D - Ans 4 web - 001-024.

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Checkpoint Maths 2 Answers

SECTION ONE 5
London Dubai London Dubai
(local time) (local time)

Chapter 1 – Shape, space and Sunday 0200 1012 1400 2212

measures 1 Monday 0200 1012 1348 2200

Exercise 1.1 Tuesday 0310 1122 1510 2322

1 (a) 0830 (b) 0535 (c) 0955 Wednesday 0336 1148 1321 2133
(d) 1845 (e) 2330 (f) 1650 Thursday 0255 1107 1515 2327

2 (a) 1900 (b) 1200 (c) 0005 Friday 0057 0909 1436 2248
(d) 2210 (e) 0815 (f) 2015 Saturday 0638 1450 1648 0100
(g) 0745 (h) 1945
6 (a) 1 hour 2 min
(b) 1620
Exercise 1.2
(c) 1926
1 (a) 0840
(d) 2225
(b) 0820
(c) 0800 7 Pupils’ own questions and answers.

2 (a) 1630
(b) 1606 Chapter 2 – Number 1
(c) 1803
Exercise 2.1
3 (a) (b)
Depart Arrive Depart Arrive 1 (a) 14.8 (b) 31.14 (c) 9.66
(d) 100.01 (e) 44.44 (f) 9.1
0523 0631 5.23 am 6.31 am
2 (a) 11.1 (b) 10.9 (c)
15.04
0715 0823 7.15 am 8.23 am
(d)
0.01 (e)
11.7 (f)
10
0904 1012 9.04 am 10.12 am (g)
12 (h) 0
1028 1136 10.28 am 11.36 am 3 (a) 17.02 (b) 159.36 (c) 43.56
1445 1553 2.45 pm 3.53 pm (d) 4 (e)
35.1 (f)
5.1
(g) 18.63 (h) 10
1622 1730 4.22 pm 5.30 pm
1809 1917 6.09 pm 7.17 pm
2017 2125 8.17 pm 9.25 pm Exercise 2.2
1 (a) 20 (b) 30 (c) 24
4 (d) 14 (e) 43 (f) 18
Stansted 0500 0715 0915 1040 1315
Luton 0630 0845 1045 1210 1445 2 (a) 18 (b) 9 (c) 11
(d) 0 (e) 27 (f) 1
Gatwick 0805 1020 1220 1345 1620
3 (a) 15 (b) 18 (c) 2
Heathrow 0850 1105 1305 1430 1705
(d) 35 (e) 15 (f) 6
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2 Section 1 – Shape, space and measures 2

4 (a) (12
8)  2  8 Exercise 3.3

(b) 5  (2  4)  30 1 Pupils’ perpendicular bisector constructions.
(c) 2  (3  4
5)  4
2 The orientation of pupils’ diagrams may differ
(d) (10
4)  (3  3)  36 from the ones shown below.
(e) (9  6
3)  2  4  10 (a) (b)
(f) (9  6
3)  (2  4)  2
5 (a) 20
8  2  6  22
(b) (20
8)  2  6  12
(c) (20
8)  (2  6)  1.5
(d) 20
(8  2  6)  10 (d) (e)
(e) 20
8  (2  6)  19
6 (a) 8  3  4
6  14
(b) (8  3)  4
6  38
(c) (8  3)  (4
6) 
22
(d) 8  3  (4
6)  2

Exercise 2.3
1 (a) 4 (b) 4 (c) 3
(d) 8 (e) 12 (f) 6
2 (a) 13 (b) 37 (c) 12
(f)
(d) 12.8 (e) 0.125 (f) 0.5

Chapter 3 – Shape, space and

measures 2
Exercise 3.1
1 Circumference
2 Radius, radii
3 Chord
4 Diameter (g)
5 Arc
6 Sector
7 Segment
8 Tangent

Exercise 3.2
1 Pupils’ drawings.
2 Pupils’ drawings.
3 Pupils’ own patterns.
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Section 1 – Using and applying mathematics/ICT 3

3 Pupils’ construction of a regular octagon. Chapter 5 – Using and applying

4 (a), (b) Pupils’ constructions. mathematics/ICT 1
(c) Point of intersection is the same distance
from points A, B and C. Investigation
5 Pupils’ constructions. Only one possible solution for each number is given
below. There are many other correct possibilities.
6 Pupils’ constructions.
Some solutions have included the use of the factorial
(!) which, although not covered in the text, could be
introduced for more able students.
Chapter 4 – Handling data 1 4 4
1 44  44 2   
4 4
Exercise 4.1
4 4
4
1 Primary 3
4 
4
 4   4
4 4
2 Secondary
4 44
3 Secondary 5
4 
4   6   4
4 4
4 Primary 4
7 4  4
 8 (4  4)  4  4
5 Secondary 4
4 44
4
9 4  4   10 
Q p.19 4 4
4 44  4
Pupils’ suggested research. 11 4! 
4

 12 
4 4
4
Q p.19 13 4! 
4
  
4
14 4  4
4 
4

Question (c).
15 44  4  4 16 4  4  4  4
4 4
Q p.19 17 4  4  
4
18 4  4  

4

Pupils’ own questions.
4  4  4
4 4
19 4!
4
 20
4
Q p.19 4
21 4!

