1A Algebra

mep

Mathematics Enhancement Programme

Help Module 1

ALGEBRA
Part A

Contents of Part A
Preface
Introductory Notes
Worked Examples and Exercises
Answers

Contents of Part B
Preface
Activities
Tests
Answers

CIMT Sponsored by Gatsby Technical

University of Exeter Education Project
ESSO
 PREFACE
This is one of a series of Help Modules designed to help you gain confidence in
mathematics. It has been developed particularly for primary teachers (or student
teachers) but it might also be helpful for non-specialists who teach mathematics in
the lower secondary years. It is based on material which is already being used in
the Mathematics Enhancement Programme: Secondary Demonstration Project.

The complete module list comprises:

1. ALGEBRA 6. HANDLING DATA
2. DECIMALS 7. MENSURATION
3. EQUATIONS 8. NUMBERS IN CONTEXT
4. FRACTIONS 9. PERCENTAGES
5. GEOMETRY 10. PROBABILITY

Notes for overall guidance:

• Each of the 10 modules listed above is divided into 2 parts. This is
simply to help in the downloading and handling of the material.
• Though referred to as 'modules' it may not be necessary to study (or print
out) each one in its entirely. As with any self-study material you must be
aware of your own needs and assess each section to see whether it is
relevant to those needs.
• The difficulty of the material in Part A varies quite widely: if you have
problems with a particular section do try the one following, and then the
next, as the content is not necessarily arranged in order of difficulty.
Learning is not a simple linear process, and later studies can often
illuminate and make clear something which seemed impenetrable at an
earlier attempt.
• In Part B, Activities are offered as backup, reinforcement and extension
to the work covered in Part A. Tests are also provided, and you are
strongly urged to take these (at the end of your studies) as a check on
your understanding of the topic.
• The marking scheme for the revision test includes B, M and A marks.
Note that:
M marks are for method;
A marks are for accuracy (awarded only following
a correct M mark);
B marks are independent, stand-alone marks.

We hope that you find this module helpful. Comments should be sent to:
Professor D. N. Burghes
CIMT, School of Education
University of Exeter
EXETER EX1 2LU

The full range of Help Modules can be found at

www.ex.ac.uk/cimt/help/menu.htm
Mathematics Enhancement Programme Help Module 1: Algebra

1 Algebra Introductory Notes

Historical Background
In one sense, people use 'formulae' (or algebra) all the time – often
without realising it: a glazier may use tables to work out the cost of
panes of glass, and a decorator will have his own 'rule of thumb' for
estimating how much paint is needed for the outside of a house.
These routines calculate a required number (the price of glass or the
number of litres of paint needed); but they are often hard to
understand because they are not expressed mathematically.
A mathematical formula should take the form if an equation which
expresses some required quantity in terms of other, easily measured
quantities. For example,
area of rectangle = length × breadth .
This is a good beginning, but it is only a beginning. The ancient
Babylonians and Egyptians (c. 2000 BC) used many approximate
calculational routines and 'formulae' of this kind, but one cannot do
mathematics with words.

To go further we have to replace friendly words by abstract symbols

and extend the familiar arithmetic numbers to an 'arithmetic of letters':
that is, we need to develop algebra.

The word 'algebra' comes from the title of a book

Al - jabr w'al muqabala
written in 830 AD by the Arabic astronomer Al - Khurarizuri. The
extract translation of the title is disputed: 'al - jabr' means something
like "restoring and balancing" (which refers to the idea of shifting
things from one side of an equation to the other), and 'w'al muqabala'
means something like "cancelling and simplifying". These two ideas
reflect the central art of algebra - namely that of 'rearranging and
simplifying expressions'.

Full blooded elementary algebra (in which, for example, the general
quadratic equation can be written as
ax 2 + bx + c = 0
and its solution given by the formula
−b ± b 2 − 4 ac
x= ),
2a
was only developed after 1600 AD. The effect was dramatic. After
waiting 3500 years for an effective language, the next century saw an
explosive growth - with the rise of coordinate geometry (Descartes
1637) and calculus (Newton, Leibniz 1660 - 1684).

Around 1600, Galileo observed that "The Book of Nature is written in

the language of mathematics". It soon became clear that the language
of all mathematics is algebra!

© CIMT, University of Exeter i

Mathematics Enhancement Programme Help Module 1: Algebra

Key Issues
Introduction
This is your chance to begin to use algebra, which is central to all
subsequent mathematics and to nearly all meaningful applications of
mathematics. You need to be equally confident at numerical
approaches and algebraic approaches – in fact, the algebraic approach
is of much more general applicability. Also, in this module you will be
using some of the algebraic rules of notation: these are clear and
precise rules, and it is important that you learn to abide by them and
understand why they are correct. You will need to sort out any
misconceptions that you may already have picked up.
This module deals with the beginnings of algebra, and explains the role
of notation in algebra. HELP Module 3 on Equations is the key fol-
low-up to this introduction to algebra.

Language / Notation
• Note that 3 × n = 3n
(3n)2 = (3n) × (3n) = 9n 2
Key Points
• Equations must always balance, that is, what is on one side of the
equation must equal what is on the other side.
• You must always write down clearly the operation which has taken
place on each line, e.g. make a the subject of
4a + b = c (add (–b) to both sides)
⇒ 4a = c − b (divide both sides by 4)
c−b
⇒ a=
4

Misconceptions

There are numerous misconceptions with algebra, so here are just a

few:
1. that a × a × a = a 3 , not 3a ;

1 1 1
2. that is not equal to + ,
a+b a b
1 1 1 1 2 1 2 +1 3
e.g. is not but + = + = = ;
1+ 2 3 1 2 2 2 2 2

3. that a 2 = a × a, not 2 a ;

4. that ( a + b) = ( a + b) × ( a + b) = a 2 + 2 a b + b 2 ,
2

not a 2 + b 2 .

© CIMT, University of Exeter ii

Mathematics Enhancement Programme Help Module 1: Algebra

WORKED EXAMPLES
and EXERCISES

Section Subject Page

1.1 Squares, Cubes, Square Roots and Cube Roots 1
1.2 Index Notation 3
1.3 Factors 7
1.4 Prime Factors 8
1.5 Using Formulae 11
1.6 Construct and Use Simple Formulae 13
1.7 Substitution into Formulae 18
1.8 Positive Coordinates 20
1.9 Coordinates 24
1.10 Applications of Graphs 28
Answers to Exercises 39

© CIMT, University of Exeter

Mathematics Enhancement Programme Help Module 1: Algebra

1 Algebra
1.1 Squares, Cubes, Square Roots and
Cube Roots
When a number is multiplied by itself, we say that the number has been squared.

For example, 3 squared means 3 × 3 = 9 . This is written as 32 = 9 .

We could also say that 9 is the square of 3.

When a number is cubed it is written down 3 times and multiplied.

For example 2 cubed means 2 × 2 × 2 = 8 . This is written as 2 3 = 8 .

We could also say that 8 is the cube of 2.

Sometimes the reverse process is needed to answer questions such as:

What number squared gives 25?

The answer would be 5. We say that 5 is the square root of 25, or write 25 = 5 .
Another question might be:
What number cubed gives 8?
The answer would be 2. We would say that the cube root of 8 is 2.

We could also write 3

8 = 2.

Worked Example 1
Find
(a) 82 (b) 42 (c) 53 .

Use your answers to find

3
(d) 64 (e) 16 (f) 125

Solution
(a) 82 = 8 × 8 = 64

(b) 4 2 = 4 × 4 = 16

(c) 53 = 5 × 5 × 5 = 125

(d) 64 = 8 because 82 = 64

(e) 16 = 4 because 4 2 = 16

(f) 3
125 = 5 because 53 = 125

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Mathematics Enhancement Programme Help Module 1: Algebra

1.1

Exercises
1. Find
(a) 52 (b) 62 (c) 12 (d) 72
Use your answers to find

(e) 36 (f) 1 (g) 49 (h) 25

2. Find
(a) 33 (b) 43 (c) 63 (d) 10 3
Use your answers to find
3 3 3 3
(e) 27 (f) 1000 (g) 216 (h) 64

3. Find
(a) 10 2 (b) 22 (c) 42 (d) 72
(e) 82 (f) 92 (g) 13 (h) 73
(i) 83 (j) 02 (k) 03 (l) 23
4. Find
(a) 100 (b) 4 (c) 81 (d) 64

(e) 16 (f) 9

5. Use a calculator to find

(a) 12 2 (b) 112 (c) 153 (d) 133

(e) 132 (f) 152 (g) 20 2 (h) 113
Without a calculator, find

(i) 121 (j) 400 (k) 169 (l) 225

3 3 3
(m) 3375 (n) 2197 (o) 144 (p) 1331

6. Find
(a) 62 + 42 (b) 32 − 2 2 (c) 10 2 + 4 2 (d) 32 + 4 2

(e) 5 2 − 32 (f) 43 + 23 (g) 13 + 10 3 (h) 6 2 + 82

Just for Fun

You open a book. Two pages face you. If the product of the two page numbers is 3 192,
what are the two page numbers?

