of Survey Location of Survey Demographics of Sample

Biased example: Biased example: Biased example:

A survey of what An Internet A survey g

| time people wake survey on the population of | bs
| up conducted at frequency of school children eS
| 7 a.m. Internet use

This does not include people This will not include people This will reflect the views of
who do not use the Internet. only one age demographic. q
who wake up after 7 a.m. —:

For example, a
The size of the sample also needs to reflect the survey population.
ly reflect the views of a whole country.
sample size of 50 people will not accurate
cs aati la ee et

is

ydream
EDUCATIO
Photocopying or scanning this image is a breach
of copyright law. 9
 ts
ncy Tables 2s:
MAE oe .

sae

eli
——
y 3 te
= “
es
ott t
*

-requency tables can be arranged in rows or

columns. Sometimes the frequency is counted
as a tally. These tables show the number of
computers owned by students.

1a ao

The difference between

the highest and lowest
number of goals:5-0=5

eRe Oe
S at

he category with the |

highest frequency (or most | ~
entries)

The totals from the frequency column and the total number
of goals column can be used to calculate the mean:
Meanie Total number of goals ae in| NE
Total frequency (number of players that scored) 50

The position of the median can be determined using the formula

(n + 1) = 2,
where n is the total frequency. Therefore, (50 + 1)+2=25.5.

The median number of goals is between the 25th and

26th values.
Now that you know the position of the median value,
add the
frequencies until you find which category the 25.5th
value is in.
Ogoals=6X 1goal=6+10=16X 2goals=6+10+14=30/ |
The 2-goal category contains the 17th-30th values,
so the 25.5th value
must be within this category. Therefore, the median
is 2 goals.

94 Photocopying or scanning this image is a breach

of copyright law.
Grouped Frequency
PPRERION eer nao aE TR

Provncd fens able: organise

data into intervals and are often
used for large data sets. The 4 J 15<a<25 4,983
table (on the right) shows ' 25Sa<35 | 5,679
the ages of people at 35s$a<45 3,219
a concert.
45<a<55 1,823
55sa<65 946
65Sa<75 210
Total 16,860

In grouped frequency tables, exact data values are not known. Therefore, averages can
only be estimated. To do this, two extra columns need to be added to the table:
Also called the mid-interval value

Range _ Age(a) Frequency (f) Midpoint() =f xx

The difference 15<a<25 4,983 20 99,660

between the lowest 25<a<35 5,679 30 170,370

and highest ages:
A eae 3,219 128,760
Sa<55 | 1,823 91,150
Modal class |
55<a<65 946 56,760
The category with < 14700
the highest SESS Ue a ele au :
frequency Total | 561,400

The mean can be estimated using the totals from the frequency (f) and frequency x
mid-interval (f x x) columns.

Mean = Total'ages = 561,400 = 33.3 (1 d.p.)

The class containing the median can be found using the

| following formula:
| Position of median= (n + 1) +2
( + 1) +2 = 8,430.5

| The medianishe 8,430:ol a which’is in the 25 Sa < 35 class.”

 Data is a series of observations,
i ba bad ; yy _ facts or statistics. Raw data can be 2
: ; eau, _ diffi understand and read.
tocult
4 ty As a result, itis often organised __
in diagrams, graphs and charts.

Bar Charts : ;j

Pupils’ Favourite Colour A bar chart can be used to display

qualitative and categorical numerical data.
Data is represented using different sized
bars. When drawing bar charts:
¢ Give the graph a title
¢ Always label both axes
pupils
of
Number ¢ Use equal intervals on the axes
¢ Leave a gap between each bar
Blue Orange Red Green Pink
Colour Bar line graphs use lines
How many pupils’ favourite instead of bars.
colour is green?

’ ‘ig
30
«y
ail ie.
Pictograms , , o- 2 ¥ = alee Dual Bar Graphs;
A pictogram uses pictures to represent || A dual bar graph displays two sets of
data. All pictures must be the same. data so it is easy to make comparisons.
Pupils’ Favourite Ice Cream Flavour :
Pupils’ Exam Results
Frequency

16

10

Number of pupils

What is the pupils’ favourite ice How many boys scored less than |
cream flavour? 10 in their exam? 3

O6 Photocopying or scanning this image is a breach of copyright law. & daydrean

EDUCATION?
Line Graphs
Average Monthly Temperature
In a line graph, data is plotted
as a series of points that are
joined with straight lines.
Line graphs are used to display
continuous data and help show
trends or change over time.
Always ensure your line graph
(°C)
Temperature has a title and that the axes are
labelled and at equal intervals.
What was the average
Apr May Jun Jul Aug Sep
monthly temperature in
Month
June?

Pie Charts

A pie chart is a circular chart that is split into sections to show proportion. The table
below shows pupils’ favourite sport. Follow the steps to create a pie chart for this data.

Step 1. In a pie chart, data is represented as a proportion of 360, as there are

360° in a circle. Therefore, to calculate the proportion for each person
surveyed, divide 360 by the total number of people surveyed, 360 + 30 = 12.

Sport Frequency Frequency x 12 Proportion of 360

Step 2. To
| Rugby | 4 4x12=48 a calculate the
Football 8x12=96 proportions for
Cricket 4x12=48 each sport,
multiply their
Netball 6x12=72 frequencies by 12.
Swimming 3x12=36 4x12=48
Tennis 2x12=24
3x12=36
30 x12 = 360
Hockey | Rugby
4
Step 3. Now that the sports have been ao
converted to proportions of 360, the pie A
chart can be drawn. Swimming 24°
. 3 Football
8
Start by drawing a straight line from the
centre of the circle to the edge.
Netball
Use a protractor to measure and mark 6
Cricket
the angles for each sport, and label 4
them accordingly.
5 J
oe
: a See. =

Scatter graphs are used to show

S how closely two sets of data
Ca @r fa p are related. Correlation
describes how the two sets
of data are related.

4 Negative Correlationr
When the plotted points go upward from left When the plotted points go downward from
to right, there is : left to right, there is negative correlation.
As one quantity increases, the other increases. As one quantity increases, the other decreases.
As one quantity decreases, the other decreases.
+

200 3 i
190 4
180 ove X °
170 e ese me:
=

rue
gx ®@
160 ° eo ; 6
150 °
140 e a . 3 Altitude
Height
(cm)130 . % 8 6
120
110

100 120 140 160 180 200

Arm span (cm) Temperature
This graph shows that there is This graph shows that there is negative
la between height and arm span. correlation between altitude and temperature.
; As height increases, so does arm span. As altitude increases, temperature decreases.

_ No Correlation
When there is no linear relationship between
A is a line that is drawn through
two data sets, there is no correlation.
the centre of a group of data points.
This graph shows that intelligence is
When the plotted points are close to the
not related to shoe size. , there is strong correlation. When
they are spread out on either side of the
, there is moderate correlation.

Intelligence
(IQ) results
Exam

Hours spent revising

This graph shows a strong positive correl

ation. .
Cc Lite) late! usatior Example >> > There is a strong positive
Accor correlation
d 2 relation betwe enmean
P i y, two there
variabl
ables
es | MIC U mber of cars owned and life expectancy.
is j Howeve r, these variables are not directly
eBa elati
dire onshipse-and
hetwc -effec t related.
on theme | Buying
ying more than one car does not increas
i
j___‘ i
e life
©Xpectancy. What other variable could
be involved?

Photocopying or scanning this

image is a breach of copyright
law. @Q davd
aed at | a a Sess a
Revision Guide

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