4

 22 4  4  4 
4

Pupils’ own questions. 4
23 (4!  4
4)  4 24 4  4  4  4
Exercise 4.2 44
4  4
4
4

25 26 4!  
Pupils’ rewritten questions. 4
4
27 4! 
4
   28
4
4 
4

4
Exercise 4.3 4
Pupils’ own questions. Ensure questions are clear, 4
29   4  4! 30 4  4 
4


4
simple, unbiased and relevant. 4

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4 Section 2 – Number 2

ICT activity SECTION TWO

Pupils’ constructions.
As the vertex is dragged, the shape of the triangle Chapter 6 – Number 2
changes but the circumference of the circle still
passes through each of the three vertices. Exercise 6.1
1 (a) One hundred (b) A hundredth
Review 1A (c) One thousand (d) A thousandth
(e) One thousand (f) A thousandth
1 (a) 1645 (b) 0030
(g) A thousandth (h) One thousand
2 0620
(i) A millilitre (j) One million
3 0900
2 (a) kg (b) cm
4 (a) (3  4)  5  35
(b) (8
6)  (7  4)  22 (c) m or cm (d) ml
(c) 5  (8  3)
4  51 (e) t (f) m
(g) litre (h) km
5 Pupils’ construction of a regular hexagon.
(i) litre (j) cm
6 arc
3 Pupils’ lines and measurements.
sector
4 Pupils’ estimates. Answers may vary
considerably.

chord Exercise 6.2

1 (a) 1 m is 100 cm
so to change from m to cm multiply by 100
tangent to change from cm to m divide by 100.
(b) 1 m  1000 mm
7 Pupils’ questionnaires. so to change from m to mm multiply by 1000.
so to change from mm to m divide by 1000.
8 Pupils’ examples of a biased question which
should not be used. (c) 1 cm  10 mm
so to change from cm to mm multiply by 10.
to change from mm to cm divide by 10.
Review 1B
2 (a) 40 mm (b) 62 mm
1 1625
(c) 280 mm (d) 1200 mm
2 2040 on Wednesday (e) 880 mm (f) 3650 mm
3 2300 (g) 8 mm (h) 2.3 mm
4 (a) (7  8)  (3  2)  3 3 (a) 2.6 m (b) 89 m
(b) (7  8)  3  2  7 (c) 2300 m (d) 750 m
(c) 7  8  (3  2)  8.6 (e) 2.5 m (f) 400 m
5 Pupils’ constructions of a perpendicular bisector. (g) 3800 m (h) 25 000 m
6 Pupils’ examples. 4 (a) 2 km (b) 26.5 km
7 Pupils’ questionnaires. (c) 0.2 km (d) 0.75 km
8 Pupils’ examples of a badly written question, i.e. (e) 0.1 km (f) 5 km
not clear, not relevant or biased. (g) 15 km (h) 75.6 km
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Section 2 – Algebra 1 5

5 1 kg is 1000 g Exercise 7.2

so to change kg to g multiply by 1000
to change g to kg divide by 1000. 1 (a) a 
2 (b) a 
3 (c) a 
1
(d) a 
2 (e) a 
2
6 (a) 2000 kg (b) 7200 kg
(c) 2.8 kg (d) 0.75 kg 2 (a) b 
5 (b) b 
2 (c) b 
1
(e) 450 kg (f) 3 kg (d) b 
2 (e) b 
3
(g) 6.5 kg (h) 7000 kg 3 (a) c 
2 (b) c 
5 (c) c 
3
7 (a) 2600 ml (b) 700 ml (d) c 
4 (e) c 
3
(c) 40 ml (d) 8 ml 4 (a) d 
2 (b) d 
3 (c) d 
5
8 (a) 1.5 litres (b) 5.28 litres (d) d 
3 (e) d 
3
(c) 0.75 litres (d) 0.025 litres 5 (a) e  1 (b) e  3 (c) e  2
9 138.3 tonnes (d) e  3 (e) e  2

10 (a) 720 ml 6 (a) f 
1.5 (b) f 
1 (c) f 
1

(b) 0.53 litres (d) f 
3 (e) f 
5
7 (a) g  1 (b) g  5 (c) g  5
(d) g  14 (e) g  1
Chapter 7 – Algebra 1
Exercise 7.1
1 (a) a  2 (b) a  3 (c) a  4
Exercise 7.3
(d) a  6 (e) a  5 1 (a) a  3 (b) a  4 (c) a  4
(d) a  5 (e) a  1
2 (a) b  7 (b) b  7 (c) b  7
2 (a) b  2 (b) b  3 (c) b  5
(d) b  5 (e) b  8
(d) b  3 (e) b  12
3 (a) c  4 (b) c  8 (c) c  3
3 (a) c  3 (b) c  5 (c) c  9
(d) c  4 (e) c  8
(d) c  8 (e) c  1
4 (a) d 
2 (b) d 
4 (c) d 
9
4 (a) d 
9 (b) d 
7 (c) d 
4
(d) d 
11 (e) d 
9
(d) d 
1 (e) d 
5
5 (a) e  2 (b) e  4 (c) e  2
5 (a) e 
3 (b) e 
2 (c) e 
2
(d) e  4 (e) e  3
(d) e 
3 (e) e 
2
6 (a) f 
3 (b) f 
3 (c) f 
6
6 (a) f  8 (b) f  7 (c) f  3
(d) f 
4 (e) f 
7 (d) f  4 (e) f  6
7 (a) g 
4 (b) g  12 (c) g  3 7 (a) g 
4 (b) g  14 (c) g  3
(d) g  4 (e) g  6 (d) g  3 (e) g  5
8 (a) h  2 (b) h  4 (c) h  5 8 (a) h  2 (b) h  3 (c) h  10
(d) h  5 (e) h  11 (d) h  3 (e) h  3
9 (a) k  6 (b) k  4 (c) k  5 9 (a) j  8 (b) j  15 (c) j  32
(d) k  4 (e) k  2 (d) j  14 (e) j  27
10 (a) m  9 (b) m  17 (c) m  13 10 (a) k  6 (b) k  4 (c) k  6
(d) m  1 (e) m  4 (d) k  15 (e) k  16