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Mathematics Enhancement Programme Help Module 1: Algebra

1.2 Index Notation

Index notation is a useful way of writing expressions like

2 × 2× 2 × 2 × 2 × 2 × 2
in a shorter format. The above could be written with index notation as 2 7 .
The small number, 7, is called the index or power.

Worked Example 1
Find (a) 34 (b) 45 (c) 71

Solution
(a) 34 = 3 × 3 × 3 × 3 (b) 45 = 4 × 4 × 4 × 4 × 4
= 81 = 1024

(c) 71 = 7

Worked Example 2
Find the missing number.
57
(a) 34 × 36 = 3? (b) 4 2 × 43 = 4? (c) 4
= 5?
5

Solution
(a) 34 × 36 = (3 × 3 × 3 × 3) × (3 × 3 × 3 × 3 × 3 × 3)

= 310

(b) 4 2 × 4 3 = ( 4 × 4) × ( 4 × 4 × 4)

= 45
1 1 1 1
57 5×5×5×5×5×5×5
(c) =
54 5×5×5×5
1 1 1 1

= 5×5×5

= 53

Note
an n−m
am × an = am + n and m = a
a

These rules apply whenever index notation is used.

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Mathematics Enhancement Programme Help Module 1: Algebra

1.2

Using these rules,

a×a×a
1 1 1
a3 a3
= a3 − 3 = a0 or 3 = = 1
a3 a a×a×a
1 1 1

So a0 = 1

Worked Example 3
Find
(a) (2 )
3 4
(b) (3 ) 2 3

Solution
(a) (2 )
3 4
= (2 × 2 × 2 ) × (2 × 2 × 2 ) × (2 × 2 × 2 ) × (2 × 2 × 2 )

= 2×2×2×2×2×2×2×2×2×2× 2×2

= 212

(b) (3 )
2 3
= (3 × 3) × (3 × 3) × (3 × 3)

= 3×3×3×3×3×3

= 36

Note

(a )
m n
= am × n

Exercises
1. Write each of the following using index notation.

(a) 4×4×4×4×4 (b) 3×3×3

(c) 6×6×6×6×6×6×6 (d) 7×7×7×7
(e) 18 × 18 × 18 (f) 19 × 19
(g) 4×4×4×4×4×4 (h) 7×7×7×7×7
(i) 10 × 10 × 10 × 10 × 10 × 10 (j) 100 × 100 × 100 × 100 × 100

2. Find the value of each of the following.

(a) 34 (b) 54 (c) 74 (d) 10 4

(e) 50 (f) 36 (g) 27 (h) 21
(i) 84 (j) 41 (k) 30 (l) 52

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Mathematics Enhancement Programme Help Module 1: Algebra

1.2

3. Fill in the missing numbers.

(a) 2 7 × 2 4 = 2? (b) 34 × 35 = 3? (c) 36 × 37 = 3?

(d) 4? × 4 2 = 4 7 (e) 5? × 52 = 56 (f) 5 4 × 5? = 5 9
(g) ? 2 × 4 4 = 46 (h) 5 7 ÷ 5 4 = 5? (i) 34 ÷ 32 = 3?
(j) 714 ÷ 710 = 7? (k) 175 ÷ 17? = 173 (l) 9 7 ÷ 9? = 93
(m) 4 6 × 4 ? = 411 (n) 4 ? ÷ 4 6 = 410 (o) 3? × 32 = 38
(p) 36 ÷ 36 = ? (q) 37 ÷ 36 = ? (r) 30 × 3? = 35
(s) 30 × 37 = 3? (t) 41 × 4 ? = 4 8 (u) 5 2 × 5? = 5 2

4. Fill in the missing numbers.

(a) 4 = 2? (b) 8 = 2? (c) 16 = 2 ?

(d) 64 = 2 ? (e) 27 = 3? (f) 25 = 5?
(g) 64 = 4 ? (h) 81 = 3? (i) 125 = ?3

5. Simplify the following expressions, giving your answer in index notation.

(a) 3 7 × 36 = (b) 2 × 27 = (c) 45 × 46 =

(d) 36 × 34 = (e) 2 4 × 25 = (f) 26 × 2 4 =

(g) 3 7 ÷ 32 = (h) 3 × 36 = (i) 36 ÷ 3 =

812 76 92
(j) = (k) = (l) =
82 73 90
25 26
(m) 4 × 22 = (n) = (o) =
4 8

6. Fill in the missing powers.

(a) 8 = 2? (b) 1000 = 10 ? (c) 16 = 2 ?

(d) 27 = 3? (e) 81 = 3? (f) 10 000 = 10 ?
(g) 625 = 5? (h) 64 = 4 ? (i) 1296 = 6?
(j) 1 = 2? (k) 36 = 6? (l) 1 = 5?

7. Simplify the following, giving your answers in index form.

(a) (2 )
3 2
= (b) (3 ) 2 2
= (c) (6 )
2 3
=

(d) (5 )
3 2
= (e) (2 ) 2 4
= (f) (4 )
2 3
=

(g) (3 )
2 4
= (h) (5 ) 2 4
= (i) (3 )
3 2
=

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Mathematics Enhancement Programme Help Module 1: Algebra

1.2

8. Fill in the missing numbers.

(a) (2 )
2 4
= 2? (b) (2 ) = 2
? 3 12
(c) (3 )
2 5
= ?10

(d) (5 )
? 4
= 512 (e) (10 ) = 10
5 ? 15
(f) (7 ) 5 ?
= 720

9. Simplify each of the following, giving your answer in index notation.

(a) 32 × 3 0 × 3 4 = (b) 26 × 27 × 2 = (c) 5 2 × 5 7 × 53 =

72 × 7 4 7 4 × 75 23 × 28
(d) = (e) = (f) =
73 7 2 × 73 23 × 2

32 × 33 4 7 × 48 23 × 20
(g) = (h) = (i) =
35 45 × 49 22

10. Simplify each of the following expressions.

(a) a3 × a2 = (b) a 4 × a6 = (c) x2 × x7 =

(d) x4 ÷ x2 = (e) y3 × y 0 = (f) p7 ÷ p4 =

(g) q6 ÷ q3 = (h) x7 × x = (i) b4 ÷ b =

b6 c7 x8
(j) = (k) = (l) =
b0 c4 x3
y3 x4
(m) = (n) = (o) x2 × x3 × x3 =
y x4

p2 × p7 x10 y3 × y 7
(p) = (q) = (r) =
p5 x2 × x5 y2 × y4

x2 × x3 x7 × x x8 × x 4
(s) = (t) = (u) =
x5 x3 × x4 x0

(x ) =
2 4
(x ) =
3 5
(x )
6
(v) (w) (x) 2
× x7 =

11. 243 can be written as 35 .

Find the values of p and q in the following:
(a) 64 = 4 p (b) 5q = 1
(SEG)

12. Express as simply as possible:

4x2 × 6x5
12 x 3
(MEG)

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Mathematics Enhancement Programme Help Module 1: Algebra

1.3 Factors
A factor of a number will divide exactly into it.

Worked Example 1
List all the factors of 20.

Solution
The factors of 20 are:
1, 2, 4, 5, 10, 20
These are all numbers that divide exactly into 20.

Worked Example 2
Write the number 12 as the product of two factors in as many ways as possible.