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6 Section 2 – Shape, space and measures 4

Chapter 8 – Shape, space and Chapter 9 – Shape, space and

measures 3 measures 4
Exercise 8.1 Exercise 9.1
1 (a) 18.85 cm (b) 78.54 cm 1
(c) 125.66 mm (d) 3.14 m
2 (a) 25.13 cm (b) 21.99 cm
(c) 75.40 mm (d) 39.58 m
3 (a) 31.4 cm (b) 35.7 cm
(c) 61.7 cm (d) 121.4 mm 2
(e) 13.7 cm (f) 100.7 cm
4 (a) 235.6 cm (b) 424 times
5 6.3 cm
6 37.70 m
3

Exercise 8.2
1 (a) 28.3 cm2 (b) 176.7 cm2
(c) 2.0 mm2 (d) 918.6 cm2
2
(e) 167.4 cm (f) 0.1 cm2
2 (a) 100.5 cm2 (b) 78.5 cm2
(c) 58.9 cm2 (d) 62.1 cm2
(e) 1.9 cm 2
(f) 43.4 cm2 4

Exercise 8.3
1 (a) 25 cm2
(b) 19.6 cm2 (1 dp)
(c) 5.4 cm2 (1 dp)
2 11.4 cm2
Exercise 9.2
3 (a) 25.1 cm2 (1 dp)
1
(b) 21.5% (1 dp)
4 (a) 268 cm2
(b) 81 cm
5 5969 m2
6 Ring 1  37.7 cm2
Ring 2  62.8 cm2
Ring 3  88.0 cm2

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Section 2 – Shape, space and measures 4 7

2 Exercise 9.3
1 2

3 4
3

5 6

Exercise 9.4
The diagrams that follow show only two possible
nets for the three-dimensional shapes in the
question. Other nets are possible.
1
5

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8 Section 2 – Shape, space and measures 4

2 4

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Section 2 – Using and applying mathematics/ICT 9

6 Perimeter/diagonal for even-sided regular polygons

3.15 
3.10
3.05
3.00

P/D
2.95
2.90
2.85
2.80
0 2 4 6 8 10 12 14
Number of sides

Perimeter/diagonal for odd-sided regular polygons

3.50
3.45
3.40
3.30

P/D
3.25
3.20
3.15 
3.10
0 2 4 6 8 10 12 14
Number of sides

The results for odd and even-sided regular

polygons can be combined on a graph as
follows:

Chapter 10 – Using and applying Perimeter/diagonal for regular polygons

3.6
mathematics/ICT 2 3.5
3.4
Investigation 3.3
3.2

Pupils will produce a variety of nets. The net using 3.1
P/D

the smallest amount of card is shown below: 3.0

2.9
2.8
2.7
2.6
2.5
0 2 4 6 8 10 12 14
35 51 cm Number of sides

8 20 8 20 Review 2A
1 (a) 40 mm (b) 284 mm (c) 850 mm
56 cm
2 (a) 7200 kg (b) 2.8 kg (c) 50 kg
ICT activity 3 (a) 2300 ml (b) 400 ml (c) 8.9 ml
1–7 Pupils generate their own regular polygons and
4 1600 ml
measure the perimeter and diagonal length of
each. 5 (a) a  4 (b) b 
13 (c) m 
5
8 (a) Pupils’ results should show that, as the 6 38.96 cm (2 dp)
number of sides of the regular polygon
7 452.39 cm2
increases, so the value perimeter  diagonal
gets closer to . 8 18.8 cm2 (1 dp)
(b) The value perimeter  diagonal gets closer to
, but the results for even and odd-sided
regular polygons differ because they
approach  differently. This is shown in the
following graphs.
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10 Section 3 – Algebra 2

9 Different nets are possible to this one. 10 Different nets are possible to this one.

5 cm 4 cm

5 cm 4 cm 5 cm 4 cm

10 cm 12 cm

5 cm
4 cm
10 Different nets are possible to this one.

SECTION THREE
5 cm
Chapter 11 – Algebra 2
10 cm 4 cm
Exercise 11.1
1 (a) a is less than 6
(b) b is greater than 5
4 cm (c) c is not equal to 10
2 (a) x is less than or equal to 7
Review 2B
(b) y is greater than or equal to 3
1 (a) 3500 m (b) 0.75 m (c) 0.28 m (c) z is less than or equal to 10
2 (a) 800 g (b) 4100 g (c) 70 g 3 (a) d is greater than 4
3 (a) 0.7 litres (b) 20 litres (c) 0.005 litre (b) e is less than 7
4 2.32 litres (c) f is not equal to 8

5 (a) a  8 (b) b 
1.5 (c) c  5 4 (a) m is less than 8

(b) n is greater than 5
6 42.16 cm (2 dp)
(c) f is not equal to 5
7 226.19 cm2
5 (a) s is less than or equal to 6
8 (a) 345.6 m (b) 5656 m2
(b) t is greater than or equal to 9
9 Different nets are possible to this one. (c) u is not equal to 3

4 cm
Exercise 11.2
1  2  3  4  5
12 cm 6 7  8  9 10 

Exercise 11.3
4 cm 1 a  10 2 b 7 3 c
5 4 d6
5 e
10 6 f
76 7 g  12 8 h5
9 j 4 10 k  7
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Section 3 – Algebra 3 11

Exercise 11.4 Exercise 11.6

1 1 3a6 2 4b7
2 3 4 5 6 7
3 6c9 4 0d3
2
5
2  e  1 6
3  f  3
2 3 4 5 6 7
7
1  g  4 8
3  h  2
3
2 3 4 5 6 7 9
5  i 
1 10
4  j  4
4
2 3 4 5 6 7
Exercise 11.7
5
1 11  a  18 2 21  a  40
2 3 4 5 6 7

6 3 160  h  200 4 14  t  28
2 3 4 5 6 7 5 300  n  400 6 155  h  185
7 7 7  n  11 8 1n8
2 3 4 5 6 7
9 10  d  12 10 40  n  50
8
2 3 4 5 6 7

9
0.5 0.6 0.7 0.8 0.9 1.0
Chapter 12 – Algebra 3
10 Exercise 12.1
2.2 2.3 2.4 2.5 2.6 2.7
1 (a) p  m
q (b) q  m
p

Exercise 11.5 2 (a) p  m
d (b) m  d  p

1 r
s
3 (a) s  r
3t (b) t  
2 3 4 5 6 7 3
2 xc
4 (a) d   (b) c  2d
x
2 3 4 5 6 7 2
3 d
3b d
2a
5 (a) a   (b) b  
7 8 9 10 11 12 2 3
4 p  5s 3r
p
6 (a) r   (b) s  
1 2 3 4 5 6
3 5
m m
5 7 (a) r    p (b) p  r

2 2
2 3 4 5 6 7

 
w 1 w
6 8 (a) r    2p (b) p   r

5 2 5
2 3 4 5 6 7
w
r
7 9 (a) r  w
dt (b) t  
d
–6 –5 –4 –3 –2 –1
y
c c
8 10 (a) m   (b) m  
x y
x
–9 –8 –7 –6 –5 –4

9
–2 –1 0 1 2 3
Exercise 12.2
10 1 (a) a  c
b (b) b  c
a
–1 0 1 2 3 4 2 (a) a  b  c (b) c  a
b
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12 Section 3 – Shape, space and measures 5

s s 5 e  62° 6 f  55°
3 (a) p   (b) r  
qr pq 7 g  90° 8 h  144°
r
q
4 (a) q  r
3p (b) p   9 i  154° 10 j  35°
3
t
p
5 (a) p  t
mn (b) n  
m Exercise 13.2
r
3q r
2p 1 a  110° 2 b  145°
6 (a) p   (b) q  
2 3
3 c  55° 4 d  95°
m
7 (a) m  rn (b) n   5 e  100° 6 f  125°
r
vw ds 7 g  106° 8 h  150°
8 (a) d   (b) v  
s w
9 i  90° 10 j  60°
tw mn
9 (a) m   (b) w  
n t
Exercise 13.3
 
1 1 1
10 (a) w   (b) m   t

t
mn n w 1 Pupils’ drawings and measured angles.
2 Pupils’ drawings and measured angles.
Exercise 12.3
3 Pupils’ drawings and measured angles.
1 (a) q  r
p (b) q  s
2r
4 Pupils’ own observations leading to: vertically
2 (a) r  4p
2q (b) q  2p
3s opposite angles are equal.
r qs
3 (a) q   (b) r  
p p
r3 q
4 Exercise 13.4
4 (a) p   (b) r  
q p 1 Pupils’ drawings and measured angles.
5 (a) n  r
m (b) n  m
p 2 Pupils’ drawings and measured angles.
3p
n 3x
q 3 Pupils’ drawings and measured angles.
6 (a) m   (b) p  
2 2
4 Pupils’ own observations leading to:
uv rs corresponding angles are equal.
7 (a) x   (b) p 

y q
2p
5 6q  5
8 (a) q   (b) p   Exercise 13.5
6 2
3x
7y 3x
4z 1 a  40° b  140°
9 (a) z   (b) y  
4 7 2 c  60° d  120°
8q
10 (a) r   (b) q  2pr
8 3 e  40° f  140°
2p
4 g  48° h  132°
5 j  144° k  36°
Chapter 13 – Shape, space and 6 l  70° m  110°
measures 5 7 n  80° o  100° p  100° q  80°
Exercise 13.1 8 r  43° s  137° t  137° u  43°
1 a  130° 2 b  140° 9 v  35° w  145° x  145° y  35° z  145°
3 c  135° 4 d  70° 10 a  36°
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Section 3 – Using and applying mathematics/ICT 3 13

Chapter 14 – Handling data 2 3 (a) Rainfall compared

with hours of sunshine
Exercise 14.1 8
7
1 Pupils’ own explanations should accompany
6

Rainfall (mm)
each answer.
5
(a) Likely to be a positive correlation. 4
(b) No correlation. 3
(c) Likely to be a positive correlation. 2
1
(d) Likely to be a negative correlation, though
there will be exceptions for vintage 0 2 4 6 8 10 12 14
motorcycles. Hours of sunshine
(e) Different correlations possible – check (b) Very little/no correlation. Pupils’
explanation for justification. explanations.
(f) Likely to be a negative correlation.
4 (a) Correlation between adult
(g) Up to adulthood there is a positive
correlation. However, once adulthood is illiteracy and infant mortality
reached there is no correlation. 120
Infant mortality per 100
(h) Likely to be a positive correlation. 100
2 (a) 80
Distance from school
60
plotted against travel time
45 40
35 20
Time (min)

25 0 10 20 30 40 50 60 70
15 Adult illiteracy rate (%)
5 (b) Pupils’ explanations.
0 5 10 15 20 25 30 (c) Pupils’ explanations.
Distance (km) (d) Correlation between male and female
(b) Strong/moderate positive correlation.
Male life expectancy (years)

life expectancy in different countries

(c) Pupils’ explanations.
(d)
75
Distance from school 65
plotted against travel time 55
45 45
35 35
Time (min)