Solution
12 = 1 × 12 12 = 4 × 3
12 = 2 × 6 12 = 6 × 2
12 = 3 × 4 12 = 12 × 1

Exercises
1. List the factors of these numbers.
(a) 14 (b) 27 (c) 6 (d) 15
(e) 18 (f) 25 (g) 40 (h) 100
(i) 45 (j) 50 (k) 36 (l) 28

2. Write each number below as the product of two factors in as many ways as possible.
(a) 10 (b) 8 (c) 7 (d) 9
(e) 16 (f) 22 (g) 11 (h) 24

3. Fill in the missing numbers.

(a) 32 = 4 × 2 × ? (b) 45 = ? × 3 × 5
(c) 27 = 3 × 3 × ? (d) 40 = 5 × ? × 2
(e) 50 = 5 × 2 × ? (f) 88 = 11 × 2 × ?
(g) 66 = 2 × 3 × ? (h) 21 = ? × 3 × 7

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Mathematics Enhancement Programme Help Module 1: Algebra

1.3

4. Here is a Bingo card.

6 10 20 9

3 8 17 15

2 24 55 4

(a) Circle those numbers that 2 will divide into exactly.

(b) Cross out those numbers that 5 will divide into exactly.
(LON)

5. 20 21 22 23 24 25 26 27 29
(a) In the row of numbers above:
(i) circle all numbers divisible by 2, e.g. 20
(ii) cross out all numbers divisible by 3, e.g. 24
(iii) underline all numbers divisible by 5. e.g. 25
(b) Describe the numbers which are not circled, crossed out or underlined.
(MEG)

6. A pattern of counting numbers is shown.

14, 15, 16, 17, 18, 19, 20, ...
(a) (i) Which of these numbers is a square number?
(ii) Which of these numbers is a multiple of nine?
The pattern is continued.
(b) (i) What is the next square number?
(ii) What is the next number that is a multiple of nine?
(SEG)

1.4 Prime Factors

Any number can be written as the product of a number of prime factors. For example,

20 = 2 2 × 5

or 180 = 2 2 × 32 × 5 .

Note
A prime number is a number that can be divided exactly by only 1 and itself.
The first few prime numbers are 2, 3, 5, 7, 11, ...

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Mathematics Enhancement Programme Help Module 1: Algebra

1.4

Worked Example 1
Write the number 276 as a product of prime numbers.

Solution
Write 276 as a product of two factors:
276 = 2 × 138
But 138 = 2 × 69 so 276 = 2 × 2 × 69
But 69 = 3 × 23 so 276 = 2 × 2 × 3 × 23

This expression contains only prime numbers, so

276 = 2 2 × 3 × 23 .

This is called the product of prime factors.

Worked Example 2
(a) Write the numbers 660 and 470 as the product of prime factors.
(b) Find the largest common factor that will divide into both 660 and 470.

Solution
(a) 660 = 2 × 330
= 2 × 2 × 165
= 2 × 2 × 3 × 55
= 2 × 2 × 3 × 5 × 11
So as a product of prime factors,

660 = 2 2 × 3 × 5 × 11.

470 = 2 × 235
= 2 × 5 × 47
So as a product of prime factors,
470 = 2 × 5 × 47 .

(b) To find the largest common factor that will divide into both 660 and 470,
look at the factors common to each of the products of primes.
The numbers that appear in both are 2 and 5, so the largest number that will
divide into both 660 and 470 is 2 × 5 = 10 .

This number is called the highest common factor or HCF.

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Mathematics Enhancement Programme Help Module 1: Algebra

1.4

Exercises
1. Which of the following are prime numbers?
1, 2, 3, 5, 7, 9, 13, 15, 18, 19, 21, 23, 25

2. Which numbers between 50 and 60 are prime numbers?

3. Write each number below as a product of prime factors.

(a) 10 (b) 42 (c) 68
(d) 168 (e) 250 (f) 270
(g) 429 (h) 825 (i) 1001

4. (a) Express 32 and 56 as the product of prime factors.

(b) By comparing the answers to (a) find the HCF of 32 and 56.

5. Find the highest common factors of each pair of numbers below.

(a) 36, 42 (b) 30, 42 (c) 45, 105
(d) 42, 50 (e) 50, 80 (f) 70, 315
(g) 216, 240 (h) 156, 234 (i) 735, 1617

6. (a) Express each of the following numbers as the product of prime factors:
45, 99, 135.
(b) By considering the products of the prime factors, find the highest common
factor of
(i) 45 and 99 (ii) 99 and 135 (iii) 45 and 135
(c) What is the highest common factor of all three numbers?

7. Find the highest common factor (HCF) for each set of three numbers given below.
(a) 20, 35, 105 (b) 90, 225, 405 (c) 16, 24, 56
(d) 200, 210, 220 (e) 72, 168, 312 (f) 330, 450, 630
(g) 216, 324, 432 (h) 660, 572, 528 (i) 1008, 1260, 1764

Investigation
Han Sin, a Chinese general, devised a method to count the number of soldiers that he had.
First, he ordered his soldiers to form groups of 3, followed by groups of 5 and then groups of 7.
In each case he noted down the remainder. Using the three remainders, he was able to
calculate the exact number of soldiers he had without doing the actual counting.
Do you know how he did it?

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Mathematics Enhancement Programme Help Module 1: Algebra

1.5 Using Formulae

In formulae, letters are used to represent numbers. For example, the formula
A = lw
l
can be used to find the area of a rectangle. Here A is the
area, l the length and w the width. In this formula, l w
w
means l × w . Formulae are usually written in this way
without multiplication signs.
The perimeter of the rectangle would be given by the formula
P = 2l + 2w
Here again there are no multiplication signs, and 2 l means 2 × l and 2w means 2 × w .

Worked Example 1
The perimeter of a rectangle can be found using the formula
P = 2l + 2w
Find the perimeter if l = 8 and w = 4 .

Solution
The letters l and w should be replaced by the numbers 8 and 4.
This gives
P =2×8+2×4
= 16 + 8
= 24

Worked Example 2
The final speed of a car is v and can be calculated using the formula
v = u + at
where u is the initial speed, a is the acceleration and t is the time taken.
Find v if the acceleration is 2 m s–1, the time taken is 10 seconds and the initial speed is 4
m s–1.

Solution
The acceleration is 2 m s–1 so a = 2 . The initial speed is 4 m s–1 so u = 4 .
The time taken is 10 s so t = 10 .
Using the formula
v = u + at
gives
v = 4 + 2 × 10
= 4 + 20
= 24 m s −1

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Mathematics Enhancement Programme Help Module 1: Algebra

1.5

Exercises
1. The area of a rectangle is found using the formula A = l w and the perimeter
using P = 2 l + 2 w . Find the area and perimeter if:
(a) l = 4 and w = 2 (b) l = 10 and w = 3
(c) l = 11 and w = 2 (d) l = 5 and w = 4

2. The formula v = u + a t is used to find the final speed.

Find v if`:
(a) u = 6, a = 2 and t = 5 (b) u = 0, a = 4 and t = 3
(c) u = 3, a = 1 and t = 12 (d) u = 12, a = 2 and t = 4

3. Use the formula F = m a to find F if:

(a) m = 10 and a = 3 (b) m = 200 and a = 2

4. The perimeter of a triangle is found using the formula

P = a+ b +c b
a
Find P if:
c
(a) a = 10 , b = 12 and c = 8
(b) a = 3 , b = 4 and c = 5
(c) a = 6 , b = 4 and c = 7

5. The volume of a box is given by the formula

V = abc
a c
Find V if:
b
(a) a = 2 , b = 3 and c = 10
(b) a = 7 , b = 5 and c = 3
(c) a = 4 , b = 4 and c = 9

6. Find the value of Q for each formula using the values given.

(a) Q = 3x + 7y (b) Q = x2 + y
x = 4 and y = 2 x = 3 and y = 5
(c) Q = xy + 4 (d) Q = 5x − 2y
x = 3 and y = 5 x = 10 and y = 2 6.