25 30 40 50 60 70 80 90
15 Female life expectancy (years)
5
0 5 10 15 20 25 30
Distance (km)
Chapter 15 – Using and applying
(e) About 11 km
mathematics/ICT 3
Investigation
Pupils will each produce a table of results and a
graph of their results. Answers to questions will
depend on class results.
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14 Section 4 – Number 3

ICT activity 6 (a) Weak negative correlation

(b) Strong positive correlation
Pupils produce their own angle booklets.
7 (a) Likely to be a negative correlation;
pupils’ explanations.
Review 3A (b) Likely to be a positive correlation;
pupils’ explanations.
1 (a) (b) (c)  (d)
(c) Likely to be no correlation;
x
w pupils’ explanations.
2 (a) c  b
a (b) b  
3
pn w
(c) q   (d) t  
m 2(mn
5) SECTION FOUR
3 (a) p  70° q  70° r  110°
(b) s  104° t  38° u  38° Chapter 16 – Number 3
4 b  100° c  80° d  35° e  105° Exercise 16.1
f  40° g  35° h  80°
1 (a) €30 (b) €160 (c) €90
5 (a) (b) (d) €60 (e) €450
2 (a) 3 years (b) 4 years (c) 5 years
(d) 6 years (e) 312 years

6 (a) Likely to be a positive correlation; pupils’ Exercise 16.2

explanations. 1 (a) 5% (b) 6% (c) 8%
(b) Likely to be a negative correlation (with the (d) 712% (e) 412%
exception of vintage cars); pupils’
explanations. 2 (a) €400 (b) €800
(c) Many factors may affect this. For a given (c) €466.67 (d) €850
painter at a particular point in time, though,
it is likely to be a positive correlation. Pupils’
explanations.
Exercise 16.3
1 €20 loss 2 €6 loss 3 €3 profit
4 €5 loss 5 €1400 loss
Review 3B
1 (a) x
50% (b) 21  x  55 Exercise 16.4
2 (a) 1 70% 2 50% 3 75% 4 25%
4 5 6 7 8 9
5 50% 6 60% 7 25% 8 75%
(b)
0.7 0.8 0.9 1.0 1.1 1.2 9 75% 10 70%
q
p
 
1 t
3 (a) r   (b) r   5

3 2 m Exercise 16.5
t(n  2)
 
1 2q 1 62.5%
(c) v   (d) p   r

m 5 3
2 60%
4 (a) r  30° q  150°
3 50%
(b) p  57° q  57° r  87° s  93°
4 30%
5 a  130° b  130° c  50° d  65° e  65°
f  115° g  115° h  65° i  65° 5 33.3% (1 dp)
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Section 4 – Algebra 4 15

6 28.6% (1 dp) Exercise 17.4

7 40% 1 (a) 3(3m
5) (b) 2(8
3p)
8 35% 2 (a) 2(2p
3) (b) 6(3
2b)
9 42% 3 (a) 3(2y
1) (b) 2(2a
3b)
10 37.5% 4 (a) 3(a
b) (b) 4(2a  3b  5c)
5 (a) a(3b
4c  5d) (b) 2p(4q  3r  2s)

Chapter 17 – Algebra 4 6 (a) b(b
c) (b) 2a(2a
5b)

7 (a) ab(c
d
e) (b) m(2m
3)
Exercise 17.1
8 (a) 3ab(c
3d) (b) 5a(a
2b)
1 (a) 2(2a  5) (b) 5(2a  3) (c) 3(3a  7)
9 (a) 2ab(4a
3b) (b) p2(2q2
3r2)
2 (a) 3(2b  1) (b) 5(2b  1) (c) 5(5b  2)
10 (a) 12(a
2) (b) 21(2a
3)
3 (a) 5(3c
5) (b) 4(3c
2) (c) 8(a
3)
11 (a) 11a(1
b) (b) 4a(1
4
2b)
4 (a) 4(2
d) (b) 2(3
2d) (c) 6(3
2d)
12 (a) 5b(a
2c  3b) (b) 2b2(4a
3)
5 (a) 2(3a  2b) (b) 7(c  2d) (c) 4(3a
4b)
13 (a) a(a 1) (b) b(1  b)
6 (a) 4(6p
7q) (b) 6(a
5b) (c) 7(3d
2e)
14 (a) b (1  b)
2
(b) a(a2  a  1)
7 (a) 3(2a  3b  4c) (b) 2(4a  b  2c)
15 (a) p(p2  2p  3) (b) m(7m2
9m
4)
(c) 3(2p  3q  5r)
16 (a) 3a(2a2
a  4) (b) 5a(a2
2a  5)
8 (a) 4(3m  4n
9r) (b) 7(a
2b  5c)
(c) 8(8p  4q  2r) 17 (a) 28ab(2a
b) (b) 12b(6a
3c  4d)

9 (a) 3(3a
b
6c) (b) 4(6p
8q
3r) 18 (a) 2a (2b
3c)

(c) 3(a
b
c)
10 (a) 6(a
2b
3c)
(c) 15(2p
4q
r)
Exercise 17.2
1 (a) x(2a  3b  4c)
2 (a) q(3p
4  5s)
3 (a) x(4a  3x)
4 (a) p(6p
5q)
5 (a) x(x
a)
Exercise 17.3
1 (a) 2y(2x
3z)
2 (a) 5m(3n
2p)
3 (a) 6p(q
5p)
4 (a) 4xy(3x
2y)
5 (a) 7a(x
2y  3z)
Checkpoint Maths 2 © 2004, Hodder & Stoughton Educational
3
19 (a) 6ab(ab  2)
(b) 7(p
q  r) 20 (a) 5a(b
c)
Exercise 17.5
1 (a) (a  b)(c  d)
(b) b(7a
8c) 2 (a) (m  n)(p  q)
(b) n(2m
3r  5p) 3 (a) (a  2)(b  c)
(b) b(4a
3b) 4 (a) (a  4)(b
c)
(b) m(7n
2m) 5 (a) (p
q)(m
n)
(b) p(qr
p) 6 (a) (a
b)(c
d)
7 (a) (x
y)(w
v)
8 (a) (x  y)(z  x)
(b) 3q(3p
4r) 9 (a) (m  n)(n  r)
(b) 7c(2b
3c) 10 (a) (a
3c)(b
2c)
(b) 5x(3x
2y)
(b) 5ab(2b
5a)
(b) 3x2(10a
2b  3c)
(b) 7m2n(2mn
3)
(b) 3c2(1
5c)
(b) 13bc(b
2c)
(b) (p  q)(r  s)
(b) (a  c)(b  d)
(b) (a
3)(b  c)
(b) (a
3)(b
c)
(b) (p
q)(n
m)
(b) (r
t)(s
v)
(b) (a  b)(a  c)
(b) (p  r)(q  p)
(b) (p  r)(x  y)
(b) (a
d)(b
1)
15 of 24
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16 Section 4 – Handling data 3

Exercise 17.6 Exercise 19.2

1
1 (a) (3a  b)(b  c) (b) (2p  q)(3r  s) 1 
36
5
2 (a) (x
y)(z  y) (b) (4a
b)(2c
b) 2 
8
1 2 2 3
3 (a) (r
2s)(3t  r) (b) (2m  3n)(q  2m) 3 (a) 
5 (b) 
5 (c) 
25 (d) 
5

4 (a) (5f  g)(f 2  h) (b) (ab  c)(d  c)

5 (a) (2gh  i)(jk
i) (b) (a  b)(c
b) Exercise 19.3
7 8
1  2 
25 25
5
Chapter 18 – Shape, space and 3 
25 or 15 4 1

25
2 2
measures 6 5 
25 6 
25
3
7  8 Mutually exclusive
25
Exercise 18.1 2 1
9  10 
25 25
1 (a) 24 cm3 (b) 150 cm3 (c) 40 cm3
17 15
11 
25 12 
25 or 35
(d) 4000 cm3 (e) 1500 cm3
25 20
13 
25 or 1 14 
25 or 45
2 (a) 120 cm3 (b) 120 cm3 (c) 270 cm3
8 13
15  16 
(d) 4000 cm3 (e) 3861 cm3 25 25
12 7
17  18 
3 (a) 339.3 cm3 (1 dp) (b) 2827.4 cm3 (1 dp) 25 25
4 3
(c) 954.3 cm3 (1 dp) (d) 924.7 cm3 (1 dp) 19 
25 20 
25
(e) 155.0 cm3 (1 dp)

Exercise 19.4
Exercise 18.2 1

1

1 36 2 36
1 224 cm3 4
3 
36 or 19 4 20

36 or 59
2 225 cm3 1 11
5  6 
36 36
3 3200 cm3 1 16
7 
18 8 
36 or 49
3
4 1500 cm 1 16
9 
18 10 
36 or 49
5 3930 cm3 (3 sf)

Exercise 18.3 Exercise 19.5

1
1 
8
1 8 cm
1
2 
12
2 (a) 5 cm (b) 6.5 cm
19
3 
96
3 (a) 9 cm (b) 81 cm2
1
4 
96
4 10 cm
3
5 
8
5 1.51 cm (2 dp)
2
6 
12 or 16
46
7  or 2438
Chapter 19 – Handling data 3 96
6
8 
96 or 116
Exercise 19.1 9 0 (it is impossible to throw a red face on the
1 Independent 2 Independent dodecahedron)
96
3 They are mutually exclusive events. 10  or 1
96

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Section 5 – Algebra 5 17

Chapter 20 – Using and applying Review 4B

mathematics/ICT 4 1 7 years
2 66.5%
Investigation
3 (a) 4(2p  q) (b) 7r(2r  3)
1 (a) 8 cm2 (b) 40 cm3
(c) 3t(2t2  3t
m)
(c) 32 cm2 (d) 320 cm3
4 (a) (r
3s)(2t  r) (b) (4ab2  c)(a  d)
2 (a) Small triangular cross-section  21 cm2
Enlarged triangular cross-section  84 cm2 5 48 cm3
(b) Volume of small prism  168 cm 3
6 8.9 cm
Volume of enlarged prism  1344 cm3 4
7 (a) 
10 or 25 (b) 2

10 or 15 (c) 6

10 or 35
3,4 Pupils investigate the relationship between scale 4
factor of enlargement and its effect on the area 8 (a) 
6 or 23 (b) 26 or 13 (c) 2

9

factor and volume factor of enlargement.

If the scale factor of enlargement is n, the area
factor of enlargement is n2 and the volume factor
of enlargement is n3. SECTION FIVE
ICT activity Chapter 21 – Algebra 5
The screenshot below shows an example of the Exercise 21.1
formulae that can be used:
1 Pupils’ tables of sets of co-ordinates leading to
y  2x
2 Pupils’ tables of sets of co-ordinates leading to
y  12x  1
3 Pupils’ tables of sets of co-ordinates leading to
yx
2
4 Pupils’ tables of sets of co-ordinates leading to
y  12x  3
5 Pupils’ tables of sets of co-ordinates leading to
y 
x
Pupils prepare a report based on their findings.
6 Pupils’ tables of sets of co-ordinates leading to
y 
12x  3
Review 4A 7 Pupils’ tables of sets of co-ordinates leading to
1 €2600 2 4.2% y4
3 66.7% (1 dp) 4 600% 8 Pupils’ tables of sets of co-ordinates leading to
x 
3
5 (a) 4(4a
3) (b) x(4x
1)
(c) 2bc(3b  1  2c) 9 Pupils’ explanations.