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Mathematics Enhancement Programme Help Module 1: Algebra

1.5

x
(e) Q = xy − 2 (f) Q=
y
x = 10 and y = 2 x = 24 and y = 2

x+4 4x + 2
(g) Q = (h) Q =
y y
x = 8 and y = 3 x = 5 and y = 11
(i) Q = 3x + 2 y + z (j) Q = x y + yz
x = 4, y = 2 and z = 10 x = 2, y = 5 and z = 8
(k) Q = x yz (l) Q = x y + 4z
x = 2, y = 5 and z = 3 x = 8, y = 3 and z = 4

x+y x
(m) Q = (n) Q =
z y+z
x = 8, y = 10 and z = 3 x = 50, y = 2 and z = 3

7. This formula is used to work out Sharon's pay.

Sharon works for 40 hours.
Her rate of pay is £3 per hour.
Pay = Number of hours worked × Rate of pay + £10 .
Work out her pay.
(LON)
8. A rectangle has a length of a cm and a width of b cm.
The perimeter of a rectangle is given by the formula p = 2 ( a + b) .

Calculate the perimeter of a rectangle when a = 4.5 and b = 4.2 .

(SEG)

1.6 Construct and Use Simple Formulae

A formula describes how one quantity relates to one or more other quantities. For
example, a formula for the area of a rectangle describes how to find the area, given the
length and width of the rectangle.
The perimeter of the rectangle would be given by the formula
P = 2l + 2w
Here again there are no multiplication signs and 2 l means 2 × l and 2w means 2 × w .

Worked Example 1 b b
(a) Write down a formula for the perimeter of the
shape shown.
a a
(b) Find the perimeter if
c
a = 2 cm, b = 3 cm and c = 5 cm

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Mathematics Enhancement Programme Help Module 1: Algebra

1.6

Solution
(a) The perimeter is found by adding together the lengths of all the sides, so
the formula will be
P =a+b+b+a+c
but as a and b are both added in twice, this can be simplified to
P = 2a + 2b + c
(b) If a = 2, b = 3 and c = 5
P=2×2+2×3+5
=4+6+5
= 15 cm

Worked Example 2
An emergency engineer charges a basic fee of £20, plus £8 per hour, when repairing
central heating systems.
Find a formula for calculating the engineer's charge.

Solution
Let C = charge and n = number of hours.
The charge is made up of
a fixed £20 and £8 × the number of hours, or £ 8 n .
So the total charge is given by
C = 20 + 8 n

Exercises
1. Find a formula for the perimeter of each shape, and find the perimeter for the
specified values.
(a) (b) a

a a a a

b
a = 6 cm, b = 4 cm a=5

(c) a (d) a
a a
b b

a a
c
b
a = 6 cm, b = 10 cm a = 5 cm, b = 6 cm, c = 10 cm
14
Mathematics Enhancement Programme Help Module 1: Algebra

1.6
a b
(e) (f)
a a a
a
c
b
a a

a c

a = 10 cm a = 4 cm, b = 5 cm, c = 9 cm

a a
(g) (h)

b
b b a

2a
c
a = 60 cm, b = 160 cm, a = 4 cm, b = 9 cm
c = 80 cm

2. Find a formula for the area of each of the shapes below and find the area for the
values given.
(a) (b) a
b

a a

a = 6 cm, b = 10 cm a = 3 cm

(c) a (d) a

a b

b
a

b c

a = 2 cm, b = 8 cm a = 3 cm, b = 4 cm, c = 9 cm

(e) (f) a

b
a
a = 4 cm, b = 5 cm
b
a = 50 cm, b = 200 cm
15
Mathematics Enhancement Programme Help Module 1: Algebra

1.6

3. Three consecutive numbers are to be added together.

(a) If x is the smallest number, what are the other two?
(b) Write down a formula for the total, T, of the three numbers, using your
answer to (a).

4. (a) Write down a formula to find the mean, M, of the two numbers x and y.
(b) Write down a formula to find the mean, M, of the five numbers p, q, r, s,
and t.

5. Tickets for a school concert are sold at £3 for adults and £2 for children.
(a) If p adults and q children buy tickets, write a formula for the total value, T, of
the ticket sales.
(b) Find the total value of the ticket sales if p = 50 and q = 20 .

6. A rectangle is 3 cm longer than it is wide.

If x is the width, write down a formula for:
(a) the perimeter; P;
(b) the area, A, of the rectangle.

7. Rachel is one year older than Ben. Emma is three years younger than Ben
If Ben is x years old, write down expressions for:
(a) Rachel's age;
(b) Emma's age;
(c) the sum of all three children's ages.

8. A window cleaner charges a fee of £3 for visiting a house and £2 for every window
that he cleans.
(a) Write down a formula for finding the total cost C when n windows are
cleaned.
(b) Find C if n = 8 .

9. A taxi driver charges a fee of £1, plus £2 for every mile that the taxi travels.
(a) Find a formula for the cost C of a journey that covers m miles.
(b) Find C if m = 3 .
(a) most likely to happen?
(b) least likely to happen?
(LON)

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Mathematics Enhancement Programme Help Module 1: Algebra

1.6

10. A gardener builds paths using paving slabs laid out in a

pattern as shown, with white slabs on each side of a row of
red slabs.
(a) If n red slabs are used, how many white
slabs are needed?
(b) Another gardener puts a white slab at each end of
the path as shown below.

If n red slabs are used, how many white slabs are needed?
20
11. A path of width x is laid around a rectangular lawn as
shown.
(a) Find an expression for the perimeter of the grass. grass 30
x
(b) Find an expression for the area of the grass.
path
12. Choc Bars cost 27 pence each.
Write down a formula for the cost, C pence, of n Choc Bars.
(LON)
13. (a) Petrol costs 45 pence per litre.
Write down a formula for the cost, C pence, of l litres of petrol.
(b) Petrol costs x pence per litre.
Write down a formula for the cost, C pence, of l litres of petrol.
(SEG)
14. (a) Vijay earns £P in his first year of work.
The following year his salary is increased by £Q.
Write down an expression for his salary in his second year.
(b) Julie earns £X in her first year of work.
Her salary is increased by £650 every year.
How much will she earn in
(i) the 5th year (ii) the nth year?

17
Mathematics Enhancement Programme Help Module 1: Algebra

1.7 Substitution into Formulae

The process of replacing the letters in a formula is known as substitution.

Worked Example 1
The length of a metal rod is l. The length changes with temperature and can be found by
the formula
l = 40 + 0.02 T
where T is the temperature.
Find the length of the rod when
(a) T = 50 °C and (b) T = – 10 °C

Solution
(a) Using T = 50 gives
l = 40 + 50 × 0.02
= 40 + 1
= 41

(b) Using T = − 10 gives

l = 40 + ( −10) × 0.02
= 40 + ( −0.2)
= 40 − 0.2
= 39.8

Worked Example 2
The profit made by a salesman when he makes sales on a day is calculated with the
formula
P = 4 n − 50
Find the profit if he makes
(a) 30 sales (b) 9 sales

Solution
(a) Here n = 30 so the formula gives
P = 4 × 30 − 50
= 120 − 50
= 70
(b) Here n = 9 so the formula gives
P = 4 × 9 − 50
= 36 − 50
= − 14
So a loss is made if only 9 sales are made.
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Mathematics Enhancement Programme Help Module 1: Algebra

1.7

Exercises
1. The formula below is used to convert temperatures in degrees Celsius to degrees
Fahrenheit, where F is the temperature in degrees Fahrenheit and C is the
temperature in degrees Celsius.
F = 1.8 C + 32
Find F if:
(a) C = 10 (b) C = 20 (c) C = − 10
(d) C = −5 (e) C = − 20 (f) C = 15

2. The formula
1
s= (u + v ) t
2
is used to calculate the distance, s, that an object travels if it starts with a velocity u
and has a velocity v, t seconds later.
Find s if:
(a) u = 2, v = 8, t = 2 (b) u = 3, v = 5, t = 10
(c) u = 1.2, v = 3.8, t = 4.5 (d) u = − 4, v = 8, t = 2
(e) u = 4, v = − 8, t = 5 (f) u = 1.6, v = 2.8, t = 3.2

3. The length, l, of a spring is given by the formula

l = 20 − 0.08 F
where F is the size of the force applied to the spring to compress it.
Find l if:
(a) F=5 (b) F = 20
(c) F = 24 (d) F = 15

4. The formula
P = 120 n − 400
gives the profit, P, made when n cars are sold in a day at a showroom.
Find P if:
(a) n =1 (b) n=3
(c) n=4 (d) n = 10
How many cars must be sold to make a profit?