6 (a) (2c  a)(3b  c) (b) (4p
q2)(2p
r)

7 251.3 cm3 (1 dp) Exercise 22.2
8 (a) Pupils’ examples. (b) Pupils’ examples. 1 Sloping
2 Sloping
3 Vertical
4 Sloping
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18 Section 5 – Algebra 5

5 Horizontal 4 y
6 Vertical
4
y=3
7 Sloping

8 Horizontal 2

9 Sloping
–2 0 2 4 x
10 Sloping
–2
Exercise 21.3
1 5 y
y
6
4

4
y=x+2 2
y – x = –1
2
–2 0 2 4 6 x

–4 –2 0 2 4 x –2

–2
6 y

2 y 4
x = –2
4 2

2
y = 2x – 3 0 x
–4 –2 2 4

–2 0 2 4 6 x –2

–2 7 y
6
3 y
4
4 2y = x + 6

2
2 1
y= 2x +1

–4 –2 0 2 4 x
–2 0 2 4 x

–2

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Section 5 – Algebra 5 19

8 y Exercise 21.5
6
1 (a) y  x  1 (b) Gradient  1
(c) y intercept  1
4
y = –x + 3
2 (a) y  3x
1 (b) Gradient  3
2 (c) y intercept 
1
3 (a) y  12x  2 (b) Gradient  12
(c) y intercept  2
–4 –2 0 2 4 x
4 (a) y  4x  4 (b) Gradient  4
–2 (c) y intercept  4
5 (a) y 
x  3 (b) Gradient 
1
9 y
6 (c) y intercept  3
6 Pupils’ observations.
4
Exercise 21.6
2
y = –2x + 2 1 (a) Gradient  2 y intercept  1
(b) Gradient  3 y intercept 
1

0 (c) Gradient  12 y intercept 
3

–2 2 4 x
(d) Gradient  1 y intercept  0
–2 (e) Gradient  1 y intercept 
12
(f) Gradient 
3 y intercept  4
10 y (g) Gradient 
1 y intercept  4
(h) Gradient 
1 y intercept  0
4
2 (a) Gradient  2 y intercept  4
(b) Gradient  1 y intercept 
2
2
(c) Gradient  3 y intercept  0
(d) Gradient 
2 y intercept  4
–4 –2 0 2 4 x (e) Gradient 
3 y intercept 
1
y + x = –1 (f) Gradient  1 y intercept  1
–2
(g) Gradient  5 y intercept 
4
(h) Gradient 
2 y intercept  4
–4
3 (a) Gradient  1 y intercept  2
(b) Gradient  2 y intercept 
1
Exercise 21.4
(c) Gradient  3 y intercept  1
Pupils’ own line graphs accompany questions 1–10.
(d) Gradient  1 y intercept  0
1 Gradient  1 2 Gradient  2 (e) Gradient  4 y intercept 
8
3 Gradient  12 4 Gradient  2 (f) Gradient  3 y intercept 
3

5 Gradient 
12 6 Gradient  4 (g) Gradient  0 y intercept  4

1
(h) Gradient  
2 y intercept 
3
7 Gradient 
13 8 Gradient 
3
9 Gradient  0 10 Gradient  infinite
11 Pupils’ own observations.
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20 Section 5 – Handling data 4

Chapter 22 – Shape, space and 4 e  48° f  84° g  132°

h  132° i  48° j  48°
measures 7
5 k  108° l  108°
Exercise 22.1 6 m  120° n  60° p  120° q  60°
1 a  40° 2 b  43° r  60° s  120° t  120°

3 c  30° 4 d  45°
5 e  25°, f  35° 6 g  27°, h  27°, i  36°
Chapter 23 – Shape, space and
measures 8
Exercise 22.2
Exercise 23.1
1
1 150 cm2
Number Name Number Total sum of
of sides of polygon of triangles interior angles 2 138 cm2
3 triangle 1 180° 3 288 cm2

4 quadrilateral 2 2  180°  360° 4 108 cm2

5 pentagon 3 3  180°  540° 5 703.7 cm2 (1 dp)

6 hexagon 4 4  180°  720° 6 155.5 cm2 (1 dp)

7 480 cm2
8 octagon 6 6  180°  1080°
8 262 cm2
9 nonagon 7 7  180°  1260°
10 decagon 8 8  180°  1440°
Exercise 23.2
12 dodecagon 10 10  180°  1800°
1 9 cm
2 The number of sides is always 2 more than the
2 3 cm
number of triangles.
3 (a) 11.3 cm (1 dp) (b) 2226 cm2
3
4 (a) 13 cm (b) 450 cm2
Number of 3 4 5 6 8 9 10 12
sides 5 2 mm
Sum of the 180° 360° 540° 720° 1080° 1260° 1440° 1800°
interior
angles
Chapter 24 – Handling data 4
Size of each 60° 90° 108° 120° 135° 140° 144° 150°
interior Exercise 24.1
angle
1 Discrete 2 Continuous
Size of each 120° 90° 72° 60° 45° 40° 36° 30° 3 Discrete 4 Continuous
exterior
angle 5 Continuous 6 Continuous
7 Discrete 8 Continuous
Exercise 22.3 9 Continuous (usually) 10 Discrete
1 a  75°
2 b  70° c  120° Exercise 24.2
3 d  104° Pupils’ examples.
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Section 5 – Handling data 4 21