19
Mathematics Enhancement Programme Help Module 1: Algebra

1.7

5. Work out the value of each function by substituting the values given, without using
a calculator.

(a) V = p2 + q 2 (b) p = a2 − b2
p = 8 and q = 4 a = 10 and b = 7

(c) z= x+y (d) Q= x−y

x = 10 and y = 6 x = 15 and y = 6

x+y a
(e) P= (f) Q=
2 b
x = 4 and y = − 10 a = 100 and b = 4

x + 2y + z 1 1
(g) V = (h) R= +
5 a b
x = 2, y = − 5 and z = 8 a = 4 and b = 2

a b
(i) S= + (j) R = 0.2 a + 0.4b
b c
a = 3, b = 4 and c = 16 a = 10 and b = 20

a b ab
(k) T= + (l) C=
2 5 a+b
a = − 20 and b = 40 a = 10 and b = − 5

x2 a b2
(m) P=2 (n) A=
y c
x = 10 and y = 4 a = 2, b = 3 and c = 100

1.8 Positive Coordinates

y
5
Coordinates are pairs of numbers that
uniquely describe a position on a 4
rectangular grid. The first number
refers to the horizontal (x-axis) and 3 (4, 3)
the second the vertical (y-axis). The
coordinates (4, 3) describe a point that 2
is 4 units across and 3 units up on a
grid from the origin (0, 0).
1

0
0 1 2 3 4 5 6 x

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Mathematics Enhancement Programme Help Module 1: Algebra

1.8

Worked Example 1
Plot the points with coordinates
(3, 8), (6, 1) and (2, 5)

y
Solution 9

For (3, 8) move 3 across and 8 up. 8 (3, 8)

For (6, 1) move 6 across and 1 up.

6

5 (2, 5)
For (2, 5) move 2 across and 5 up. 8
4

3
5
2

1 (6, 1)
2 3 1
6
0
0 1 2 3 4 5 6 x
Worked Example 2
Write down the coordinates of each point in the diagram below.
y
6

B A
5

3 C

0 D
0 1 2 3 4 5 6 7 8 9 x

Solution
A is 6 across and 5 up, so the coordinates are (6, 5).
B has no movement across and is straight up 5, so the coordinates are (0, 5).

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Mathematics Enhancement Programme Help Module 1: Algebra

1.8

C is 6 across and 3 up, so the coordinates are (6, 3).

D is 8 across and no movement up, so the coordinates are (8, 0).

Exercises
1. Write down the coordinates of each point on the diagram below.

A
4

3 B E

2 F

C
1

0 D
0 1 2 3 4 5 x

2. The map of an island has been drawn on a grid.

Rocky Point
8

Café Camp Site

6

Old Ben's Cottage

5

3 Old Tower
Sandy Beach
Landing Stage
2

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 x

Write down the coordinates of each place marked on the map.

22
Mathematics Enhancement Programme Help Module 1: Algebra

1.8

3. On a grid, join the points with the following coordinates and write down the name
of the shape you draw.
(a) (4, 2) (8, 2) (8, 5) (4, 5)
(b) (2, 1) (6, 1) (4, 6)
(c) (1, 4) (3, 7) (5, 4) (3, 1)
(d) (4, 0) (3, 2) (5, 4) (7, 2) (6, 0)
(e) (1, 1) (0, 3) (1, 5) (3, 5) (4, 3) (3, 1)

4. Jenny writes her initials on a grid.

y
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 x

(a) Write down the coordinates of the corners of each letter.

(b) Write your initials in the same way and write down the coordinates of your
initials.

5. The pattern below is made up of 5 circles. Write down the coordinates of the
centre of each circle.
y

0
0 1 2 3 4 5 6 7 x

6. (a) On the co-ordinate grid opposite, y

plot the following points 5 B

P (3,4), Q (0,2) R (4,0) 4

3
(b) Write down the co-ordinates of the
points 2
A
(i) A, 1
0
(ii) B. 1 2 3 4 5 6 x
(LON)
23
Mathematics Enhancement Programme Help Module 1: Algebra

1.9 Coordinates
The coordinates of a point are written as a pair of num- y
bers, (x, y), which describe where the point is on a set of 3
axes. 2
The x-axis is always horizontal (i.e. across the page) and 1
the y-axis always vertical (i.e. up the page).
–3 –2 –1 0 1 2 3 x
The x-coordinate is always given first and the y-coordi- –1
nate second. –2
–3

Worked Example 1
On a grid, plot the point A which has coordinates (–2, 4), the point B with coordinates
(3, –2) and the point C with coordinates (– 4, –3).

Solution
y
For A, begin at (0, 0), where the two axes
5
cross. A (–2, 4)
4
Move –2 in the x direction.
3
Move 4 in the y direction. 4 2
1
Points B and C are plotted in a similar way. –4 –2 3
–5 – 4 –3 –2 –1 0 1 2 3 4 5 x
For B, move 3 in the x direction and –2 in –1 –2
the y direction. –3 –2
B
–3
For C, move – 4 in the x direction and –3 C
in the y direction. –4
–5

Worked Example 2
Write down the coordinates of each place on the map of the island.

y
5 Light-
house
4
3 Jetty
Shop 2
Telephone 1
box
–8 –7 –6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 x
–1
Café –2 Church
Lifeboat
station –3 Campsite
–4
–5
–6

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Mathematics Enhancement Programme Help Module 1: Algebra

1.9

Solution
Lighthouse (7, 5) 
 All coordinates positive
Jetty (1, 3) 

Church (3, − 2) 
 Negative y - coordinates
Camp Site (1, − 3) 

Shop ( − 4, 2) 
 Negative x - coordinates
Telephone Box ( − 4, 1) 

Café ( − 5, − 2) 
 All coordinates negative
Lifeboat Station ( − 2, − 2) 

Exercises
1. Write down the coordinates of each point marked on the grid below.

y A
5
G
4
H B
3
I
2
C
1

–6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
J D
–2
K E
–3
F
–4
L
–5

2. The map shows some Australian towns and cities.

y
6
5
4
3 Cairns
Broome
2
1

–7 –6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 x
–1
Alice –2
Springs
–3 Brisbane
–4 Canberra
Perth –5
Albany –6

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Mathematics Enhancement Programme Help Module 1: Algebra

1.9

(a) Write down the coordinates of Canberra, Brisbane and Perth.

(b) A plane flies from the place with coordinates (–5, –6) and lands at the place
with coordinates (–2, –1). From where does the plane take off and where
does it land?
(c) A ship has coordinates (–5, 2) at the start of a voyage and coordinates
(–6, –5) at the end. Where does it start and where does it finish?

3. The map shows some of the tors (rocky outcrops) on Dartmoor in the south west of
England.
y
7 Higher Tor
6 Row Tor
5
4 West Mill Tor
3
2
Yes Tor 1
Oke Tor
–17 –16 –15 –14 –13 –12 – 11 –10 –9 –8 –7 –6 –5 – 4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 x
Shelstone –1
Sourton Tor –2
Tor –3
Black Tor
–4
–5
Steeperton
Tor
–6
Dinger –7
Tor
–8
–9
–10
Kitty Tor –11

(a) Write down the coordinates of the following tors.

West Mill Tor
Steeperton Tor
Shelstone Tor
Black Tor
Dinger Tor

(b) The highest tor marked on this map is Yes Tor. Write down the
coordinates of this tor.
(c) A boy and his dog walk from Oke Tor to Kitty Tor. Write down the
coordinates of the point where they start and the point where they
finish.
(d) Sourton Tor is the tor that is the farthest west on this map. What are the
coordinates of this tor?
(e) Higher Tor is the tor that is farthest north. What are the coordinates of this
tor?
26
Mathematics Enhancement Programme Help Module 1: Algebra

1.9

4. Draw a set of axes with x-values from –5 to 5 and y-values from –3 to 9.

(a) Join together the points with coordinates (5, 0), (0, 9) and (–5, 0). What
shape do you get?
(b) On the same diagram, join together the points (5, 6), (–5, 6) and (0, –3).

5. Draw a set of axes with x-values from – 4 to 4 and y-values from – 4 to 3.

Join each set of points below in the order listed.
(a) (2, 0), (1, 1), (1, 2), (2, 3), (3, 3), (4, 2), (4, 1), (3, 0).
(b) (0, 1), (1, –1), (–1, –1), (0, 1).
(c) (–2, 0), (–1, 1), (–1, 2), (–2, 3), (–3, 3), (– 4, 2), (– 4, 1), (–3, 0).
(d) (3, –1), (2, –3), (0, – 4), (–2, –3), (–3, –1), (–1, –2), (1, –2), (3, –1).

6. (a) Draw a set of axes with x-values from – 4 to 4 and y-values from –5 to 4.
(b) Plot the following points and join them in the order listed.
(3, –5), (2, –5), (– 4, –2), (–2, –3), (0, –2), (0, 0), (3, 2), (3, 3), (4, 3),
(4, 2), (3, 2), (3, 0), (–2, 2).

7. Three corners of a square have coordinates (4, 2), (–2, 2) and (4, – 4).
(a) Draw a set of axes with x-values from –2 to 4 and y-values from – 4 to 2.
Plot the three points and draw the square.
(b) Write down the coordinates of the centre of the square.

8. Two corners of a rectangle have coordinates (–3, –1) and (–3, 3). The centre of
the rectangle has coordinates (1, 1).
(a) Plot the three points given and draw the rectangle.
(b) Write down the coordinates of the other two corners of the rectangle.

9. A dodecagon is a twelve-sided, plane shape.

(a) Draw a set of axes that have x-values from –7 to 1 and y-values from 0 to 8.
(b) Plot the points listed below and join them to draw half a dodecagon.
(–3, 0), (–2, 0), (0, 1), (1, 3), (1, 5), (0, 7), (–2, 8), (–3, 8)
(c) Draw the other half of the dodecagon. It is symmetric about the line
joining (–3, 0) to (–3, 8).
(d) Write down the coordinates of the six new corners of the dodecagon that you
have drawn.

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Mathematics Enhancement Programme Help Module 1: Algebra

1.9

10. A set of axes are arranged so that the x-axis runs from west N
to east and the y-axis from south to north. y

A ship is at the point A which has coordinates (4, 2).

A
(a) How far south can the ship travel before its
y-coordinate becomes negative? W E
x
(b) How far west can the ship travel before its
x-coordinate becomes negative?
(c) If the ship travels SW, how far does it travel
before both coordinates become negative? S

1.10 Applications of Graphs

In this section some applications of graphs are considered, particularly conversion graphs
and graphs to describe motion.
The graph below can be used for converting pounds sterling (British pounds) into and
from Spanish pesetas.

Pounds
sterling 5

0
0 100 200 300 400 500 600 700 800
Pesetas

A distance-time graph of a car is shown below. The gradient of this graph gives the speed
of the car. The gradient is steepest from A to B, so this is when the care has the greatest
speed. The gradient BC is zero, so the car is not moving.

Distance
(m) 500 D

400

300

200 B C

100

0 A
0 10 20 30 40 50 60
Time (s)

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Mathematics Enhancement Programme Help Module 1: Algebra

1.10

The area under a speed-time graph gives the distance travelled. Finding the shaded area
on the graph below would give the distance travelled.

Speed
(m/s)
40

30

20

10

0
0 10 20 30 40 50 60 70
Time (s)

Worked Example 1
A temperature of 20 °C is equivalent to 68 °F and a temperature of 100 °C is equiva-
lent to a temperature of 212 °F . Use this information to draw a conversion graph. Use
the graph to convert:
(a) 30 °C to °Fahrenheit , b) 180 °F to °Celsius .

Solution
Taking the horizontal axis as temperature in °C and the vertical axis as temperature in °F
gives two pairs of coordinates, (20, 68) and (100, 212). These are plotted on a graph and
a straight line drawn through the points.
°F

220
(100, 212)

200

(b)
180

160

140

120

100

80
(20, 68)
60

40

20

(a)
0
0 10 20 30 40 50 60 70 80 90 100 °C
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Mathematics Enhancement Programme Help Module 1: Algebra

1.10

(a) Start at 30 °C , then move up to the line and across to the vertical axis, to give a
temperature of about 86 °F .
(b) Start at 180 °F , then move across to the line and down to the horizontal axis, to
give a temperature of about 82 °C .

Worked Example 2
The graph shows the distance travelled by a girl on a bike.

Distance
(m)
2000
E
1500
C
D
1000
B
500
A
0
0 50 100 150 200 250 300 350 400 Time (s)

Find the speed she is travelling on each stage of the journey.

Solution
750
For AB the gradient =
200
= 3.75
So the speed is 3.75 m/s.

Note
The units are m/s (metres per second), as m are the units for distance and s the units
for time.

500
For BC the gradient =
50
= 10
So the speed is 10 m/s.

For CD the gradient is zero and so the speed is zero

500
For DE the gradient is =
200
= 2.5
So the speed is 2.5 m/s.

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Mathematics Enhancement Programme Help Module 1: Algebra

1.10

Worked Example 3
The graph shows how the speed of a bird varies as it flies between two trees. How far
apart are the two trees?

I
8
7
6
Speed 5
(m/s)
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Time (s)

Solution
The distance is given by the area under the graph. In order to find this area it has been
split into three sections, A, B and C.

I
8
7
6
Speed 5
(m/s)
4
3
2
B
A C
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Time (s)

1
Area of A = ×6×6
2
= 18

Area of B = 6×6
= 36

1
Area of C = ×2×6
2
= 6

Total Area = 18 + 36 + 6

= 60

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Mathematics Enhancement Programme Help Module 1: Algebra

1.10

So the trees are 60 m apart. Note that the units are m because the units of speed are m/s
and the units of time are s.

Exercises
1. Use the approximation that 10 kg is about the same as 22 lbs to draw a graph for
converting between pounds and kilograms. Use the graph to convert the following:
(a) 6 lbs to kilograms,
(b) 8 lbs to kilograms,
(c) 5 kg to pounds,
(d) 3 kg to pounds.

2. Use the approximation that 10 gallons is about the same as 45 litres to draw a
conversion graph. Use the graph to convert:
(a) 5 gallons to litres,
(b) 30 litres to gallons.

3. The graph shows how the distance travelled by a bus increased.

H
2500

F
2000
G
D
1500
Distance E
(m) B
1000
C

500

0 A
0 50 100 150 200 250 300 350 400 450
Time (s)

(a) How many times did the bus stop?

(b) Find the speed of the bus on each section of the journey.
(c) On which part of the journey did the bus travel fastest?

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Mathematics Enhancement Programme Help Module 1: Algebra

1.10

4. The distance-time graph shows the distance travelled by a car on a journey to the
shops.

F
1200

1000
D
E
800

Distance B
(m) 600 C

400

200

0 A
0 60 120 180 240 300 360 420
Time (s)

(a) The car stopped at two sets of traffic lights. How long did the car spend
waiting at the traffic lights?
(b) On which part of the journey did the car travel fastest? Find its speed on
this part.
(c) On which part of the journey did the car travel at its lowest speed? What
was this speed?

5. The graph below shows how the speed of an athlete varies during a race.

6
Speed
(m/s)
4

0
0 2 4 6 8 10 12 14 16
Time (s)

What was the distance of the race?

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Mathematics Enhancement Programme Help Module 1: Algebra

1.10

6. The graph below shows how the speed of a lorry varies as it sets off from a set of
traffic lights.

10

Speed 6
(m/s)

0
0 2 4 6 8 10 12 14 16 18 20
Time (s)

Find the distance travelled by the lorry after

(a) 8 seconds, (b) 16 seconds, (c) 20 seconds.

7. The graph shows how the distance travelled by a snail increases.

4 D

3
Distance
(m) 2

1 B
C
A
0
0 1 2 3 4
Time (hours)

Find the speed of the snail on each section in m/hour.

8. Hannah runs at 2 m s –1 for 5 seconds and then her speed decreases to zero at a
steady rate over the next 4 seconds.
Find the distance that Hannah runs.

9. Ian runs at a constant speed for 10 seconds. He has then travelled 70 m. He then
walks at a constant speed for 8 seconds until he is 86 m from his starting point.
(a) Find the speed at which he runs and the speed at which he walks.
(b) If he had covered the complete distance in the same time, with a constant
speed, what would that speed have been?

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Mathematics Enhancement Programme Help Module 1: Algebra

1.10

10. The graph shows how the distance travelled by Wendy and Jodie changes during a
race from one end of the school field to the other end, and back.

100
Wendy
Jodie
80

Distance 60
from start
(m) 40

20

0
0 5 10 15 20 25 30 35 40 45
Time (s)

Describe what happens during the race.