Exercise 24.3 5 Distances travelled to school

70
1 Scores in a golf competition
60
20
18 50

Frequency
16 40
14
Frequency

12 30
10 20
8
6 10
4 0
2 0– 1– 2– 3– 4– 5– 6– 7 –
Distance (km) 8
0 65– 70– 75– 80– 85– 90 –
Scores 95 6
Mass (kg) 0– 1– 2– 3– 4– 5– 6– 7– 8– 9– 10–11
2 Maths test results Frequency 0 1 2 4 3 5 8 4 2 1 0
12
10
7
Frequency

8 Time (secs) 8– 10– 12– 14– 16– 18– 20– 22–24

6 Frequency 0 3 14 8 1 2 2 0
4
2 8
Number of books 0– 10– 20– 30– 40– 50–60
0– 10– 30– 50– 70– 90 –
Mark (%) 100 Frequency 8 14 26 20 8 4

3 Heights of students 9
40
30 Points scored 0– 10– 20– 30– 40– 50– 60– 70–80
Frequency

20 Frequency 0 1 3 5 11 6 4 2
10
0 Exercise 24.4
0–

0–

0–

0–

0–

0
19

1
13

14

15

16

17

Mean annual
0–

Height (cm) temperatures in two cities

18

30
4 city B
Temperatures in 50 towns in July 25
20
18 20
Frequency

16
14 15
Frequency

12
10 10
city A
8
5
6
4 0
2
–
–
0–

–
–
–

0
–5
20
10

10
20
30

0
–

40

15– 20– 25– 30– 35 – 40 Temperature (°C)

Temperature (°C)

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22 Section 5 – Reviews

2 Ages of spectators compared 1 Pupils’ observations based on their results.

30 2 Pupils’ examples.
football
25
Frequency (1000s)

golf ICT activity

20
Pupils’ analyses of test results.
15
10
Review 5A
5 1 yx
2
0
2 (a) y
0–

–
–
–
–
–

70 –
0
–8
10
20
30
40
50
60

Age
4
3 Pupils’ sketches of frequency polygons.
y = 2x – 1
4 Pupils’ sketches of frequency polygons. 2
5 Distances travelled by
pupils to two schools
–2 0 2 4 x
45
40 school A
35 –2
30
school B
Frequency

25 (b) y
20
15 4
10
y = 12 x + 2
5 2
0
0–
1–
2–
3–
4–
5–
6–

8
7–

Distance (km)
–4 –2 0 2 4 x
Pupils’ explanations. ‘On average’, pupils at
school A travel less distance to school than those –2
at school B.
6 Pupils’ sketches of frequency polygons. 3 (a) Gradient  4, y intercept 
5
7 Pupils’ sketches of frequency polygons. (b) Gradient  1, y intercept  0
8 Pupils’ sketches of frequency polygons. (c) Gradient  12, y intercept  1
(d) Gradient 
2, y intercept  1
9 Pupils’ sketches of frequency polygons.
4 120°
10 Pupils’ sketches of frequency polygons.
5 a  75°, b  135°
6 226.2 cm2

Chapter 25 – Using and applying 7 8 cm

mathematics/ICT 5
Investigation
Pupils’ calculations based on their packaging.
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Section 5 – Reviews 23

8 Maths test results

8
Frequency

6
4
2
0
0– 10– 20– 30– 40– 50– 60– 70– 80– 90 – 100
Score

Review 5B
1 y 
2x  2
2 (a) y

y=x+3
2

–4 –2 0 2 4 x

–2

(b) y

y = –x + 3
2

–2 0 2 4 x

–2

3 (a) Gradient  3, y intercept  1

(b) Gradient  1, y intercept 
4
(c) Gradient  2, y intercept 
2
(d) Gradient  2, y intercept  12
4 72°
5 a  100°, b  80°, c  220°
6 176 cm2
7 628.3 cm2
8 Pupils’ reports.
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24 Section 6 – Handling data

SECTION SIX – Shape, space and measures

CHECKPOINT QUESTIONS 1 (a) a 60°, b 60°, c 60°
(b) Equilateral
Number 2 172 cm2
1 5 or 6 3 6 cm
2 About 47 000 feet 4 4 cm
3 (a) (i) Each small division on the scale shows 5 12 cm2
10 grams
6 4 minutes
(ii) Arrow X shows a mass of 280 grams
(b) Pupils’ scales marked to show 70 g. 7 (a) 13 km/litre
(c) (i) 39 cents (b) 117 km
(ii) 11 cents 8 (a) (i) 80° (ii) 30°
4 (a) (i) 32 litres (b) (i) 35° (ii) 55° (iii) 55°
(ii) $36 2
9 (a) 384 cm (b) 512 cm3
(b) 54 (km)
40 (min) 10 (a) 444.2 m (b) 14 350 m2
60 (km/h)

Handling data
Algebra 1 (a) Primary
1 (a) (7x  6) cm (b) (i) Pupils’ explanations
(b) 7x  6  20 (ii) Pupils’ own questions
(c) 8 cm 2 (a) Pupils’ scatter diagrams with line of best fit
v
u drawn.
2 t   (b) 14
a
3 3x(5x  2)
4 x2  5x  6
5 (2ab  c)(4b  c)
6 3
7 (a) p  12 (b) q  7 (c) r  3
8 (a)
2,
1, 1, 2
(b) Pupils’ graphs with line y  x
2 drawn.
(c)
23

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