11. Find the area under each graph below and state the distance that it represents.

(a) (b)

30 15

20 10
Speed Speed
(mph) (mph)
10 5

0 0
0 10 20 30 40 50 0 1 2 3 4 5
Time (mins) Time (hours)

(c) (d)

60 60

40 40
Speed Speed
(mm/s) (m/s)
20 20

0 0
0 1 2 3 4 5 0 10 20 30 40 50
Time (mins) Time (mins)

35
Mathematics Enhancement Programme Help Module 1: Algebra

1.10

12. For each distance-time graph, find the speed in the units used on the graph and
in m/s.
(a) (b)

300 15
Distance Distance
(km) (mm)
200 10

100 5

0 0
0 1 2 3 4 0 10 20 30 40
Time (hours) Time (s)

(c) (d)
300 3
Distance Distance
(m) (m)
200 2

100 1

0 0
0 1 2 3 4 0 1 2 3 4
Time (hours) Time (mins)

13. Jennifer walks from Corfe Castle to Wareham Forest and then returns to Corfe
Castle.
The following travel graph shows her journey.
15
Distance from Corfe Castle (km)

10

0
0900 1000 1100 1200 1300 1400 1500 1600 1700 1800
Time (hours)

36
Mathematics Enhancement Programme Help Module 1: Algebra

1.10

(a) At what time did Jennifer leave Corfe Castle?

(b) How far from Wareham Forest did Jennifer make her first stop?
(c) Jennifer had lunch at Wareham Forest.
For how many minutes did she stop for lunch?
(d) At what average speed did Jennifer walk back from Wareham Forest to
Corfe Castle?
(SEG)

14. The graph represents a swimming race between Robert and James.

50

40
Distance from start (m)

30
Robert

20
James

10

0
0 20 40 60 80 100
Time (seconds)

(a) At what time did James overtake Robert for the second time?
(b) What was the maximum distance between the swimmers during the race?
(c) Who was swimming faster at 56 seconds? How can you tell?
(SEG)

15. The graph at the top of the next page illustrates the journey of a car.
(a) Estimate the area under the graph taking into account the scales of the graph.
(b) State the units of the quantity represented by the area under the graph.
(c) Another car did the same journey in the same time at constant speed. On a
copy of the grid, draw the graph which illustrates the second car's journey.

37
Mathematics Enhancement Programme Help Module 1: Algebra

1.10

40

30
Speed
in m/s
20

10

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Time in seconds
(MEG)

38
Mathematics Enhancement Programme Help Module 1: Algebra

Answers to Exercises
1.1 Squares, Cubes, Square Roots and Cube Roots
1. (a) 25 (b) 36 (c) 1 (d) 49 (e) 6 (f) 1 (g) 7 (h) 5

2. (a) 27 (b) 64 (c) 216 (d) 1000 (e) 3 (f) 10 (g) 6 (h) 4

3. (a) 100 (b) 4 (c) 16 (d) 49 (e) 64 (f) 81 (g) 1 (h) 343
(i) 512 (j) 0 (k) 0 (l) 8

4. (a) 10 (b) 2 (c) 9 (d) 8 (e) 4 (f) 3

5. (a) 144 (b) 121 (c) 3375 (d) 2197 (e) 169 (f) 225
(g) 400 (h) 1331 (i) 11 (j) 20 (k) 13 (l) 15
(m) 15 (n) 13 (o) 12 (p) 11

6. (a) 52 (b) 5 (c) 116 (d) 25 (e) 16

(f) 72 (g) 1001 (h) 100

1.2 Index Notation

1. (a) 4 5 (b) 33 (c) 6 7 (d) 7 4 (e) 183 (f) 19 2

(g) 4 6 (h) 75 (i) 10 6 (j) 100 5

2. (a) 81 (b) 625 (c) 2401 (d) 10 000 (e) 1 (f) 729
(g) 128 (h) 2 (i) 4096 (j) 4 (k) 1 (l) 25

3. (a) 211 (b) 39 (c) 313 (d) 4 5 (e) 54 (f) 55

(g) 4 2 (h) 53 (i) 32 (j) 7 4 (k) 172 (l) 9 4

(m) 4 5 (n) 416 (o) 36 (p) 30 = 1 (q) 31 = 3

(r) 35 (s) 37 (t) 4 7 (u) 50

4. (a) 2 2 (b) 2 3 (c) 2 4 (d) 2 6 (e) 33 (f) 52

(g) 4 3 (h) 34 (i) 53

5. (a) 313 (b) 2 8 (c) 411 (d) 310 (e) 29 (f) 210

(g) 35 (h) 37 (i) 35 (j) 810 (k) 73 (l) 9 2

(m) 2 4 or 4 2 (n) 2 3 (o) 2 3

39
Mathematics Enhancement Programme Help Module 1: Algebra

Answers
1.2 6. (a) 2 3 (b) 10 3 (c) 2 4 (d) 33 (e) 34 (f) 10 4
(g) 54 (h) 4 3 (i) 6 4 (j) 2 0 (k) 6 2 (l) 50

7. (a) 2 6 (b) 34 (c) 6 6 (d) 56 (e) 28 (f) 4 6

(g) 38 (h) 58 (i) 36

8. (a) 2 8 (b) 2 4 (c) 310 (d) 53 (e) (10 )5 3

(f) (7 ) 5 4

9. (a) 36 (b) 214 (c) 512 (d) 73 (e) 74 (f) 2 7

(g) 30 = 1 (h) 41 = 4 (i) 21 = 2

10. (a) a 5 (b) a10 (c) x 9 (d) x 2 (e) y3 (f) p3

(g) q 3 (h) x 8 (i) b 3 (j) b 6 (k) c 3 (l) x 5

(m) y 2 (n) x 0 = 1 (o) x 8 (p) p4 (q) x 3 (r) y 4

(s) x 0 = 1 (t) x1 = x (u) x12 (v) x 8 (w) x15 (x) x 54

11. (a) p=3 (b) q = 0

12. 2 x 4

1.3 Factors
1. (a) 1, 2, 7, 14 (b) 1, 3, 9, 27 (c) 1, 2, 3, 6 (d) 1, 3, 5, 15
(e) 1, 2, 3, 6, 9, 18 (f) 1, 5, 25 (g) 1, 2, 4, 5, 8, 10, 20, 40
(h) 1, 2, 4, 5, 10, 20, 25, 50, 100 (i) 1, 3, 5, 9, 15, 45
(j) 1, 2, 5, 10, 25, 50 (k) 1, 2, 3, 4, 6, 9, 12, 18, 36 (l) 1, 2, 4, 7, 14, 28

2. (a) 1 × 10, 2 × 5, 5 × 2, 10 × 1 (b) 1 × 8, 2 × 4, 4 × 2, 8 × 1

(c) 1 × 7, 7 × 1 (d) 1 × 9, 3 × 3, 9 × 1
(e) 1 × 16, 2 × 8, 4 × 4, 8 × 2, 16 × 1 (f) 1 × 22, 2 × 11, 11 × 2, 22 × 1
(g) 1 × 11, 11 × 1
(h) 1 × 24, 2 × 12, 3 × 8, 4 × 6, 6 × 4, 8 × 3, 12 × 2, 24 × 1

3. (a) 4 (b) 3 (c) 3 (d) 4 (e) 5 (f) 4 (g) 11 (h) 1

4. (a) 6, 10, 20, 8, 2, 24, 4 (b) 10, 20, 15, 55

5. (a) (i) 20, 22, 24, 26 (ii) 21, 24, 27 (iii) 20, 25
(b) prime numbers

6. (a) (i) 16 (ii) 18 (b) (i) 25 (ii) 27

40
Mathematics Enhancement Programme Help Module 1: Algebra

Answers

1.4 Prime Factors

1. 2, 3, 5, 7, 13, 19, 23

2. 53, 59

3. (a) 2 × 5 (b) 2 × 3 × 7 (c) 2 2 × 17 (d) 2 3 × 3 × 7

(e) 2 × 53 (f) 2 × 33 × 5 (g) 3 × 11 × 13 (h) 3 × 52 × 11

(i) 7 × 11 × 13

4. (a) 32 = 2 5 and 56 = 2 3 × 7 (b) 2 3 ( = 8)

5. (a) 2 × 3 = 6 (b) 2 × 3 = 6 (c) 3 × 5 = 15 (d) 2

(e) 2 × 5 = 10 (f) 5 × 7 = 35 (g) 2 3 × 3 = 24

(h) 2 × 3 × 13 = 78 (i) 3 × 72 = 147

6. (a) 45 = 32 × 5 , 99 = 32 × 11, 135 = 33 × 5

(b) (i) 32 = 9 (ii) 32 = 9 (iii) 32 × 5 = 45

(c) 32 = 9

7. (a) 5 (b) 32 × 5 = 45 (c) 2 3 = 8 (d) 2 × 5 = 10

(e) 2 3 × 3 = 24 (f) 2 × 3 × 5 = 30 (g) 2 2 × 33 = 108

(h) 2 2 × 11 = 44 (i) 2 2 × 32 × 7 = 252

1.5 Using Formulae

1. (a) A = 8, P = 12 (b) A = 30, P = 26 (c) A = 22, P = 26
(d) A = 20, P = 18

2. (a) 16 (b) 12 (c) 15 (d) 20

3. (a) 30 (b) 400

4. (a) 30 (b) 12 (c) 17

5. (a) 60 (b) 105 (c) 144

6. (a) 26 (b) 14 (c) 19 (d) 46 (e) 18 (f) 12 (g) 4

(h) 2 (i) 26 (j) 50 (k) 30 (l) 40 (m) 6 (n) 10

7. £130
8. 17.4 cm

41
Mathematics Enhancement Programme Help Module 1: Algebra

Answers
1.6 Construct and Use Simple Formulae
1. (a) P = 2 a + b, P = 16 (b) P = 4 a, P = 20
(c) P = 5a + b, P = 40 (d) P = a + 2 b + c, P = 27
(e) P = 6 a, P = 60 (f) P = 2 a + 2 b + 2c, P = 36
(g) P = 2 a + 2 b + c, P = 520 (h) P = 3a + b, P = 21

2. (a) A = ab, A = 60 cm 2 (b) A = a 2 , A = 9 cm 2

(c) A = a 2 + ab, A = 20 cm 2 (d) A = ab + bc, A = 48 cm 2

1 1
(e) A = ab, A = 10 cm 2 (f) A = ab + b 2 , A = 45000 cm 2
2 2

3. (a) ( x + 1) and ( x + 2) (b) T = 3 x + 3

x+y p+q+r+s+t
4. (a) M = (b) M =
2 5

5. (a) T = 3 p + 2 q (b) £190

6. (a) P = 2 x + 2( x + 3) = 4 x + 6 (b) A = x ( x + 3)

7. (a) x + 1 (b) x − 3 (c) S = 3 x − 2

8. (a) C = 3 + 2 n (b) £19

9. (a) C = 1 + 2 m (b) £7

10. (a) 2n (b) 2 n + 6

11. (a) 100 − 8 x (b) (20 − 2 x )(30 − 2 x )

12. C = 27n

13. (a) C = 45 l (b) C = x l

14. (a) S = P + Q (b) (i) S = X + 3250 (ii) S = X + 650 n

1.7 Substitution into Formulae

1. (a) 50 (b) 68 (c) 14 (d) 23 (e) – 4 (f) 59
2. (a) 10 (b) 40 (c) 11.25 (d) 4 (e) –10 (f) 7.04
3. (a) 19.6 (b) 18.4 (c) 18.08 (d) 18.8

42
Mathematics Enhancement Programme Help Module 1: Algebra

Answers
1.7 4. (a) – 280 (b) – 40 (c) 80 (d) 800 ; 4

5. (a) 80 (b) 51 (c) ± 4 (d) ± 3 (e) – 3 (f) ±5

3
(g) 0 (h) (i) 1 (j) 10 (k) – 2 (l) – 10
4
(m) ±10 (n) 0.18 (o) 0.38 (p) ± 5 (q) ± 8 (r) ±15

6. (a) 3.8 (b) 0.225 (c) 2.6 (d) 7.5 (e) 9.7 (f) 2.4
(g) 0.5 (h) 7.12 (i) 3.7

7. – 21.67 (2 d.p.)

8. – 13

13 5
9. (a) − (b) −
8 8

1.8 Positive Coordinates

1. A (0, 4), B (1, 3), C (2, 1), D (3, 0), E (4, 3), F (5, 2)

2. Rocky Point (2, 8) , Landing Stage (2, 2) , Old Ben's Cottage (3, 5)
Old Tower (4, 3) , Café (7, 6) , Sandy Beach (9, 3) , Camp Site (10, 6)

3. (a) rectangle (b) triangle (c) rhombus (d) pentagon (e) hexagon

4. (a) J : (1, 2), (1, 1), (2, 1), (2, 5), (1, 5) and (3, 5)
S : (4, 1), (6, 1), (6, 3), (4, 3), (4, 5) and (6, 5)

5. (a) (2, 3), (3 2), (4, 3), (5, 2), (6, 3)

y
6. (a) (b) (i) A (2, 1) (ii) (B) (1, 5)
5
P
4
3
2 Q

1
R
0
1 2 3 4 5 6 x

1.9 Coordinates
1. A (2, 5), B (4, 3), C (2, 1), D (2, –2), E (5, –3), F (3, – 4), G (–5, 4),
H (–3, 3), I (–5, 2), J (– 4, –2), K (–2, –3), L (–6, –5)
2. (a) (5, – 4), (6, –3) and (–6, –5)
(b) Albany to Alice Springs
(c) Broome to Perth

43
Mathematics Enhancement Programme Help Module 1: Algebra

Answers
1.9 3. (a) (0, 4), (12.5, –5.5), (–12, 1), (–6.5, –3.5), (–1, –7) (b) (–1, 1)
(c) (10, 0) to (–7.5, –10.5) (d) (–17, –2) (e) (10, 7)

4. (a) triangle (b) y

9
8
7
6
5
4
3
2
1

–5 – 4 –3 –2 –1 0 1 2 3 4 5 x
–1
–2
–3
–4

6. (b)
4
3
2
1

–5 – 4 –3 –2 –1 0 1 2 3 4 x
–1
–2
–3
–4
–5
7. (a) (b) (1, –1)
2
1

–2 –1 0 1 2 3 4x
–1
–2
–3
–4

8. (a) y (b) (5, –1), (5, 3)

4
3

2
1

–3 –2 –1 0 1 2 3 4 5 x
–1
–2

44
Mathematics Enhancement Programme Help Module 1: Algebra

Answers
1.9 9. (b)
y

8
7
6
5
4
3
2
1

–7 –6 –5 – 4 –3 –2 –1 0 1x
–1
(c) (– 4, 0), (–6, 1), (–7, 3), (–7, 5), (–6 , 7), (– 4, 8)

10. (a) 2 units (b) 4 units (c) 32 ≈ 5.66

1.10 Applications of Graphs

1. (a) 2.7 kg (b) 3.6 kg (c) 11 lbs (d) 6.6 lbs

2. (a) 22.5 litres (b) 6.7 gallons

3. (a) 3 (b) AB: 20 m/s ; CD: 5 m/s ; EF: 10 m/s ; GH:10 m/s (c) AB
10
4. (a) 150 s (b) AB and CD; 5 m/s (c) EF; m/s
3
5. 16 + 88 + 4 = 108 metres

6. (a) 20 m (b) 80 m (c) 120 m

7. AB: 0.5 m/hour ; BC: not moving ; CD: 2 m/hour

8. 14 m

9. (a) 7 m/s ; 2 m/s (b) 4.78 m/s

10. Jodie ran faster for the first 10 s but then slowed down until Wendy caught up at the
end of the school field. While Wendy rested, Jodie returned at a constant speed
until reaching the starting point, whilst Wendy (after her rest) ran faster, reaching
the starting point at the same time.

11. (a) 12.5 miles (b) 56.25 miles (c) 6600 mm (d) 35 m

12. (a) 75 km/hour; 20.83 m/s (b) 0.4375 mm/s; 0.04375 m/s
1 1
(c) 60 m/hour ; m/s (d) 0.5 m/min ; m/s
60 120
13. (a) 09.35 (b) 5 km (c) 90 mins (d) 4 km/hour
14. (a) 82 seconds from the start (b) 8.5 m (c) Robert – steeper slope
15. (a) about 4300 (b) metres

45